Porovnat metody

	Kritická analýza kurikula	Hodnocení programů
Obor	Terénní metody	Terénní metody
Rodina	Process / pipeline	Process / pipeline
Rok vzniku	1970s–1980s	1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971)
Tvůrce	Michael W. Apple; Henry A. Giroux; Paulo Freire (critical pedagogy foundations)	Michael Scriven; Daniel Stufflebeam; Peter Rossi
Typ	Critical qualitative research approach	Applied evaluation methodology
Původní zdroj	Apple, M. W. (1979). Ideology and Curriculum. Routledge & Kegan Paul. ISBN: 978-0415909242	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944
Další názvy	CCA, critical curriculum inquiry, critical curriculum critique, curriculum critique	evaluation research, program assessment, educational evaluation, systematic program evaluation
Příbuzné	5	3
Shrnutí	Critical curriculum analysis examines educational curricula — their content, organisation, and underlying assumptions — through a critical theory lens. Drawing on the work of Apple, Giroux, and Freire, it asks whose knowledge counts, whose interests the curriculum serves, and how schooling reproduces or challenges social inequalities. Rather than treating curriculum as neutral, it treats it as an ideologically saturated artifact shaped by relations of power, race, class, and gender.	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.