Growing up I always thought I needed to work at a lucrative job and make tones of money so that I can escape poverty. As a kid, I thought being rich was the best thing ever. Growing up in a poverty stricken neighborhood, I have seen and experienced the real problems associated with poverty. And, I tell you, poverty isn’t fun. Continue reading “Socially Balanced Equity Education”
Background: Educators are experiencing undue pressure to perform in education accountability driven by evidence-based instruction. The pressure to show adequate student performance on standardized tests causes many educators to allocate a larger portion of their classroom instructional time to test preparation instead of teaching higher-order learning and thinking skills (Tapia & Marsh, 2004). The shift in teaching time allocation also causes educators to sacrifice other crucial teaching and learning components believed to Continue reading “Does Affect Impact Student Achievement?”
There were many good moments in Gatlingburg and Pigeon Forge, Tennessee. However, this one was among the best. And the best days were many. I do not have a good recollection of the events of each day that we spent at the Great Smoky Mountains. I would say, this was either the third or fourth day there. Each day we took a walk in the wild side to witness the beauty of nature. On this particular day, we went to climb and see the famous Chimney Tops Trail.
This trail is designated as strenuous. Therefore, we packed our rucksacks lightly with some juice, dry fruits, and a sandwich for the Pili-Pili. The trail is located half-way up the mountain on the singularly road to Cherokee, South Carolina. Once you pack your vehicle, the trail start slowly by descending to the bottom of the river. It was a beautiful sight and hugely deceiving of the long and uphill graded hike to come.
Once you cross a few bridges, steep and thoughtfully placed steps starts. There are 256 steps. Pili counted them out of boredom. The trail keeps going up, up, and up, and up again. Meandering like a giant river approaching the ocean. It’s not the hike that brings hordes of people here. It’s the amazing views on the way up and at the top of the chimneys. I know the pictures that you see here don’t give justice to the actual views there. The 2.3 miles up and 2.3 miles down was joyous as anything i have never done in a few years.
The tables have turned. Or am I seeing the work of a magician. Enough with the jokes! Seriously, Tanzania has been the laughing stock in East Africa with regards to its education system for a while. We all know that change do take time. Especially, meaningful and lasting change. Change in education doesn’t happen overnight (read here, here, and here). And quick fixes have unintended consequences (read here). However, I am happy to say that Tanzania has found a magic formula to raise student achievement in the shortest amount of time through its Big Results Now program.
Two years ago, the failure rates at the primary, secondary and high school levels were up the roofs (read here). The 2012 examination results for secondary schools was the lowest in history. However, in less than a year of BIG RESULTS NOW, we are seeing the highest jump in exam results never seen anywhere in the world of education. Has the system really changed? Or is it a mirage?
What I believe is this, for change to happen, underlying causes needs to be addressed. Has the education system in Tanzania addressed the challenges it faces? Challenges such as lack of teachers, lack of quality instruction in the classrooms, teacher absenteeism, lack of teaching resources, lack of laboratories and lab materials for science related courses. In my sane mind, I can’t believe that all these challenges have been addressed in less than a year. Unless you believe in miracles, of which I don’t, something really shady is in the works here.
As they say in Swahili “kuongeza ukubwa wa magoli” is not a genuine solution to this problem. The problems facing the education system in Tanzania are multi-faceted and needs multi-faceted solutions to address them. Quick fixes, No. They will just create a spillover effect. What I see is a disaster in the making. The consequences of which, will be difficult to remediate with simple and quick fixes.
This year we decided to chart a new course for our family summer vacation. We decided to take a path less traveled. Once you have been to the Sunshine State too many times, it becomes less difficult to choose to go elsewhere. I have no complaints with my vacations in Florida. Florida is always going to be the best destination for a summer vacation. With all the amusement parks, serene beaches, and warm weather. I love the place and I could visit there anytime. However, July’s Florida heat can be a turd too much to bear sometimes.
As we were trying to expose our daughter to other forms of summer travel adventures this year. We decided to climb the mountains. The decision was easy. While there, we saw some of the best kept secret places in the Southeastern Mountains Ranges of the United States. Gatlinburg is at the base of Smoky Mountain National Park. Next to it, is Pigeon Forge, the land of Dolly Patton. While there, you can do just anything touristy like amusement parks, you can scare your pants off by visiting many of the Ripley’s scare places or you can grab a cabin in the mountains and live a completely quiet week all to yourself. We chose the latter.
