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“Why DBR? This book with chapters by experienced researchers in the field will guide you through all you need to know about this growing methodology in one place. Chapters cover what DBR is, how to do it, and specific applications. This book is suitable and informative for those just being introduced to the field, as well as for those of us who have been using DBR for years.”

—Diane Jass Ketelhut, EdD, Department of Teaching and Learning, Policy and Leadership, University of Maryland, College Park


“Is it worth reading an entire book on a single research methodology? Absolutely. DBR merits extended attention given its versatility, its complexity, and, especially, its potential to bridge the notorious gap between research and practice. The book offers concrete, accessible guidance on the process of conducting DBR and shares examples of findings from DBR investigations in a range of educational domains and contexts. Graduate students will particularly appreciate the chapter on writing a DBR dissertation, and all readers will be inspired to include this approach in their methodological repertoires.”

—Nell K. Duke, EdD, Literacy, Language, and Culture concentration and the Combined Program in Education and Psychology, University of Michigan


“DBR in authentic contexts is a crucial activity for scholars who wish to overcome the global challenges in education that we now confront. This important book describes the contributions of DBR to the planning and development of effective collaborative research in schools—a crucial stage in the continuum from early pilot studies to randomized clinical trials. The volume provides important insights for scholars, practitioners, and policymakers.”

—Chris Dede, EdD, Timothy E. Wirth Professor in Learning Technologies, Harvard Graduate School of Education


“This book pairs thorough discussions of what DBR is with detailed, informative descriptions of a variety of DBR projects. The power of DBR lies in its focus on research projects that have real-world impact. This book shows how to involve teachers as professional collaborators and carry out design experiments in naturalistic settings.”

—Koeno Gravemeijer, PhD, School of Education (Emeritus), Eindhoven University of Technology, The Netherlands


“Having taught a doctoral-level DBR course multiple times, I am delighted to finally see an edited volume that discusses the charms and challenges of the approach and shows what DBR looks like in a variety of content areas and contexts. This book will be of value to researchers hoping to learn more about DBR, those who are already engaged in it and seek to disseminate their work, and those looking for support in furthering the method in the field of education.”

—Jacquelynn A. Malloy, PhD, Department of Teaching and Learning, Clemson University

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Table of Contents

I. Understanding Design-Based Research

1. Design-Based Research in Educational Settings: Motivations, Crosscutting Features, and Considerations for Design, Melissa Campanella & William R. Penuel

2. Addressing Publication Challenges in Design-Based Research, Margret Hjalmarson, Allison Ward Parsons, Seth A. Parsons, & Amy C. Hutchison

II. Design-Based Research and Curriculum Development

3. Combining Curriculum and Teacher Development through Design Research, Jan van den Akker & Nienke Nieveen

4. Curriculum Development in Science, Kalle Juuti & Jari Lavonen

5. Classroom Design-Based Research: Designing for Proportional Reasoning in Mathematics Education, Michelle Stephan

6. Curriculum Development of Reading and Writing in the Middle Grades, Zoi A. Philippakos & Charles A. MacArthur

III. Design-Based Research and Specific Applications

7. Literacy Is Transformative: Secondary Reading Interventions Using Design-Based Research, Alejandro Gonzalez, Nancy Frey, Douglas Fisher, & Diane Lapp

8. Collaborative Design to Support Digital Literacies across the Curriculum, Kelly Chandler-Olcott, Sharon Dotger, Kathleen A. Hinchman, Heather Waymouth, & Keith O. Newvine

9. Multilingual Students and Design-Based Research: Developing Opportunities in Partnerships, Ryan McCarty, Tim Pappageorge, & Claudia Rueda-Alvarez

10. Using Design-Based Research to Develop a Formative Assessment Tool, Kristi Tamte Bergeson

IV. Design-Based Research and Teacher-Researchers

11. Professional Development on Genre-Based Strategy Instruction on Writing, Zoi A. Philippakos

12. Improving Disciplinary Literacy Teaching: A Formative Experiment Exploring Professional Development in Disciplinary Settings, Phillip Wilder, Emily Howell, Lorraine Jacques, Susan Cridland-Hughes, & Mary-Celeste Schreuder

