ABSTRACT
The last two chapters have offered no more than a brief discussion of the two conceptions of theory that are commonly employed in educational research. Some of the conclusions to be derived from this discussion are more or less obvious. It is clear, for example, that different ways of understanding research are intimately connected to questions about how theory should be related to practice. Indeed, as the discussion unfolded, it became apparent that any adequate account of theory must take note of the relationship to practice that it implies.
