DBR: 1) Guided by an explicit goal 2) makes space for the unexpected 3) validity is based on the reality of the activity - DBR focuses on [[consequential validity]] 4) offers recommendations, not answers 5) finds and seeks to understand failures as part of the process 6) requires creative problem solving 7) looks beyond effectiveness to aspects such as appeal and efficiency—and importance 8) productively theoretical 9) regards adaptation as a normal part of the process 10) respects and values the professional judgment of practitioners #note/sourcereview/book Philippakos, Z. A. (Ed.). (2021). _Design-based research in education: Theory and applications_. The Guilford Press. Background: Dewey felt that teaching and researching were the same process. Thorndike felt that research was separate. DBR closes the gap towards Deweyan thinking. "DBR is not just another approach to collecting and analyzing data. Instead, it offers a different ethos that foregrounds an entirely different domain of research questions. Quantitative experimental methods, guided by a laboratory metaphor applied to instructional options, ask, “How can we identify the best instructional practice?” Qualitative naturalistic methods, guided by a lens metaphor, ask, “How can we deeply understand instructional environments and interventions through systematic observation?” DBR, on the other hand, guided by an engineering metaphor, asks, “How can we gain deep understanding of pedagogy by designing interventions that accomplish valued goals?”