The DOI matches its Crossref record; 39 of the 39 references it cites were found in a registry or an index.
Organizing Research and Development at the Intersection of Learning, Implementation, and Design
Open accessAbstract
This article describes elements of an approach to research and development called design-based implementation research. The approach represents an expansion of design research, which typically focuses on classrooms, to include development and testing of innovations that foster alignment and coordination of supports for improving teaching and learning. As in policy research, implementation is a key focus of theoretical development and analysis. What distinguishes this approach from both traditional design research and policy research is the presence of four key elements: (a) a focus on persistent problems of practice from multiple stakeholders’ 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.
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Citations
Cites
Design Experiments in Educational Research
Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003) · Educational Researcher · doi:10.3102/0013189x032001009 · Cited by 3,548
Bion, W., & Hinshelwood, R. (2023) · Routledge eBooks · doi:10.4324/9781003411840 · Cited by 3,046
Spillane, J. P. (2005) · The Educational Forum · doi:10.1080/00131720508984678 · Cited by 1,673
Backward Mapping: Implementation Research and Policy Decisions
Elmore, R. F. (1979) · Political Science Quarterly · doi:10.2307/2149628 · Cited by 1,209
Designing Educative Curriculum Materials to Promote Teacher Learning
Davis, E. A., & Krajcik, J. S. (2005) · Educational Researcher · doi:10.3102/0013189x034003003 · Cited by 1,140
Learning From Experience: Lessons From Policy Implementation
McLaughlin, M. W. (1987) · Educational Evaluation and Policy Analysis · doi:10.2307/1163728 · Cited by 1,038
Design Research: What We Learn When We Engage in Design
Edelson, D. C. (2002) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1101_4 · Cited by 978
Mahoney, J. L., Larson, R. W., & Eccles, J. S. (2005) · Medical Entomology and Zoology · Cited by 959
Horn, I. S., & Little, J. W. (2010) · American Educational Research Journal · doi:10.3102/0002831209345158 · Cited by 762
Frank, K. A., Zhao, Y., & Borman, K. (2004) · Sociology of Education · doi:10.1177/003804070407700203 · Cited by 556
Cited by
Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.08.007 · Cited by 342
Relevance to Practice as a Criterion for Rigor
Gutiérrez, K. D., & Penuel, W. R. (2014) · Educational Researcher · doi:10.3102/0013189x13520289 · Cited by 286
Self-citationWhat Is Improvement Science? Do We Need It in Education?
Lewis, C. (2015) · Educational Researcher · doi:10.3102/0013189x15570388 · Cited by 286
Change theory and theory of change: what’s the difference anyway?
Reinholz, D. L., & Andrews, T. C. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-0202-3 · Cited by 266
Furtak, E. M., Kiemer, K., Circi, R. K., Swanson, R., de León, V., Morrison, D., & Heredia, S. C. (2016) · Instructional Science · doi:10.1007/s11251-016-9371-3 · Cited by 160
Metadata
- Authors
- Penuel, W. R., Fishman, B. J., Haugan Cheng, B., & Sabelli, N.
- Venue
- Educational Researcher
- Published
- 2011-10
- Volume
- 40
- Issue
- 7
- Pages
- 331-337
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2148932388
- Cited by
- 757
- References
- 39
- FWCI
- 72.79
- Type
- journal article
- Language
- en
- Open access
- diamond
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