Here are a few pictures from my nature hikes at the Laurel Falls and Clingmans Dome. Enjoy.
Hello everyone. It was great to have you in my course this semester. I hope you enjoyed the experience. In my quest to make the course more enjoyable to you, I would like your input. Additionally, I hope you will find a way to use the information you learned in this course in the near future to make your lives better. As we are approaching the end of the semester, I would like for you to share your opinion about the course by clicking this link. It is my hope that you will take this opportunity seriously and that you will offer genuine suggestions to improve the course.
Here are three things I would like you to respond to:
1) what did you like about the course (think about pacing (too slow, too fast, just about right), information, field trips, out of class activities, in class activities and so forth)?
2) what did you not like?
3) what could I have done differently?
This is completely anonymous. Feel free to express your opinion to help me improve students’ experiences in the course.
Good-luck and Happy Summer Y’all!!
The article entitled “The Qualitative Method of Impact Analysis” by Mohr (1999) attempts to qualify qualitative study design as a rigorous and explicit method for impact analysis (impact evaluation purposes). In this article, Mohr discusses the problems facing qualitative methods when it is used to study impact. He asserts, impact it fundamentally is a causation type of a problem. Causation impact analysis is better evaluated if one uses a quantitative methodology. Mohr argues that the main issue here is based upon the definition of causality. The most accepted definition of causation is based solely on the counterfactual definition of causality. Therefore, if Y occurs, then, X must have occurred. This aligns perfectly with the quantitative methodology of impact evaluation. According to Mohr (1999), a more defensible version of the counter factual definition is called factual causation. Factual causation states that “X was caused by Y if and only if X and Y both occurred and, in the circumstances, if X had not occurred, then neither would Y” (Mohr, 1999; p. 71). As a result, causation is better established when variables are compared. Thus, causality is derived from the comparison of results from the experimental group to those in the control group. Without this base of combination of observations it would be impossible to determine the variance on the treatment variables. Hence, statistical analysis would not be possible.
Based on the counterfactual definition of causality it is impossible to use qualitative methodology to evaluate impact. To better determine impact, qualitative methods must rely on something other than evidence of counterfactual to establish causal inferences. Therefore it renders impossible for a qualitative methodology to show the concurrence of X and Y without the use of a treatment group and a control group that is prevalent in quantitative designs. However, Stricken (1976 as cited in Mohr, 1999) offer us an approach called the “modus operandi’ method which can be used to bypass the counterfactual definition of causality. The modus operandi method can be described as follows: it is an elimination process. For example, to demonstrate that treatment T has caused Y to occur, other possible causes of Y such as U, V, and W must be eliminated as contenders for causing T to occur through elimination. The modus operandi is commonly used in the daily works of professionals such as doctors, police, and investigators. Modus operandi does not meet the counterfactual definition of causality used in quantitative study designs. However, because of the modus operandi methods, qualitative study designs can be used to determine the programs impact using the elimination process to determine causal inferences. Therefore, no variables are needed to establish causation in qualitative designs because physical causality rather than factual causality does indeed produce compelling evidence for ascertaining the occurrence of T when Y occurred after all the other contenders have been eliminated. Thus, causal reasoning can be reliably used in qualitative designs to determine causal inferences in program and impact analysis.
I enjoyed reading this article because it offered me practical and useful insights in conceptualizing causality inferences. I have learned that the causation debate between researchers in quantitative design and those in qualitative design is based on the definition of causation. For the supporters of quantitative design, causation is defined by the counterfactual definition of causality. Thus, causation is determined by comparing two sets of variables (control and experimental values). On the other hand, the proponent in the qualitative design camp proves that causation can be established through the elimination process. The process of elimination is commonly used in our daily lives without comparisons and/or variables. I can relate this to my research. There are several similarities between my research design and the process of elimination described in this article. My research follows the quantitative design tradition, but it does not involve a control group. The causal inferences I can draw from my research design (single participant research design) are largely a result of better controls of the internal threats to validity rather than the comparison of results from the control group to that of the experimental group. There are no control groups in my proposed experimental design. Thus, as a researcher I plan to incorporate the useful, practical, beneficial insight, and steps of determining causal inferences discussed in this article.
Mohr, B. L. (1999). The qualitative method of impact analysis. American Journal of Evaluation, 20 (1), 69-84.