เปรียบเทียบวิธี
ดูวิธีที่เลือกเทียบกันแบบเคียงข้าง แถวที่ต่างกันจะถูกเน้นไว้
| การสังเกตในชั้นเรียน× | การวิเคราะห์แก่นสาระ× | |
|---|---|---|
| สาขาวิชา≠ | วิธีการภาคสนาม | การวิจัยเชิงคุณภาพ |
| ตระกูล | Process / pipeline | Process / pipeline |
| ปีกำเนิด≠ | 1960s (Flanders Interaction Analysis); refined through 1990s–2000s | 2006 |
| ผู้ริเริ่ม≠ | Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system) | Virginia Braun and Victoria Clarke |
| ประเภท≠ | Qualitative and quantitative observational research | Method |
| แหล่งต้นตำรับ≠ | Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley. link ↗ | Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI ↗ |
| ชื่อเรียกอื่น≠ | classroom observation research, structured classroom observation, instructional observation, lesson observation | TA, Reflexive Thematic Analysis |
| 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. | Thematic Analysis (TA) is a qualitative research methodology for identifying, analyzing, and reporting patterns (themes) in qualitative data. Developed systematically by Virginia Braun and Victoria Clarke (2006), TA is flexible and accessible, applicable across diverse theoretical frameworks and data types, making it one of the most widely used qualitative methods in psychology, health research, and social sciences. |
| ScholarGateชุดข้อมูล ↗ |
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