Porovnat metody

	Terénní hodnocení programů	Akční výzkum ve vzdělávání
Obor	Terénní metody	Terénní metody
Rodina	Process / pipeline	Process / pipeline
Rok vzniku	1970s–1980s (field methods integration with evaluation practice)	1940s (Lewin); educational context developed 1970s–1980s
Tvůrce	Michael Q. Patton; Peter H. Rossi and Howard E. Freeman	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
Typ	Applied evaluation research	Participatory qualitative research design
Původní zdroj	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage Publications. ISBN: 978-0761908944	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
Další názvy	naturalistic program evaluation, field evaluation, on-site program evaluation, field-based evaluation	EAR, practitioner research, teacher action research, classroom action research
Příbuzné	6	6
Shrnutí	Field-based program evaluation is an applied research method that assesses the implementation, outcomes, and value of a program by collecting data directly in the natural setting where the program operates. Rather than relying solely on administrative records or remote surveys, evaluators embed themselves in the field — observing activities, interviewing stakeholders on-site, and reviewing context-specific documents — to produce evidence-grounded judgments about program merit and worth.	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.