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Title
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Educational Design Research to Support System-Wide Instructional Improvement
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Abstract/Description
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In this chapter, we describe a methodology for conducting educational design research to support system-wide instructional improvement in mathematics and draw on one of the few design studies that does this as an illustrative case. Design studies conducted at the level of an educational system are interventionist in nature, and can address both the complexity of educational settings and the problems that educational system leaders, school leaders, and teachers encounter as they work to improve the quality of classroom instruction, school instructional leadership, and ultimately, students’ mathematics learning. This chapter describes the theoretical background for this approach, in which the issue of what it takes to support instructional improvement on a large scale is framed as an explicit focus of empirical investigation.
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Date
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2015
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In publication
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Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods
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Editor
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Bikner-Ahsbahs, Angelika
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Knipping, Christine
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Presmeg, Norma
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Series
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Advances in Mathematics Education
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Pages
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497-530
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Publisher
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Springer Netherlands
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IRE Approach/Concept
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Design Research
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Large-Scale Improvement
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Instructional Improvement
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Language
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en
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Open access/full-text available
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en
Yes
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Citation
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Henrick, E., Cobb, P., & Jackson, K. (2015). Educational Design Research to Support System-Wide Instructional Improvement. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods (pp. 497–530). Springer Netherlands. https://doi.org/10.1007/978-94-017-9181-6_18
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Place
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Dordrecht, NL
Middle-school Mathematics and the Institutional Setting of Teaching (MIST) Project
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