পদ্ধতির তুলনা করুন
নির্বাচিত পদ্ধতিগুলো পাশাপাশি পর্যালোচনা করুন; যে সারিগুলোয় পার্থক্য আছে সেগুলো চিহ্নিত করা হয়।
| ডিসকোর্স অ্যানালাইসিস× | শিক্ষাগত অ্যাকশন রিসার্চ× | |
|---|---|---|
| ক্ষেত্র≠ | গুণগত গবেষণা | ক্ষেত্র পদ্ধতি |
| পরিবার | Process / pipeline | Process / pipeline |
| উদ্ভবের বছর≠ | 1989 (Fairclough); 1987 (Potter & Wetherell) | 1940s (Lewin); educational context developed 1970s–1980s |
| প্রবর্তক≠ | Norman Fairclough; Jonathan Potter and Margaret Wetherell | Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation) |
| ধরন≠ | Method | Participatory qualitative research design |
| মৌলিক উৎস≠ | Fairclough, N. (1989). Language and power. Longman. link ↗ | Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190 |
| অপর নাম≠ | DA, Critical Discourse Analysis, Discursive Analysis | EAR, practitioner research, teacher action research, classroom action research |
| সম্পর্কিত≠ | 2 | 6 |
| সারসংক্ষেপ≠ | Discourse analysis is a qualitative research methodology that examines how language, communication, and power shape meaning, identity, and social reality. Developed across linguistics, sociology, and psychology (particularly by Norman Fairclough and Jonathan Potter), discourse analysis goes beyond content to analyze language use as a social practice that constitutes and reflects power relations, ideologies, and social structures. | 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. |
| ScholarGateডেটাসেট ↗ |
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