Сравнение методов

	Оценка программы	Дизайн-ориентированные исследования (Design-Based Research, DBR)	Исследовательская деятельность в образовании
Область	Полевые методы	Полевые методы	Полевые методы
Семейство	Process / pipeline	Process / pipeline	Process / pipeline
Год появления	1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971)	1992	1940s (Lewin); educational context developed 1970s–1980s
Автор метода	Michael Scriven; Daniel Stufflebeam; Peter Rossi	Ann L. Brown and Allan Collins (independently, 1992)	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
Тип	Applied evaluation methodology	Interventionist qualitative-quantitative mixed methodology	Participatory qualitative research design
Основополагающий источник	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944	Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
Другие названия	evaluation research, program assessment, educational evaluation, systematic program evaluation	DBR, design research, design experiment, educational design research	EAR, practitioner research, teacher action research, classroom action research
Связанные	3	6	6
Сводка	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.	Design-based research (DBR) is an iterative, interventionist methodology that simultaneously designs educational interventions and builds theory about how and why those interventions work in authentic, complex settings. Originating in Ann Brown's 1992 classroom experiments and Allan Collins's parallel work, DBR treats the learning environment as both the object of study and the site of theory generation, cycling through design, enactment, analysis, and redesign until both practical improvement and theoretical insight are achieved.	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.