Semi-structured interviews were conducted with five homeroom teachers, working with grades 3-6, as well as carrying out field observations in which two to four lessons were observed with each homeroom teacher.
Hálfopin viðtöl voru tekin við fimm starfandi umsjónarkennara nemenda í 3.-6. bekk ásamt því sem framkvæmdar voru vettvangsathuganir þar sem fylgst var með tveimur til fjórum kennslustundum hjá hverjum umsjónarkennara.