The purpose of this paper is to articulate criteria for assessing the quality of lesson and learning studies as forms of practice-based educational action research, that are grounded in the practical experience of those engaged in such research. The paper explores the implications of Stake and Schwandt’s distinction between quality as measured and quality as experienced for assessing lesson and learning studies in higher education contexts, where ‘standards templates’ are increasingly used to measure ‘quality’. Such templates it is claimed distance research from the action context of teachers’ work. Previous published work, in which the author distils criteria for good educational action research from his own narratives of experience, is then summarised as a basis for conceptualising lesson study as good action research. This poses the issue of whether the use of learning theories to inform lesson study distorts their quality by distancing them from action. The author argues that this does not apply to lesson studies that are informed by Marton and Booth’s theory of variation. In doing so he distils a set of experience-based quality criteria for assessing learning studies, and demonstrates a high degree of congruence between the pedagogical implications of variation theory and Stenhouse’s idea of ‘teachers as researchers’. A set of experience–based quality criteria are distilled for assessing what counts as a high quality learning study report. The paper creates an alternative view of the relationship between educational research and practice to that which currently dominates academic discourse.

中文翻译：

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作为行动研究形式的课程和学习研究的质量标准

本文的目的是阐明评估作为基于实践的教育行动研究形式的课程和学习研究质量的标准，这些研究以从事此类研究的人员的实践经验为基础。本文探讨了 Stake 和 Schwandt 在高等教育环境中评估课程和学习研究中所衡量的质量和经验质量之间的区别的含义，其中“标准模板”越来越多地用于衡量“质量”。此类模板据称与教师工作的行动背景相距甚远。之前发表的作品，其中作者从他自己的经验叙述中提炼出良好教育行动研究的标准，然后总结为将课程学习概念化为良好行动研究的基础。这就提出了一个问题，即使用学习理论来指导课程学习是否会通过远离行动而扭曲其质量。作者认为，这不适用于以马顿和布斯的变异理论为基础的课程学习。在这样做的过程中，他提炼出一套基于经验的质量标准来评估学习研究，并证明了变异理论的教学意义与 Stenhouse 的“教师作为研究人员”的思想之间的高度一致性。一套基于经验的质量标准被提炼出来，用于评估什么才是高质量的学习研究报告。这篇论文为教育研究与实践之间的关系创造了另一种观点，而不是目前主导学术话语的观点。