Page 136 - Getting of the fence

Chapter 6
of teachers to apply literacy knowledge in practice” (p. 534). This active and experiential way of working (Borko, 2004) prevented a theoretical overload and ensured that each session was pragmatic and resulted in tangible output.
Table 6.3 summarizes the activities and the focus of each session.
Table 6.3 Overview of the focus of the professional development programme per session Focus per session
Session 1
Session 2 Session 3
Session 4
1. Describe personal view regarding the EFL literature curriculum 2. Summarize personal views into a shared vision
3. Background information on the Comprehensive Approach
4. Revise shared vision
1. Background information on how to formulate learning objectives 2. Translate shared vision into learning objectives
1. Background information on EFL literature assessment
2. Analyse current EFL literature assessment
3. Enrich current EFL literature assessment based on ‘new’ learning objectives
1. Background information on EFL literature lesson activities and materials
2. Analyse current EFL literature activities and materials
3. Enrich current EFL literature activities and materials based on ‘new’ learning
objectives and enrich assessment
6.3.3 Data collection and analysis
To do justice to the inherent complexity of the goal of this study, an instrumental multisite multiple case study was conducted. In a multiple case study, the researcher “explores real-life, contemporary multiple bounded systems (cases) over time, through detailed, in-depth data collection involving multiple sources of information” (Creswel & Poth, 2018, p. 96) (see also Yin, 2014). We selected multiple cases because we were interested in the relevance and usefulness of the Comprehensive Approach in naturalistic settings through the eyes of different teachers. Because EFL literature curricula are generally unique and therefore differ per school, we opted for multiple sites.
Within this multiple case study, we applied a mixed-method design, advocated in the literature for purposes of triangulation, development, complementarity, and confrontation (Greene, Caracelli, & Graham, 1989; Moss & Haertel, 2016). Furthermore, we chose an empirical quasi-experimental design to evaluate the relevance and usefulness of the Comprehensive Approach in EFL literature lessons. An experimental condition was established within the quasi-experimental design by comparing the teachers to themselves before (year 1) and after (year 2)
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