Two types of questions may be asked in educational inquiry: educological ones--those seeking descriptions of educational events, and programmatic ones--those seeking prescriptions for educational interventions. Quantitative educology is described as consisting of three branches: the philosophy, science, and praxiology of education. The SIGGS Theory Model--which integrates set, information, graph, and general systems theories--is presented and discussed with respect to educational research. Psychological and sociological approaches to scientific educational research reduce a system to its individual research parts. In contrast, the systems approach and the cybernetic model are non-reductionistic and take homeostasis to be the proper system's state. The SIGGS Theory Model extends the cybernetic model through transactional functions, and thus allows for characterization of educational systems that include the deliberate attempts of both teachers and students to influence educational events. A chart is used to compare four models of educational theory--psychological, sociological, cybernetic, and SIGGS--with respect to their complexity, organization, aggregativeness, separability, continuity, sequentiality, interdependence, and self-regulation. Finally, the uses of the model are described, as it might have been applied to the work of Coleman on desegregation and associated population shifts, the work of Mumford on so-called "white flight", and the work of Semmel and Frick on a computer-assisted teacher education approach. (Author/GDC)