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This book brings together some key texts from recent debates about the role of educational research for policymaking and practice. There are also chapters outlining currently influential approaches to educational enquiry, and examples of work illustrating some of these. Further issues addressed include the generalisability of qualitative findings, and the problem of educational research results being dismissed as obvious. Chapters included are: Teaching as a research-based profession: possibilities and prospects / David H. Hargreaves; Educational research and teaching: a response to David Hargreaves' TTA Lecture / Martyn Hammersley; In defence of research for evidence-based teaching: a rejoinder to Martyn Hammersley / David H. Hargreaves; A reply to Hargreaves / Martyn Hammersley; Making evidence-based practice educational / John Elliott; Making evidence-based practice educational: a rejoinder to John Elliott / Ann Oakley; Evidence-informed policy and practice: challenges for social science / Ann Oakley; Intellectuals or technicians? The urgent role of theory in educational studies / Stephen J. Ball; Beyond reflection: contingency, idiosyncrasy and reflexivity in initial teacher education / Alex Moore; On the kinds of research in educational settings / Michael Bassey; The paradigm wars and their aftermath: a 'historical' sketch of research on teaching since 1989 / Nathaniel Gage; Action research / Stephen Kemmis; Increasing the generalizability of qualitative research / Janet W. Schofield; Critical incidents and learning about risks: the case of young people and their health / Martyn Denscombe; Interrogating the discourse of home-school relations: the case of 'parents' evenings' / Maggie MacLure, with Barbara Walker; Labouring to learn? Industrial training for slow learners / Paul Atkinson, David Shone and Teresa Rees; An appraisal of 'Labouring to learn' / Martyn Hammersley; The obviousness of social and educational research results / Nathaniel Gage.