Page 150 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff

150 Chapter 7 7.3.3 Procedure With the snapshot method, two observation sessions were performed during the first year that the pupils were in the Netherlands. The observation of the school learning environment from the point of view of the focal pupils’ experiences lasted an entire morning, usually from 8:30 to 12:00. In between the two observation sessions there were approximately 3 months. To improve the reliability, the data from the two observations days were combined after confirming that the patterns were stable across the two days. Per class it differed how many focal pupils were observed. When there was only one participating newly arrived migrant pupil in the classroom only that child was observed. When there were multiple focal pupils in the classroom these were observed during the same morning with a maximum of 6 pupils per observation. The data collection consisted of multiple observation cycles. Observation cycle 1 started by observing the first focal pupil in the classroom for a 10-second observation period (cf. Henrichs & Leseman, 2016), followed by a coding procedure on a laptop. Then, if applicable, the data collector observed each of the other focal pupils in succession. After observing and coding all pupils in the first cycle, the observer started over with the second cycle with the first focal pupil, continuing in this matter for an entire morning. On average, each pupil was observed and coded 72 times over the two mornings (range = 30–131, see Table 7.2). A total of 2570 observations were coded. The number of pupils who were observed during the same morning in the same classroom varied from 1 focal pupil to a maximum of 6. Therefore, there is a difference of 101 observations between the minimum and maximum number of observations. More observations could be obtained from the pupil who was the only one being observed that morning compared to the pupil who was observed with 5 other peers.