Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice
Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice
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基于设计的实施研究：转变研究与实践关系的新兴模型
DOI：
10.1177/016146811311501415
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
N. Sabelli
中科院分区：
文献类型：
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作者：
Barry J. Fishman;W. Penuel;Anna‐Ruth Allen;B. Cheng;N. Sabelli
本章介绍了基于设计的实现研究（DBIR）。我们将DBIR描述为一种研究方法，挑战教育研究人员和从业者超越传统的研究/实践障碍，以促进设计有效、可持续和可扩展的教育干预措施。我们考察了DBIR的前因后果，包括评估研究、社区参与性研究、基于设计的研究和实施研究。本文阐述了DBIR的四个核心原则：(1)从多个利益相关者的角度关注实践中持续存在的问题；(2)致力于迭代、协作设计；(3)关注通过系统的探究发展与课堂学习和实施相关的理论和知识；(4)关注发展维持系统变化的能力。最后，我们概述了本NSSE年鉴中包含的关于DBIR的章节，并解释了每章如何促进DBIR方法的整体发展。
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.