In the first part of the paper, some realistic expectations about schools and curriculum development, the conditions which preclude applying the standards of basic research to evaluate a program of instruction in large school systems, and some new research paradigms which have emerged from practice are defined. In the second part, an effort is made to generate some practical suggestions to modify basic and applied research designs without jeopardizing the integrity of either. In part three, the conditions needed to generate closer school/university cooperation are considered. (Author/BW)