Jämför metoder
Granska de valda metoderna sida vid sida; rader som skiljer sig är markerade.
| Klassrumsobservation× | Curriculumanalys× | |
|---|---|---|
| Ämnesområde | Fältmetoder | Fältmetoder |
| Familj | Process / pipeline | Process / pipeline |
| Ursprungsår≠ | 1960s (Flanders Interaction Analysis); refined through 1990s–2000s | 1949 (Tyler); 1980s–2000s (Posner's analytic framework) |
| Upphovsperson≠ | Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system) | George J. Posner (systematic framework); Ralph Tyler (foundational rationale) |
| Typ≠ | Qualitative and quantitative observational research | Qualitative / mixed document analysis |
| Ursprungskälla≠ | Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley. link ↗ | Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899 |
| Alias | classroom observation research, structured classroom observation, instructional observation, lesson observation | curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal |
| Närliggande | 6 | 6 |
| Sammanfattning≠ | 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. | 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. |
| ScholarGateDatamängd ↗ |
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