Qualitative comparative analysis (QCA) is a set-theoretic configurational approach that uses the logic of Boolean algebra to conceptualize and empirically examine potentially complex causal relations. The potential of this methodological innovation to draw innovative insights toward answering enduring questions and to foster novel research has increasingly been realized in several social science disciplines. However, to date, limited education research has taken advantage of this potential. The purpose of this review is to facilitate an education research agenda that capitalizes on the strengths of QCA and its set-theoretic approach. We introduce the foundations of QCA, outline the promise it holds for education research, systematically review and appraise empirical education research that has applied QCA, and complement this review with a review of research from outside the field that may serve as inspiration for education researchers. In doing so, we highlight areas of improved research designs in education research practice and point education researchers to promising research directions. We conclude with suggestions for researchers to weigh QCA’s strengths and limitations in comparison with other methods.

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教育研究中的定性比较分析：现状与未来潜力

定性比较分析 (QCA) 是一种集合论配置方法，它使用布尔代数的逻辑来概念化和实证检验潜在的复杂因果关系。在一些社会科学学科中，这种方法论创新在为回答持久问题和促进新研究得出创新见解方面的潜力越来越多。然而，迄今为止，有限的教育研究已经利用了这种潜力。本次审查的目的是促进利用 QCA 的优势及其集合论方法的教育研究议程。我们介绍了 QCA 的基础，概述了它对教育研究的承诺，系统地回顾和评价了应用 QCA 的实证教育研究，并通过对可能为教育研究人员提供灵感的该领域之外的研究进行回顾来补充本综述。在此过程中，我们突出了教育研究实践中改进研究设计的领域，并为教育研究人员指明了有前途的研究方向。最后，我们建议研究人员权衡 QCA 与其他方法相比的优势和局限性。