The aim of this article is to explain commonalities and differences in the responses of four national educational science communities to the same external stimulus, namely international comparative large scale student assessments that offered vastly improved comparability of national results from the beginning of the 1990s. The comparison shows the epistemic traditions of educational research in the four countries and

No abstract

This article outlines a methodology of processual explanation. Amenable to a wide range of research objects as well as social theories, this methodology allows for generalized conclusions on a higher level of abstraction. We argue that a processual explanation of empirical cas es requires two modes of temporal reconstruction, basic and complex. Whereas basic reconstruction provides a de tailed description of sequences of events, complex recon struction captures interlacing and interfering sequences. Taken together, these sequences and their interlacements as well as interferences constitute the needed explanation of the phenomenon focused on. The methodology is based on two empirical case studies: (a) mass shootings and (b) the rise of the field of empirical educational research. In both cases, the temporal concept of the turningpoint is central to their processual explanation. The research agenda that follows from this article is the integration of further temporal concepts into this methodology.

No abstract

No abstract