13. Purposeful Clinical Practices in Teacher Preparation through Design-Based Research, Anthony Pellegrino

14. Graduate Students Writing Design-Based Research Dissertations, Susan McKenney & Thomas Reeves

15. Fostering Techno-Mathematical Literacies in Higher Technical Education: Reflections on Challenges and Successes of Design-Based Implementation Research, Nathalie J. van der Wal, Arthur Bakker, Albert Moes, & Paul Drijvers

Index

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About the Editors

Zoi A. Philippakos, PhD, is Associate 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.

• Author's website
• All titles by Zoi A. Philippakos

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.

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Contributors

Arthur Bakker, PhD, Freudenthal Institute, University of Utrecht, Utrecht, Netherlands

Kristi Tamte Bergeson, PhD,St. Cloud State University, St. Cloud, MI

Melissa Campanella, doctoral candidate, University of Colorado Boulder, Boulder, CO

Kelly Chandler-Olcott, EdD,Syracuse University, Syracuse, NY

Susan Cridland-Hughes, PhD, Clemson University, Clemson, SC

Sharon Dotger, PhD, Syracuse University, Syracuse, NY

Paul Drijvers, PhD, Freudenthal Institute, University of Utrecht, Utrecht, Netherlands

Douglas Fisher, PhD, San Diego State University, San Diego, CA

Nancy Frey, PhD, San Diego State University, San Diego, CA

Alejandro Gonzalez Ojeda, EdD, San Diego State University, San Diego, CA

Kathleen A. Hinchman PhD, Syracuse University, Syracuse, NY

Margret A. Hjalmarson, PhD, College of Education and Human Development, George Mason University, Fairfax, VA

Emily Howell, PhD, Clemson University, Clemson, SC

Amy C. Hutchison, PhD,George Mason University, Fairfax, VA

Lorraine Jacques, PhD,Louisiana Tech University, Ruston, LA

Kalle Juuti, PhD, University of Helsinki, Helsinki, Finland

Diane Lapp, EdD, San Diego State University, San Diego, CA

Jari Lavonen, PhD, University of Helsinki, Helsinki, Finland

Charles A. MacArthur, PhD, School of Education, University of Delaware, Newark, DE

Ryan McCarty PhD, National Louis University, Chicago, IL

Susan McKenney, PhD, University of Twente, Enschede, Netherlands

Albert Moes, MSc, HU University of Applied Sciences Utrecht, Utrecht, Netherlands

Keith O. Newvine, MS, doctoral candidate, Syracuse University, Syracuse, NY

Nienke Nieveen, PhD, University of Twente, Enschede, Netherlands

Tim Pappageorge, PhD, Maine West High School, Des Plaines, IL

Allison Ward Parsons, PhD,George Mason University, Fairfax, VA

Seth A. Parsons, PhD, George Mason University, Fairfax, VA

Anthony Pellegrino, PhD, The University of Tennessee, Knoxville, TN

William Penuel, PhD, School of Education, University of Colorado Boulder, Boulder, CO

Zoi A. Philippakos, PhD, The University of Tennessee, Knoxville, TN

Thomas Reeves, PhD,University of Georgia, Athens, GA

Claudia Rueda-Alvarez, PhD, Maine West High School, Des Plaines, IL

Mary-Celeste Schreuder, PhD, Clemson University, Clemson, SC

Michelle Stephan, EdD, University of North Carolina at Charlotte, Charlotte, NC

Jan van den Akker, PhD, University of Twente, Enschede, Netherlands

Nathalie J. van der Wal, PhD, Freudenthal Institute, University of Utrecht, Utrecht, Netherlands

Heather Waymouth, PhD, West Chester University, West Chester, PA

Phillip Wilder, PhD, Clemson University, Clemson, SC

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Audience

Teacher educators, graduate students, and researchers; classroom teachers, literacy specialists/coaches, and school administrators working with children ages 4–17 (grades PreK–12).

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Course Use

May serve as a text in graduate-level courses.