قارن الطرق

	الملاحظة الصفية	تحليل الخطاب	بحث الفعل التربوي	دراسة الدرس - البحث التعاوني للممارسين من أجل تحسين التدريس
المجال	الأساليب الميدانية	البحث النوعي	الأساليب الميدانية	الأساليب الميدانية
العائلة	Process / pipeline	Process / pipeline	Process / pipeline	Process / pipeline
سنة النشأة	1960s (Flanders Interaction Analysis); refined through 1990s–2000s	1989 (Fairclough); 1987 (Potter & Wetherell)	1940s (Lewin); educational context developed 1970s–1980s	Late 19th century Japan; international dissemination from 1999
صاحب الطريقة	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)	Norman Fairclough; Jonathan Potter and Margaret Wetherell	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)	Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert
النوع	Qualitative and quantitative observational research	Method	Participatory qualitative research design	Collaborative practitioner inquiry / professional development research
المصدر التأسيسي	Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley.	Fairclough, N. (1989). Language and power. Longman.	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190	Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. Free Press. ISBN: 978-0684852744
الأسماء البديلة	classroom observation research, structured classroom observation, instructional observation, lesson observation	DA, Critical Discourse Analysis, Discursive Analysis	EAR, practitioner research, teacher action research, classroom action research	Jugyou Kenkyuu, LS, collaborative lesson research, teaching study
ذات صلة	6	2	6	5
الملخص	Classroom observation is a field research method in which a trained observer systematically watches, documents, and analyzes teaching and learning events as they occur in a real classroom setting. It can be structured (using a predefined coding instrument such as Flanders Interaction Analysis or CLASS), semi-structured, or open-ended (ethnographic notes), and is used across educational research, teacher professional development, school evaluation, and curriculum studies to generate ecologically valid evidence about instructional practice.	Discourse analysis is a qualitative research methodology that examines how language, communication, and power shape meaning, identity, and social reality. Developed across linguistics, sociology, and psychology (particularly by Norman Fairclough and Jonathan Potter), discourse analysis goes beyond content to analyze language use as a social practice that constitutes and reflects power relations, ideologies, and social structures.	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.	Lesson study is a structured, cyclical form of professional development and educational research in which a team of teachers collaboratively plans a single 'research lesson,' observes it live in a classroom, analyzes student learning in detail, revises the lesson, and shares findings with the broader teaching community. Originating in Japanese elementary schools and brought to international attention by Stigler and Hiebert's 1999 comparative study, it has become one of the most widely adopted teacher-led inquiry methods worldwide.