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Theories and Research Methodologies for Design-Based Implementation Research: Examples From Four Cases


by Jennifer Lin Russell, Kara Jackson, Andrew E. Krumm & Kenneth A. Frank — 2013

This chapter reviews four projects that reflect the principles of design-based implementation research (DBIR) in an effort to highlight a range of relevant theoretical and methodological perspectives and tools that can inform future work associated with DBIR.


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This article originally appeared as NSSE Yearbook Vol 112. No. 2.


Cite This Article as: Teachers College Record Volume 115 Number 14, 2013, p. 157-191
http://www.tcrecord.org ID Number: 18339, Date Accessed: 11/24/2017 11:39:23 AM

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About the Author
  • Jennifer Russell
    University of Pittsburgh
    E-mail Author
    JENNIFER LIN RUSSELL is an assistant professor of education policy and organizations in the School of Education and a research scientist at the Learning Research and Development Center at the University of Pittsburgh. Her research examines policy and other educational improvement initiatives through an organizational perspective. Recent publications include: “From child’s garden to academic press: The role of shifting institutional logics in redefining kindergarten education” (2011, American Educational Research Journal); and “Crafting coherence from complex policy messages: Educators’ perceptions of special education and standards-based accountability policies” (2013, Education Policy Analysis Archives) with L. E. Bray.
  • Kara Jackson
    University of Washington
    E-mail Author
    KARA JACKSON is an assistant professor at the University of Washington, Seattle. Her research focuses on identifying forms of practice that enable all learners to participate in rigorous mathematics and on supporting teachers’ development of these forms of practice. Recent publications include “Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction” (2013, Journal for Research in Mathematics Education) with Anne Garrison, Jonee Wilson, Lynsey Gibbons, and Emily Shahan and “Approaching participation in school-based mathematics as a cross-setting phenomenon” (2011, Journal of the Learning Sciences).
  • Andrew Krumm
    SRI International
    E-mail Author
    ANDREW E. KRUMM is an education researcher at SRI International in the Center for Technology in Learning. His research addresses factors affecting the implementation of learning technologies in educational organizations and the analysis of large user-generated data sets to support instructional decision-making. Recent publications include: “Enacting and justifying local reforms: Implications for understanding change in educational organizations” (2011, Leadership and Policy in Schools) with K. R. Holmstron.
  • Kenneth Frank
    Michigan State University
    KENNETH A. FRANK is a professor in counseling, educational psychology and special education as well as in fisheries and wildlife (and adjunct in sociology) at Michigan State University. His research interests concern how resources flow as innovations diffuse through social systems. Recent publications include: “The organization as a filter of institutional diffusion” (2013, Teachers College Record) by K. A. Frank,* W. R. Penuel,* M. Sun, C. Kim, & C. Singleton (*Authors listed alphabetically; equal authorship); and “Focus, fiddle and friends: Sources of knowledge to perform the complex task of teaching” (2011, Sociology of Education) with Y. Zhao, W. R. Penuel, N. C. Ellefson, and S. Porter.
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