Designing effective, scalable, and sustainable policies and programs in education is challenging. Programs that work in one setting may not work in another. Programs supported through grants may not last once funding ends. Many programs require more resources and know-how than individual researchers and educators can provide to make them work for all students.
Design-Based Implementation Research (DBIR) is an approach to organizing research and development intended to address these challenges. It is an emerging approach to relating research and practice that is collaborative, iterative, and grounded in systematic inquiry. DBIR builds the capacity of systems to engage in continuous improvement, so that we can accomplish the transformation of teaching and learning we seek.
This web site provides resources and links to help you learn about DBIR. It is aimed at both researchers and educational leaders in schools, districts, and out of school settings. There are case examples, as well as specific tools and routines for organizing research and development projects that maintain integrity to the four principles of DBIR.
American Journal of Education, 119 (1), 137-182.
From new technological infrastructures to curricular activity systems: Advanced designs for teaching and learning.
In M. J. Jacobson & P. Reimann (Eds.), Designs for learning environments of the future: International perspectives from the learning sciences (pp. 233-262). New York: Springer.
Journal of the Learning Sciences, 17(2), 248-286. (Paywall)
- Developing District Capacity
- Preparing Future Researchers
- Co-Design Tools
- Designing in Distributed Networks
- Designing with Communities
- Designing with Districts
- Developing and Using Evidence
- Developing Theory
- Funding for DBIR
- Identifying Goals and Concerns of Communities
- Negotiating the Focus of Joint Work
- Building Teaching Capacity at Scale
- Building Capacity Through Developing and Supporting New Curriculum Materials in a Research-Practice Partnership (2017)
- Deepening Formative Assessment Practice (2017)
- Using Formative Assessment to Create Coherent and Equitable Assessment Systems (2016)
- Organizing Coherent and Equitable State Systems of Science Education (2016)
- Research-Practice Partnerships and ESSA: A Learning Agenda for the Coming Decade (2016)
- Designing and Building Infrastructures to Support Equitable STEM Learning Across Settings (2016)
- Students’ Responses to Curricular Activities as Indicator of Coherence in Project-Based Science (2016)
- Utah SEEd Professional Development (2016)
- CSSS 2016 Workshop "Adapting Curriculum for 3 Dimensional Learning"
- NSTA 2016 Workshop "How to Assess Three-Dimensional Learning in Your Classroom: Building Tasks that Work"
- March 2016 RPP Forum: Sustaining Partnerships
- February 2016 RPP Forum: Measuring Results of Partnerships
- January 2016 RPP Forum: Addressing Challenges in Partnerships
- December 2015 RPP Forum: Roles in Partnerships
- November 2015 RPP Forum: Defining the Focus of Partnership Work
- October 2015 RPP Forum: Getting a Partnership Started
- Getting to Scale with New Visions of Teaching and Learning (2015)
- Infrastructuring As a Practice for Promoting Transformation and Equity in Design-Based Implementation Research (2015)
- A Research-Practice Partnership To Improve Formative Assessment in Science (in press)
- Implementing the Next Generation Science Standards (2015)
- Conceptualizing Research-Practice Partnerships as Joint Work at Boundaries (2015)
- Design-Based Implementation Research as a Strategy for Expanding Opportunity to Learn in School Districts (2015)
- Analysing Curriculum Implementation from Integrity and Actor-Oriented Perspectives (2014)
- Evaluating STEM Programs in Public Institutions in Communities: Focusing on Equity (2015)
- NSELA 2015 Workshop "iHub: A Research-Practice Partnership to Design New NGSS Curriculum"
- NSTA 2015 PDI Developing Next Generation Science Assessments
- AACTE JTE Major Forum Presentations on Design Research for Improvement (2015)