เปรียบเทียบวิธี
ดูวิธีที่เลือกเทียบกันแบบเคียงข้าง แถวที่ต่างกันจะถูกเน้นไว้
| การสังเกตในชั้นเรียน× | การประเมินโครงการ× | |
|---|---|---|
| สาขาวิชา | วิธีการภาคสนาม | วิธีการภาคสนาม |
| ตระกูล | Process / pipeline | Process / pipeline |
| ปีกำเนิด≠ | 1960s (Flanders Interaction Analysis); refined through 1990s–2000s | 1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971) |
| ผู้ริเริ่ม≠ | Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system) | Michael Scriven; Daniel Stufflebeam; Peter Rossi |
| ประเภท≠ | Qualitative and quantitative observational research | Applied evaluation methodology |
| แหล่งต้นตำรับ≠ | Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley. link ↗ | Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage. ISBN: 978-0761908944 |
| ชื่อเรียกอื่น | classroom observation research, structured classroom observation, instructional observation, lesson observation | evaluation research, program assessment, educational evaluation, systematic program evaluation |
| ที่เกี่ยวข้อง≠ | 6 | 3 |
| สรุป≠ | 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. | 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. |
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