建制俗民誌是Dorothy E. Smith 所創發的一種社會科學研究策略，本文首先探析其內涵與方法，其次省思其對教育研究之意義，獲得啟示如下：（1）要以個人經驗為起點，問題化學校日常生活世界；（2）研究採取的立足點，應增進對教育弱勢群體之關懷；（3）研究者與研究對象應互為主體，並授權賦能研究參與者；（4）注重文本與論述分析，以發現教育潛藏意識型態；（5）擴充和轉移分析的焦點與範疇，著重教育現象微觀與巨觀脈絡之連結；（6）擺脫教育研究追求普遍化律則的迷思，方法應多元與融合；（7）深刻的批判並反思教育問題，強調研究即實踐。

Institutional ethnography is a mean of social science research that was developed by Dorothy E.Smith. It concerns the social relation behind the everyday life and has the research interest of critique and liberatory that differs form the traditional ethnography. This paper adopted the way of theory analysis to analyze institutional ethnography in “content”, “related theory” and “methodology” to realize the meaning, method and distinguishing feature. Then the writer illustrated doing the institutional ethnography with “mothering for schooling”,and discussed and reflected on the meaning of institutional ethnography for educational research. The implications for the educational research are as follows:(1)Start from individual experience and problematize the school everyday world. (2) We should concern the disadvantaged minority and take the standpoint of them. (3) The researcher and the objects of research should be inter subjectivity, and empower the research participators. (4) We should focus on text and discourse analysis to discover the hidden educational ideology. (5) We should increase and transfer the focus and scope of analysis and emphasize the connection of the educational micro and macro contexts. (6) We should get rid of the myth of seeking universal laws, and the method of research should be multiple and integrated. (7) We should criticize and reflect deeply on the educational issues, and emphasize research as praxis.