So sánh phương pháp

	Nghiên cứu hành động	Quan sát lớp học	Phân tích chương trình giảng dạy	Nghiên cứu dựa trên thiết kế
Lĩnh vực	Nghiên cứu định tính	Phương pháp thực địa	Phương pháp thực địa	Phương pháp thực địa
Họ	Process / pipeline	Process / pipeline	Process / pipeline	Process / pipeline
Năm ra đời	1946	1960s (Flanders Interaction Analysis); refined through 1990s–2000s	1949 (Tyler); 1980s–2000s (Posner's analytic framework)	1992
Người khởi xướng	Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)	George J. Posner (systematic framework); Ralph Tyler (foundational rationale)	Ann L. Brown and Allan Collins (independently, 1992)
Loại	Method	Qualitative and quantitative observational research	Qualitative / mixed document analysis	Interventionist qualitative-quantitative mixed methodology
Công trình gốc	Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46.	Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley.	Posner, G. J. (2004). Analyzing the Curriculum (3rd ed.). McGraw-Hill. ISBN: 978-0072823899	Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
Tên gọi khác	Participatory Action Research, PAR, Collaborative Inquiry	classroom observation research, structured classroom observation, instructional observation, lesson observation	curriculum evaluation, curriculum review, syllabus analysis, curriculum appraisal	DBR, design research, design experiment, educational design research
Liên quan	1	6	6	6
Tóm tắt	Action research is a collaborative research methodology in which researchers work with practitioners and community members to investigate a problem, implement change, and evaluate outcomes, cycling through reflection, action, and learning. Developed by Kurt Lewin (1946), action research bridges research and practice, aiming simultaneously to produce knowledge and practical improvement.	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.	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.	Design-based research (DBR) is an iterative, interventionist methodology that simultaneously designs educational interventions and builds theory about how and why those interventions work in authentic, complex settings. Originating in Ann Brown's 1992 classroom experiments and Allan Collins's parallel work, DBR treats the learning environment as both the object of study and the site of theory generation, cycling through design, enactment, analysis, and redesign until both practical improvement and theoretical insight are achieved.