方法对比

	基于实地的项目评估	教育行动研究
领域	田野方法	田野方法
方法族	Process / pipeline	Process / pipeline
起源年份	1970s–1980s (field methods integration with evaluation practice)	1940s (Lewin); educational context developed 1970s–1980s
提出者	Michael Q. Patton; Peter H. Rossi and Howard E. Freeman	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
类型	Applied evaluation research	Participatory qualitative research design
开创性文献	Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A Systematic Approach (7th ed.). Sage Publications. ISBN: 978-0761908944	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
别名	naturalistic program evaluation, field evaluation, on-site program evaluation, field-based evaluation	EAR, practitioner research, teacher action research, classroom action research
相关	6	6
摘要	Field-based program evaluation is an applied research method that assesses the implementation, outcomes, and value of a program by collecting data directly in the natural setting where the program operates. Rather than relying solely on administrative records or remote surveys, evaluators embed themselves in the field — observing activities, interviewing stakeholders on-site, and reviewing context-specific documents — to produce evidence-grounded judgments about program merit and worth.	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.