قارن الطرق
راجع الطرق التي اخترتها جنبًا إلى جنب؛ الصفوف المختلفة مميَّزة.
| الملاحظة الصفية× | تقييم البرامج× | |
|---|---|---|
| المجال | الأساليب الميدانية | الأساليب الميدانية |
| العائلة | Process / pipeline | Process / pipeline |
| سنة النشأة≠ | 1960s (Flanders Interaction Analysis); refined through 1990s–2000s | 1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971) |
| صاحب الطريقة≠ | Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system) | Michael Scriven; Daniel Stufflebeam; Peter Rossi |
| النوع≠ | Qualitative and quantitative observational research | Applied evaluation methodology |
| المصدر التأسيسي≠ | Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley. link ↗ | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944 |
| الأسماء البديلة | classroom observation research, structured classroom observation, instructional observation, lesson observation | evaluation research, program assessment, educational evaluation, systematic program evaluation |
| ذات صلة≠ | 6 | 3 |
| 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. | 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. |
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