مقایسهٔ روشها
روشهای انتخابی خود را کنار هم مرور کنید؛ ردیفهای متفاوت برجسته شدهاند.
| تحلیل برنامه درسی× | تحلیل محتوا× | |
|---|---|---|
| حوزه≠ | روشهای میدانی | کیفی |
| خانواده | Process / pipeline | Process / pipeline |
| سال پیدایش≠ | 1949 (Tyler); 1980s–2000s (Posner's analytic framework) | Systematised through Krippendorff's methodology work; 4th edition 2018 |
| پدیدآور≠ | George J. Posner (systematic framework); Ralph Tyler (foundational rationale) | Klaus Krippendorff (systematic formulation); roots in early 20th-century communications research |
| نوع≠ | Qualitative / mixed document analysis | Qualitative / mixed-method research technique |
| منبع بنیادین≠ | Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899 | Krippendorff, K. (2018). Content Analysis: An Introduction to Its Methodology (4th ed.). Sage. ISBN: 978-1506395661 |
| نامهای دیگر≠ | curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal | İçerik Analizi, systematic content coding, quantitative content analysis |
| مرتبط≠ | 6 | 5 |
| خلاصه≠ | 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. | Content analysis is a systematic research technique for reducing text, visual, or media material into coded categories so that patterns can be counted, compared, and interpreted. Formalised by Klaus Krippendorff in his widely cited methodology textbook (latest edition 2018), the method sits at the boundary of qualitative and quantitative inquiry: it imposes structured, replicable coding on inherently meaning-laden material. |
| ScholarGateمجموعهداده ↗ |
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