Martine van der Pluijm

72 Chapter 3 place by comparing data of interviews and observations and by investigating patterns. Based on our observations and interviews, we noticed that some teachers were less motivated to implement design principles 4 and 5 of the prototype. We compared their explanations (e.g., prototype is not usable for my population) with our results of other cases. We also searched for explanations for increases of observed interaction between parents and children and if these increases could be explained by observed teacher behavior. RESULTS Are teachers able to implement the prototype in their classrooms? (research question 1) We used observations to examine whether the teachers had managed to implement the intended behavior and apply the tools. Table 3.3 shows the results. TABLE 3.3: Implementation of intended behavior and application of tools by teacher T1 T2 T3 T4 T5 T6 T7 T8 T9 T10 1. Assess the HLE of pupils Intended behavior + +/- +/- +/- + +/- +/- +/- + +/- Tool: class inventory list + + + + + + + + + + 2. Establish a school policy incl. SFP procedures Intended behavior + + + + + + + + + + Tool: SFP procedural guidelines + + + + + + + + + + 3. Establish reciprocal relationships with parents Intended behavior + + + + + + + + +/- +/- Tool: reciprocal communication guidelines + + + + + + + + + + 4. Arrange regularly interactive parent-child activities Intended behavior + + + + - - + +/- + + Tool: parent-child activity checklist + + + + - - + + + + 5. Stimulate language strategies to support the parent-child interaction Intended behavior + + + + - - + - + +/- Tool: oral language strategy guidelines + + + + - - + - + + T=teacher; + = convincingly implemented, +/- = partly implemented, - = not implemented.