Сравнение методов
Просматривайте выбранные методы рядом; строки с различиями подсвечены.
| Лонгитюдное исследование× | Оценка программы× | |
|---|---|---|
| Область≠ | Дизайн исследования | Полевые методы |
| Семейство | Process / pipeline | Process / pipeline |
| Год появления≠ | Late 19th–early 20th century; methodologically codified through the 20th century | 1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971) |
| Автор метода≠ | No single originator; foundational methodological treatments by Stuart Menard and Judith Singer & John Willett | Michael Scriven; Daniel Stufflebeam; Peter Rossi |
| Тип≠ | Quantitative (or mixed) observational research design | Applied evaluation methodology |
| Основополагающий источник≠ | Menard, S. (2002). Longitudinal Research (2nd ed.). Sage Publications. ISBN: 978-0761922841 | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944 |
| Другие названия | longitudinal study, longitudinal design, prospective longitudinal study, repeated-measures observational study | evaluation research, program assessment, educational evaluation, systematic program evaluation |
| Связанные≠ | 4 | 3 |
| Сводка≠ | Longitudinal research is an observational design in which the same participants, groups, or units are measured repeatedly over an extended period. Rather than capturing a single snapshot, it tracks change, stability, and temporal sequencing of variables — making it the primary non-experimental strategy for studying development, growth, decline, and the unfolding of causal processes across time. | Program evaluation is a systematic, empirically grounded process of collecting and analyzing information about a program to determine its merit, worth, or significance. Applied across education, public health, social services, and policy, it addresses questions such as whether a program is reaching its target population, whether it is being implemented as designed, and whether it is producing the intended outcomes. It draws on both quantitative and qualitative methods and serves accountability, improvement, or knowledge-generation purposes. |
| ScholarGateНабор данных ↗ |
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