ERIC Number: EJ1018492
Record Type: Journal
Publication Date: 2013
Theories and Research Methodologies for Design-Based Implementation Research: Examples from Four Cases
Russell, Jennifer Lin; Jackson, Kara; Krumm, Andrew E.; Frank, Kenneth A.
Yearbook of the National Society for the Study of Education, v112 n2 p157-191 2013
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 attending not only to theories of learning but also to theories of implementation and organizational context. Furthermore, conceptualizations of learning, implementation, and organizational context have implications for the design of interventions and the methodologies used to answer questions like: "What works when, how, and for whom? How do we improve this reform strategy to make it more sustainable? What capacities does the system need to continue to improve?" The authors review four projects that reflect the principles of design-based implementation research (DBIR) in an effort to highlight a range of relevant theoretical and methodological perspectives and tools that can inform future work associated with DBIR. This Yearbook constitutes an important part of building DBIR as a field in that it brings together people engaged in similar work to reflect on similarities and differences in practices across projects. The cases analyzed in this chapter illustrate different, productive approaches to identifying, adapting, and developing theories and methods in an effort to support the development of common language, knowledge, practices, and tools that future researchers can use to engage in DBIR.
Descriptors: Research Methodology, Instructional Design, Educational Research, Learning Theories, Administrative Organization, Case Studies, Intervention, Two Year College Students, Community Colleges, Recordkeeping, School Community Relationship, Data, Decision Making, Middle Schools, Mathematics Instruction, Educational Environment, Educational Improvement, Partnerships in Education, Capacity Building
Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: email@example.com; Web site: http://nsse-chicago.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Two Year Colleges; Middle Schools
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A