手法を比較

	デジタル教育アクションリサーチ	Lesson Study
分野	フィールド調査法	フィールド調査法
系統	Process / pipeline	Process / pipeline
提唱年	1990s–2000s (digital integration of Lewinian action research traditions)	Late 19th century Japan; international dissemination from 1999
提唱者	Rooted in Carr & Kemmis (1986); digital adaptation developed by Lankshear, Knobel, and others from mid-1990s onward	Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert
種類	Applied qualitative-cyclical research design	Collaborative practitioner inquiry / professional development research
原典	Lankshear, C., & Knobel, M. (2004). A Handbook for Teacher Research: From Design to Implementation. Open University Press. ISBN: 978-0335211357	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
別名	technology-integrated action research, online educational action research, digital-mediated practitioner inquiry, DEAR	Jugyou Kenkyuu, LS, collaborative lesson research, teaching study
関連	5	5
概要	Digital educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or question arising in digitally mediated teaching and learning environments. Drawing on the action research tradition of Carr, Kemmis, and Lewin, it integrates digital tools — learning management systems, social media, video, online collaborative platforms — both as the context of inquiry and as instruments for data collection, making it particularly suited to contemporary technology-rich classrooms.	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.