قارن الطرق

	دراسة الحالة المتعددة للدرس	بحث الحالة
المجال	الأساليب الميدانية	نوعي
العائلة	Process / pipeline	Process / pipeline
سنة النشأة	1999–2002 (Western formalization); Japanese origins 19th century	1984 (seminal codification)
صاحب الطريقة	Japanese education tradition; systematized in Western research by Catherine Lewis, James Stigler, and James Hiebert	Robert K. Yin (systematised in Case Study Research, 1984)
النوع	Collaborative qualitative research design	Qualitative research design
المصدر التأسيسي	Lewis, C. C. (2002). Lesson Study: A Handbook of Teacher-Led Instructional Change. Research for Better Schools. ISBN: 978-0944536483	Yin, R.K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). Sage. ISBN: 978-1506336169
الأسماء البديلة	multi-site lesson study, cross-case lesson study, collaborative lesson research (multi-case), MCLS	Vaka Çalışması (Case Study), case study design, case study methodology
ذات صلة	6	5
الملخص	Multiple-case lesson study extends the Japanese lesson study cycle — collaborative planning, live observation, and structured debrief of a single research lesson — across two or more independent cases (schools, classrooms, or teacher teams). By replicating and comparing the cycle at multiple sites, researchers can distinguish context-specific findings from those that generalize across settings, producing richer evidence about effective instructional practices in humanities and social science domains.	Case study research is a qualitative research design that investigates a specific phenomenon, individual, group, organisation, or event in depth within its real-world context. Systematised by Robert K. Yin in 1984, it supports single-case and multiple-case designs and draws on multiple data sources — interviews, observation, documents, and artefacts — to build a rich, contextualised account of a bounded unit.