It is no matter of course to allocate general didactics and empirical (quantitative) classroom research as sub-disciplines to educational science, on the contrary: Both are rather regarded as separate disciplinary antipoles or rivals. Subsequent to a synopsis of disciplinary localizations and definitions of relations, this article considers the question, how general didactics and quantitative classroom research can be specified as sub-disciplines of school pedagogy.

Keywords
general didactics, classroom research, school theory, teaching-learning research, school pedagogy