This document contains descriptions of the methods used by three government agencies (National Institute of Mental Health, the U.S. Department of Agriculture, and the Office of Economic Opportunity) in managing practice-oriented research. Each agency is treated separately, with a presentation of the steps that its managers and researchers actually…

This prototype of a guide for educational change agents focuses on the roles and tactics of personnel employed in nonprofit educational research and development organizations and in state and intermediate education agencies. Included is a compilation of reports from recent users of three classes of tactics: information, demonstration, and field…

This is the final report on the project to design new patterns for training research and development (R&D) personnel in education; the project was conducted by a consortium of educational agencies coordinated throught the Learning Research and Development Center, University of Pittsburgh. The report is bound in eight sections: goals and activities…

The annual report of the USOE Bureau of Research for fiscal year 1967 is concerned with the various projects and programs supported by the Bureau. The introduction briefly describes the objectives relating to research, development, demonstration, dissemination, and the training of researchers. The sources of funds are listed, together with the…

This document contains progress reports on some of the ongoing activities of the Regional Educational Laboratories, whose primary objective is to create and demonstrate a variety of tested alternatives to existing educational practice. In each instance the address and region served are given, together with information on the governing board and…

The R&D Center in Teacher Education at the University of Texas is attempting to make significant contributions to teacher education through the development of teacher education modules. In order to make the most of their effort, a shift in focus from project to program is needed. This paper describes the development of a conceptual focus and a…

This report on the design of a new pattern for the training of research, development, demonstration/dissemination, and evaluation personnel in education contains a short introductory section, "Activities of the Design Phase," and four extensive appendixes: minutes of the interim governing council meetings; the August 1, 1970 progress…

The Research and Development Center Program of the U. S. Office of Education is described in this document. The program objectives and criteria used in evaluating proposals for the establishment of research and development centers are indicated. Four research and development centers are discussed in relation to their common characteristics and…

Included are a list and brief description of Research and Development Centers supported by the Federal Government as of June 30, 1969. The directory reports are arranged alphabetically by agency within the major subordinate echelons and include Federally Funded Research and Development Centers, except those funded by the Department of Health,…

This condensed version of the Basic Program Plan for the Stanford Center for Research and Development in Teaching (SCDRT) outlines the proposed plans of substantive programs over the next several years (beginning December 1, 1972). Information on projected costs and the Center's institutional capabilities for administering, reviewing, and…

This document provides a concise overview of current and historical interrelationships and patterns of national scientific and engineering resources. Major points of the report are: (1) research and development (R&D) expenditures in the U.S. are expected to reach $28.0 billion in 1972; (2) total R&D spending is estimated to rise 4.3% between 1971…

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 article describes the activities of the Schonell Educational Research Center (Queensland, Australia), designed as a clinical, teaching, and research unit in the field of special education. (SBH)

Reviews "cognitive revolution" in psychology from historical, philosophical, and theoretical perspectives. Argues that various cognitive approaches to psychotherapy reflect two fundamental traditions in philosophy and psychological theory - rationalism and constructivism. Outlines key differences between rationalist and constructivist…

In response to a previous article, the paper suggests it is unrealistic to expect one theory or even multiple theories within one paradigm to explain learning disabilities. The emphasis on reaching a consensus regarding theory or paradigm is seen as unproductive. (DB)