This study used a diffusion model in an attempt to understand the role of the researcher in the evaluation of an educational innovation in a school setting. The Learning Laboratory for Adult Basic Education at the Rochambeau School in White Plains, and the Brevoort Community Center in Bedford-Stuyvesant, Brooklyn, were studied. Both programs used a multimedia basic education system developed by a commercial firm. Agencies and teachers in the two projects appeared to perceive the research coordinator as being, in addition to a professional in research design and methodology, a communicator in the program planning and teacher training phases, rather than a change agent. Although knowledge level and other factors might contribute to differences in content and objectives, the researcher was expected to transmit efficiently both research and nonresearch information. Teacher training and experience also seemed to affect communication and the adoption of innovation. (ly)