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Educational design research provides opportunities for both the theoretical understanding and practical explanations of teaching. In educational design research, mathematics teachers’ learning is essential. However, research shows that little consideration is given to teachers and the participation of teachers throughout the entire design process as well as in continued learning. With this in mind, an educational teacher-focused design research was used to explore the challenges teachers face and the opportunities teachers are given when they participate as actors in all the phases of educational design research - designing, teaching, and refining theoretical concepts within the teaching. In this study, the mathematics focus of the design research was generalizations in patterns with Design Principles as the theoretical frame. The results show that the participation of teachers in all the phases of a design process is central for the teachers’ learning. Moreover, challenges that the teachers encounter in the classroom provide opportunities and consequences for the continued design process and lead to changes in the teachers’ understanding of generalizations. The results also indicate that functional thinking and linear equations contributed to both the teachers’ and students’ learning about generalizations in patterns.

The outcomes of educational systems continue to lag far behind expectations at all levels, primary, secondary, and tertiary. Meanwhile, the sheer amount of educational research published in refereed journals has expanded enormously. There is an obvious disconnect between the educational research papers published in professional journals or presented at academic conferences and any form of beneficial impact on the students, teachers, and other stakeholders in educational systems. This problem can be traced back to those professors and research supervisors engaged in the preparation of educational researchers who fail to convey to novice researchers important distinctions between the goals and methods of educational research. Educational design research provides a possibly viable alternative to educational research as it is commonly conducted in the field of educational technology. Educational design research has the twin objectives of the developing creative approaches to solving human teaching, learning, and performance problems while at the same time constructing a body of design principles that can guide future development efforts. The time for greater uptake of educational design research is now.

NEW: updated eResources, 'Case Studies for Teaching on Race, Racism and Black Lives Matter.' Please see Support Material tab to download the new resources. This book presents an integrated approach to learning about research design alongside statistical analysis concepts. Strunk and Mwavita maintain a focus on applied educational research throughout the text, with practical tips and advice on how to do high-quality quantitative research. Design and Analysis in Educational Research teaches research design (including epistemology, research ethics, forming research questions, quantitative design, sampling methodologies, and design assumptions) and introductory statistical concepts (including descriptive statistics, probability theory, sampling distributions), basic statistical tests (like z and t), and ANOVA designs, including more advanced designs like the factorial ANOVA and mixed ANOVA, using SPSS for analysis. Designed specifically for an introductory graduate course in research design and statistical analysis, the book takes students through principles by presenting case studies, describing the research design principles at play in each study, and then asking students to walk through the process of analyzing data that reproduce the published results. An online eResource is also available with data sets. This textbook is tailor-made for first-level doctoral courses in research design and analysis, and will also be of interest to graduate students in education and educational research.

PurposeThe literature review explores how multidisciplinary approaches based on critical pedagogy and participatory research can provide frameworks for equitable partnerships and genuine participation in educational design and research practices. Additionally, the essay aims to expand understandings of equitable engagement within educational research and design based on principles from critical pedagogy.Design/methodology/approachThe essay draws from diverse literature in the learning sciences, health informatics, industrial design, disability studies, ethnic studies, rehabilitation science, and to a lesser extent HCI research to understand how critical pedagogy and participatory research methods can provide useful frameworks for disabled peoples' equitable engagement and genuine participation in educational research and design. The literature reviewed in the paper concern topics such as participatory approaches to community development with disabled adults, the implementation of university-initiated community partnerships, participatory research with students and disabled people, and the importance of culturally-responsive research practices. The design literature in this review explores various arenas such as the co-design of assistive technologies with disabled children and adults and the design of curricula for students with and without disabilities. This review focuses on research practices that engender disabled peoples' participation in educational research and design, with focus on developing multidisciplinary frameworks for such research.FindingsThe literature review concludes that participatory research methods and critical pedagogy provide useful frameworks for disabled peoples’ participation in educational design and research practices. Critical pedagogy and participatory design allow for the genuine participation of disabled people in the research process.Social implicationsEmphases on collaboration and collective knowledge-building in social transformation are present in scholarship concerning critical pedagogy, participatory research, and disability studies. However, these connections have been routinely underexplored in the literature. This paper aims to underscore these integral connections as a means to build solidarity between disabled and other marginalized people.Originality/valueThe connections between participatory research methods, critical pedagogy, and disability studies have been previously underexplored. The literature review proposes a combined approach, which has the potential to radically transform multiple realms of research beyond the learning and information sciences.

