Empowering Design-Based Implementation Research: The Need for Infrastructure

Autor/inn/en	Sabelli, Nora; Dede, Chris
Titel	Empowering Design-Based Implementation Research: The Need for Infrastructure
Quelle	In: Yearbook of the National Society for the Study of Education, 112 (2013) 2, S.464-480 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0077-5762
Schlagwörter	Research Methodology; Instructional Design; Educational Research; Educational Improvement; Sustainability; Researchers; Theory Practice Relationship; Educational Innovation; Program Development; Research Utilization; Human Capital; Social Capital; Information Technology; Cognitive Processes; Metacognition; Ethics; Interpersonal Communication; Educational Policy; Financial Support; Feedback (Response); Goal Orientation + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsforschung; Pädagogische Forschung; Teaching improvement; Unterrichtsentwicklung; Nachhaltigkeit; Researcher; Forscher; Theorie-Praxis-Beziehung; Instructional innovation; Bildungsinnovation; Programmplanung; Forschungsumsetzung; Humankapital; Sozialkapital; Informationstechnologie; Cognitive process; Kognitiver Prozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ethik; Interpersonale Kommunikation; Politics of education; Bildungspolitik; Finanzielle Förderung; Zielorientierung; Zielvorstellung
Abstract	This chapter discusses frameworks and conceptual lenses that help orient design-based implementation research (DBIR) work to the types of infrastructure required for success, while contributing to theories about the processes of educational improvement. Such infrastructures can be conceived as a framework: a set of interconnected elements that facilitate the integrated development of an initiative, provide a continuing narrative for this development, create shared responsibility for its implementation, and facilitate its sustainability. The chapter posits that several types of infrastructure are necessary for successful, sustainable DBIR, including conceptual frameworks that attend to issues of scale, human capacity, technical support, policies, organizational learning, and long-term funding. In addition, the chapter discusses the roles that feedback loops, intermediary organizations, and multiple timescales play in systemic educational improvement, and describes how attention to these different infrastructural needs can lead to sustained improvements and support their evolution over time. The chapter also comments on theoretical and practical advances in social policy that often are not integrated into learning sciences research but are crucial for evolutionary educational improvement, including using organizational learning as a measure of progress, attending to social feedback loops and networks inside and outside of schooling, and utilizing the tools of policy informatics. (As Provided).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://nsse-chicago.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10