So sánh phương pháp

	Nghiên cứu bài học đa trường hợp	Nghiên cứu bài học
Lĩnh vực	Phương pháp thực địa	Phương pháp thực địa
Họ	Process / pipeline	Process / pipeline
Năm ra đời	1999–2002 (Western formalization); Japanese origins 19th century	Late 19th century Japan; international dissemination from 1999
Người khởi xướng	Japanese education tradition; systematized in Western research by Catherine Lewis, James Stigler, and James Hiebert	Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert
Loại	Collaborative qualitative research design	Collaborative practitioner inquiry / professional development research
Công trình gốc	Lewis, C. C. (2002). Lesson Study: A Handbook of Teacher-Led Instructional Change. Research for Better Schools. ISBN: 978-0944536483	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	multi-site lesson study, cross-case lesson study, collaborative lesson research (multi-case), MCLS	Jugyou Kenkyuu, LS, collaborative lesson research, teaching study
Liên quan	6	5
Tóm tắt	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.	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.