手法を比較

	文書に基づくカリキュラム分析	テクスト批評 ― 正統的なテクストの再構築と確立
分野	フィールド調査法	フィールド調査法
系統	Process / pipeline	Process / pipeline
提唱年	1950s–1980s (consolidated as a distinct approach)	Antiquity; modern systematic method c. 1850s (Lachmann)
提唱者	Rooted in curriculum theory (Tyler, 1949) and document analysis methodology (Bowen, 2009)	Classical philologists (Karl Lachmann foremost in systematic method)
種類	Qualitative/interpretive document-based research	Humanistic / philological research method
原典	Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.	West, M. L. (1973). Textual Criticism and Editorial Technique Applicable to Greek and Latin Texts. Teubner. ISBN: 978-3519074014
別名	curriculum document analysis, curricular document review, document analysis of curriculum, DCA	lower criticism, editorial criticism, philological criticism, manuscript criticism
関連	4	5
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.	Textual criticism is a systematic philological method for identifying, comparing, and evaluating variant readings across multiple manuscript or print witnesses of a text in order to reconstruct the most accurate version of the original — or the author's intended — text. Applied since antiquity to classical, biblical, and literary works, it remains the foundational editorial method in classical studies, biblical scholarship, medieval studies, and critical editing of literary works.