手法を比較

	文書に基づくカリキュラム分析	文書分析
分野	フィールド調査法	質的研究
系統	Process / pipeline	Process / pipeline
提唱年	1950s–1980s (consolidated as a distinct approach)	1920
提唱者	Rooted in curriculum theory (Tyler, 1949) and document analysis methodology (Bowen, 2009)	Max Weber and Karl Mannheim
種類	Qualitative/interpretive document-based research	Method
原典	Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.	Scott, J. (1990). A Matter of Record: Documentary Sources in Social Research. Polity Press. ISBN: 978-0745608419
別名	curriculum document analysis, curricular document review, document analysis of curriculum, DCA	documentary analysis, textual analysis, content analysis of documents, archival research
関連	4	4
概要	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.	Document analysis is a systematic qualitative research method for examining written, visual, or audiovisual sources—such as policy documents, historical records, organizational records, media reports, emails, social media posts, photographs, or videos—to extract meaning, identify patterns, and understand social phenomena. Developed by Weber and Mannheim in early 20th-century sociology, the method bridges historical research, content analysis, and textual interpretation. Document analysis is used across disciplines to understand organizational change, policy evolution, media representation, historical events, and cultural meaning. Documents provide evidence of what organizations, institutions, or societies value, decide, and communicate, often revealing contradictions between policy and practice.