|aCultural-Historical activity theory approaches to design-based research /|cedited by Mike Cole, William R. Penuel, and D.Kevin O'Neill.
|ax, 158 pages ;|c25 cm
|aIncludes bibliographical references and index.
|aIntroduction to the special issue / William R. Penuel, Michael Cole, and D. Kevin O'Neill -- Understanding design research-practive partnerships in context and time : why learning sciences scholars should learn from cultural-historical activity theory approaches to design-based research / D. Kevin O'Neill -- Design-based intervention research as the science of the doubly artificial / Michael Cole and Martin Parker -- Organizing for teacher agency in curricular co-design -- Samuel Severance, William R. Penuel, Tamara Sumner, and Heather Leary -- Social design experiments : toward equity by design / Kris D. Gutiérrez and A. Susan Jurow -- Formative interventions for expansive learning and transformative agency / Annalilsa Sannino, Yrjö Engeström, and Monica Lemos -- Cultural-historical activity theory/design-based research in Pasteur's Quadrant / James G. Greeno.
|aMost intervention research in education aims to demonstrate the efficacy of specific programs and practices. The assumption is that if researchers can produce evidence-based programs that work in a variety of settings, educators will take them up on a large scale. Unfortunately, this approach largely neglects the role that out-of-school experiences can and do play in learning, and assumes that contexts are peripheral to intervention success. However, we know from decades of research that contexts profoundly shape the nature and effects of interventions. Further, researchers may produce interventions that are not usable or sustainable when they do so without incorporating the voices of educators, community members, and families.