<span>The outcomes of educational systems continue to lag far behind expectations at all levels, primary, secondary, and tertiary. Meanwhile, the sheer amount of educational research published in refereed journals has expanded enormously. There is an obvious disconnect between the educational research papers published in professional journals or presented at academic conferences and any form of beneficial impact on the students, teachers, and other stakeholders in educational systems. This problem can be traced back to those professors and research supervisors engaged in the preparation of educational researchers who fail to convey to novice researchers important distinctions between the goals and methods of educational research. Educational design research provides a potentially viable alternative to the kind of educational research that is commonly conducted in the field of educational technology. Educational design research has the twin objectives of developing creative approaches to solving human teaching, learning, and performance problems while at the same time constructing a body of design principles that can guide future development efforts. This paper argues that a reconsideration of educational research approaches is crucial and that the time for greater uptake of educational design research is now.</span>

Imagine a physician who wants to research options to help her patients lose weight. As a clinical researcher, she may first explore the efficacy of a medication. Not only is there an instrument that accurately collects patient weight but also the link between the intervention (medication) and the outcome (weight) has been established. Her study manipulates the behavior of the physician (what should be prescribed), and the intervention is administered to the patient, who in this case, is a relatively passive recipient.

Educational design research blends scientific investigation with systematic development and implementation of solutions to educational problems. Empirical investigation is conducted in real learning settings-not laboratories-to craft usable and effective solutions. At the same time, the research is carefully structured to produce theoretical understanding that can serve the work of others. To support graduate students as well as experienced researchers who are new to this approach, Conducting Educational Design Research integrates multiple perspectives of educational design research throughout this three-part book. Part one clarifies the educational design research origins, approach and outcomes. It also presents a generic model portraying the overall process. Part two discusses the constituent elements of the model in detail, these are: analysis and exploration; design and construction; evaluation and reflection; and implementation and spread. Part three offers recommendations for proposing, reporting and advancing educational design research. Through related readings and richly varied examples, Conducting Educational Design Research offers clear and well-documented guidance on how to conceptualize and conduct this stimulating form of inquiry. For decades, policies for educational research worldwide have swung back and forth between demanding rigor above all other concerns, and increasing emphasis on impact. These two qualities need not be mutually exclusive. This volume supports readers in grasping and realizing the potential of educational design research. It demonstrates how rigorous and relevant investigation can yield both theoretical understanding and solutions to urgent educational problems.

The No Child Left Behind Act (NCLB, 2002), introduced nearly 10 years ago, called for scientifically based and evidence-based practices. This 2001 legislation has led to subsequent changes in federal funding policies that encourage the use of a more quantitative approach to measuring cause-and-effect relationships between educational conditions and outcomes to produce generalized findings that can inform policy decision making (Feuer, Towne, & Shavelson, 2002). Consequently, these government policies have spawned debates over what constitutes quality educational research and what direction the development of future educational research should take. (1) In this editorial, we examine the questions of What is quality research? and How can we judge it? by referencing research in teaching and education. We review briefly the landscape and characteristics of research in education. Then, using the National Research Council's (NRC; 2002) guidelines as a framework, we offer ideas about what constitutes quality research in education. Lastly, drawing on our experience reviewing 702 manuscripts submitted to the Journal of Teacher Education (JTE) during our inaugural year as editors, we discuss some of the standards that we believe are important for judging the quality of research in education. In doing this, we hope to stimulate discussions about how reviewers and editors evaluate research and how the reporting of research in education can be improved. Traditions of Research in Teaching and Teacher Education During the short history of educational research, two competing approaches to inquiry into teaching and education have emerged. Each importantly, yet differently, shapes the identity of educators as researchers and their relationships with the outside world. During the 1960s and 1970s, teaching and education research methods were heavily influenced and shaped by behavioral and social measurement in psychology (Zeichner, 1999). Much of the education research on process-product and teacher effectiveness in the 1980s likewise derived from behavioral psychology in that it focused on how the behavior of teachers affected student performance and learning (Beattie, 1995; McDonald & Elias, 1976). These earlier research studies commonly assumed that causality was linear and unidirectional: the behavior of the affected the behavior of students, which in turn affected student achievement (e.g., Doyle, 1977; Dunkin & Biddle, 1974; Shulman, 1986; Zeichner, 1999). As the field evolved, the unidirectional conception of causality from behavior to observed student behavior was modified to a bi-directional relationship (Brophy & Good, 1986). Nevertheless, the research designs that dominated this era were primarily quantitative and focused on establishing and testing theoretical assumptions about behavior that could be generalized to various contexts of teaching. Research on how education influenced learning received relatively little attention prior to the 1990s (Zeichner, 1999). The behavioral approach that guided research on teaching and education ultimately had several important effects on research-active educators' identity in academia and their political relationships outside of academe. First, it aligned educators with scientists in academia where the status, prestige, and rewards of its members are determined by how hard the knowledge is that they produce (Labaree, 1998). Second, it pushed educators to be professionals, like those in medicine, who produced and used specialized, shared knowledge that consumers of education relied on to make judgments about the quality of services they received (Sykes & Bird, 1992). Third, it positioned educators closer to the powerful policy world in supplying reliable and verifiable information for furthering policy makers' agendas (Cochran-Smith, 2001; Cochran-Smith & Fries, 2005). …

