This report presents an overview of the Oregon Studies in educational research, development, diffusion and evaluation (RDD&E). Five major classes of information were sought: a) knowledge about the area from others who had done previous work in this field, b) conceptual views and tentative maps of the structure and nature of the domain, c) a framework to guide the work and to determine the types of data to collect, d) methods to obtain the information outlined in the conceptual framework, and e) data collected from visiting 20 sites found to be conducting RDD&E work. Outputs of projects were the focus for data collection and analyses. Conceptually derived categories for outputs classified them by their structure, function, and character. For each output, the output standards used; the tasks performed to generate the output; and the knowledges, skills, and sensitivities that enabled the output to be generated were identified. The analyses of the 20 projects yielded 962 project outputs, each classified by the conceptual categories. Results indicated that the greatest response differences were between development and evaluation projects, and the least differences were found between research and evaluation project activities. Six implications were noted. Further research is recommended. (MJM)