Porovnat metody
Prohlédněte si vybrané metody vedle sebe; řádky, které se liší, jsou zvýrazněny.
| Akční výzkum× | Analýza kurikula× | |
|---|---|---|
| Obor≠ | Kvalitativní výzkum | Terénní metody |
| Rodina | Process / pipeline | Process / pipeline |
| Rok vzniku≠ | 1946 | 1949 (Tyler); 1980s–2000s (Posner's analytic framework) |
| Tvůrce≠ | Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury | George J. Posner (systematic framework); Ralph Tyler (foundational rationale) |
| Typ≠ | Method | Qualitative / mixed document analysis |
| Původní zdroj≠ | Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46. DOI ↗ | Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899 |
| Další názvy≠ | Participatory Action Research, PAR, Collaborative Inquiry | curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal |
| Příbuzné≠ | 1 | 6 |
| Shrnutí≠ | Action research is a collaborative research methodology in which researchers work with practitioners and community members to investigate a problem, implement change, and evaluate outcomes, cycling through reflection, action, and learning. Developed by Kurt Lewin (1946), action research bridges research and practice, aiming simultaneously to produce knowledge and practical improvement. | Curriculum analysis is a systematic research method for examining the content, structure, goals, and underlying assumptions of educational curricula — including written syllabi, textbooks, lesson plans, and policy documents. By mapping what is taught, how it is sequenced, and what values are embedded, researchers and educators can evaluate alignment with learning objectives, identify gaps or biases, and guide curriculum reform across all levels of education. |
| ScholarGateDatová sada ↗ |
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