1. Action research cycles (the earlier studies that led to students present study)

2. Reflection (e.g., on past practices, reflection leading to change)

3. Leadership (as an outcome of the educational doctorate program, doing leadership)

4. Personal background (personality, health, language)

5. Role of the LSC (formal and informal dialogue with LSC members, meetings called by LSC members, reading and commenting on each others papers, problems confronted by the LSC members, collaborative inquiry, LSC decision making)

6. Stakeholder buy-in (administrative, participant, educators belief or lack of belief in what the researcher is doing for her study)

7. Successes (sharing of strategies that worked; People that helped; sources or resources that facilitated progress)

8. Theoretical base of the innovation (naming of theories such as Social learning, COP, authentic leadership)

Combined Codes

9. Context (assessment of context, impact on local context (program emphasis on making a local impact; foundational program pillar)

10. Problem (building the case to define the problem, many problems to choose from, problem identification (statement of the problem)

11. Change in Perspective (evidence of conceptual shift  (researcher transformations, changes her perspective as a result of AR Cycle), flexibility in thinking)

12. Research (formal research (literature, theoretical foundations), informal research - (includes talking to former profs and colleagues in doc program and future participants, reflecting on past practices, conversations with leaders), legitimate research

13. Dialogue with others outside of the LSC - informal research - (includes talking to former profs and colleagues in doc program and future participants, reflecting on past practices with others, conversations with leaders)

14. Context (impact on local context (program emphasis on making a local impact; foundational program pillar), assessment of context

15. Intervention (intervention plan (outcomes), naming the innovation, refining the innovation (adaptations to the innovation), struggle with innovation, word pictures of the intervention; visualizing the intervention, fidelity in implementation

16. Obstacles or struggles (constraints imposed by the Ed.D. program such as the timing of the semester of implementation, the length of the intervention; factors outside of the researchers control such as teacher participants who lost their jobs; obstacles - struggle with the research process(including coursework and speed of program)

17. Committee influence (interactions with dissertation committee members, providing direction and guidance on research questions, method, theory, intervention, literature base, etc.)

18. Modes of reflection (using visual organizer, to do list, or dialogue in order to reflect)