TY  - BOOK
AU  - Reinking,David
AU  - Bradley,Barbara A.
TI  - On formative and design experiments: approaches to language and literacy research 
T2  - Language and literacy series
SN  - 0807748412
AV  - LB1050.6 .O5 2008
U1  - 428.4072 22
PY  - 2008///]
CY  - New York
PB  - Teachers College Press
KW  - Reading
KW  - Research
KW  - Language and languages
N1  - 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
ER  -