Salīdzināt metodes

	Pētnieciski orientēta līdzdalīgā dizaina pētniecība	Izglītības darbības pētījums
Nozare	Lauka metodes	Lauka metodes
Saime	Process / pipeline	Process / pipeline
Izcelsmes gads	Early 2000s (building on DBR foundations from 1992)	1940s (Lewin); educational context developed 1970s–1980s
Autors	Ann Brown, Allan Collins; participatory extension developed by Penuel, Roschelle, and collaborators	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
Tips	Iterative collaborative design methodology	Participatory qualitative research design
Pirmavots	Penuel, W. R., Roschelle, J., & Shechtman, N. (2007). Designing formative assessment software with teachers: An analysis of the co-design process. Research and Practice in Technology Enhanced Learning, 2(1), 51–74.	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
Citi nosaukumi	Participatory DBR, co-design research, collaborative design-based research, participatory educational design research	EAR, practitioner research, teacher action research, classroom action research
Saistītās	6	6
Kopsavilkums	Participatory design-based research (PDBR) is an iterative educational research methodology in which practitioners — teachers, students, or community members — serve as genuine co-designers of interventions alongside researchers. Rooted in design-based research (DBR), PDBR adds explicit mechanisms for shared ownership, distributed decision-making, and practitioner voice across all design cycles, making it especially suited to developing contextually responsive educational solutions.	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.