DBR Anderson and Shattuck 2012

 Anderson and Shattuck (2012)

Being situated in a real educational context provides a sense of validity to the research and ensures that the results can be effectively used to assess, inform and improve practice (p.16).

DBR typically involves mixed methods using a variety of research tools and techniques (p.17)

Initial problem identification is usually informed through the literature review (p.17)

DBR studies always involve some type of intervention (p.21).

Anderson and Shattuck (2012) explored a decade of research articles relating to DBR and found that over half of the studies had progressed through three or more iterative cycles (p.21).

Most DBR studies provide rich descriptions of the contexts in which the study occurred, the challenges of implementation, the development of processes involved in creating and administering the interventions and the design principles that emerged (p.22).

Collins, Joseph and Bielaczyc (2004) highlighted that DBR projects often produce a large amount of data as they progress through the various iterations (A&S, p.23).

Most of the DBR articles explored over a decade by Anderson and Shattuck (2012) concluded that their interventions have resulted in improved outcomes and offered rich clues as to the match between the successful testing of the intervention and the context of practice (p.24).


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