The articles in the volume on ethnography and education are seen as an attempt to think through the underlying conceptions of ethnographic method in order to provide a context and logic for its application to education. They represent an effort to bridge the gap between anthropological and educational ethnography. Some of the discussions address themselves to educational researchers, while others address educational anthropologists. Needed is a pursuit of an understanding these two audiences will make of the same methodology. Several issues needing clarification from the perspective of the anthropology of education are outlined. These are: (1) a conception of what ethnography is; (2) an examination of macro-ethnography and micro-ethnography, with emphasis on the need for both approaches to the task of learning another's reality; and (3) contrastive and comparative studies, or what might be called school ethnology. In conclusion, it is noted that the well-written ethnography can reach an audience in a way no other scholarly report can aspire to. Similarly, the presentation to teachers of videotaped interaction can change behavior in a way that manuals can not. These two factors must be kept in mind as the ethnographic paradigm is explicated. (AMH)