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Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice

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Title: Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice
Language: English
Authors: Fishman, Barry J., Penuel, William R., Allen, Anna-Ruth
Source: Yearbook of the National Society for the Study of Education. 2013 112(2):136-156.
Availability: Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://nsse-chicago.org
Peer Reviewed: Y
Page Count: 21
Publication Date: 2013
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Research Methodology, Instructional Design, Educational Research, Intervention, Sustainability, Stakeholders, Cooperation, Theory Practice Relationship, Evaluation Research, Participatory Research, Experiments, Evidence
ISSN: 0077-5762
Abstract: This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders' perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach.
Abstractor: As Provided
Number of References: 74
Entry Date: 2014
Access URL: https://nsse-chicago.org/Chapter.asp?uid=3092
Accession Number: EJ1018453
Database: ERIC
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  Data: Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://nsse-chicago.org
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  Data: This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders' perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach.
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      – SubjectFull: Educational Research
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      – SubjectFull: Intervention
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