Martine van der Pluijm

68 Chapter 3 manager and coach, combined the roles of process leader, designer, and researcher. Balancing between these roles required different principles and activities (Akkerman, Brinkhorst, & Zitter, 2011). Therefore, plans for these three procedures were developed, focusing on the aims of the change process, the design project, and knowledge generation about the usability of the intervention (McKenney & Reeves, 2012). The first author was assisted by three students of pedagogy from the Rotterdam University of Applied Sciences. TABLE 3.1: Design procedure and collected data Phase Data collection Planned number Start Structured observations teachers Participant observations classroom Interviews with teachers Group interview with design team 2 per teacher 2 in each classroom 1 per teacher 1 at each school Implementation process (iterative testing) Design principle 1: Participant observations classroom Participant observations design team Structured observations teachers Interviews teachers 5 in each classroom 1 at each school 1 per teacher 1 per teacher Design principle 2: As design principle 1 Design principle 3: As design principle 1, 2 Additionally: structured observations parent involvement 2 in each classroom Design principle 4: Participant observations classroom Participant observation design team Structured observations teachers Interviews teachers Structured observations parent involvement 6 in each classroom 1 at each school 2 per teacher 2 per teacher 2 in each classroom Design principle 5: As design principle 4 6 in each classroom After implementation Interviews with teachers Group interviews with parents Group interviews with design team 1 per teacher 1 in each classroom 1 at each school Teachers informed parents about the aims of the research and the activities and requested their consent. This was done in writing, with teachers giving the letter to parents personally and ascertaining that parents agreed to participate in this research. Teachers involved parents during each of the steps to implement the design principles. Knowledge about the usability of the intervention was obtained before, during, and after the implementation of the five design principles of the prototype (see Table 3.1: Design procedure and collected data). Participant