Porovnat metody
Prohlédněte si vybrané metody vedle sebe; řádky, které se liší, jsou zvýrazněny.
| Pozorování výuky× | Hodnocení programů× | |
|---|---|---|
| Obor | Terénní metody | Terénní metody |
| Rodina | Process / pipeline | Process / pipeline |
| Rok vzniku≠ | 1960s (Flanders Interaction Analysis); refined through 1990s–2000s | 1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971) |
| Tvůrce≠ | Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system) | Michael Scriven; Daniel Stufflebeam; Peter Rossi |
| Typ≠ | Qualitative and quantitative observational research | Applied evaluation methodology |
| Původní zdroj≠ | Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley. link ↗ | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944 |
| Další názvy | classroom observation research, structured classroom observation, instructional observation, lesson observation | evaluation research, program assessment, educational evaluation, systematic program evaluation |
| Příbuzné≠ | 6 | 3 |
| Shrnutí≠ | 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. | 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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