Organizing Research and Development at the Intersection of Learning, Implementation, and Design

Date: 
Monday, June 6, 2011
Resource Type:
Peer-reviewed article | Research Products
Environment Type: 
Media and Technology, Public Programs, Professional Development, Conferences, and Networks, Exhibitions, Informal/Formal Connections
Audience: 
Educators/Teachers | Museum/ISE Professionals | Scientists | Evaluators
Discipline: 
Social science and psychology
Organization:
University of Colorado, Boulder, University of Michigan, SRI International
Description or Abstract: 

This article describes elements of an approach to research and development called design-based implementation research. The approach represents an expansion of design research, which typically focuses on classrooms, to include development and testing of innovations that foster alignment and coordination of supports for improving teaching and learning. As in policy research, implementation is a key focus of theoretical development and analysis. What distinguishes this approach from both traditional design research and policy research is the presence of four key elements: (a) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (b) a commitment to iterative, collaborative design; (c) a concern with developing theory related to both classroom learning and implementation through systematic inquiry; and (d) a concern with developing capacity for sustaining change in systems.

Citation
DOI:
10.3102/0013189X11421826
Publication Name: 
Educational Researcher
Volume: 
40
Number: 
7
Page Number: 
331
Document:

Team Members

Bill PenuelAuthor
Barry FishmanBarry FishmanAuthor
Britt Haugan ChengBritt Haugan ChengAuthor
Nora SabelliNora SabelliAuthor

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