Evidence for design for change: Teams and process (DfC-TaP)

Lucie Zundans-Fraser

doi:10.1007/978-3-031-56768-1_6

Evidence for design for change: Teams and process (DfC-TaP)

Lucie Zundans-Fraser

Charles Sturt University

Research output: Book chapter/Published conference paper › Chapter (peer-reviewed) › peer-review

Abstract

This chapter describes evidence for the Design for Change-Teams and Process (DfC-TaP) model outlined in the Chap. 4. The research focuses on using the DfC-TaP model to design a master’s degree in inclusive education that also includes a course sequence co-developed for use at the pre-service level. A design-based research methodology (Juuti & Lavonen, 2006; Kennedy-Clark, 2013) underpins much of the work described here, given the research reflects the study of an active, ongoing design process. The studies undertaken as part of this work include two doctoral theses (Grima-Farrell, 2012; Zundans-Fraser, 2014) and related journal articles (Zundans-Fraser & Bain, 2015, 2016, 2020).

Original language	English
Title of host publication	Design for change
Subtitle of host publication	Designing evidence-based teacher preparation programs
Editors	Alan Bain
Place of Publication	Switzerland
Publisher	Springer
Chapter	6
Pages	77-95
Number of pages	19
Edition	1st
ISBN (Electronic)	9783031567681
ISBN (Print)	9783031567674
DOIs	https://doi.org/10.1007/978-3-031-56768-1_6
Publication status	Published - 01 Jan 2024

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10.1007/978-3-031-56768-1_6

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Evidence for design for change: Teams and process (DfC-TaP)

Abstract

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