Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice
Item
Title
Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice
Abstract/Description
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.
Date
In publication
Volume
112
Issue
2
Pages
136-156
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Theoretical
Methodological
IRE Approach/Concept
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
1744-7984
URL
Citation
Fishman, B. J., Penuel, W. R., Allen, A.-R., Cheng, B. H., & Sabelli, N. (2013). Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice. National Society for the Study of Education, 112(2), 136–156.
Comments
No comment yet! Be the first to add one!