On formative and design experiments : approaches to language and literacy research / David Reinking, Barbara Bradley.

Includes bibliographical references (pages 121-127) and index.

Chapter 1 What Are Formative and Design Experiments? 5 -- 1.1 How do formative and design experiments fit into the methodological landscape and where did they come from? 13 -- 1.1.1 What terms have been used to describe this approach to research? 13 -- 1.1.2 What are the defining characteristics of formative and design experiments? 16 -- 1.1.3 How do formative and design experiments compare with other approaches to investigating interventions in classrooms? 22 -- 1.1.4 What is the origin of formative and design experiments? 28 -- 1.2 Why are formative and design experiments needed and useful? 33 -- 1.3 What kind of knowledge do formative and design experiments lay claim to creating and on what basis is that claim made? 35 -- 1.4 Can the results of formative and design experiments be generalized? 39 -- Chapter 2 What Are the Methods of Formative and Design Experiments? 43 -- 2.1 What types of data are collected? 45 -- 2.2 What are the goals of data collection? 48 -- 2.3 What are standards for determining methodological rigor? 53 -- 2.4 What methodological frameworks might be used to conceptualize, plan, conduct, and report formative and design experiments? 61 -- 2.4.1 Foundational frameworks 62 -- 2.4.2 Explicit frameworks 65 -- 2.5 What practical, ethical, and methodological issues have we encountered in using this approach? 78 -- 2.5.1 What stance should a researcher take in classrooms and working with teachers? 78 -- 2.5.2 How do researchers find and set up an appropriate site for research? 82 -- 2.5.3 Can a researcher also be the teacher in a formative or design experiment? 85 -- 2.5.4 When should the intervention phase end? 86 -- 2.5.5 How do the results of a formative or design experiment complement other approaches to research? 87 -- 2.5.6 How do researchers deal with troubling information? 87 -- Chapter 3 What Are Some Good Examples of Formative and Design Experiments? 89 -- 3.1 Why is it difficult to find and to select good examples? 89 -- 3.2 What studies illustrate the diversity of this approach? 91 -- 3.3 How have instructional interventions been defined and implemented? 100 -- Chapter 4 Is There a Formative or Design Experiment in Your Future? 107 -- 4.1 What is the current status and future potential of this approach? 107 -- 4.1.1 What challenges and obstacles constrain the future of this approach? 110 -- 4.1.2 What are the key advantages arguing for continued and expanded use? 113 -- 4.2 Who should consider conducting a formative or design experiment? 115 -- 4.3 What do we think about formative and design experiments after writing this book? 117.

Machine converted from AACR2 source record.