Rethinking Design-Based Approaches for School-Based Improvement: The Experience of the TAMAM Project

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dc.contributor.authorAkkary, Rima Karami
dc.contributor.authorDeKnight, Jennifer
dc.contributor.departmentDepartment of Education
dc.contributor.facultyFaculty of Arts and Sciences (FAS)
dc.contributor.institutionAmerican University of Beirut
dc.date.accessioned2025-01-24T11:23:32Z
dc.date.available2025-01-24T11:23:32Z
dc.date.issued2019
dc.description.abstractThe School Based Reform in Arab Countries (TAMAM) project aims to build leadership capacity for school-based reform. This paper asks: (a) To what extent can a design-based approach frame the design of school improvement projects such as TAMAM? (b) What characteristics of design-based approaches are most relevant to guide the design of school-based improvement projects? Results of the qualitative analysis demonstrate that a design-based approach can be used to describe TAMAM and highlight the most important elements. This study proposes that design-based approaches be used for designing and describing comparable school-based improvement initiatives, especially in contexts similar to the Arab region. © The Author(s) 2019.
dc.identifier.doihttps://doi.org/10.1177/1056787918824206
dc.identifier.eid2-s2.0-85106497787
dc.identifier.urihttp://hdl.handle.net/10938/25766
dc.language.isoen
dc.publisherSAGE Publications Inc.
dc.relation.ispartofInternational Journal of Educational Reform
dc.sourceScopus
dc.subjectArab countries
dc.subjectDesign-based implementation research
dc.subjectDesign-based research
dc.subjectSchool improvement
dc.titleRethinking Design-Based Approaches for School-Based Improvement: The Experience of the TAMAM Project
dc.typeArticle

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