Judith Glaesser is Lecturer in the School of Education at Durham University, UK Roger Gomm, now retired, was Lecturer in Health and Welfare at The Open University, UK. He has a long experience of ethnographic research in both the UK and internationally, and of bespoke evaluation research. Martyn Hammersley is Professor of Educational and Social Research in the Centre for Childhood, Development and Learning at the Open University, UK. Barry Cooper is Emeritus Professor of Education at Durham University, UK. From 2004-2007, he was co-editor of the British Educational Research Journal.

Highly Commended – Society for Educational Studies Annual Book Prize 2013

• Introduction; Part I: Problems with Quantitative and Qualitative Research; 1. What's Wrong with Quantitative Research?; 2. Quantitative Research on Meritocracy: The Problem of Inference from Outcomes to Opportunities; 3. Qualitative Causal Analysis: Grounded Theorising and the Qualitative Survey; 4. Qualitative Research and the Fallacies of Composition and Division: The Case of Ethnic Inequalities in Educational Achievement; Part II: Exploring Case-Focused Approaches to Causal Analysis; 5. Set Theoretic versus Correlational Methods: the Case of Ability and Educational Achievement; 6. Creating Typologies: Comparing Fuzzy Qualitative Comparative Analysis with Fuzzy Cluster Analysis; 7. Analytic Induction versus Qualitative Comparative Analysis; Conclusion; References; Index.

Judith Glaesser is Lecturer in the School of Education at Durham University, UK Roger Gomm, now retired, was Lecturer in Health and Welfare at The Open University, UK. He has a long experience of ethnographic research in both the UK and internationally, and of bespoke evaluation research. Martyn Hammersley is Professor of Educational and Social Research in the Centre for Childhood, Development and Learning at the Open University, UK. Barry Cooper is Emeritus Professor of Education at Durham University, UK. From 2004-2007, he was co-editor of the British Educational Research Journal.

Highly Commended – Society for Educational Studies Annual Book Prize 2013

• Introduction; Part I: Problems with Quantitative and Qualitative Research; 1. What's Wrong with Quantitative Research?; 2. Quantitative Research on Meritocracy: The Problem of Inference from Outcomes to Opportunities; 3. Qualitative Causal Analysis: Grounded Theorising and the Qualitative Survey; 4. Qualitative Research and the Fallacies of Composition and Division: The Case of Ethnic Inequalities in Educational Achievement; Part II: Exploring Case-Focused Approaches to Causal Analysis; 5. Set Theoretic versus Correlational Methods: the Case of Ability and Educational Achievement; 6. Creating Typologies: Comparing Fuzzy Qualitative Comparative Analysis with Fuzzy Cluster Analysis; 7. Analytic Induction versus Qualitative Comparative Analysis; Conclusion; References; Index.

Judith Glaesser is Lecturer in the School of Education at Durham University, UK Roger Gomm, now retired, was Lecturer in Health and Welfare at The Open University, UK. He has a long experience of ethnographic research in both the UK and internationally, and of bespoke evaluation research. Martyn Hammersley is Professor of Educational and Social Research in the Centre for Childhood, Development and Learning at the Open University, UK. Barry Cooper is Emeritus Professor of Education at Durham University, UK. From 2004-2007, he was co-editor of the British Educational Research Journal.

Highly Commended – Society for Educational Studies Annual Book Prize 2013

• Introduction; Part I: Problems with Quantitative and Qualitative Research; 1. What's Wrong with Quantitative Research?; 2. Quantitative Research on Meritocracy: The Problem of Inference from Outcomes to Opportunities; 3. Qualitative Causal Analysis: Grounded Theorising and the Qualitative Survey; 4. Qualitative Research and the Fallacies of Composition and Division: The Case of Ethnic Inequalities in Educational Achievement; Part II: Exploring Case-Focused Approaches to Causal Analysis; 5. Set Theoretic versus Correlational Methods: the Case of Ability and Educational Achievement; 6. Creating Typologies: Comparing Fuzzy Qualitative Comparative Analysis with Fuzzy Cluster Analysis; 7. Analytic Induction versus Qualitative Comparative Analysis; Conclusion; References; Index.