Porovnat metody
Prohlédněte si vybrané metody vedle sebe; řádky, které se liší, jsou zvýrazněny.
| Studie více případů v rámci výuky (Multiple-Case Lesson Study)× | Participatory Action Research (PAR)× | |
|---|---|---|
| Obor≠ | Terénní metody | Kvalitativní metody |
| Rodina | Process / pipeline | Process / pipeline |
| Rok vzniku≠ | 1999–2002 (Western formalization); Japanese origins 19th century | 1940s (Lewin); PAR as distinct tradition formalised ~1970s–1980s |
| Tvůrce≠ | Japanese education tradition; systematized in Western research by Catherine Lewis, James Stigler, and James Hiebert | Kurt Lewin (action research foundations, 1940s); systematised for participatory contexts by Orlando Fals Borda, Paulo Freire, and William Foote Whyte |
| Typ≠ | Collaborative qualitative research design | Qualitative research method |
| Původní zdroj≠ | Lewis, C. C. (2002). Lesson Study: A Handbook of Teacher-Led Instructional Change. Research for Better Schools. ISBN: 978-0944536483 | Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer. link ↗ |
| Další názvy | multi-site lesson study, cross-case lesson study, collaborative lesson research (multi-case), MCLS | PAR, community-based participatory research, collaborative action research, participatory inquiry |
| Příbuzné | 6 | 6 |
| Shrnutí≠ | 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. | Participatory Action Research (PAR) is a qualitative, community-centred methodology in which researchers and community members collaborate as co-investigators to identify a shared problem, take deliberate action, observe outcomes, and reflect critically on results — cycling iteratively until meaningful change is achieved. Unlike conventional research that studies people from the outside, PAR treats participants as active agents who co-own the research process, the knowledge produced, and the practical interventions that follow. |
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