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

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 interventio...

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Bibliographic Details
Published in:Teachers College record (1970) 2013-12, Vol.115 (14), p.136-156
Main Authors: Fishman, Barry J., Penuel, William R., Allen, Anna-Ruth, Cheng, Britte Haugan, Sabelli, Nora
Format: Article
Language:English
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Summary: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.
ISSN:0161-4681
1467-9620
DOI:10.1177/016146811311501415