David Scott is Professor of Curriculum, Pedagogy and Assessment at the Institute of Education, University of London. He has previously worked at the universities of Warwick, Southampton and Lincoln. His most recent book is Critical Essays on Major Curriculum Theorists published by Routledge.

'[R]ich, scholarly, and rigorous.''Research students in the sociology of education are especially likely to derive benefitr from Scott's book.'-Ronald Barnett, Institute of Education, University of London in London Review of Education, vol. 9, no. 1, March 2011

• @contents: 1. Introduction and Initial Thoughts 2. Critical Realism and Empirical Research Methods in Education 3. Resolving the Quantitative–Qualitative Divide 4. Epistemic Relativism, Ontological Realism, and the Possibility of Judgemental Rationality 5. Educational Judgements: Epistemic, Parasitic and External Criteria 6. Judgemental Rationality 7. Empirical Indicators and Causal Narratives 8. Structure and Agency – Key Ontological Concepts 9. Educational Critique 10. Arbitrary and Non-Arbitrary Knowledge

David Scott is Professor of Curriculum, Pedagogy and Assessment at the Institute of Education, University of London. He has previously worked at the universities of Warwick, Southampton and Lincoln. His most recent book is Critical Essays on Major Curriculum Theorists published by Routledge.

'[R]ich, scholarly, and rigorous.''Research students in the sociology of education are especially likely to derive benefitr from Scott's book.'-Ronald Barnett, Institute of Education, University of London in London Review of Education, vol. 9, no. 1, March 2011

• @contents: 1. Introduction and Initial Thoughts 2. Critical Realism and Empirical Research Methods in Education 3. Resolving the Quantitative–Qualitative Divide 4. Epistemic Relativism, Ontological Realism, and the Possibility of Judgemental Rationality 5. Educational Judgements: Epistemic, Parasitic and External Criteria 6. Judgemental Rationality 7. Empirical Indicators and Causal Narratives 8. Structure and Agency – Key Ontological Concepts 9. Educational Critique 10. Arbitrary and Non-Arbitrary Knowledge

David Scott is Professor of Curriculum, Pedagogy and Assessment at the Institute of Education, University of London. He has previously worked at the universities of Warwick, Southampton and Lincoln. His most recent book is Critical Essays on Major Curriculum Theorists published by Routledge.

'[R]ich, scholarly, and rigorous.''Research students in the sociology of education are especially likely to derive benefitr from Scott's book.'-Ronald Barnett, Institute of Education, University of London in London Review of Education, vol. 9, no. 1, March 2011

• @contents: 1. Introduction and Initial Thoughts 2. Critical Realism and Empirical Research Methods in Education 3. Resolving the Quantitative–Qualitative Divide 4. Epistemic Relativism, Ontological Realism, and the Possibility of Judgemental Rationality 5. Educational Judgements: Epistemic, Parasitic and External Criteria 6. Judgemental Rationality 7. Empirical Indicators and Causal Narratives 8. Structure and Agency – Key Ontological Concepts 9. Educational Critique 10. Arbitrary and Non-Arbitrary Knowledge