So sánh phương pháp

	Quan sát lớp học	Thematic Analysis
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	2006
Người khởi xướng	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)	Virginia Braun and Victoria Clarke
Loại	Qualitative and quantitative observational research	Method
Công trình gốc	Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley.	Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Tên gọi khác	classroom observation research, structured classroom observation, instructional observation, lesson observation	TA, Reflexive Thematic Analysis
Liên quan	6	3
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.	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.