Developed in this paper is a preliminary model of rationality designed to suggest what "applied" research should be like. The model is based on two ideas which are described and analyzed. One concerns epistemology in practical research, and the other discusses where problems come from in such research. (Author/EB)

Examines characteristics of educational knowledge produced by educational researchers and considers how this impacts on educational research. Reviews the negative and positive consequences of this structurally egalitarian and substantively divergent knowledge production in education schools. (MMU)

The solution to the lack of productivity of educational research is the recognition that applied research can be scientific and the reexamination of the implications of the scientific orientation for research strategies. (Author/EB)

Asserts that teacher research can provide a missing dimension to the knowledge base for teaching. Discusses critical issues of institutionalization and methodological rigor that make it difficult for teachers to conduct research studies and for the university community to acknowledge the value of teacher research. (FMW)

There are differences between biomedical and educational research. The procedures associated with the protection of research participants cannot be transplanted from the medical setting into the educational setting in unmodified fashion without dislocation of many segments of educational research and development. (Author/EB)

Examines several problems posed for empirical and theoretical research by the achievement of hegemony by one culture or system of thought over others. Discusses minority underrepresentation and its impact on knowledge production in education and the social sciences. Questions the universal utility of some highly respected tenets of science. (JS)

Surveys 32 officials of federal agencies and educational researchers to express historically grounded judgments on issues in educational research, including the poor reputation of the field. Criticisms that recur are that it does not pay off, that the community is in disarray, and that the field is politicized. (SLD)