قارن الطرق
راجع الطرق التي اخترتها جنبًا إلى جنب؛ الصفوف المختلفة مميَّزة.
| تحليل المناهج القائم على الوثائق× | تحليل المحتوى× | |
|---|---|---|
| المجال≠ | الأساليب الميدانية | نوعي |
| العائلة | Process / pipeline | Process / pipeline |
| سنة النشأة≠ | 1950s–1980s (consolidated as a distinct approach) | Systematised through Krippendorff's methodology work; 4th edition 2018 |
| صاحب الطريقة≠ | Rooted in curriculum theory (Tyler, 1949) and document analysis methodology (Bowen, 2009) | Klaus Krippendorff (systematic formulation); roots in early 20th-century communications research |
| النوع≠ | Qualitative/interpretive document-based research | Qualitative / mixed-method research technique |
| المصدر التأسيسي≠ | Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. DOI ↗ | Krippendorff, K. (2018). Content Analysis: An Introduction to Its Methodology (4th ed.). Sage. ISBN: 978-1506395661 |
| الأسماء البديلة≠ | curriculum document analysis, curricular document review, document analysis of curriculum, DCA | İçerik Analizi, systematic content coding, quantitative content analysis |
| ذات صلة≠ | 4 | 5 |
| الملخص≠ | Document-based curriculum analysis is a qualitative research method that systematically examines written curriculum artifacts — textbooks, syllabi, national standards, policy documents, scope-and-sequence guides, and lesson frameworks — to reveal intended learning goals, ideological assumptions, gaps, and alignment between policy and practice. It treats curriculum documents as primary data rather than supplementary material, applying structured content and interpretive analysis techniques to answer questions about what knowledge is valued, how it is sequenced, and whose perspectives are represented. | Content analysis is a systematic research technique for reducing text, visual, or media material into coded categories so that patterns can be counted, compared, and interpreted. Formalised by Klaus Krippendorff in his widely cited methodology textbook (latest edition 2018), the method sits at the boundary of qualitative and quantitative inquiry: it imposes structured, replicable coding on inherently meaning-laden material. |
| ScholarGateمجموعة البيانات ↗ |
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