ABSTRACT
The closing decades of the twentieth century have seen many challenges to the hegemony of educational psychology as the "master science." Today the production of reliable and valid knowledge emanates from many arenas of educational research: anthropology, SOCiology, linguistics, history and philosophy, and the various disciplines that inform the subject matters of schooling. Today's research questions are broader and more deeply contextualized than in earlier times. Other disciplines have identified attractive problems in the field of educational practice. Policy initiatives by foundations and government funding agencies have encouraged interdiSCiplinary approaches to the investigation of schooling.
