Design Research as a Mechanism for Consultants to Facilitate and Evaluate Educational Innovations

Abstract

Schools across the nation are implementing innovative practices; however, questions remain regarding how to facilitate quality implementation. Research designs that emphasize high degrees of control over independent variables result in findings with internal validity, but that may not generalize to complex, dynamic educational systems. The purpose of this article is to propose a design research framework as a mechanism for consultants to facilitate and evaluate innovation implementation. Information on design research principles and processes is provided, and issues to consider when applying the framework are discussed. An illustration of how a design research framework was applied in a large-scale initiative to implement and evaluate Response to Intervention (RtI) implementation is also provided. Finally, issues and questions to consider relative to consultants' use of design research principles are explored.

Additional information

Notes on contributors

Jose M. Castillo

Jose M. Castillo, PhD, is an Assistant Professor in the School Psychology Program at the University of South Florida and also serves as the Evaluation Coordinator for Florida's Problem Solving/Response to Intervention Project. His research interests include the data-based evaluation of multi-tiered systems of support through a systems change lens and professional issues in school psychology.

Clark Dorman

Clark Dorman, EdS, is the Project Leader for Florida's statewide Problem Solving/Response to Intervention Project. He has been involved in district, state, and national Response to Intervention scale-up and implementation since 1997.

Brian Gaunt

Brian Gaunt, PhD, is currently the Inter-Project Coordinator assisting both the Florida PS/RtI and Florida PBIS projects to implement a Multi-Tiered System of Supports (MTSS) in Florida school districts. He has previously served as a Regional Coordinator with the Florida Problem Solving/Response to Intervention Project, a RtI Coach in a local school district, and a school psychologist.

Beth Hardcastle

Beth Hardcastle, MA, MEd, has been a Regional Coordinator with the Florida Problem Solving/Response to Intervention Project since 2007. She has provided extensive training and assistance to school-based leadership teams in RtI and Problem Solving and provides training and technical assistance to school district leadership to build district capacity for implementation of MTSS (Multi-Tiered System of Support).

Kelly Justice

Kelly Justice, MEd, has been a a Regional Coordinator for the Florida Problem Solving/Response to Intervention Project since 2007. Formerly a general education teacher, she now provides training and technical assistance to district leaders in effort to build capacity for the implementation of a multi-tiered system of supports.

Amanda L. March

Amanda L. March, PhD, is the Professional Learning and Coaching Specialist for Florida's Problem-Solving/Response to Intervention Project and Florida's Positive Behavior Support Project. Her professional interests include systems-change and program evaluation practices in schools, integrated multi-tiered systems of service delivery, team-based problem solving, and best practices in educator professional development and coaching.

Note: The authors report that to the best of their knowledge neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this manuscript.