Comparar métodos
Revisa los métodos seleccionados uno junto a otro; las filas que difieren aparecen resaltadas.
| Investigación-acción× | Análisis Curricular× | |
|---|---|---|
| Campo≠ | Investigación cualitativa | Métodos de campo |
| Familia | Process / pipeline | Process / pipeline |
| Año de origen≠ | 1946 | 1949 (Tyler); 1980s–2000s (Posner's analytic framework) |
| Autor original≠ | Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury | George J. Posner (systematic framework); Ralph Tyler (foundational rationale) |
| Tipo≠ | Method | Qualitative / mixed document analysis |
| Fuente seminal≠ | Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46. DOI ↗ | Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899 |
| Alias≠ | Participatory Action Research, PAR, Collaborative Inquiry | curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal |
| Relacionados≠ | 1 | 6 |
| Resumen≠ | Action research is a collaborative research methodology in which researchers work with practitioners and community members to investigate a problem, implement change, and evaluate outcomes, cycling through reflection, action, and learning. Developed by Kurt Lewin (1946), action research bridges research and practice, aiming simultaneously to produce knowledge and practical improvement. | Curriculum analysis is a systematic research method for examining the content, structure, goals, and underlying assumptions of educational curricula — including written syllabi, textbooks, lesson plans, and policy documents. By mapping what is taught, how it is sequenced, and what values are embedded, researchers and educators can evaluate alignment with learning objectives, identify gaps or biases, and guide curriculum reform across all levels of education. |
| ScholarGateConjunto de datos ↗ |
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