Articles:
1:Research On Instructional Development(Richey R.C.,1996)
2:Developmental Research in Curriculum: Propositions and Experiences(Akker & Plomp, 93)
Reflection
Development Research is a problem oriented and interdisciplinary research methodology.
- Developmental research can be as case study, experiments, action research or evaluations studies.
- Development research is performed in order to optimize and gain a sound basis for development activities and may be characterized by two purposes:
- development of prototypical products;
- generating methodological directions for design and evaluation of such products
(Van den Akker & Plomp, 1993)
- Both purposes are reflected in the two types of developmental research distinguished by Rita C Richey(1996) that summarized in table below.
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Developmental Research
Type 1 Type 2
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Emphasis study of specific product or program Study of design, development, or
design, development & /or evaluation evaluation process, tools, or
projects models
Product Lesson learned from developing New design, development, and
Specific products and analyzing the evaluation procedures &/ models
Conditions which facilitate their use which facilitate their use
Context-Specific Conclusions => => Generalized Conclusions
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(Richey R.C.,1996)
From table one can see that the Type 1 is similar to purposes number 2; generating methodological directions for design and evaluation of such products . This type involves situations in which the product of development process used in a particular situation is described, analyzed, and the final product is evaluated.
- Type 2 developmental research is similar to purposes number 1: development of prototypical products, starting from design, development, and evaluation of the product..
- The prototypical products challenges are efficiency, creativity, and practicality. The practicality can close gap between methodology and practice.
Zulkardi - Wednesday, 6 January 1998
Conceptual Framework for Developmental Research
The Typologi of Curriculum Representations:
- ideal curriculum: reflects to the original assumptions, visions and intentions which are laid down in a curriculum development;
- formal curriculum(planned curriculum): reflects the concrete curriculum documents, such as learner materials and teacher guides.
- perceived curriculum: represents the curriculum as interpreted by its user ,especially teachers;
- operational curriculum(enacted curriculum): reflects the actual instructional process as realized in the classroom;
- experiential curriculum: primarily reflects the student how guidance is received;
- attained curriculum: represents the learning outcomes of the students.
Teachers as Learners
An Illustrative Study
Implications for Developmental Strategy
Examples of Developmental Research
Characteristic Methods and Instruments
Epilogue