Сравнение методов

	Учебное исследование	Исследовательская деятельность в образовании
Область	Полевые методы	Полевые методы
Семейство	Process / pipeline	Process / pipeline
Год появления	Late 19th century Japan; international dissemination from 1999	1940s (Lewin); educational context developed 1970s–1980s
Автор метода	Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert	Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation)
Тип	Collaborative practitioner inquiry / professional development research	Participatory qualitative research design
Основополагающий источник	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	Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190
Другие названия	Jugyou Kenkyuu, LS, collaborative lesson research, teaching study	EAR, practitioner research, teacher action research, classroom action research
Связанные	5	6
Сводка	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.	Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry.