Porovnat metody

	Hodnocení programů	Akční výzkum ve vzdělávání
Obor	Terénní metody	Terénní metody
Rodina	Process / pipeline	Process / pipeline
Rok vzniku	1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971)	1940s (Lewin); educational context developed 1970s–1980s
Tvůrce	Michael Scriven; Daniel Stufflebeam; Peter Rossi	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
Typ	Applied evaluation methodology	Participatory qualitative research design
Původní zdroj	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
Další názvy	evaluation research, program assessment, educational evaluation, systematic program evaluation	EAR, practitioner research, teacher action research, classroom action research
Příbuzné	3	6
Shrnutí	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.	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.