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| Analiza programu nauczania× | Analiza tematyczna× | |
|---|---|---|
| Dziedzina≠ | Metody terenowe | Badania jakościowe |
| Rodzina | Process / pipeline | Process / pipeline |
| Rok powstania≠ | 1949 (Tyler); 1980s–2000s (Posner's analytic framework) | 2006 |
| Twórca≠ | George J. Posner (systematic framework); Ralph Tyler (foundational rationale) | Virginia Braun and Victoria Clarke |
| Typ≠ | Qualitative / mixed document analysis | Method |
| Źródło pierwotne≠ | Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899 | Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI ↗ |
| Inne nazwy≠ | curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal | TA, Reflexive Thematic Analysis |
| Pokrewne≠ | 6 | 3 |
| Podsumowanie≠ | Curriculum analysis is a systematic research method for examining the content, structure, goals, and underlying assumptions of educational curricula — including written syllabi, textbooks, lesson plans, and policy documents. By mapping what is taught, how it is sequenced, and what values are embedded, researchers and educators can evaluate alignment with learning objectives, identify gaps or biases, and guide curriculum reform across all levels of education. | Thematic Analysis (TA) is a qualitative research methodology for identifying, analyzing, and reporting patterns (themes) in qualitative data. Developed systematically by Virginia Braun and Victoria Clarke (2006), TA is flexible and accessible, applicable across diverse theoretical frameworks and data types, making it one of the most widely used qualitative methods in psychology, health research, and social sciences. |
| ScholarGateZbiór danych ↗ |
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