قارن الطرق

	بحث الفعل	بحث الفعل التربوي	تقييم البرامج
المجال	البحث النوعي	الأساليب الميدانية	الأساليب الميدانية
العائلة	Process / pipeline	Process / pipeline	Process / pipeline
سنة النشأة	1946	1940s (Lewin); educational context developed 1970s–1980s	1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971)
صاحب الطريقة	Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)	Michael Scriven; Daniel Stufflebeam; Peter Rossi
النوع	Method	Participatory qualitative research design	Applied evaluation methodology
المصدر التأسيسي	Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46.	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944
الأسماء البديلة	Participatory Action Research, PAR, Collaborative Inquiry	EAR, practitioner research, teacher action research, classroom action research	evaluation research, program assessment, educational evaluation, systematic program evaluation
ذات صلة	1	6	3
الملخص	Action research is a collaborative research methodology in which researchers work with practitioners and community members to investigate a problem, implement change, and evaluate outcomes, cycling through reflection, action, and learning. Developed by Kurt Lewin (1946), action research bridges research and practice, aiming simultaneously to produce knowledge and practical improvement.	Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry.	Program evaluation is a systematic, empirically grounded process of collecting and analyzing information about a program to determine its merit, worth, or significance. Applied across education, public health, social services, and policy, it addresses questions such as whether a program is reaching its target population, whether it is being implemented as designed, and whether it is producing the intended outcomes. It draws on both quantitative and qualitative methods and serves accountability, improvement, or knowledge-generation purposes.