TY - JOUR AU - Tabak, Iris AB - In this article, I argue that when design and intervention are central to the research process, context as a construct is problematized. How we define context can facilitate or impede our ability to construct rich and veridical accounts of learning. A design stance may predispose us to less profitable notions of context. I present the advantages of design-based research for understanding how to enact novel forms of learning and for understanding the means through which this learning occurs. I discuss the characteristics of a design focus that threaten the efficacy of the research and illustrate this with a case example. I conclude with implications for challenging, but more amenable, ways of conceptualizing context. TI - Reconstructing Context: Negotiating the Tension Between Exogenous and Endogenous Educational Design JF - Educational Psychologist DO - 10.1207/s15326985ep3904_4 DA - 2004-09-01 UR - https://www.deepdyve.com/lp/taylor-francis/reconstructing-context-negotiating-the-tension-between-exogenous-and-d06D8jmKFS SP - 225 EP - 233 VL - 39 IS - 4 DP - DeepDyve ER -