Comparer des méthodes

	Analyse du curriculum	Recherche-action en éducation
Domaine	Méthodes de terrain	Méthodes de terrain
Famille	Process / pipeline	Process / pipeline
Année d'origine	1949 (Tyler); 1980s–2000s (Posner's analytic framework)	1940s (Lewin); educational context developed 1970s–1980s
Auteur d'origine	George J. Posner (systematic framework); Ralph Tyler (foundational rationale)	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
Type	Qualitative / mixed document analysis	Participatory qualitative research design
Source fondatrice	Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
Alias	curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal	EAR, practitioner research, teacher action research, classroom action research
Apparentées	6	6
Résumé	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.	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.