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ERIC Number: EJ986755
Record Type: Journal
Publication Date: 2012-Dec
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1042-1629
Research-Practice Interactions as Reported in Recent Design Studies: Still Promising, Still Hazy
Ormel, Bart J. B.; Pareja Roblin, Natalie N.; McKenney, Susan E.; Voogt, Joke M.; Pieters, Jules M.
Educational Technology Research and Development, v60 n6 p967-986 Dec 2012
This study portrays recent research-practice connections found in 18 design research reports focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a whole year curriculum, spanned all levels of education, many subjects (science, math, language, culture, teacher education, etc.). Close collaboration between researchers and practitioners was prominent in all of the 18 projects studied. Participants in primary and secondary education projects have quite distinct roles regarding the teaching and researching, but they design their instruction solutions often collaboratively. Nearly all projects reported on how designed solutions were anchored in research, either from literature or from in-house project data. All articles indicated that research fed (re-)design, but few specified how. Based on our findings, we call for increased research and reporting on the specific strategies employed by design research participants to facilitate the production of new theoretical understanding through design of instructional solutions.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A