Porovnat metody

	Participatory Program Evaluation	Akční výzkum ve vzdělávání
Obor	Terénní metody	Terénní metody
Rodina	Process / pipeline	Process / pipeline
Rok vzniku	1992 (formal articulation); roots in participatory action research of the 1970s–1980s	1940s (Lewin); educational context developed 1970s–1980s
Tvůrce	J. Bradley Cousins & Lorna Earl (formalization); Michael Q. Patton (utilization-focused lineage)	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
Typ	Applied evaluation approach	Participatory qualitative research design
Původní zdroj	Cousins, J. B., & Earl, L. M. (1992). The case for participatory evaluation. Educational Evaluation and Policy Analysis, 14(4), 397–418.	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
Další názvy	participatory evaluation, collaborative evaluation, PE, stakeholder-involved evaluation	EAR, practitioner research, teacher action research, classroom action research
Příbuzné	3	6
Shrnutí	Participatory program evaluation is an applied evaluation approach in which program stakeholders — staff, participants, funders, or community members — are actively involved as co-evaluators rather than passive subjects. By engaging those closest to the program in designing questions, collecting data, and interpreting findings, the approach aims to increase both the quality of the evaluation and the likelihood that findings will be understood, owned, and acted upon.	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.