Сравнение методов

	Параллельный встроенный смешанный дизайн, основанный на проектировании	Дизайн-ориентированные исследования (Design-Based Research, DBR)
Область	Дизайн исследования	Полевые методы
Семейство	Process / pipeline	Process / pipeline
Год появления	2000s–2010s	1992
Автор метода	Creswell & Plano Clark (concurrent embedded framework); Design-Based Research Collective (DBR framework)	Ann L. Brown and Allan Collins (independently, 1992)
Тип	Mixed methods research design	Interventionist qualitative-quantitative mixed methodology
Основополагающий источник	Creswell, J. W., & Plano Clark, V. L. (2011). Designing and Conducting Mixed Methods Research (2nd ed.). Sage. ISBN: 978-1412975179	Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
Другие названия	DBR concurrent embedded design, design-based embedded MMR, concurrent embedded DBR design, design experiment embedded mixed methods	DBR, design research, design experiment, educational design research
Связанные	6	6
Сводка	Design-based concurrent embedded mixed methods design merges the iterative intervention logic of Design-Based Research (DBR) with the concurrent embedded mixed methods structure, in which one data type (typically qualitative) is nested within a dominant dataset (typically quantitative) and both are collected simultaneously within each design cycle. This approach is especially suited to educational intervention and applied research contexts where a product, curriculum, or tool is being developed, tested, and refined through repeated cycles of implementation and analysis.	Design-based research (DBR) is an iterative, interventionist methodology that simultaneously designs educational interventions and builds theory about how and why those interventions work in authentic, complex settings. Originating in Ann Brown's 1992 classroom experiments and Allan Collins's parallel work, DBR treats the learning environment as both the object of study and the site of theory generation, cycling through design, enactment, analysis, and redesign until both practical improvement and theoretical insight are achieved.