Design-Based Research as a Research Approach for Inclusive School and Teaching Development

Abstract

Design-Based Research (DBR) has been associated for many years with the claim to closely interlink scientific knowledge generation and concrete innovation processes in educational contexts. In the field of inclusive education, which is characterized by high complexity, normative frameworks, and ongoing transformation pressure, DBR seems to be particularly suitable for jointly designing development and research processes with practice-partners. This Special Issue addresses this interlink and examines how design-based research can contribute to inclusive school and teaching development—and where its current limitations lie.