In this paper a broad perspective on the phenomenon of teaching and learning is presented. The complex dynamics of interaction between teacher, student, and educational researcher are explored. Conventional research in education is characterized as relying heavily on methods adopted from other types of research in such fields as agriculture and science. This methodology is not always valid in dealing with human beings who are changeable, volatile, and subject to varied pressures both within and outside of the classroom. Doubts about the amount of impact conventional research has on actual educational practice are raised. A system of "quasi-clinical" inquiry is outlined. This is a wholistic approach in which the researcher includes observation of teacher and student interaction, grouping patterns, playground fights, teacher isolation, etc. It is not restricted to examination of presentation of cognitive material; pretesting and posttesting. The quasi-clinical approach to educational research uses repeated measures in conjunction with planned interventions; studies role changes and relationships among participants; and has the dual objectives of generating knowledge while participating in a helping relationship with school personnel. (JD)