So sánh phương pháp

	Quan sát lớp học	Phân tích diễn ngôn
Lĩnh vực	Phương pháp thực địa	Nghiên cứu định tính
Họ	Process / pipeline	Process / pipeline
Năm ra đời	1960s (Flanders Interaction Analysis); refined through 1990s–2000s	1989 (Fairclough); 1987 (Potter & Wetherell)
Người khởi xướng	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)	Norman Fairclough; Jonathan Potter and Margaret Wetherell
Loại	Qualitative and quantitative observational research	Method
Công trình gốc	Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley.	Fairclough, N. (1989). Language and power. Longman.
Tên gọi khác	classroom observation research, structured classroom observation, instructional observation, lesson observation	DA, Critical Discourse Analysis, Discursive Analysis
Liên quan	6	2
Tóm tắt	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.	Discourse analysis is a qualitative research methodology that examines how language, communication, and power shape meaning, identity, and social reality. Developed across linguistics, sociology, and psychology (particularly by Norman Fairclough and Jonathan Potter), discourse analysis goes beyond content to analyze language use as a social practice that constitutes and reflects power relations, ideologies, and social structures.