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50 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators

in Grade 10. Approximately 70% of high school students graduated, and 73% of them
pursued higher education (Connecticut State Department of Education, 2012).
The researcher planned a sample size of eight teachers from one school to participate in
the study. When only two teachers agreed, the researcher repeated the recruitment process
at three other elementary schools within the district to achieve a total of 13 participants
(Table 2). The total number of classroom teachers in all four schools was 138; this number
included special education teachers. Of the 13 participants, 9 completed all steps of the
research study. The participants are referenced here by number as 3, 4, 6, 8, 9, 10, 11, 12,
and 14, and the schools are referenced by letter as School B, School F, School H, and
School K, all within District Z.

Table 2. Participant Distribution and Strengthening of Practice

Years of
Participant experience Grade level taught School Perceived behavior Changes to practice
control
K-5 speech/language
3 3 B strong no
pathologist
4 11 3rd F strong yes
6 3 1st H strong yes
8 3 3rd H strong yes
9 23 K H inconsistent no
10 4 5th K strong no
11 10 K special education K strong yes
12 15 1st dual language K strong no
14 2 1st K strong yes

Summary of Research Methods
The purpose of this study was to gather information from elementary school teachers
in District Z Public Schools regarding the influence of SOAP-formatted post-observation
conversations on teacher self-reflection and practice. In order to further understand
this, the researcher performed a qualitative descriptive exploratory research study. To
substantiate the findings, the researcher triangulated raw data from pre- and post-surveys,
researcher observations, SOAP-formatted post-observation conversations, and teacher
interviews. The researcher approached this action research study using a “theoretical lens
as an overarching perspective” (Creswell, 2009, p. 15) as theories are validated through
practice in action research (Elliot, 2001). The researcher “relied on complex participant
viewpoints of the situation being explored in depth” (Creswell, 2009, p. 8) to improve
practice rather than to produce knowledge in an action research study (Elliott, 2001). The
researcher chose qualitative methods of data collection “…as a means for exploring and
understanding the meaning individuals or groups ascribe to a social or human problem…”
(Creswell, 2009, p. 232). Therefore, the researcher was a participant observer who collected
data through surveys, interviews, and professional conversations.
Phase One of the study was conducted in District Z Public Schools. Information was
collected by the researcher through pre-intervention surveys to determine answers to the first
research question: What are teachers’ perceptions of traditional post-observation conversation
methods? To answer the second research question—What are teachers’ perceptions of SOAP-
formatted post-observation conversation methods?—the researcher collected information
through post-intervention surveys and interviews. These same methods were used to