مقایسهٔ روشها
روشهای انتخابی خود را کنار هم مرور کنید؛ ردیفهای متفاوت برجسته شدهاند.
| مشاهده کلاسی× | تحلیل گفتمان× | |
|---|---|---|
| حوزه≠ | روشهای میدانی | پژوهش کیفی |
| خانواده | Process / pipeline | Process / pipeline |
| سال پیدایش≠ | 1960s (Flanders Interaction Analysis); refined through 1990s–2000s | 1989 (Fairclough); 1987 (Potter & Wetherell) |
| پدیدآور≠ | Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system) | Norman Fairclough; Jonathan Potter and Margaret Wetherell |
| نوع≠ | Qualitative and quantitative observational research | Method |
| منبع بنیادین≠ | Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley. link ↗ | Fairclough, N. (1989). Language and power. Longman. link ↗ |
| نامهای دیگر≠ | classroom observation research, structured classroom observation, instructional observation, lesson observation | DA, Critical Discourse Analysis, Discursive Analysis |
| مرتبط≠ | 6 | 2 |
| خلاصه≠ | Classroom observation is a field research method in which a trained observer systematically watches, documents, and analyzes teaching and learning events as they occur in a real classroom setting. It can be structured (using a predefined coding instrument such as Flanders Interaction Analysis or CLASS), semi-structured, or open-ended (ethnographic notes), and is used across educational research, teacher professional development, school evaluation, and curriculum studies to generate ecologically valid evidence about instructional practice. | Discourse analysis is a qualitative research methodology that examines how language, communication, and power shape meaning, identity, and social reality. Developed across linguistics, sociology, and psychology (particularly by Norman Fairclough and Jonathan Potter), discourse analysis goes beyond content to analyze language use as a social practice that constitutes and reflects power relations, ideologies, and social structures. |
| ScholarGateمجموعهداده ↗ |
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