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| 多案例教学研究× | 案例研究× | |
|---|---|---|
| 领域≠ | 田野方法 | 质性 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 1999–2002 (Western formalization); Japanese origins 19th century | 1984 (seminal codification) |
| 提出者≠ | Japanese education tradition; systematized in Western research by Catherine Lewis, James Stigler, and James Hiebert | Robert K. Yin (systematised in Case Study Research, 1984) |
| 类型≠ | Collaborative qualitative research design | Qualitative research design |
| 开创性文献≠ | Lewis, C. C. (2002). Lesson Study: A Handbook of Teacher-Led Instructional Change. Research for Better Schools. ISBN: 978-0944536483 | Yin, R.K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). Sage. ISBN: 978-1506336169 |
| 别名≠ | multi-site lesson study, cross-case lesson study, collaborative lesson research (multi-case), MCLS | Vaka Çalışması (Case Study), case study design, case study methodology |
| 相关≠ | 6 | 5 |
| 摘要≠ | 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. | Case study research is a qualitative research design that investigates a specific phenomenon, individual, group, organisation, or event in depth within its real-world context. Systematised by Robert K. Yin in 1984, it supports single-case and multiple-case designs and draws on multiple data sources — interviews, observation, documents, and artefacts — to build a rich, contextualised account of a bounded unit. |
| ScholarGate数据集 ↗ |
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