Abstract
Educational research has been criticised recently for being poorly conceived, self-indulgent and of little practical use. These allegations are discussed via an overview of the various functions of educational research: the production of knowledge about education, the formulation of educational policy, the promotion of improvements in educational practice, the promotion of radical change in society. The responsibilities of educational researchers are then discussed: proper attention to the functions of educational research, accountability for monies spent, recognition of responsibility for their activities. The pressures exerted by external funding bodies and the distorting effects of the research assessment exercise in the UK affect our sense of priorities here.
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