ABSTRACT
This chapter outlines the relationship of the federal government to educational research and explores the origin and implications in educational policy and practice of “scientifically based research.” As part of the discussion it also addresses the complex nature of social science research. We assert that it is not possible to be right or find truth; instead we can only hope for research with a good awareness of its necessary limits and compromises. In this interest we describe particular challenges for any research on teaching and learning, and we review ethical challenges endemic to educational research as well as those more specific to our current context. The chapter concludes by discussing resistance to the “scientific research” paradigm and policy and by calling for responses from teachers and researchers.
