Design-based implementation research

Abstract

Purpose This paper is second of seven in this volume elaborating different approaches to quality improvement in education. It delineates a methodology called design-based implementation research (DBIR). The approach used in this paper is aimed at iteratively improving the quality of classroom teaching and learning practices in defined problem areas through collaborations among researchers, practitioners and other education stakeholders. Design/methodology/approach The paper describes the origins of the approach in US education, along with its foundations, core principles and a case application of DBIR in practice. The case focuses on the specific problem of teaching science and genetics in primary and secondary schools in a district. Findings The guiding principles of DBIR are: a focus on persistent problems of classroom educational practice; iterative and collaborative design and testing of innovations through partnerships between researchers and practitioners, involving multiple stakeholders’ perspectives; a concern with developing theory related to both implementation processes and classroom learning outcomes, using systematic inquiry; and development of the capacity of both researchers and practitioners to sustain changes in educational systems. Originality/value Few theoretical treatments and demonstration cases are currently available in US education that examine common models of quality improvement, particularly DBIR. By engaging practitioners with researchers in designing, testing and implementing reforms meaningfully, DBIR shows promise in offering significant on-the-ground benefits. This paper adds value by allowing readers to compare the DBIR method with the other improvement approaches explicated in this volume.

The online learning process and scaffolding in student teachers’ personal learning environments

“…However, the study could have been more reliable if the data had been analyzed by someone not connected to the study. The principle of DBIR (Penuel et al 2011;Fishman et al 2013;LeMahieu et al 2017) were followed with multiple stakeholders. By student teachers' answers in questionnaires the learning process progressed time after time.…”

“…According to LeMahieu et al 2017, DBIR does not include specific steps, stages, or processes to follow. However, DBIR focuses on four principles: a) a concentration on persistent problems of practice from multiple stakeholder's 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 (Penuel et al 2011;Fishman et al 2013;LeMahieu et al 2017). DBIR allows researchers to ask broader question, such as "what works when, for whom, and under what conditions" (Fishman et al 2013).…”

Lessons Learned in the Pursuit of Social Justice in Education: Finding a Path and Making the Road

“…Using design thinkingespecially the principles of design-based implementation research (Anderson & Shattuck, 2012;Dolle, Gomez, Russell, & Bryk, 2013, LeMahieu, Nordstrum, & Potvin, 2017 and cross-sector collaboration based on democratic engagement (Saltmarsh, 2017), the network seeks to develop a process of improvement inquiry that will help schools and communities get better at getting better and to sustain that improvement mind-set for the long-term (Bryk, Gomez, Grunow, & LeMahieu, 2015;Peurach, 2016).…”

“…The national center has successfully trained over 100,000 law enforcement officers in recent years and the program is a tremendous addition to PTI-O. As of this writing, design-based implementation studies (LeMahieu, Nordstrum, & Potvin, 2017) are being designed to investigate the impact of these changes on both the attitudes and behaviors of inside and outside students.…”

Lutter contre les inégalités : outiller pour former les enseignants

“…Dans le domaine des recherches sur l'amélioration de l'enseignement, des convergences se dessinent au plan international : l'utilisation de nouveaux outils ou de dispositifs innovants apparait de plus en plus nettement comme un vecteur puissant de développement professionnel dans les recherches récentes portant sur l'amélioration de l'enseignement (Fishman et al ,2013). Mais, pour qu'ils produisent les effets escomptés, il faut mener un véritable travail de transposition des savoirs issus de la recherche en savoirs pour l'action, activité que les chercheurs ne peuvent pas sous-traiter aux enseignants, mais qu'ils doivent absolument réaliser avec eux (LeMahieu, Nordstrum et Potvin, 2017 ;Snow, 2015 ;voir Class et Schneider, 2013, pour une présentation en français du Design-Based Implementation Research). Ce mode de travail suppose que les chercheurs acceptent de modifier leurs méthodes de conception en y associant étroitement − et dès le départ − les professeurs (Goigoux, 2007).…”