The authors, present and recent presidents of the American Educational Research Association (AERA), discuss that organization's endorsement of federal funding for long-term, large-scale educational research and development and its insistence that current competition for funding be both fair and open. (GC)

Describes characteristics and activities of university-based education policy centers. Summarizes the circumstances surrounding the establishment of these centers, and focuses on the missions and activities of existing centers. Discusses the rationale for a national network of centers, and surveys issues to be addressed. Lists 18 university-based…

Notes that the same technical terms may be used by publishers as those used by dedicated R & D organizations, but the level of investment and breadth of activity clearly differentiates the functions. (Author/AM)

The Bureau of Social Science Research reports on information obtained on the number of organizations doing educational research and related work in 1977, the nature of the institutions in which these organizations were located, staffing patterns, use of finances, and topics investigated. (RLV)

This article portrays the levels of productivity in research and development (R&D) of schools, colleges, and departments of education (SCDEs); identifies the highest producing SCDEs; and contrasts overall SCDE productivity in R&D with other generic classes of producers in education. (Author/AM)

Reviews the matter of professional qualifications of members in terms of the three classes of public served, qualification procedures, qualification for the professional public, and recognition of qualifications. (AM)

Stresses the need for creating a constituency in Congress, identifying issues such as dissemination of educational research and communication between researchers and politicians, and generating vocal support for educational research throughout the country. (AM)

Focusing on the functions of knowledge, production and utilization (KPU), this article examines educational research and development funding in different federal agencies. Policy concerns which should guide funding decisions are discussed. (GC)

Design requirements such as functional specialization, balance among functions and performers, continuity in policies, tasks, and personnel excellence or quality control goal setting, and recognition of environmental constraints and potential constituencies that apply to a national educational R & D system are discussed. (Author/AM)

Notes that there is no set formula, no check list of items, no linear equation that will provide an accurate assessment of organizational capacity for research and development. The possible range of magnitude of predictive efficiency is very great. (Author/AM)

Reproduces chapters on the second and third of five proposed programs, which are: (1) internal NIE capability to monitor the R & D System and operating system of education, (2) the R & D system, (3) the linkage and support system, (4) capacity in the operating system and (5) field-initiated research on the processes of educational change.…

Notes that the current policy of the Federal Government in support of educational Research and Development is more comprehensive, vigorous and supportive than any previous policy or combination of policies have been in this arena. (Author/AM)

The education finance bill recently passed by the federal government has changed the funding of many programs within the Office of Educational Research and Improvement. Budget lines that gained or lost are traced, with some explanation of the changes. Prospects for the 1993 federal education research budget are reviewed. (SLD)