A convergent parallel design with a mixed methods approach guided this study (Creswell & Poth, 2017). A survey questionnaire designed with both quantitative and qualitative items was implemented to understand how values and beliefs may be shaped by the teachers’ individual priorities and perceived barriers.
Data Sources
A purposeful sampling of general education teachers of grades three, four, or five in public, urban school districts were invited to complete the survey questionnaire about their priorities and barriers in involving students in the classroom library selection process. Responses were comprised of both quantitative and qualitative data.
Data Collection Procedures
Responses were collected over approximately five weeks between the start of a traditional fall break 2020 and the end of a traditional winter break 2021. The survey questionnaire was delivered via an emailed link. Potential participants were informed of the significance of the study, as well as any risks with their participation via the approved informed consent form. The survey questionnaire was administered once, and participants were only asked to complete it once.