Table 1.
Overview of action-oriented research methods and type of data shared in the three programme development phases.
| Involved Stakeholders/Participants | Research Methods | Phase and Setting 1: One Partner School 2: Four Partner Schools 3: All Schools Using Krachtvoer |
Type of Data Shared |
|---|---|---|---|
| Teachers | Semi-structured interviews | 1 | Share anticipated programme- and context-related factors influencing programme implementation. |
| Share implementation experiences and suggest adjustments to programme components based on implementation experiences. | |||
| 2 | Share implementation experiences and suggest programme adjustments based on prevailing contextual aspects and implementation experiences. | ||
| 3 (Teachers who registered for the evaluation panel) |
Share implementation experiences and suggest programme adjustments based on implementation experiences. Share perceived programme- and context-related factors influencing programme implementation. | ||
| Observations | 1 | Assess the implementation process of programme components and (the interplay of) programme- and context-related factors influencing programme component implementation. | |
| 2 | Assess the programme implementation process and (the interplay of) programme- and context-related factors influencing programme implementation. | ||
| Focus group interviews | 2 | Discuss the programme implementation process and suggest programme adjustments. | |
| Survey | 2 | Assess the general characteristics of teachers. | |
| Evaluation questionnaires on website | 3 | Assess the characteristics of the teachers who use the programme and the students exposed to the programme, programme appreciation and dose, and suggest programme adjustments. | |
| Students | Semi-structured interviews | 1 | Share experiences on working with the programme components and suggest adjustments. |
| 2 | Share experiences on working with the programme and suggest adjustments. | ||
| Observations | 1 | Assess programme component implementation and (the interplay of) programme- and context-related factors influencing programme component implementation. | |
| 2 | Assess the programme implementation process and (the interplay of) programme- and context-related factors influencing programme implementation. | ||
| Focus group interviews | 2 | Share experiences on working with the programme and suggest adjustments. | |
| Parents | Semi-structured interviews | 2 | Share programme exposure via child and suggest adjustments. |
| School supporting staff | Semi-structured interviews | 2 | Share experiences about implementation of the programme in their school setting and relevant context-related factors. |
| Partner network | Semi-structured interviews | 1 | Provide input for programme development based on previous experiences and expertise, as well as identified contextual developments within and outside the school setting. |
| Partner meetings | All phases | Provide input for the action-oriented research, programme development and adjustments, and sustainable programme use based on own experiences in niche of expertise and fed back action-oriented research results. | |
| Website users | Programme usage monitoring (dashboard) |
3 | Assess the characteristics of website visitors and how often and which website elements they use. |