Porovnat metody

	Participativní studium lekcí	Design-Based Research
Obor	Terénní metody	Terénní metody
Rodina	Process / pipeline	Process / pipeline
Rok vzniku	2000s–2010s (core lesson study from late 19th-century Japan)	1992
Tvůrce	Broader participatory framing developed by Pete Dudley and collaborators, building on Japanese jugyokenkyu tradition	Ann L. Brown and Allan Collins (independently, 1992)
Typ	Collaborative practitioner inquiry	Interventionist qualitative-quantitative mixed methodology
Původní zdroj	Dudley, P. (Ed.). (2014). Lesson Study: Professional Learning for Our Time. Routledge. ISBN: 978-0415820714	Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
Další názvy	PLS, collaborative lesson study, inclusive lesson study, community lesson study	DBR, design research, design experiment, educational design research
Příbuzné	5	6
Shrnutí	Participatory Lesson Study is an iterative, team-based professional development approach in which teachers — and often students, parents, or community members — jointly plan, observe, and critically reflect on live lessons to improve learning for a specific group of students. It extends the Japanese lesson study tradition by explicitly broadening participation beyond the teaching team to include diverse stakeholders, foregrounding equity, inclusion, and community perspectives in the inquiry cycle.	Design-based research (DBR) is an iterative, interventionist methodology that simultaneously designs educational interventions and builds theory about how and why those interventions work in authentic, complex settings. Originating in Ann Brown's 1992 classroom experiments and Allan Collins's parallel work, DBR treats the learning environment as both the object of study and the site of theory generation, cycling through design, enactment, analysis, and redesign until both practical improvement and theoretical insight are achieved.