The science of education in Norway covers a wide field, including child psychology and the psychology of adolescents, educational psychology, educational methods, philosophy of education, and the history of the school system. Educational research has had a relatively short period of development in Norway. Empirical research, with a view to clarifying conditions of importance to educational activity, was begun at the end of the 19th century. This document traces the development of: (1) Independent Research Workers to 1930; (2) Organizing Educational Research During the 1930s; (3) War Years and Early Postwar Developments; and (4) Developments After 1950. Prospects for the future of educational research in Norway are encouraging. The understanding of the importance of educational research, marking the first years after the end of the war, must be said to have been present in a high degree in recent years. It is to be hoped that this understanding will become so strong and widespread that Norway gradually may embark on a program of extending and intensifying the work of research, thereby raising teaching and education to a level which will fulfill the demands of the time. (Contains 114 footnotes.) [Best copy available has been provided.]