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| Μελέτη Μαθήματος Πολλαπλών Περιπτώσεων× | Μελέτη Μαθήματος× | |
|---|---|---|
| Πεδίο | Μέθοδοι Πεδίου | Μέθοδοι Πεδίου |
| Οικογένεια | Process / pipeline | Process / pipeline |
| Έτος προέλευσης≠ | 1999–2002 (Western formalization); Japanese origins 19th century | Late 19th century Japan; international dissemination from 1999 |
| Δημιουργός≠ | Japanese education tradition; systematized in Western research by Catherine Lewis, James Stigler, and James Hiebert | Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert |
| Τύπος≠ | Collaborative qualitative research design | Collaborative practitioner inquiry / professional development research |
| Θεμελιώδης πηγή≠ | Lewis, C. C. (2002). Lesson Study: A Handbook of Teacher-Led Instructional Change. Research for Better Schools. ISBN: 978-0944536483 | Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. Free Press. ISBN: 978-0684852744 |
| Εναλλακτικές ονομασίες | multi-site lesson study, cross-case lesson study, collaborative lesson research (multi-case), MCLS | Jugyou Kenkyuu, LS, collaborative lesson research, teaching study |
| Συναφείς≠ | 6 | 5 |
| Σύνοψη≠ | 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. | Lesson study is a structured, cyclical form of professional development and educational research in which a team of teachers collaboratively plans a single 'research lesson,' observes it live in a classroom, analyzes student learning in detail, revises the lesson, and shares findings with the broader teaching community. Originating in Japanese elementary schools and brought to international attention by Stigler and Hiebert's 1999 comparative study, it has become one of the most widely adopted teacher-led inquiry methods worldwide. |
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