So sánh phương pháp

	Quan sát lớp học	Nghiên cứu bài học
Lĩnh vực	Phương pháp thực địa	Phương pháp thực địa
Họ	Process / pipeline	Process / pipeline
Năm ra đời	1960s (Flanders Interaction Analysis); refined through 1990s–2000s	Late 19th century Japan; international dissemination from 1999
Người khởi xướng	Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system)	Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert
Loại	Qualitative and quantitative observational research	Collaborative practitioner inquiry / professional development research
Công trình gốc	Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley.	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
Tên gọi khác	classroom observation research, structured classroom observation, instructional observation, lesson observation	Jugyou Kenkyuu, LS, collaborative lesson research, teaching study
Liên quan	6	5
Tóm tắt	Classroom observation is a field research method in which a trained observer systematically watches, documents, and analyzes teaching and learning events as they occur in a real classroom setting. It can be structured (using a predefined coding instrument such as Flanders Interaction Analysis or CLASS), semi-structured, or open-ended (ethnographic notes), and is used across educational research, teacher professional development, school evaluation, and curriculum studies to generate ecologically valid evidence about instructional practice.	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.