Design-Based Research in Education

Theory and Applications

Edited by Zoi A. Philippakos, Emily Howell, and Anthony Pellegrino
Foreword by David Reinking

HardcoverPaperbacke-bookprint + e-book
Hardcover
September 17, 2021
ISBN 9781462547388
Price: $88.00 $66.00
316 Pages
Size: 7" x 10"
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Paperback
September 17, 2021
ISBN 9781462547371
Price: $38.00 $28.50
316 Pages
Size: 7" x 10"
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e-book
September 17, 2021
PDF ?
Price: $38.00 $28.50
316 Pages
pre-order
print + e-book
Paperback + e-Book (PDF) ?
Price: $76.00 $41.80
316 Pages
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Zoi A. Philippakos, PhD, is Assistant Professor in the Department of Theory and Practice in Teacher Education at The University of Tennessee, Knoxville. Her research interests include reading and writing instruction in K–12 and postsecondary classrooms, strategy instruction with self-regulation, and teacher professional development. She collaborates with teachers to design and evaluate instructional approaches through design-based research methodologies and engages in experimental studies. Dr. Philippakos has published her research in leading journals and presents her work at national and international conferences.

Emily Howell, PhD, is a faculty member in literacy in the Department of Education and Human Development at Clemson University. She has taught English and writing at the secondary and collegiate levels and currently teaches preservice teachers and graduate students in education. Her research interests include multiliteracies, adolescent literacy, writing instruction, and digital tools. Dr. Howell approaches research through partnerships with teachers using methodologies such as design-based research. Her research has been published in leading journals of education.

Anthony Pellegrino, PhD, is Associate Professor in the Department of Theory and Practice in Teacher Education at The University of Tennessee, Knoxville. Prior to his work in higher education, he worked in K–12 classrooms and in public school administration for a decade. Dr. Pellegrino’s research interests include student learning of difficult history and counternarratives in history/social studies education, as well as the experiences of preservice educators in clinical practice.