Порівняння методів
Переглядайте обрані методи поруч; рядки з відмінностями підсвічено.
| Спостереження в класі× | Оцінювання програм× | |
|---|---|---|
| Галузь | Польові методи | Польові методи |
| Родина | Process / pipeline | Process / pipeline |
| Рік появи≠ | 1960s (Flanders Interaction Analysis); refined through 1990s–2000s | 1960s–1970s (Scriven 1967; Stufflebeam CIPP model 1971) |
| Автор методу≠ | Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system) | Michael Scriven; Daniel Stufflebeam; Peter Rossi |
| Тип≠ | Qualitative and quantitative observational research | Applied evaluation methodology |
| Основоположне джерело≠ | 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 |
| Інші назви | classroom observation research, structured classroom observation, instructional observation, lesson observation | evaluation research, program assessment, educational evaluation, systematic program evaluation |
| Пов'язані≠ | 6 | 3 |
| Підсумок≠ | 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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