Date of Award
1-1-2016
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education
First Advisor
Bruce Uhrmacher, Ph.D.
Second Advisor
Kathy Green
Third Advisor
Nicole Joseph
Keywords
Culturally responsive teaching, Educational travel, Low-income youth, Middle level education, Mixed methods, Transformative paradigm
Abstract
This transformative, explanatory, sequential mixed methods study addresses a gap in the literature regarding the meaning of educational travel in the lives of urban youth in a low-income neighborhoods. The framework for this study stems from educational travel, culturally responsive teaching, effective middle level education (AMLE), and experiential learning. First, a quantitative phase examined data from former travelers (n = 344) compared to non-travelers (n = 6,100) at Harold Middle School from 2003 to 2011. Academic achievement data examined consist of: American College Test (ACT) scores, Colorado Student Assessment Program (CSAP) scale scores, and grade point averages (GPA). School engagement data examined include: graduation rates, attendance rates, and suspensions. The results indicated a statistically significant difference between the travelers and the non-travelers in all variables except CSAP. Next, a qualitative phase consisting of interviews with former travelers (n = 9), and an adult chaperone focus group (n = 8) provided insights into the meaning of travel. The findings of the qualitative phase provide design structures and outcomes for short-term educational travel with middle school youth. The data analysis and integration is viewed using the transformative paradigm (Mertens, 2009).
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Carrie Arlene Olson
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
638 p.
Recommended Citation
Olson, Carrie Arlene, "The Meaning of Educational Travel in the Lives of Urban Middle School Students in a Low-Income Neighborhood: A Transformative, Sequential Mixed Methods Study" (2016). Electronic Theses and Dissertations. 1204.
https://digitalcommons.du.edu/etd/1204
Copyright date
2016
Discipline
Middle School Education, Curriculum Development, Educational Evaluation