Data Collection and Analysis
Data were collected in various formats to represent professional development activities, instructional
practice, and teacher thinking. Agendas, reflections, observation records, field notes, lesson plans, and audiotapes
were used to represent Plato staff learning experiences and instructional practice. Data documenting teacher
understanding were derived from teacher journal entries, written communication between teacher and literacy
coach, and audiotapes of study group sessions, teacher interviews, and collective teacher meetings.
After chronologically organizing all QAR-related professional- development activities on a timeline chart,
observation logs and notes were re-examined to determine the Vygotsky Space enactment phase demonstrated by
teachers. Using a Teacher Enactment continuum as seen in Figure 2, each demonstration phase was assigned a
quantifiable, ascending point value: appropriation (4 points), transformation (8 points), publication (12 points), or
conventionalization (16 points).
Within the analysis of teacher practice appropriation, four distinct uptake patterns emerged and were
assigned an ascending point value (1–4). No-Attempt (1 point) represents a lack of observable QAR demonstrated,
Superficial (2 points) represents an inability at appropriating QAR into authentic practice, Supported (3 points)
represents authentic use of QAR with varying degrees of support from the literacy coach, and Masterful (4 points)
represents independent and authentic use of the initiative. Using the Teacher Enactment Continuum seen in Figure 2,
each of the 173 individual coaching sessions were organized and assigned a raw score. After the totals had been
tallied, the average teacher-enactment-level score for each day of coaching was determined.
Conventionalize
(16 Points)
Start
(0 Points)
Publicize
Teacher
Enactment
(12 Points)
Appropriate
Masterful
Continuum
(4 Points)
Transform
(8 Points)
Figure 2.
Teacher Enactment Continuum (with varied levels of appropriation)
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