Сравнение на методи
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| Наблюдение в класната стая× | Образователни изследвания чрез действие× | |
|---|---|---|
| Област | Полеви методи | Полеви методи |
| Семейство | Process / pipeline | Process / pipeline |
| Година на възникване≠ | 1960s (Flanders Interaction Analysis); refined through 1990s–2000s | 1940s (Lewin); educational context developed 1970s–1980s |
| Създател≠ | Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system) | Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation) |
| Тип≠ | Qualitative and quantitative observational research | Participatory qualitative research design |
| Основополагащ източник≠ | Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley. link ↗ | Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190 |
| Други названия | classroom observation research, structured classroom observation, instructional observation, lesson observation | EAR, practitioner research, teacher action research, classroom action research |
| Свързани | 6 | 6 |
| Резюме≠ | 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. | 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. |
| ScholarGateНабор от данни ↗ |
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