A systematic review of the nine volumes of "Research in the Teaching of English" published by the National Council of Teachers of English (NCTE) since 1967 reflects trends of relative importance in various areas of investigation. It is probably true that more research effort is directed toward the secondary level than the college level, more toward composition than literature, and more toward reading than non-print media. Similarly, descriptive research is more common than experimental research. The fact that most research is performed by university professors and graduate students rather than by Secondary English instructors reflects the traditional schism between the researcher and the practitioner. If, in addition at the long-range study of common and continuing educational issues, research also involves the secondary school teacher and is designed to answer specific questions within the teaching environment, this gulf may be bridged. (KS)