Presented at a week-long conference on the importance of research in education, this paper focuses on four components of the educational system: the learner, the curriculum, the instructor, and the context. For each of these components, questions are raised and research is suggested. For the learner, these concern the value of research for learner analysis, the existence of models of learners, use of alternative frameworks, criteria for judging success, and links between quantitative and qualitative research to equate quality with width. Research needs in the area of instructor role in learning point to what the teacher needs to know, and the concept of teacher-as-researcher is stressed as a way of improving classroom instruction. A discussion on the content and process of a curriculum calls for the development of a scientific method that would be widely applicable; questions concerning content, context, skills, and structure of a curriculum are also included. Effective classroom organization and management are suggested for enhancement of learning, and inservice education and training are deemed necessary for more teacher research and education to take place. Computers are suggested as a resource for teaching and learning, with a warning not to allow their use to dictate the curriculum structure. Concluding remarks reiterate the importance of research for good instruction, and list seven guidelines for determining research effectiveness as a basis for curriculum policy. (JB)