Formative and design experiments represent a methodology uniquely
suited for educational research in general and literacy research in
particular. Providing a practical overview of this emerging and
promising approach, the authors address the following questions:
What is the origin of formative and design experiments and how do
they compare to other approaches to investigating interventions in
classrooms? How do you conceptualize, plan, conduct, and report
formative and design experiments? What practical, ethical, and
methodological issues might be encountered when using this
approach? What is the current status and future potential of this
approach?
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