方法对比

	多案例设计研究	参与式行动研究 (PAR)
领域	田野方法	质性
方法族	Process / pipeline	Process / pipeline
起源年份	1992 (DBR); multiple-case variant codified through 2000s–2010s	1940s (Lewin); PAR as distinct tradition formalised ~1970s–1980s
提出者	Ann Brown and Allan Collins (DBR origins); multiple-case extension developed by the DBR Collective and scholars such as Jan Herrington and Thomas Reeves	Kurt Lewin (action research foundations, 1940s); systematised for participatory contexts by Orlando Fals Borda, Paulo Freire, and William Foote Whyte
类型	Interventionist qualitative/mixed-methods design	Qualitative research method
开创性文献	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.	Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer.
别名	multi-site DBR, multi-case design experiment, multiple-site design research, MCDBR	PAR, community-based participatory research, collaborative action research, participatory inquiry
相关	5	6
摘要	Multiple-case design-based research (MCDBR) is an interventionist methodology drawn from the learning sciences and education research. It extends single-site design-based research by implementing and iteratively refining an educational intervention across two or more distinct sites, contexts, or participant groups simultaneously or sequentially. The cross-case structure strengthens theoretical transferability and exposes context-dependent variations that a single site could never reveal.	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.