Сравнение на методи
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| Програмна оценка, базирана на теренни условия× | Образователни изследвания чрез действие× | |
|---|---|---|
| Област | Полеви методи | Полеви методи |
| Семейство | Process / pipeline | Process / pipeline |
| Година на възникване≠ | 1970s–1980s (field methods integration with evaluation practice) | 1940s (Lewin); educational context developed 1970s–1980s |
| Създател≠ | Michael Q. Patton; Peter H. Rossi and Howard E. Freeman | Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation) |
| Тип≠ | Applied evaluation research | Participatory qualitative research design |
| Основополагащ източник≠ | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage Publications. ISBN: 978-0761908944 | Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190 |
| Други названия | naturalistic program evaluation, field evaluation, on-site program evaluation, field-based evaluation | EAR, practitioner research, teacher action research, classroom action research |
| Свързани | 6 | 6 |
| Резюме≠ | Field-based program evaluation is an applied research method that assesses the implementation, outcomes, and value of a program by collecting data directly in the natural setting where the program operates. Rather than relying solely on administrative records or remote surveys, evaluators embed themselves in the field — observing activities, interviewing stakeholders on-site, and reviewing context-specific documents — to produce evidence-grounded judgments about program merit and worth. | 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. |
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