A comparison of the APEEC scores from the fall observations showed no significant differences between the two groups.
Using the APEEC categories as a priori codes (Creswell, 2007; Miles & Huberman, 1994), the interview transcriptions and classroom observation field notes were independently read and coded.
Results of this analysis illuminated more clearly how the two groups differed in the APEEC areas that were found to be statistically significant on the quantitative analysis.
The area of Social Skills on the APEEC included items related to teachers demonstrating positive social skills throughout the day, redirecting inappropriate behavior or reinforcing appropriate behavior, and encouraging positive social interactions among children.
During the spring, however, the classroom observations revealed that participants in the Teacher Fellows program performed better on several APEEC items.
The APEEC, however, does not measure these aspects of diversity.