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| From the NCRLL Editors | |
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| Acknowledgments | |
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| Introduction | |
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| What Are Formative and Design Experiments? | |
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| How do formative and design experiments fit into the methodological landscape and where did they come from? | |
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| What terms have been used to describe this approach to research? | |
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| What are the defining characteristics of formative and design experiments? | |
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| How do formative and design experiments compare with other approaches to investigating interventions in classrooms? | |
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| What is the origin of formative and design experiments? | |
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| Why are formative and design experiments needed and useful? | |
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| What kind of knowledge do formative and design experiments lay claim to creating and on what basis is that claim made? | |
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| Can the results of formative and design experiments be generalized? | |
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| What Are the Methods of Formative and Design Experiments? | |
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| What types of data are collected? | |
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| What are the goals of data collection? | |
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| What are standards for determining methodological rigor? | |
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| What methodological frameworks might be used to conceptualize, plan, conduct, and report formative and design experiments? | |
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| Foundational frameworks | |
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| Explicit frameworks | |
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| What practical, ethical, and methodological issues have we encountered in using this approach? | |
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| What stance should a researcher take in classrooms and working with teachers? | |
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| How do researchers find and set up an appropriate site for research? | |
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| Can a researcher also be the teacher in a formative or design experiment? | |
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| When should the intervention phase end? | |
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| How do the results of a formative or design experiment complement other approaches to research? | |
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| How do researchers deal with troubling information? | |
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| What Are Some Good Examples of Formative and Design Experiments? | |
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| Why is it difficult to find and to select good examples? | |
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| What studies illustrate the diversity of this approach? | |
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| How have instructional interventions been defined and implemented? | |
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| Is There a Formative or Design Experiment in Your Future? | |
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| What is the current status and future potential of this approach? | |
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| What challenges and obstacles constrain the future of this approach? | |
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| What are the key advantages arguing for continued and expanded use? | |
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| Who should consider conducting a formative or design experiment? | |
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| What do we think about formative and design experiments after writing this book? | |
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| References | |
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| Index | |
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| About the Authors | |