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| Résztvevő programértékelés× | Oktatási akciókutatás× | |
|---|---|---|
| Tudományterület | Terepi módszerek | Terepi módszerek |
| Módszercsalád | Process / pipeline | Process / pipeline |
| Keletkezés éve≠ | 1992 (formal articulation); roots in participatory action research of the 1970s–1980s | 1940s (Lewin); educational context developed 1970s–1980s |
| Megalkotó≠ | J. Bradley Cousins & Lorna Earl (formalization); Michael Q. Patton (utilization-focused lineage) | Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation) |
| Típus≠ | Applied evaluation approach | Participatory qualitative research design |
| Alapmű≠ | Cousins, J. B., & Earl, L. M. (1992). The case for participatory evaluation. Educational Evaluation and Policy Analysis, 14(4), 397–418. DOI ↗ | Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190 |
| Alternatív nevek | participatory evaluation, collaborative evaluation, PE, stakeholder-involved evaluation | EAR, practitioner research, teacher action research, classroom action research |
| Kapcsolódó≠ | 3 | 6 |
| Összefoglaló≠ | Participatory program evaluation is an applied evaluation approach in which program stakeholders — staff, participants, funders, or community members — are actively involved as co-evaluators rather than passive subjects. By engaging those closest to the program in designing questions, collecting data, and interpreting findings, the approach aims to increase both the quality of the evaluation and the likelihood that findings will be understood, owned, and acted upon. | 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. |
| ScholarGateAdatkészlet ↗ |
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