Сравнение методов

	Критическая оценка программ	Исследовательская деятельность в образовании
Область	Полевые методы	Полевые методы
Семейство	Process / pipeline	Process / pipeline
Год появления	1970s–1990s (deliberative democratic strand formalised ~1999; transformative paradigm ~2009)	1940s (Lewin); educational context developed 1970s–1980s
Автор метода	Ernest House, Ken Howe, Donna Mertens (transformative/deliberative democratic evaluation traditions)	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
Тип	Qualitative/mixed-methods evaluation approach	Participatory qualitative research design
Основополагающий источник	Mertens, D. M. (2009). Transformative Research and Evaluation. Guilford Press. ISBN: 978-1606230787	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
Другие названия	critical evaluation, emancipatory evaluation, critical-emancipatory program evaluation, transformative evaluation	EAR, practitioner research, teacher action research, classroom action research
Связанные	4	6
Сводка	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.	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.