Systematic Review of Design-Based Research Progress: Is a Little Knowledge a Dangerous Thing?
Sufficient attention and resources have been allocated to design-based research (DBR) to warrant review concerning if and how its potential has been realized. Because the DBR literature clearly indicates that this type of research strives toward both the development of an intervention to address a p...
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| Veröffentlicht in: | Educational researcher 2013-03, Vol.42 (2), p.97-100 |
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| container_title | Educational researcher |
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| creator | McKenney, Susan Reeves, Thomas C. |
| description | Sufficient attention and resources have been allocated to design-based research (DBR) to warrant review concerning if and how its potential has been realized. Because the DBR literature clearly indicates that this type of research strives toward both the development of an intervention to address a problem in practice and empirical investigation yielding theoretical understanding that can inform the work of others, thoughtful assessment of DBR progress must devote substantial attention to each of these aspects. This requires an in-depth analysis of full-text reports of DBR, framed by a refined conceptualization of the intended outputs of DBR, and ideally, complemented by empirical investigation involving design-based research participants directly. |
| doi_str_mv | 10.3102/0013189X12463781 |
| format | Article |
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| ispartof | Educational researcher, 2013-03, Vol.42 (2), p.97-100 |
| issn | 0013-189X 1935-102X |
| language | eng |
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| source | SAGE Journals Online; JSTOR |
| subjects | Attention Concept formation Conceptualization Design Educational Research Educational Technology English teacher education Experiment design Handbooks Intervention Learning Literature POLICY FORUM Program Evaluation Reliability Research design Research Methodology Research methods Research studies Systematic review Validity |
| title | Systematic Review of Design-Based Research Progress: Is a Little Knowledge a Dangerous Thing? |
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