Sammenlign metoder

	Fler-case lesson study	Deltakende aksjonsforskning (PAR)
Fagfelt	Feltmetoder	Kvalitativ
Familie	Process / pipeline	Process / pipeline
Opprinnelsesår	1999–2002 (Western formalization); Japanese origins 19th century	1940s (Lewin); PAR as distinct tradition formalised ~1970s–1980s
Opphavsperson	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
Type	Collaborative qualitative research design	Qualitative research method
Opprinnelig kilde	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.
Alias	multi-site lesson study, cross-case lesson study, collaborative lesson research (multi-case), MCLS	PAR, community-based participatory research, collaborative action research, participatory inquiry
Relaterte	6	6
Sammendrag	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.