Sammenlign metoder
Gjennomgå de valgte metodene side om side; rader som avviker, er uthevet.
| Klasseromsobservasjon× | Diskursettersyn× | |
|---|---|---|
| Fagfelt≠ | Feltmetoder | Kvalitativ forskning |
| Familie | Process / pipeline | Process / pipeline |
| Opprinnelsesår≠ | 1960s (Flanders Interaction Analysis); refined through 1990s–2000s | 1989 (Fairclough); 1987 (Potter & Wetherell) |
| Opphavsperson≠ | Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system) | Norman Fairclough; Jonathan Potter and Margaret Wetherell |
| Type≠ | Qualitative and quantitative observational research | Method |
| Opprinnelig kilde≠ | Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley. link ↗ | Fairclough, N. (1989). Language and power. Longman. link ↗ |
| Alias≠ | classroom observation research, structured classroom observation, instructional observation, lesson observation | DA, Critical Discourse Analysis, Discursive Analysis |
| Relaterte≠ | 6 | 2 |
| Sammendrag≠ | Classroom observation is a field research method in which a trained observer systematically watches, documents, and analyzes teaching and learning events as they occur in a real classroom setting. It can be structured (using a predefined coding instrument such as Flanders Interaction Analysis or CLASS), semi-structured, or open-ended (ethnographic notes), and is used across educational research, teacher professional development, school evaluation, and curriculum studies to generate ecologically valid evidence about instructional practice. | Discourse analysis is a qualitative research methodology that examines how language, communication, and power shape meaning, identity, and social reality. Developed across linguistics, sociology, and psychology (particularly by Norman Fairclough and Jonathan Potter), discourse analysis goes beyond content to analyze language use as a social practice that constitutes and reflects power relations, ideologies, and social structures. |
| ScholarGateDatasett ↗ |
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