ABSTRACT
Educational research has undergone a development of some importance over the last 20 years. Whereas before 1968 it was principally devoted to enquiries in the fields of educational psychology and academic and professional guidance, it has subsequently developed in two new dimensions: the sociology of education, with the emphasis placed on the obstacles in the way of the democratization of teaching, and curriculum innovation. In this latter area research has been principally in the hands of teachers organized into educational movements but lacking sufficient concern for evaluation and the conditions of implementation. The period since 1975 is notable mainly for the research done into evaluation of the functioning of the educational system along with the development of empirical studies.
The impact of educational research on the decision makers remains a matter of speculation. The great reforms were inspired by economic and sociological studies but they were not accompanied by specific research, except in the last period when the authorities instituted the system of evaluative feedback which was mentioned above. As for curriculum innovations, they have remained qualitative without enough care being taken over precise observation of the conditions of implementation. This situation can be explained by the very centralized character of the French educational system and the existence of a large inspectorate. Moreover, the very strongly academic nature of the professional training of schoolteachers, who are for the most part quite unaware of psychology and sociology, does not enable them to understand empirical research.
