This paper describes research needs in light of changes taking place in school-based practice in both general and special education. The tenets of educational reform and societal concerns fueling demands for reform are identified. The context in which changes in educational practices are occurring is described, focusing on evolving relationships among educators, schools, and researchers. Implications of reform for school reorganization and for restructuring teacher education and personnel development are considered. A discussion of how research on school-based practices is conducted argues that the dichotomy between research and practice is counterproductive and that significant improvements in teaching and learning would be achieved through coordinated research projects involving both teachers and researchers, and the development and documentation of effective school-based practices. (Contains 28 references.) (DB)