Objectives The purpose of this study was to conduct an integrative review of recent design and development research in the field of secondary technology education to examining how research is conducted and to derive relevant implications. Methods The study followed the integrative review methodology proposed by Whittemore and Knafl (2005), proceeding through the stages of problem identification, literature search, data evaluation, data analysis, and presentation. During the problem identification stage, the research focus was defined based on scientific research methods, systematic procedures, the outcome value, and implications. Through literature search and data evaluation, 38 research articles were selected for analysis. Data analysis was conducted based on an analytical framework established from a theoretical review of design and development research and the identified research questions. Results First, it was found that design and development research in secondary technology education primarily focuses on the development of outputs and tools rather than on the development and validation of models. The research employed various methods, including literature review, expert evaluation, field application, surveys, and experimental studies. Second, the procedures for design and development research generally follow systematic instructional design models, including analysis, design, development, and implementation, as well as common steps such as model drafting, expert review, and final development. Third, the outcomes of design and development research in this field take various forms, including context-specific educational programs and experiential activity tasks, as well as generalized instructional models. Conclusions First, design and development research in secondary technology education predominantly focuses on the development of outputs and tools, addressing various content areas of technology education. Although some research emphasizes model development and validation, its proportion is relatively small compared to output and tool development research. Second, a variety of quantitative and qualitative approaches are utilized in this field. Common foundational methods include literature review to establish theoretical underpinnings and expert evaluation for internal validation. Third, research developing specific outputs or tools often follows systematic instructional design models, while model development and validation studies typically adhere to common procedures such as initial model drafting, expert review, and final model refinement. Fourth, the outcomes of design and development research in secondary technology education are diverse, encompassing studies targeting middle school students, high school students, and technology teachers. Results include both context-specific outputs, such as programs, teaching guides, and experiential activity tasks, and generalized outcomes, such as instructional models and lesson design frameworks for technology education.

INTRODUCTION Since the term “design experiments” was coined two decades ago (Collins, 1992), what is now more commonly known as educational design research has moved out of the nascent learning sciences community and into the mainstream of educational research (Levin & O’Donnell, 1999; NRC, 2002; Schoenfeld, 2006). The strengths and weaknesses of the approach have been described and dissected over the last decade, reflecting a tension between advocates for educational design research and observers who worry about the rigor and epistemic standing of the alleged methodology (for example, in Barab, 2004; Kelly, 2003). Historically, educational design research is closely tied to the development of educational technologies, but is currently conducted across a wide range of learning settings, with and without technology. As an approach to studying learning and education, it seems here to stay. Still, two decades in, there remains not inconsiderable confusion over what “it” really is, and, perhaps more importantly, how to do “it.” The aim of this chapter is to provide an overview of the writing about design research to outline the core features of the approach and discuss core methodological issues to doing design research.

PurposePersonas are lifelike characters that are driven by potential or real users’ personal goals and experiences when interacting with a product. Personas support user-centered design by focusing on real users’ needs. However, the use of personas in educational research and design requires certain adjustments from its original use in human-computer interface design. This paper aims to propose a process of creating personas from phenomenographic studies, which helps us create data-grounded personas effectively.Design/methodology/approachPersonas have features that can help address design problems in educational contexts. The authors compare the use of personas with other common methodologies in education research, including phenomenology and phenomenography. Then, this study presents a six-step process of building personas using phenomenographic study as follows: articulate a design problem, collect user data, assemble phenomenographic categories, build personas, check personas and solve the design problem using personas. The authors illustrate this process with two examples, including the redesign of a professional development website and an undergraduate research program design.FindingsThe authors find that personas are valuable tools for educational design websites and programs. Phenomenography can productively help educational designers and researchers build sets of personas following the process the authors propose.Originality/valueThe use and method of personas in educational contexts are scarce and vague. Using the example contexts, the authors provide educational designers and researchers a clear method of creating personas that are relatable and applicable for their design problems.

Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs, or policies. Educational design research not only targets solving significant problems facing educational practitioners but at the same time seeks to discover new knowledge that can inform the work of others facing similar problems. Working systematically and simultaneously toward these dual goals is perhaps the most defining feature of educational design research. This chapter seeks to clarify the nature of educational design research by distinguishing it from other types of inquiry conducted in the field of educational communications and technology. Examples of design research conducted by different researchers working in the field of educational communications and technology are described. The chapter concludes with a discussion of several important issues facing educational design researchers as they pursue future work using this innovative research approach.

Preface Part I. Foundations of Research 1. Science, Schooling, and Educational Research Learning About the Educational World The Educational Research Approach Educational Research Philosophies Conclusions 2. The Process and Problems of Educational Research Educational Research Questions Educational Research Basics The Role of Educational Theory Educational Research Goals Educational Research Proposals, Part I Conclusions 3. Ethics in Research Historical Background Ethical Principles Conclusions 4. Conceptualization and Measurement Concepts Measurement Operations Levels of Measurement Evaluating Measures Conclusions 5. Sampling Sample Planning Sampling Methods Sampling Distributions Conclusions Part II. Research Design and Data Collection 6. Causation and Research Design Causal Explanation Criteria for Causal Explanations Types of Research Designs True Experimental Designs Quasi-Experimental Designs Threats to Validity in Experimental Designs Nonexperiments Conclusions 7. Evaluation Research What Is Evaluation Research? What Can an Evaluation Study Focus On? How Can the Program Be Described? Creating a Program Logic Model What Are the Alternatives in Evaluation Design? Ethical Issues in Evaluation Research Conclusions 8. Survey Research Why Is Survey Research So Popular? Errors in Survey Research Questionnaire Design Writing Questions Survey Design Alternatives Combining Methods Survey Research Design in a Diverse Society Ethical Issues in Survey Research Conclusions 9. Qualitative Methods: Observing, Participating, Listening Fundamentals of Qualitative Research Participant Observation Intensive Interviewing Focus Groups Combining Qualitative and Quantitative Methods Ethical Issues in Qualitative Research Conclusions 10. Single-Subject Design Foundations of Single-Subject Design Measuring Targets of Intervention Types of Single-Subject Designs Analyzing Single-Subject Designs Ethical Issues in Single-Subject Design Conclusions 11. Mixing and Comparing Methods and Studies Mixed Methods Comparing Reserch Designs Performing Meta-Analyses Conclusions 12. Teacher Research and Action Research Teacher Research: Three Case Studies Teacher Research: A Self-Planning Outline for Creating Your Own Project Action Research and How It Differs From Teacher Research Validity and Ethical Issues in Teacher Research and Action Research Conclusions Part III. Analyzing and Reporting Data 13. Quantitative Data Analysis Why We Need Statistics Preparing Data for Analysis Displaying Univariate Distributions Summarizing Univariate Distributions Relationships (Associations) Among Variables Presenting Data Ethically: How Not to Lie With Statistics Conclusions 14. Qualitative Data Analysis Features of Qualitative Data Analysis Techniques of Qualitative Data Analysis Alternatives in Qualitative Data Analysis Computer-Assisted Qualitative Data Analysis Ethics in Qualitative Data Analysis Conclusions 15. Proposing and Reporting Research Educational Research Proposals, Part II Reporting Research Ethics, Politics, and Research Reports Conclusions Appendix A: Questions to Ask About a Research Article Appendix B: How to Read a Research Article Appendix C: Finding Information, by Elizabeth Schneider and Russell K. Schutt Appendix D: Table of Random Numbers Glossary References Author Index Subject Index About the Authors

Engineering design research has focused on developing and refining methods and evaluating design education in design education, design research and design in practice. One important aspect that is not thoroughly investigated is the influence of bias on design within these spaces of design. Bias is known to impact the interpretation of information, decision-making and practices in all areas. These factors are vital in engineering design education, practice and research, emphasizing the importance of investigating bias. The first goal of this study is to highlight and synthesize existing bias research in design education, research and practice. The second goal is to identify areas where bias may be under-researched or under-reported in design. To achieve these goals, a comparative analysis is performed against a comparable field: medicine. Many parallels exist between both fields. Patient–provider and designer–end-user relationships are comparable. Medical education is comparable to design education with the cooperative, inquiry-based and integrated learning pedagogy approaches. Lastly, physicians and design engineers both solve cognitively complex systems-oriented problems. Leveraging research on bias in medicine enables us to highlight gaps in engineering design. Recommendations are made to help design researchers address these gaps.

Surgical Education Research 1