Comparar métodos

	Análisis Curricular	Investigación basada en el diseño	Investigación-Acción Educativa
Campo	Métodos de campo	Métodos de campo	Métodos de campo
Familia	Process / pipeline	Process / pipeline	Process / pipeline
Año de origen	1949 (Tyler); 1980s–2000s (Posner's analytic framework)	1992	1940s (Lewin); educational context developed 1970s–1980s
Autor original	George J. Posner (systematic framework); Ralph Tyler (foundational rationale)	Ann L. Brown and Allan Collins (independently, 1992)	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
Tipo	Qualitative / mixed document analysis	Interventionist qualitative-quantitative mixed methodology	Participatory qualitative research design
Fuente seminal	Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899	Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
Alias	curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal	DBR, design research, design experiment, educational design research	EAR, practitioner research, teacher action research, classroom action research
Relacionados	6	6	6
Resumen	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.	Design-based research (DBR) is an iterative, interventionist methodology that simultaneously designs educational interventions and builds theory about how and why those interventions work in authentic, complex settings. Originating in Ann Brown's 1992 classroom experiments and Allan Collins's parallel work, DBR treats the learning environment as both the object of study and the site of theory generation, cycling through design, enactment, analysis, and redesign until both practical improvement and theoretical insight are achieved.	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.