Martine van der Pluijm

70 Chapter 3 • Parent involvement was observed using a semi-structured observation scheme. Monitoring started before and after implementation of the third, fourth, and fifth design principles. We monitored the number of reciprocal relationships by parental involvement during informal contacts with teachers and registered the amount of eye contact, the number of exchanges with the teacher, and the number of parents that entered the classroom [design principle 3] . We monitored the number of parents and the duration of their involvement in parent-child activities (from the moment the activity started by the teacher until the first parent left the classroom). We also monitored the number of parent-child dyads that showed moments of joint attention, defined as the moments that parent and child were visually focused on an object during the activity for at least three seconds (Tomasello & Todd, 1983) [design principle 4] . These data were summarized in tables and included the duration of activities and percentages of involved parents. We qualitatively described parents’sensitive behavior (e.g., support of child initiative versus directive parent behavior, encouragements versus discouragements, scaffolding) (Landry et al., 2008), and their behavior to stimulate more quantity (e.g., turn-taking, asking open questions, expanding number of words) (Boyce et al., 2010) and quality of language (e.g., asking questions referring to objects or situations absent in the immediate context) (Van Kleeck, Gillam, Hamilton, & McGrath, 1997) [design principle 5]. 2. Participant observations The research teamparticipated actively during the design sessions and the testing in classrooms. They also took part in daily school routines and had informal talks with teachers and parents. This involvement contributed to the feelings of partnership and trust so that teachers, children, and parents felt comfortable and in a safe environment. Participant observations contributed to the researchers’ in-depth insights into the motivations and perceptions of the participants. We used pre-coded logbooks to describe participants’ behavior, following the leading theoretical concepts of the AHL framework (e.g., establishing reciprocal relationships). Interviews We conducted three kinds of interviews to determine the usability of the prototype: 1. Semi-structured interviews with teachers after the tryouts We asked teachers to evaluate the usability of the prototype in the classroom measured by three variables (McKenney & Reeves, 2012), its compatibility (to what extent is the prototype connected to existing activities or can it be connected), its feasibility (to what extent do teachers have sufficient time, space, and resources to implement the prototype, and its relevance (do teachers perceive that the prototype contributes to establishing partnerships with parents’ and