About Design-Based Implementation ResearchDesign-Based Implementation Research (DBIR) is an approach to organizing research and development intended to promote effective, equitable, and sustainable improvements in education. It is an emerging method of relating research and practice that is collaborative, iterative, and grounded in systematic inquiry. DBIR builds the capacity of systems and partnerships to engage in evidence-based, continuous improvement as they work toward the transformation of teaching and learning.This web site provides resources and links to help you learn about DBIR. It is intended for 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 are consistent with the four principles of DBIR [which are documented as goals in this StratML rendition].Design-Based Implementation ResearchDBIR_488e85e4-a474-11e5-96a3-09cf2322b90cWilliam PenuelAuthorBarry FishmanAuthorTiffany LeeEditorAnna-Ruth AllenEditorJames MusprattWeb DesignerResearch Practice CollaboratoryThis site has been developed by Professor William Penuel in the School of Education at the University of Colorado Boulder, in collaboration with partners from the Research Practice Collaboratory:The ExploratoriumUniversity of WashingtonEDCInverness ResearchSRI InternationalNational Science FoundationThis site has been funded by the National Science Foundation (NSF) through Awards # 1238253 and 1237328. Opinions expressed here are those of the contributors and not necessarily those of the NSF.Effective, equitable, and sustainable education._488e8706-a474-11e5-96a3-09cf2322b90cTo organize research and development intended to promote improvements in education._488e8707-a474-11e5-96a3-09cf2322b90cFocusDecide on a Focus for Joint Work_488e8708-a474-11e5-96a3-09cf2322b90c1TeachersSchool LeadersSchool District LeadersResearchersStudentsCommunity MembersTeams form around a focus on persistent problems of practice from multiple stakeholders' perspectives. * Teams are comprised broadly and can include teachers, school and district leaders, researchers, students, and community members. * Identifying problems requires ongoing negotiation, with careful attention to issues of authority and power in who defines problems and possible solutions. * Problem identification can benefit from carefully orchestrated processes to identify root causes, key change drivers, and practical theories of action._488e8709-a474-11e5-96a3-09cf2322b90cOrganizationOrganize the Design Process_488e8af8-a474-11e5-96a3-09cf2322b90c2To improve practice, teams commit to iterative, collaborative design. * The aim of design is to improve teaching and learning practice, at scale. * The objects of design are not only curricula and programs they also include the professional development and other supports needed to implement curricula and programs with integrity. * Design process should allow teams to "get things basically right fast" and/or "fail early and fail often." * Design process should be participatory, involving as many stakeholder groups as is feasible._488e8b66-a474-11e5-96a3-09cf2322b90cResearchConduct Research in DBIR_488e8b67-a474-11e5-96a3-09cf2322b90c3As a strategy for promoting quality in the research and development process, teams develop theory related to both classroom learning and implementation through systematic inquiry. * DBIR gives a central role to research and evidence to inform (but not determine) changes to design. * Theory both guides and emerges from design and the implementation of programs and curricula. * For any given problem of practice, multiple theories are likely to be needed._488e8b68-a474-11e5-96a3-09cf2322b90cContinuous ImprovementDevelop Capacity for Continuous Improvement in DBIR_488e8b69-a474-11e5-96a3-09cf2322b90c4Design-based implementation research is concerned with developing capacity for sustaining change in systems. * One strategy for promoting sustainability of designs is to develop capacity through intentional efforts to develop organizational routines and processes that help innovations travel through a system. * Capacity is a quality of the institutional ecology of schooling, which includes educational systems, researchers, commercial publishers, and publics._488e8b6a-a474-11e5-96a3-09cf2322b90c2015-12-16http://learndbir.org/about-usOwenAmburOwen.Ambur@verizon.net