Bandingkan kaedah
Semak kaedah pilihan anda secara bersebelahan; baris yang berbeza akan diserlahkan.
| Penilaian Program Kritikal× | Penyelidikan Tindakan Pendidikan Kritikal× | |
|---|---|---|
| Bidang | Kaedah Lapangan | Kaedah Lapangan |
| Keluarga | Process / pipeline | Process / pipeline |
| Tahun asal≠ | 1970s–1990s (deliberative democratic strand formalised ~1999; transformative paradigm ~2009) | 1986 |
| Pengasas≠ | Ernest House, Ken Howe, Donna Mertens (transformative/deliberative democratic evaluation traditions) | Wilfred Carr & Stephen Kemmis |
| Jenis≠ | Qualitative/mixed-methods evaluation approach | Qualitative participatory research design |
| Sumber perintis≠ | Mertens, D. M. (2009). Transformative Research and Evaluation. Guilford Press. ISBN: 978-1606230787 | Carr, W., & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research. Falmer Press. ISBN: 978-1850000235 |
| Alias | critical evaluation, emancipatory evaluation, critical-emancipatory program evaluation, transformative evaluation | critical-emancipatory action research, CEAR, critical participatory action research in education, emancipatory educational inquiry |
| Berkaitan | 4 | 4 |
| Ringkasan≠ | Critical program evaluation is an approach to assessing programs that integrates critical theory with standard evaluation methods. It moves beyond measuring whether a program met its stated objectives to interrogating whose interests the program serves, how power and privilege shape its design and outcomes, and whether it advances or hinders equity and social justice. The approach draws on deliberative democratic evaluation (House and Howe) and the transformative paradigm (Mertens), treating evaluation as an inherently value-laden, politically situated practice. | Critical educational action research is a cyclical, participatory research design in which educators collaboratively examine and transform their own practice through iterative cycles of planning, action, observation, and critical reflection. Grounded in critical theory, it goes beyond improving techniques to questioning the social, institutional, and ideological conditions that shape educational practice, aiming at emancipation from unjust or oppressive structures. |
| ScholarGateSet data ↗ |
|
|