Design-Based Implementation Research is the process of engaging "learning scientists, policy researchers, and practitioners in a model of collaborative, iterative, and systematic research and development" designed to address persistent problems of teaching and learning. Addressing persistent problems of teaching and learning requires…

Productive adaptations at the classroom level are evidence-based curriculum adaptations that are responsive to the demands of a particular classroom context and still consistent with the core design principles and intentions of a curriculum intervention. The model of design-based implementation research (DBIR) offers insights into complexities and…

This chapter describes a partnership with four urban districts that aimed to develop an empirically grounded theory of action for improving the quality of mathematics instruction at scale. Each year, we conducted a data collection, analysis, and feedback cycle in each district that involved documenting the district's improvement strategies,…

Beginning mathematics teachers at the secondary level (middle and high school grades) have mathematics-specific needs that induction programs should address more substantially. However, a number of issues in how programs can accomplish this are more complex than often framed in discussions occurring in the induction programs and the field of…

"We're not in Kansas anymore, Toto"--a statement Dorothy made to her dog, Toto, in "The Wizard of Oz"--sums up reasonably well the point the author wants to make in this article. That is, as literacy educators no longer constrained (or protected) by older, more familiar 20th-century print-centric modes of communicating, educators may at times feel…

As an observer of the gaming situation, the author watched intently to understand how two boys' actions helped them succeed at "Band Hero," and she realized that their movements were both ways of being and ways of learning. These eighth-grade boys went beyond the scope and requirements of standard game play and appeared to employ specific…

Learning sciences research has been focused primarily on studies of design innovations for schools and on knowledge that develops during brief periods of time (e.g., as a result of the implementation of a science or mathematics unit). This chapter advances the argument that research on learning should also focus on how learners initiate and…

This chapter is concerned with how assessments of students' work in classrooms, although primarily intended to promote learning, can also become an important source of information for evaluating a school's effectiveness within an accountability system. The authors begin their discussion by considering issues of fairness, to schools and to their…