পদ্ধতির তুলনা করুন

	শিক্ষাগত অ্যাকশন রিসার্চ	শ্রেণিকক্ষ পর্যবেক্ষণ
ক্ষেত্র	ক্ষেত্র পদ্ধতি	ক্ষেত্র পদ্ধতি
পরিবার	Process / pipeline	Process / pipeline
উদ্ভবের বছর	1940s (Lewin); educational context developed 1970s–1980s	1960s (Flanders Interaction Analysis); refined through 1990s–2000s
প্রবর্তক	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)
ধরন	Participatory qualitative research design	Qualitative and quantitative observational research
মৌলিক উৎস	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190	Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley.
অপর নাম	EAR, practitioner research, teacher action research, classroom action research	classroom observation research, structured classroom observation, instructional observation, lesson observation
সম্পর্কিত	6	6
সারসংক্ষেপ	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.	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.