Σύγκριση μεθόδων

	Classroom Observation Protocol	Lesson Study (Collaborative Inquiry)
Πεδίο	Education	Education
Οικογένεια	Process / pipeline	Process / pipeline
Έτος προέλευσης	2009	2006
Δημιουργός	Teaching-measurement tradition (Pianta & Hamre CLASS; Danielson Framework; MET project)	Japanese teaching tradition; introduced to the West by Stigler, Hiebert, Lewis & colleagues
Τύπος	Structured, standardized measurement of classroom teaching via trained observers	Cyclical, teacher-led professional development and practitioner inquiry process
Θεμελιώδης πηγή	Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119.	Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3–14.
Εναλλακτικές ονομασίες	Standardized Classroom Observation, Observation Instruments for Teaching, Classroom Observation System, Structured Teaching Observation	Jugyou Kenkyuu, Research Lesson Cycle, Collaborative Lesson Study, Japanese Lesson Study
Συναφείς	4	3
Σύνοψη	A classroom observation protocol is a standardized instrument for measuring teaching by having trained observers rate lessons against defined dimensions of practice. Unlike informal walkthroughs, validated protocols such as the Classroom Assessment Scoring System (CLASS) and the Danielson Framework specify what to look for, how to score it, and how to train and calibrate raters. As Pianta and Hamre argued, standardized observation turns teaching into something that can be measured systematically, studied for sources of error, validated against student learning, and used to improve instruction.	Lesson study (jugyou kenkyuu) is a collaborative, cyclical form of teacher professional development and practitioner inquiry that originated in Japan. A team of teachers studies the curriculum, sets a shared learning goal, jointly designs a 'research lesson,' has one member teach it while the others observe students closely, and then debriefs against the evidence to revise the lesson and their understanding of teaching. Rather than improving a single lesson, its deeper aim is to build teachers' professional knowledge through disciplined, evidence-based collective inquiry.