This explanatory sequential design mixed-methods evaluation measures the effects of the GLNE program on (a) students’ personal and social skills (b) students’ stewardship of the environment (c) students’ knowledge and understanding of science concepts. Quantitative survey data and qualitative data from a phenomenologically-based study are analyzed and compared in order to understand the impact of attending Green Life Nature Education (GLNE) program, the only Bay Area Residential Outdoor School that serves urban youth with no-cost programing.
The quantitative data from student surveys implies that in general, attending GLNE has a neutral impact on students. While there were several negative impacts to report for the treatmentexperiment group, the total number of these was very small and not enough to identify a larger trend. Quantitative data from teacher surveys implies that in general, attending GLNE has some immediate positive impacts on students. While there are more positive impacts recorded at the posttest, several persisted until the time of the delayed posttest. However, as with the negative impact recorded from the student data, the impact recorded at the delayed posttest is too small to indicate a general, long-term positive trend. The number of gains made at the posttest provides more convincing evidence that may be used to identify a general immediate positive impact on those students who participate in GLNE. Qualitative data from the phenomenologically-based study demonstrates that GLNE places a high value on the well-being of students. GLNE also prioritizes creating a positive experience, for participants, in the local natural world.
","abstract_html":"<p>This explanatory sequential design mixed-methods evaluation measures the effects of the GLNE program on (a) students’ personal and social skills (b) students’ stewardship of the environment (c) students’ knowledge and understanding of science concepts. Quantitative survey data and qualitative data from a phenomenologically-based study are analyzed and compared in order to understand the impact of attending Green Life Nature Education (GLNE) program, the only Bay Area Residential Outdoor School that serves urban youth with no-cost programing.</p> <p>The quantitative data from student surveys implies that in general, attending GLNE has a neutral impact on students. While there were several negative impacts to report for the treatmentexperiment group, the total number of these was very small and not enough to identify a larger trend. Quantitative data from teacher surveys implies that in general, attending GLNE has some immediate positive impacts on students. While there are more positive impacts recorded at the posttest, several persisted until the time of the delayed posttest. However, as with the negative impact recorded from the student data, the impact recorded at the delayed posttest is too small to indicate a general, long-term positive trend. The number of gains made at the posttest provides more convincing evidence that may be used to identify a general immediate positive impact on those students who participate in GLNE. Qualitative data from the phenomenologically-based study demonstrates that GLNE places a high value on the well-being of students. GLNE also prioritizes creating a positive experience, for participants, in the local natural world.</p>","abstract_has_math":false,"creators":["Blundell, Jessica"],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation","degree_discipline":"International and Multicultural Education","degree_department":null,"school":null,"contributors":["Shabnam Koirala-Azad","Susan Katz","Nicola McClung"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T05:43:46Z","subjects":["critical pedagogy","environmental education","human rights education","mixed-methods","outdoor education","phenomenology","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/diss/321","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Shabnam Koirala-Azad","Susan Katz","Nicola McClung"]},{"key":"dc:creator","label":"Author","values":["Blundell, Jessica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-02-16T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["critical pedagogy","environmental education","human rights education","mixed-methods","outdoor education","phenomenology","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/diss/321"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This explanatory sequential design mixed-methods evaluation measures the effects of the GLNE program on (a) students’ personal and social skills (b) students’ stewardship of the environment (c) students’ knowledge and understanding of science concepts. Quantitative survey data and qualitative data from a phenomenologically-based study are analyzed and compared in order to understand the impact of attending Green Life Nature Education (GLNE) program, the only Bay Area Residential Outdoor School that serves urban youth with no-cost programing.
The quantitative data from student surveys implies that in general, attending GLNE has a neutral impact on students. While there were several negative impacts to report for the treatmentexperiment group, the total number of these was very small and not enough to identify a larger trend. Quantitative data from teacher surveys implies that in general, attending GLNE has some immediate positive impacts on students. While there are more positive impacts recorded at the posttest, several persisted until the time of the delayed posttest. However, as with the negative impact recorded from the student data, the impact recorded at the delayed posttest is too small to indicate a general, long-term positive trend. The number of gains made at the posttest provides more convincing evidence that may be used to identify a general immediate positive impact on those students who participate in GLNE. Qualitative data from the phenomenologically-based study demonstrates that GLNE places a high value on the well-being of students. GLNE also prioritizes creating a positive experience, for participants, in the local natural world.
"]},{"key":"dc:title","label":"Title","values":["Effects of the Green Life Nature Education Program for 4th Grade Students Who Attend Bay Area Title One Schools: a Mixed-methods Study"]}]}],"canonical_facts":{"dc:contributor":["Shabnam Koirala-Azad","Susan Katz","Nicola McClung"],"dc:creator":["Blundell, Jessica"],"dc:date.available":["2017-02-16T08:00:00Z"],"dc:description.abstract":["This explanatory sequential design mixed-methods evaluation measures the effects of the GLNE program on (a) students’ personal and social skills (b) students’ stewardship of the environment (c) students’ knowledge and understanding of science concepts. Quantitative survey data and qualitative data from a phenomenologically-based study are analyzed and compared in order to understand the impact of attending Green Life Nature Education (GLNE) program, the only Bay Area Residential Outdoor School that serves urban youth with no-cost programing.
The quantitative data from student surveys implies that in general, attending GLNE has a neutral impact on students. While there were several negative impacts to report for the treatmentexperiment group, the total number of these was very small and not enough to identify a larger trend. Quantitative data from teacher surveys implies that in general, attending GLNE has some immediate positive impacts on students. While there are more positive impacts recorded at the posttest, several persisted until the time of the delayed posttest. However, as with the negative impact recorded from the student data, the impact recorded at the delayed posttest is too small to indicate a general, long-term positive trend. The number of gains made at the posttest provides more convincing evidence that may be used to identify a general immediate positive impact on those students who participate in GLNE. Qualitative data from the phenomenologically-based study demonstrates that GLNE places a high value on the well-being of students. GLNE also prioritizes creating a positive experience, for participants, in the local natural world.
"],"dc:identifier":["https://repository.usfca.edu/diss/321"],"dc:subject":["critical pedagogy","environmental education","human rights education","mixed-methods","outdoor education","phenomenology","Education"],"dc:title":["Effects of the Green Life Nature Education Program for 4th Grade Students Who Attend Bay Area Title One Schools: a Mixed-methods Study"],"thesis:degree_discipline":["International and Multicultural Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (Ed.D.)"]},"updated_at":"2026-07-24T05:43:46Z"}