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Esamina i metodi selezionati fianco a fianco; le righe che differiscono sono evidenziate.
| Ricerca-Azione× | Ricerca-azione educativa× | |
|---|---|---|
| Campo≠ | Ricerca qualitativa | Metodi sul campo |
| Famiglia | Process / pipeline | Process / pipeline |
| Anno di origine≠ | 1946 | 1940s (Lewin); educational context developed 1970s–1980s |
| Ideatore≠ | Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury | Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation) |
| Tipo≠ | Method | Participatory qualitative research design |
| Fonte seminale≠ | Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46. DOI ↗ | Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190 |
| Alias≠ | Participatory Action Research, PAR, Collaborative Inquiry | EAR, practitioner research, teacher action research, classroom action research |
| Correlati≠ | 1 | 6 |
| Sintesi≠ | Action research is a collaborative research methodology in which researchers work with practitioners and community members to investigate a problem, implement change, and evaluate outcomes, cycling through reflection, action, and learning. Developed by Kurt Lewin (1946), action research bridges research and practice, aiming simultaneously to produce knowledge and practical improvement. | 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. |
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