手法を比較

	アクションリサーチ	カリキュラム分析	デザインベース研究
分野	質的研究	フィールド調査法	フィールド調査法
系統	Process / pipeline	Process / pipeline	Process / pipeline
提唱年	1946	1949 (Tyler); 1980s–2000s (Posner's analytic framework)	1992
提唱者	Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury	George J. Posner (systematic framework); Ralph Tyler (foundational rationale)	Ann L. Brown and Allan Collins (independently, 1992)
種類	Method	Qualitative / mixed document analysis	Interventionist qualitative-quantitative mixed methodology
原典	Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46.	Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899	Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
別名	Participatory Action Research, PAR, Collaborative Inquiry	curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal	DBR, design research, design experiment, educational design research
関連	1	6	6
概要	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.	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.	Design-based research (DBR) is an iterative, interventionist methodology that simultaneously designs educational interventions and builds theory about how and why those interventions work in authentic, complex settings. Originating in Ann Brown's 1992 classroom experiments and Allan Collins's parallel work, DBR treats the learning environment as both the object of study and the site of theory generation, cycling through design, enactment, analysis, and redesign until both practical improvement and theoretical insight are achieved.