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poster presentation and were allowed to elaborate on their answers in a subsequent focus group
meeting.
After all interviews were transcribed and checked for accuracy, the researchers read them
individually. Each developed a list of themes identified during this first reading. Next, they
shared lists to ascertain similarities and differences. Codes were agreed upon, some were
combined that were synonymous, and an outline with multiple levels emerged. Finally, they re-
read the transcripts and coded data adhering to the outline. Again, similarities and disagreements
were addressed, codes were narrowed, and various sources considered. Themes were included in
the final analysis if they represented unanimous agreement among the researchers, were evident
across multiple sources, and were triangulated across data sources. No apriori design was
defined; that is, themes emerged as a result of data analysis.
Findings
Researchers evaluated the data to understand how participants applied the knowledge and
skills gained to improve practice. Data analysis has been conducted from the pilot study and
continues to be collected in the second year of the research study. Initial examination reveals
general themes relevant to professional development, teacher inquiry, and mentoring.
Consensus among participants regarding professional development supports their
preference for practical, hands-on interventions that they could choose to replicate in their
classroom. Most cited the interventions addressing student behavior, opportunities to respond,
and parent engagement strategies as the evidence based practice they would want to replicate.
Thus, providing a menu of options that illustrate EBPs to solve a variety of classroom issues
served the participants well, according to their responses. The PD Series in general and the TIRP
in particular promoted professional growth opportunities for participants to focus on improving
student outcomes that they personally found to be challenging in their classroom. After
receiving training to implement and exploring the evidence demonstrating the effect of a variety
of interventions, participants were empowered to make choices of interventions that would meet
the needs of their students.
The findings related to teacher inquiry and mentoring seemed to overlap in several
dimensions. Since the TIRP imposed inquiry as stance on the participants, many suggested the
need for continued and sustained support during the process. The PD Series provided an online
platform to pose problems and discuss issues, but some participants preferred the face to face
support in their school building. Regardless of their years of experience as teachers, this new
process required significant support from the participants’ perspective. Many participants cited
the need for more time to plan for the TIRP, more support in intervention, data collection, and
suggested a coach or expert onsite in their school to assist them in the process.
While not in the control of the researchers, many cited the lack of resources available to
them in their schools. For example, some felt they should not have to invest their personal
money to purchase supplies needed for the interventions, yet they emphasized their frustration in
administration for not providing necessary supplies. Further, some suggested the need for the
researchers to intervene regarding personal relationships among and between the
teachers/participants. Again, not under the control of the researchers, these issues bring light to