Date of Award
Curriculum and Instruction
Bruce Uhrmacher, Ph.D.
Culturally Responsive Teaching, Educational Travel, Low-Income Youth, Middle Level Education, Mixed Methods, Transformative Paradigm
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).
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
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.
Received from ProQuest
Carrie Arlene Olson
Middle School Education, Curriculum Development, Educational Evaluation