Teachers and researchers as co-designers? A design-based research on text-structure instruction

S.T.M. Hazenberg; J. Evers-Vermeul; H.H. van den Bergh

Teachers and researchers as co-designers? A design-based research on text-structure instruction

S.T.M. Hazenberg, J. Evers-Vermeul, H.H. van den Bergh

Research output: Contribution to conference › Poster › Academic

Abstract

Design-based research (DBR) is often promoted as a means to bridge the research-practice gap. In this DBR, four teachers and two researchers developed lessons focused on text-structure instruction for grades 4-6. Analyses of logbooks, panel interviews, lesson observations and artefacts raise questions about a major DBR-premise – equal participation of researchers and teachers – but also shows how DBR can successfully contribute to teacher professionalization if researchers provide adequate support throughout the design process.

Original language	English
Publication status	Published - 10 Jul 2019
Event	29th Annual Meeting of the Society for Text and Discourse - New York, New York, United States Duration: 9 Jul 2019 → 11 Jul 2019 Conference number: 29

Conference

Conference	29th Annual Meeting of the Society for Text and Discourse
Abbreviated title	STD 2019
Country/Territory	United States
City	New York
Period	9/07/19 → 11/07/19

Cite this

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title = "Teachers and researchers as co-designers? A design-based research on text-structure instruction",

abstract = "Design-based research (DBR) is often promoted as a means to bridge the research-practice gap. In this DBR, four teachers and two researchers developed lessons focused on text-structure instruction for grades 4-6. Analyses of logbooks, panel interviews, lesson observations and artefacts raise questions about a major DBR-premise – equal participation of researchers and teachers – but also shows how DBR can successfully contribute to teacher professionalization if researchers provide adequate support throughout the design process.",

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year = "2019",

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T1 - Teachers and researchers as co-designers? A design-based research on text-structure instruction

AU - Hazenberg, S.T.M.

AU - Evers-Vermeul, J.

AU - van den Bergh, H.H.

N1 - Conference code: 29

PY - 2019/7/10

Y1 - 2019/7/10

N2 - Design-based research (DBR) is often promoted as a means to bridge the research-practice gap. In this DBR, four teachers and two researchers developed lessons focused on text-structure instruction for grades 4-6. Analyses of logbooks, panel interviews, lesson observations and artefacts raise questions about a major DBR-premise – equal participation of researchers and teachers – but also shows how DBR can successfully contribute to teacher professionalization if researchers provide adequate support throughout the design process.

AB - Design-based research (DBR) is often promoted as a means to bridge the research-practice gap. In this DBR, four teachers and two researchers developed lessons focused on text-structure instruction for grades 4-6. Analyses of logbooks, panel interviews, lesson observations and artefacts raise questions about a major DBR-premise – equal participation of researchers and teachers – but also shows how DBR can successfully contribute to teacher professionalization if researchers provide adequate support throughout the design process.

M3 - Poster

T2 - 29th Annual Meeting of the Society for Text and Discourse

Y2 - 9 July 2019 through 11 July 2019

ER -

Teachers and researchers as co-designers? A design-based research on text-structure instruction

Abstract

Conference

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