This paper proposes that the study of schooling would benefit from more research that is social in nature. The characteristics of social research are described in terms of three dimensions--the extent to which "context" and "interaction" of phenomena are considered and the degree to which "participant conceptions" are incorporated in description and interpretation. Social classroom research is described as contextualized, interactive/dynamic, and sensitive to participant conceptions. Recent social studies classroom research is cited to illustrate these characteristics. The paper also explores the potential of classroom research that is social in its assumptions and questions, methodology, interpretations, and implications in relation to the development of a research base for social studies education and use of research derived knowledge. Educators should work toward creating an evolving, heuristic research base. New research should not merely add to what already exists but facilitate refinement, extension, or revision of present knowledge. Explanatory potential would be a major criterion of research value. With regard to the use of research derived knowledge, the paper suggests that instead of asking how useful research is or might become, it would be more fruitful to ask how research might be used and to consider interpretive as well as instrumental uses of research derived knowledge. (RM)