পদ্ধতির তুলনা করুন
নির্বাচিত পদ্ধতিগুলো পাশাপাশি পর্যালোচনা করুন; যে সারিগুলোয় পার্থক্য আছে সেগুলো চিহ্নিত করা হয়।
| সমালোচনামূলক পাঠ্যক্রম বিশ্লেষণ (Critical Curriculum Analysis)× | প্রোগ্রাম মূল্যায়ন× | |
|---|---|---|
| ক্ষেত্র | ক্ষেত্র পদ্ধতি | ক্ষেত্র পদ্ধতি |
| পরিবার | Process / pipeline | Process / pipeline |
| উদ্ভবের বছর≠ | 1970s–1980s | 1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971) |
| প্রবর্তক≠ | Michael W. Apple; Henry A. Giroux; Paulo Freire (critical pedagogy foundations) | Michael Scriven; Daniel Stufflebeam; Peter Rossi |
| ধরন≠ | Critical qualitative research approach | Applied evaluation methodology |
| মৌলিক উৎস≠ | Apple, M. W. (1979). Ideology and Curriculum. Routledge & Kegan Paul. ISBN: 978-0415909242 | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944 |
| অপর নাম | CCA, critical curriculum inquiry, critical curriculum critique, curriculum critique | evaluation research, program assessment, educational evaluation, systematic program evaluation |
| সম্পর্কিত≠ | 5 | 3 |
| সারসংক্ষেপ≠ | Critical curriculum analysis examines educational curricula — their content, organisation, and underlying assumptions — through a critical theory lens. Drawing on the work of Apple, Giroux, and Freire, it asks whose knowledge counts, whose interests the curriculum serves, and how schooling reproduces or challenges social inequalities. Rather than treating curriculum as neutral, it treats it as an ideologically saturated artifact shaped by relations of power, race, class, and gender. | 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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