Martine van der Pluijm

75 Creating partnerships – a formative evaluation (5, 6), who had significantly fewer parents with the lowest education levels (29% and 14% with primary school and less, respectively), evaluated this principle as more suitable for teachers with higher percentages of parents who attained primary school and less. TABLE 3.4: Teacher perceptions of the usability of the prototype T1 T2 T3 T4 T5 T6 T7 T8 T9 T10 1. Assess the HLE of pupils Compatibility + + +/- +/- +/- +/- + +/- + +/- Feasibility + + +/- +/- + + + +/- + +/- Relevance + + + + +/- +/- + + + + 2. Establish a school policy incl. SFP procedures Compatibility + + + + + + + + + + Feasibility + + + + + + + + + + Relevance + + + + + + + + + + 3. Establish reciprocal relationships with parents Compatibility + + + + + + + + + + Feasibility + + + + + + + +/- + +/- Relevance + + + + + + + + + + 4. Arrange regularly interactive parent-child activities Compatibility + + + + NA NA + +/- + +/- Feasibility + + + + NA NA + +/- + +/- Relevance + + + + NA NA + + + + 5. Stimulate language strategies Compatibility + + + + NA NA + NA + +/- Feasibility + + + + NA NA + NA + +/- Relevance + + + + NA NA + NA + + T=teacher; +=positive, -=negative, +/-=mixed, NA= not available All teachers evaluated the second principle [Establish a school policy that includes SFP procedures in support of child language development] as compatible, feasible, and relevant. Teachers reported that systemizing SFP procedures helped them to organize their work with parents and prevented them from doing new things without clear intentions. All teachers also considered the third principle [Establish reciprocal relationships with parents] to be compatible and relevant. Teachers found that improving their inviting behavior contributed to more positive dialogues with parents. Although teachers were convinced that improving reciprocal communication was important, they often did not have enough time to establish these relationships due to their