قارن الطرق

	التقييم التشاركي للبرامج	بحث الفعل	بحث الفعل التربوي
المجال	الأساليب الميدانية	البحث النوعي	الأساليب الميدانية
العائلة	Process / pipeline	Process / pipeline	Process / pipeline
سنة النشأة	1992 (formal articulation); roots in participatory action research of the 1970s–1980s	1946	1940s (Lewin); educational context developed 1970s–1980s
صاحب الطريقة	J. Bradley Cousins & Lorna Earl (formalization); Michael Q. Patton (utilization-focused lineage)	Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
النوع	Applied evaluation approach	Method	Participatory qualitative research design
المصدر التأسيسي	Cousins, J. B., & Earl, L. M. (1992). The case for participatory evaluation. Educational Evaluation and Policy Analysis, 14(4), 397–418.	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
الأسماء البديلة	participatory evaluation, collaborative evaluation, PE, stakeholder-involved evaluation	Participatory Action Research, PAR, Collaborative Inquiry	EAR, practitioner research, teacher action research, classroom action research
ذات صلة	3	1	6
الملخص	Participatory program evaluation is an applied evaluation approach in which program stakeholders — staff, participants, funders, or community members — are actively involved as co-evaluators rather than passive subjects. By engaging those closest to the program in designing questions, collecting data, and interpreting findings, the approach aims to increase both the quality of the evaluation and the likelihood that findings will be understood, owned, and acted upon.	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.