Porovnať metódy

	Výchovný akčný výskum	Pozorovanie v triede	Dizajnovo orientovaný výskum (Design-Based Research, DBR)
Odbor	Terénne metódy	Terénne metódy	Terénne metódy
Rodina	Process / pipeline	Process / pipeline	Process / pipeline
Rok vzniku	1940s (Lewin); educational context developed 1970s–1980s	1960s (Flanders Interaction Analysis); refined through 1990s–2000s	1992
Tvorca	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)	Ann L. Brown and Allan Collins (independently, 1992)
Typ	Participatory qualitative research design	Qualitative and quantitative observational research	Interventionist qualitative-quantitative mixed methodology
Pôvodný zdroj	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190	Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley.	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.
Ďalšie názvy	EAR, practitioner research, teacher action research, classroom action research	classroom observation research, structured classroom observation, instructional observation, lesson observation	DBR, design research, design experiment, educational design research
Príbuzné	6	6	6
Zhrnutie	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.	Classroom observation is a field research method in which a trained observer systematically watches, documents, and analyzes teaching and learning events as they occur in a real classroom setting. It can be structured (using a predefined coding instrument such as Flanders Interaction Analysis or CLASS), semi-structured, or open-ended (ethnographic notes), and is used across educational research, teacher professional development, school evaluation, and curriculum studies to generate ecologically valid evidence about instructional practice.	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.