Defining research as systematic, self-critical inquiry open to public criticism and/or empirical test, the author considers the relevance of scientific, historical, and educational research to practice. He asserts that teachers must be involved in educational research and that researchers must justify themselves to practitioners, not practitioners…

The new "collaborative movement" to involve teachers in educational research is mildly reformist but, if research is to have a progressive influence on educational studies, it must do more than produce information on educational processes. It should be concerned with the parameters of educational thought and strive to redefine issues. (Author/SJL)