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).
","abstract_html":"<p>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).</p>","abstract_has_math":false,"creators":["Olson, Carrie Arlene"],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Bruce Uhrmacher, Ph.D.","Kathy Green","Nicole Joseph"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:03:35Z","subjects":["Culturally responsive teaching","Educational travel","Low-income youth","Middle level education","Mixed methods","Transformative paradigm","Education"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.du.edu/etd/1204","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bruce Uhrmacher, Ph.D.","Kathy Green","Nicole Joseph"]},{"key":"dc:creator","label":"Author","values":["Olson, Carrie Arlene"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-09-14T07:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Culturally responsive teaching","Educational travel","Low-income youth","Middle level education","Mixed methods","Transformative paradigm","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright is held by the author. User is responsible for all copyright compliance.
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"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Meaning of Educational Travel in the Lives of Urban Middle School Students in a Low-Income Neighborhood: A Transformative, Sequential Mixed Methods Study"]}]}],"canonical_facts":{"dc:contributor":["Bruce Uhrmacher, Ph.D.","Kathy Green","Nicole Joseph"],"dc:creator":["Olson, Carrie Arlene"],"dc:date.available":["2018-09-14T07:00:00Z"],"dc:description.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).
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"],"dc:subject":["Culturally responsive teaching","Educational travel","Low-income youth","Middle level education","Mixed methods","Transformative paradigm","Education"],"dc:title":["The Meaning of Educational Travel in the Lives of Urban Middle School Students in a Low-Income Neighborhood: A Transformative, Sequential Mixed Methods Study"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T02:03:35Z"}