Design-Based Research in Education
Theory and Applications
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Effective research in educational settings requires collaboration between researchers and school-based practitioners to codesign instruction and assessment, analyze findings to inform subsequent iterations, and make thoughtful revisions. This innovative reference and course text examines the theory and practice of design-based research (DBR), an important methodology for conducting studies in authentic educational contexts. Across 13 chapters, leading experts provide specific examples of high-quality DBR addressing different research foci, grade levels, and subject areas (literacy/English language arts, math, and science). Applications are presented for curriculum development, intervention, assessment, and digital contexts, as well as teaching second-language learners. Also addressed is DBR’s role in educator preparation, professional development, dissertation research, and technical education.
Zoi A. Philippakos, PhD, is Assistant Professor in the Department of Theory and Practice in Teacher Education at The University of Tennessee, Knoxville. Her research interests include reading and writing instruction in K–12 and postsecondary classrooms, strategy instruction with self-regulation, and teacher professional development. She collaborates with teachers to design and evaluate instructional approaches through design-based research methodologies and engages in experimental studies. Dr. Philippakos has published her research in leading journals and presents her work at national and international conferences.
Emily Howell, PhD, is a faculty member in literacy in the Department of Education and Human Development at Clemson University. She has taught English and writing at the secondary and collegiate levels and currently teaches preservice teachers and graduate students in education. Her research interests include multiliteracies, adolescent literacy, writing instruction, and digital tools. Dr. Howell approaches research through partnerships with teachers using methodologies such as design-based research. Her research has been published in leading journals of education.
Anthony Pellegrino, PhD, is Associate Professor in the Department of Theory and Practice in Teacher Education at The University of Tennessee, Knoxville. Prior to his work in higher education, he worked in K–12 classrooms and in public school administration for a decade. Dr. Pellegrino’s research interests include student learning of difficult history and counternarratives in history/social studies education, as well as the experiences of preservice educators in clinical practice.