Sammenlign metoder
Gjennomgå de valgte metodene side om side; rader som avviker, er uthevet.
| Diskursettersyn× | Utdanningsvitenskapelig aksjonsforskning× | |
|---|---|---|
| Fagfelt≠ | Kvalitativ forskning | Feltmetoder |
| Familie | Process / pipeline | Process / pipeline |
| Opprinnelsesår≠ | 1989 (Fairclough); 1987 (Potter & Wetherell) | 1940s (Lewin); educational context developed 1970s–1980s |
| Opphavsperson≠ | Norman Fairclough; Jonathan Potter and Margaret Wetherell | Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation) |
| Type≠ | Method | Participatory qualitative research design |
| Opprinnelig kilde≠ | Fairclough, N. (1989). Language and power. Longman. link ↗ | Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190 |
| Alias≠ | DA, Critical Discourse Analysis, Discursive Analysis | EAR, practitioner research, teacher action research, classroom action research |
| Relaterte≠ | 2 | 6 |
| Sammendrag≠ | 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. | 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. |
| ScholarGateDatasett ↗ |
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