The future of instructional research, at least in the present economic climate, is indistinct. This report considers the option of combining within a single study the needs of policy makers and the commitment to academic research. The papers in this report, through illustration of research conducted within a policy framework, identify problems and/or benefits of the forced marriage of knowledge production and decision-directed research. Methodologies for optimizing the match are explored. In each case example, the research focuses on classroom behaviors and related instructional activities. Outcomes of interest include cognitive performance and affective responses from students and teachers. The report considers future directions of research, not only as suggested by the specific findings of theoretically derived inquiry, but also as such options may be influenced by the reality of political, administrative, and economic constraints. Edys S. Quellmalz identifies problems and limitations of current designs for serving instructional research needs, and suggests some alternative research strategies. Joan L. Herman presents methodologies for combining research and policy needs, and suggests the advantages inherent in their merger. Finally, Don Dorr-Bremme highlights the advantages and problems involved in embedding a piece of instructional research in a larger policy study. (Author/PN)