পদ্ধতির তুলনা করুন

	অংশগ্রহণমূলক নকশা-ভিত্তিক গবেষণা	শিক্ষাগত অ্যাকশন রিসার্চ
ক্ষেত্র	ক্ষেত্র পদ্ধতি	ক্ষেত্র পদ্ধতি
পরিবার	Process / pipeline	Process / pipeline
উদ্ভবের বছর	Early 2000s (building on DBR foundations from 1992)	1940s (Lewin); educational context developed 1970s–1980s
প্রবর্তক	Ann Brown, Allan Collins; participatory extension developed by Penuel, Roschelle, and collaborators	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
ধরন	Iterative collaborative design methodology	Participatory qualitative research design
মৌলিক উৎস	Penuel, W. R., Roschelle, J., & Shechtman, N. (2007). Designing formative assessment software with teachers: An analysis of the co-design process. Research and Practice in Technology Enhanced Learning, 2(1), 51–74.	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
অপর নাম	Participatory DBR, co-design research, collaborative design-based research, participatory educational design research	EAR, practitioner research, teacher action research, classroom action research
সম্পর্কিত	6	6
সারসংক্ষেপ	Participatory design-based research (PDBR) is an iterative educational research methodology in which practitioners — teachers, students, or community members — serve as genuine co-designers of interventions alongside researchers. Rooted in design-based research (DBR), PDBR adds explicit mechanisms for shared ownership, distributed decision-making, and practitioner voice across all design cycles, making it especially suited to developing contextually responsive educational solutions.	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.