Research in the early part of the 20th century focused on finding scientific proofs for justification of practice and drew on educational psychology for its methods. Critics charged the quantitative, experimental paradigm with being seriously flawed. By the end of the 20th century, a new paradigm emerged as a variety of methodologies drawn from sociological and philosophical perspectives were applied to educational problems. Many of these involve teachers in inquiry, integrating research and practice. The art and science of research from multiple paradigmatic perspectives and the need for both is now broadly understood within the research community, but the current policy context represents an indifference to the lessons of history by privileging quantitative, experimental research. Teachers represent the linchpin in the research practice connection. If research and practice are to be connected in powerful ways, we must look at teachers and teaching in ways that account for and capitalize on their diversity and draw on multiple forms of research.