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| Dokumenttipohjainen opetussuunnitelma-analyysi× | Opetussuunnitelman analyysi× | |
|---|---|---|
| Tieteenala | Kenttämenetelmät | Kenttämenetelmät |
| Menetelmäperhe | Process / pipeline | Process / pipeline |
| Syntyvuosi≠ | 1950s–1980s (consolidated as a distinct approach) | 1949 (Tyler); 1980s–2000s (Posner's analytic framework) |
| Kehittäjä≠ | Rooted in curriculum theory (Tyler, 1949) and document analysis methodology (Bowen, 2009) | George J. Posner (systematic framework); Ralph Tyler (foundational rationale) |
| Tyyppi≠ | Qualitative/interpretive document-based research | Qualitative / mixed document analysis |
| Alkuperäislähde≠ | Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. DOI ↗ | Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899 |
| Rinnakkaisnimet | curriculum document analysis, curricular document review, document analysis of curriculum, DCA | curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal |
| Liittyvät≠ | 4 | 6 |
| Tiivistelmä≠ | Document-based curriculum analysis is a qualitative research method that systematically examines written curriculum artifacts — textbooks, syllabi, national standards, policy documents, scope-and-sequence guides, and lesson frameworks — to reveal intended learning goals, ideological assumptions, gaps, and alignment between policy and practice. It treats curriculum documents as primary data rather than supplementary material, applying structured content and interpretive analysis techniques to answer questions about what knowledge is valued, how it is sequenced, and whose perspectives are represented. | 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. |
| ScholarGateAineisto ↗ |
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