Nine papers by different authors focus upon the conceptual foundations and the organization and management of educational research. The central argument of the overall undertaking is that research in education needs to be more broadly conceived than hitherto, especially if it is to influence educational policy-making and action. Part one consists of two papers which deal with the organization of educational research in Britain and the institutions and resources which support it. Five papers in the book's second section offer a variety of disciplinary perspectives, commenting on the contributions which philosophers, psychologists, historians and sociologists make to educational research. The two final papers relate educational research to knowledge about education and to the formulation and execution of educational policy. (Author/PB)