The establishment of Research and Instructional (R and I) Units is discussed in terms of their utility and applicability for research needs. These units are said to provide a propitious setting for rigorous educational research. Two experiments in R and I units are described--one dealing with ways to implement feedback to students on their school performance and another concerned with the effectiveness of older children as models for younger children of the same ethnic background. Results from these first experiments are being used to design further studies of teaching-learning theory. (NH)