Running head: AN OVERVIEW OF DEVELOPMENTAL RESEARCH. An Overview of Developmental Research Giovanni Mejia San Jose State University

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1 1 Running head: AN OVERVIEW OF DEVELOPMENTAL RESEARCH An Overview of Giovanni Mejia San Jose State University Research Methods in Library and Information Science Dr. Woolls October 19, 2009

2 2 Abstract: The essay gives an overview of methods. Developmental research is an overarching method that is comprised of other research methods to develop comprehensive teaching, and evaluation designs. Further, the essay discusses Rita Richey s concept of Type I and Type II developmental research.

3 3 Developmental research is comprised of multiple forms for research including, but not limited to: case studies, design experiments, survey research, formative research, and engineering research. But this type of research should not be confused with developmental research as it relates to psychology, and its study of human growth. Within the literature it is accepted that the concept of developmental research is relatively unknown to researchers. Developmental research is a research method that can address a broad range of issues using multiple strategies. Richey and Nelson (2003) divide developmental research into two different types of research that clarify how developmental research can be used. Definition Developmental research has multiple definitions and uses. For example, Richey and Nelson argue that developmental research aims to improve the processes of instructional design, development, and evaluation based on either situation-specific problem solving or generalized inquiry procedures (as cited van den Akker, 1999, p.4). Further, van den Akker (1999) summarizes Gravemeijer, and Lijnse work to define developmental research as: an interactive, cyclic process of development and research in which theoretical ideas of the designer feed the development of products that are tested in classroom settings, eventually leading to theoretically and empirically founded products, learning processes of the developers, and (local) instruction theories. (p. 5) Researchers seek to improve on an existing design by implementing thoroughly researched ideas to create a tangible product that can be applied in the real world. Type I Research Type I research emphasizes specific program designs or evaluation projects to develop lessons based on certain conditions (p. 1103). For example, McKenney examined a computer program developed to support a secondary science and math curriculum. The study began as a traditional research project using predetermined questions, and basing their framework supported

4 4 by existing literature. Every step of the program was carefully documented including needs assessment, context analysis, design, development, and an evaluation of numerous models, and summaries of everything. The aspect that sets developmental research apart from other types of research is the extensiveness; 510 participants from 15 countries were involved along with the use multiple instruments such as interviews, questionnaires, observations, logbooks, and document analysis. In total, 108 instruments were used in the project. The study was extensive, not for the development of a grandeur theory, but for specific school program. (as cited in Richey, R., Klein, J. D. & Nelson, W., 2009, p ). Type II Research Type II studies are evaluation tools or models that are used to analyze existing designs. For example, Tessmer et al. developed and tested a model call CODE (critically, opportunity, difficulty, and emphasis) to evaluate needs assessment (as cited in Richey, R., Klein, J. D. & Nelson, W., 2009, p. 1113). The model was then used to reassess two existing training programs and provide generalized conclusions about the training model. A second example is given by Tracey (2009) in which the concept of Multiple Intelligence Design Model was inserted into an Instruction Systems Design to find if a training program could be improved (p.556). In short, the primary difference between the two types of developmental research as defined as Richey (2003) is that the goals of Type II research tend to be more generalized striving to enhance the ultimate models employed, and Type I research is confined to the analysis of a given project (p.1109). Conclusion Developmental research is made up of multiple type of research to create and validate usable models and designs. In general, developmental research can be described by Type I research which is the development of entire designs based on extensive research grounded on a

5 5 specific context. Type II is the overlaying of tested designed onto existing programs to improve outcomes. References Davidson, K., & Peyton, G. (2007). Library Outreach to the Freshman Football Recruits and Athletic Academic Tutors at Mississippi State University. Reference Librarian, 47(97), Retrieved from Academic Search Premier database. Puffer-Rothenberg, M., & Thomas, S. (1999). Providing Library Outreach to Student Athletes. Reference Librarian, 32(67/68), 131. Retrieved from Academic Search Premier database. Richey, R., Klein, J. D. & Nelson, W. (2003). Developmental research: Studies of instruction design and development. In D. Jonassen (ed.), Handbook of research for educational communications and technology (2 nd ed.) (pp ). Mahwah, NJ: Lawrence Erlbaum Associates. Ruscella, P. (1993). Scoring: Bibliographic instruction helps freshman athletes compete in the academic league. Journal of Academic Librarianship, 19(4), 232. Retrieved from Academic Search Premier database. Tracey, M. (2009). Design and development research: a model validation case. Educational Technology Research & Development, 57(4), doi: /s Van Den Akker, J. (1999). Principles and Methods of Development Research. In J. van Den Akker, R.M Branch, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design Approaches and Tools in Education and Training (pp. 1-13). Norwell: Kluwer Academic Publishers. Retrieved October 10, 2009, from