Skilling up: evaluation of a design-based research methodology

Abstract

This paper reports on the external evaluation of a two-year project aimed at improving educational opportunities for Aboriginal Education Workers (AEWs) through technology-based pedagogy. A design-based approach was selected by the research team to increase the relevance of the research for both praxis and practice, with emphasis on improvement of practice through evidence-based education throughout the project. To complement this research approach a design-based approach was also adopted for the external evaluation that was undertaken in parallel to the research study. Design-based methodology has advantages and issues for an independent evaluator due to the inter-relationship of the research team in iteratively using findings of phases of the evaluation to inform and enhance the project. Internal evaluative data collected by the research team need to be balanced with that collected independently by the external evaluator to ensure authentic evaluation of the nature and effects of the interventions on participants. The paper reports on the outcomes of the external evaluation process and reflects on its capacity to serve dual objectives for evaluator and research team.

Strengthening Socio-Emotional Learning in Aotearoa New Zealand: Teacher and Whānau Understandings of Wellbeing

“…Design-based research inextricably links research with practice, enabling the creation of usable knowledge within learning environments (The Design-Based Research Collective, 2003). A Western methodology, design-based research has been used within Indigenous communities to gather understandings of Indigenous communities (e.g., Eady, 2008;Trimmer, 2019). Design-based research is underpinned by the notion that new theories and practices can be developed within natural contexts, which creates conditions for generalisation, in this case, to other classrooms and schools (Bakker & van Eerde, 2015;Barab, 2006;The Design-Based Research Collective, 2003).…”