方法对比
并排查看您选择的方法；存在差异的行会高亮显示。
| 行动研究× | 教育行动研究× | |
|---|---|---|
| 领域≠ | 质性研究 | 田野方法 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 1946 | 1940s (Lewin); educational context developed 1970s–1980s |
| 提出者≠ | Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury | Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation) |
| 类型≠ | Method | Participatory qualitative research design |
| 开创性文献≠ | Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46. DOI ↗ | Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190 |
| 别名≠ | Participatory Action Research, PAR, Collaborative Inquiry | EAR, practitioner research, teacher action research, classroom action research |
| 相关≠ | 1 | 6 |
| 摘要≠ | 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. | Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry. |
| ScholarGate数据集 ↗ |
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