Design Based Implementation Research

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Developing Tasks to Assess Phenomenon-Based Science Learning: Challenges and Lessons Learned from Building Proximal Transfer Tasks (2019)

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Talks & Papers

  • Developing Tasks to Assess Phenomenon-Based Science Learning: Challenges and Lessons Learned from Building Proximal Transfer Tasks (2019)
  • Tools for Supporting Teachers to Build Quality 3D Assessment Tasks (2019)
  • Developing Tasks to Assess Phenomenon-Based Science Learning: Challenges and Lessons Learned from Building Proximal Transfer Tasks (2019)
  • Building a System of Assessment in a School System to Promote Equity and Epistemic Justice (2018)
  • A Phenomenon-based Assessment System for Three-dimensional Science Standards: Why Do We Need It and What Can It Look Like in Practice? (2018)
  • Developing a Validity Argument for Practical Measures of Student Experience in Project-Based Science Classrooms (2018)
  • Using Co-Design to Test and Refine a Model for Three-Dimensional Science Curriculum that Connects to Students’ Interests and Experiences (2018)
  • Defining Collaborative Problem Solving Research: Common Values and Distinctive Approaches (2018)
  • Strengthening Infrastructures for Promoting Equity in Mathematics Education through Research-Practice Partnerships (2018)
  • 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)

DBIR

Principles

  • Deciding on a Focus for Joint Work
  • Organizing the Design Process
  • Doing Research in DBIR
  • Developing Capacity for Continuous Improvement in DBIR

Tools of the Trade

  • 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

Talks & Papers

  • Developing Tasks to Assess Phenomenon-Based Science Learning: Challenges and Lessons Learned from Building Proximal Transfer Tasks (2019)
  • Tools for Supporting Teachers to Build Quality 3D Assessment Tasks (2019)
  • Developing Tasks to Assess Phenomenon-Based Science Learning: Challenges and Lessons Learned from Building Proximal Transfer Tasks (2019)
  • Building a System of Assessment in a School System to Promote Equity and Epistemic Justice (2018)
  • A Phenomenon-based Assessment System for Three-dimensional Science Standards: Why Do We Need It and What Can It Look Like in Practice? (2018)
  • Developing a Validity Argument for Practical Measures of Student Experience in Project-Based Science Classrooms (2018)
  • Using Co-Design to Test and Refine a Model for Three-Dimensional Science Curriculum that Connects to Students’ Interests and Experiences (2018)
  • Defining Collaborative Problem Solving Research: Common Values and Distinctive Approaches (2018)
  • Strengthening Infrastructures for Promoting Equity in Mathematics Education through Research-Practice Partnerships (2018)
  • 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)

Case Studies

  • Evaluating Connected Learning in Libraries
  • MIST
  • Research-Practice Collaboratory
  • SciJourn
  • SERP
  • Collaborative Strategic Reading
  • Youth Data Archive
  • BTEN (Carnegie)
  • Contingent Pedagogies
  • Critical Civic Inquiry
  • Institute for Learning
  • Inquiry Hub
  • iPSC
  • UW-Bellevue Partnership
  • University of Colorado Boulder: School of Educatoin
  • Research Practice Collaboratory
  • National Science Foundation

LearnDBIR is a project of the Research + Practice Collaboratory, funded by the National Science Foundation (NSF) under Grant DRL-1238253. Opinions expressed are not necessarily those of the Foundation. All site content is the copyright of its respective owner. Please do not reproduce materials without explicit permission.