The Carnegie Project on the Education Doctorate at Duquesne University Working Paper WP:07-10-1 Scholarship for Schools and Design-Based Research: Framing the Argument for CPED @ Duquesne a Rick McCown b Jeffrey A. Miller James B. Schreiber Olga M. Welch Primary Investigator Associate Dean, Graduate Studies & Research Associate Dean, Teacher Education Dean Notes: a. Distributed at the meeting of the Organization of Institutional Affiliates of the American Educational Research Association in Washington, D.C., 1 October 2007. Made available also to participants at the Nashville Convening of the Carnegie Project on the Education Doctorate at Vanderbilt University’s Peabody College, 25 October 2007. b. E-mail contact: mccown@duq.edu Working Papers by CPED @ Duquesne, a collective authorship, reflect the work on many faculty and administrators in the School of Education. Working papers are used as internal documentation of design deliberations, design proposals, and the testing of prototype designs. Working papers document the arguments–the claims, reasons and evidence, warrants, and qualifications–that emerge from the design cycles that are employed in CPED @ Duquesne. The arguments comprise data within the design research protocol that drives CPED @ Duquesne. Therefore, before quoting material in this or any CPED @ Duquesne Working Paper, please contact the Primary Investigator to determine if a revised or published version is available.