Сравнение методов

	Многосайговое исследование урока	Дизайн-ориентированные исследования (Design-Based Research, DBR)
Область	Полевые методы	Полевые методы
Семейство	Process / pipeline	Process / pipeline
Год появления	1999–2002 (Western formalization); Japanese origins 19th century	1992
Автор метода	Japanese education tradition; systematized in Western research by Catherine Lewis, James Stigler, and James Hiebert	Ann L. Brown and Allan Collins (independently, 1992)
Тип	Collaborative qualitative research design	Interventionist qualitative-quantitative mixed methodology
Основополагающий источник	Lewis, C. C. (2002). Lesson Study: A Handbook of Teacher-Led Instructional Change. Research for Better Schools. ISBN: 978-0944536483	Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141–178.
Другие названия	multi-site lesson study, cross-case lesson study, collaborative lesson research (multi-case), MCLS	DBR, design research, design experiment, educational design research
Связанные	6	6
Сводка	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.	Design-based research (DBR) is an iterative, interventionist methodology that simultaneously designs educational interventions and builds theory about how and why those interventions work in authentic, complex settings. Originating in Ann Brown's 1992 classroom experiments and Allan Collins's parallel work, DBR treats the learning environment as both the object of study and the site of theory generation, cycling through design, enactment, analysis, and redesign until both practical improvement and theoretical insight are achieved.