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| Curriculumanalys× | Programutvärdering× | |
|---|---|---|
| Ämnesområde | Fältmetoder | Fältmetoder |
| Familj | Process / pipeline | Process / pipeline |
| Ursprungsår≠ | 1949 (Tyler); 1980s–2000s (Posner's analytic framework) | 1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971) |
| Upphovsperson≠ | George J. Posner (systematic framework); Ralph Tyler (foundational rationale) | Michael Scriven; Daniel Stufflebeam; Peter Rossi |
| Typ≠ | Qualitative / mixed document analysis | Applied evaluation methodology |
| Ursprungskälla≠ | Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899 | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944 |
| Alias | curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal | evaluation research, program assessment, educational evaluation, systematic program evaluation |
| Närliggande≠ | 6 | 3 |
| Sammanfattning≠ | 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. | 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. |
| ScholarGateDatamängd ↗ |
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