ABSTRACT
In this chapter, the authors discuss three major influences on the collaborative data-intensive improvement (CDI) model. These are as follows: Data-Driven Decision Making in Education, New Forms of Collaborative Education Research, and Big Data in Education. CDI starts out in the second of these research categories and then moves to the third. Translational research teams need designers who are steeped in the culture and conditions of the kinds of classrooms where the research-based practice will be implemented. Researchers who studied the use of data in schools and districts during this period uncovered a number of issues that undermined the effectiveness of this form of data-driven decision making as an improvement strategy. The collaborative nature of design-based implementation research calls for multiple cycles of design, implementation, and refinement with the practitioners involved in the partnership participating in design and refinement activities as well as implementation.
