The fundamentally psychological orientation of educational research over the years is now changing. The educational phenomenon is part of the institutional setting and, therefore, organizational restrictions and influences are being studied. In addition, the organizational approach to educational research carries the implication of a more holistic view of educaton. Nine articles are included, the titles and authors of which follow: (1) "On Form and Function in Organizational Theory" (Abrahamsson, B.); (2) "The School in the Perspective of Organizational Theory: Some Implications for Planned Educational Change" (Ellstrom, P. E.); (3) "The Organization as a Didactical 'Frame Factor'" (Tjeldvoll, A.); (4) "Control Structure and Strategies for Change" (Berg, G.); (5) "Schools under Pressure: Considerations Concerning the Management of Change during Times of Large Scale Educational Renewal" (Knip, H., and van der Vegt, R.); (6) "How Schools Sustain Sex-Role Inequities: An Outline for a Program of Action Research" (Schmuck, P. A., and Schmuck, R. A.); (7) "Working Conditions and Participation in Education for Different Groups of Employees" (Forsberg, B.); (8) "The Development of Cooperative Efforts in the Care and Treatment of Addicts in Sodermanland County" (Stensmo, C.); and (9) "Organization Theory and the School: a Paradox" (Hoyle, E.). (SI)