Design Based Implementation Research - University Of Michigan
Design Based Implementation Research:An Emerging Methodological Modelfor Conducting Design ResearchWithin Educational SystemsCo-Chairs: Barry J. Fishman, University of MichiganWilliam R. Penuel, University of Colorado BoulderDiscussant: John Q. Easton, Institute of Education Sciences
Acknowledgments National Science Foundation 1054086 Janice Earle, NSF Annie Allen, University of ColoradoBritte Haugan Cheng, SRI InternationalNora Sabelli, SRI InternationalAndy Krumm, SRI International Denise Sauerteig, SRI International
Session Overview Brief Introduction to DBIR Overview of the posters Interaction with posters and each other Discussion by John Easton General Q&A
Where We Begin Many promising educational interventions have beendeveloped, validated, tested. Then what? The majority fade away as funding ends or attentionturns elsewhere A few are sustained in (or near)the contexts where they weredeveloped A very few are brought to scale andare used across settings/contexts Why is the rate of “success” so low?
A Validity Problem Interventions are developed in “hothouse”environments Researchers seek to reduce sources of variationin evaluations to increase internal validity Funded research focuses more on developingand validating interventions from basic research(Type I translation) than on understanding orclosing gaps between research and practice(Type II translation)
Design-BasedImplementation Research Blends learning sciences and policyimplementation research traditions and methods Learning sciences: iterative, collaborative, guidedby and informing theories of learning/teaching Policy implementation: focus on conditions forimplementation effectiveness, guided by andinforming theories of institutional change andorganizational learning. Focus on the design ofsystems and infrastructure
DBIR Principles1. A focus on jointly-defined problems of teaching andlearning practice2. A commitment to iterative, collaborative design3. A concern with developing knowledge and theorythrough disciplined inquiry4. A goal of developing capacity for sustaining change insystemsSource: Penuel, W. R., Fishman, B., Cheng, B. H., & Sabelli, N. (2011).Organizing research and development at the intersection of learning,implementation, and design. Educational Researcher, 40(7), 331–337.
ImplementationResearchCommunity-basedParticipatory ResearchDesign-BasedImplementation ch
The Posters The posters represent cases of DBIR andvarious aspects of DBIR Each tells a different story Most explore theory Some explore policy Some explore methods and findings
The PostersTheory & Cross-Sector Perspectivesand Methods for DBIR TheoryAndrew Krumm (SRI), Jennifer Russell (Pittsburgh),Kara Jackson (McGill) Taking a Societal Sector Perspective on YouthLearning and DevelopmentMilbrey W. McLaughlin and Rebecca A. London (Stanford)
The PostersDesigning Across Settings for DBIR Adaptation by Design: A Context Sensitive, DialogicApproach to InterventionsBen R. Kirshner (Colorado) The Principled Coordination of Learning AcrossContexts: Cross Setting Educational Interventionsas an Emerging DBIR FocusBritte Haugan Cheng (SRI), Bronwyn Bevan (Exploratorium),Vera Michalchik (SRI), Phillip Bell (Washington)
The PostersDesigning for Principled Adaptation Supporting Teachers in Schools to Improve TheirInstructional Practice: A Perspective from DBIRHilda Borko (Stanford), Janette Klingner (Colorado) Designing for Productive Adaptations ofCurriculum InterventionsAngela Haydel DeBarger (SRI), Jeffrey M. Choppin (Rochester),Yves Beauvineau (Denver Public Schools), Savitha Moorthy (SRI)
The PostersDesigning Across Levels in DBIR A School District University Partnership forInnovation in Elem. Science Teaching & LearningKari Shutt (U. Washington Seattle), Angie DiLoreto (BellevueSchool District), Carrie T. Tzou (University of Washington Bothell), Nancy J.Vye, Leslie R. Herrenkohl, Andrew W. Shouse,John D. Bransford, Philip L. Bell, Giovanna Scalone, Andrew E.Morozov, Thomas Hank Clark (U. Washington - Seattle), LauraGaylord (Bellevue School District)
The PostersEvidence Standards in DBIREvidence Framework for DBIR AnBarbara Means and Christopher Harris (SRI) Investigating and Supporting Improvements in theQuality of Mathematics Teaching & Learning at ScaleErin Craig Henrick, Paul A. Cobb, and Thomas M. Smith(Vanderbilt), Michael N. Sorum (Fort Worth Ind. School District)
The Posters Infrastructures in Support of DBIRTaking Education Design on the Road: Fifteen Years andCounting of a Design Based Practice SystemLauren B. Resnick, Jimmy Scherrer, Nancy Israel (U. of Pittsburgh) More than a Network: Building Communities forEducational ImprovementJonathan R. Dolle (Carnegie Foundation for the Adv. of Teaching), LouisM. Gomez (UCLA), Anthony S. Bryk (Carnegie Foundation) Building an Infrastructure for Education Research andImprovement: The Strategic Education ResearchPartnership (SERP) ModelSuzanne Donovan (SERP Institute), Catherine Snow (Harvard), Phil Daro(The Public Forum On School Accountability)
Coming SoonFishman, B., Penuel, W. R., Allen, A.,& Cheng, B. H. (Eds.). (2013). Designbased implementation research:Theories, methods, and exemplars.National Society for the Study ofEducation Yearbook, Vol. 112(2).New York: Teachers College Record.
Be thinking about. Issues and themes across the posters Challenges that may impede DBIR work How do we advance DBIR work?
DBIR Principles1. A focus on jointly-defined problems ofteaching and learning practice2. A commitment to iterative, collaborativedesign3. A concern with developing knowledge andtheory through disciplined inquiry4. A goal of developing capacity for sustainingchange in systems
DiscussionJohn Q. EastonDirector of theInstitute of Education SciencesU.S. Department of Education
What do you think about. Issues and themes across the posters Challenges that may impede DBIR work How do we advance DBIR work?
implementation research traditions and methods Learning sciences: iterative, collaborative, guided by and informing theories of learning/teaching Policy implementation: focus on conditions for implementation effectiveness, guided by and informing theories of institutional change and organizational learning. Focus on the design of
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