เปรียบเทียบวิธี
ดูวิธีที่เลือกเทียบกันแบบเคียงข้าง แถวที่ต่างกันจะถูกเน้นไว้
| การวิเคราะห์หลักสูตรจากเอกสาร× | การวิเคราะห์เนื้อหา× | |
|---|---|---|
| สาขาวิชา≠ | วิธีการภาคสนาม | เชิงคุณภาพ |
| ตระกูล | Process / pipeline | Process / pipeline |
| ปีกำเนิด≠ | 1950s–1980s (consolidated as a distinct approach) | Systematised through Krippendorff's methodology work; 4th edition 2018 |
| ผู้ริเริ่ม≠ | Rooted in curriculum theory (Tyler, 1949) and document analysis methodology (Bowen, 2009) | Klaus Krippendorff (systematic formulation); roots in early 20th-century communications research |
| ประเภท≠ | Qualitative/interpretive document-based research | Qualitative / mixed-method research technique |
| แหล่งต้นตำรับ≠ | Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. DOI ↗ | Krippendorff, K. (2018). Content Analysis: An Introduction to Its Methodology (4th ed.). Sage. ISBN: 978-1506395661 |
| ชื่อเรียกอื่น≠ | curriculum document analysis, curricular document review, document analysis of curriculum, DCA | İçerik Analizi, systematic content coding, quantitative content analysis |
| ที่เกี่ยวข้อง≠ | 4 | 5 |
| สรุป≠ | Document-based curriculum analysis is a qualitative research method that systematically examines written curriculum artifacts — textbooks, syllabi, national standards, policy documents, scope-and-sequence guides, and lesson frameworks — to reveal intended learning goals, ideological assumptions, gaps, and alignment between policy and practice. It treats curriculum documents as primary data rather than supplementary material, applying structured content and interpretive analysis techniques to answer questions about what knowledge is valued, how it is sequenced, and whose perspectives are represented. | Content analysis is a systematic research technique for reducing text, visual, or media material into coded categories so that patterns can be counted, compared, and interpreted. Formalised by Klaus Krippendorff in his widely cited methodology textbook (latest edition 2018), the method sits at the boundary of qualitative and quantitative inquiry: it imposes structured, replicable coding on inherently meaning-laden material. |
| ScholarGateชุดข้อมูล ↗ |
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