This book contains a series of articles which grow out of the assumption that American public schools and teacher-training institutions can and will renew themselves and adapt to the needs of a changing society. A further assumption is that an emerging new discipline -- educational development -- can play a catalytic role in the change process while at the same time act as a force for "conservation" in public education. In Part I, Background and Theory, four articles define and elaborate on the "new" discipline of educational development. Part II, Planning and Developing, stresses the importance of prior planning in successful product development. Part III, Evaluating and Revising, considers the functional role of evaluation and revision in the development cycle. Part IV, Disseminating and Installing, directs itself to getting new ideas and practices into use; to narrowing the gap between research and practice; and to the allocation of resources among research, development, and dissemination. Part V, Funding, addresses the problem faced by nonprofit educational product developers who must devote significant portions of their energies to the annual task of securing continuing financial support. The readings in Part VI, Managing, touch on a few of the problems of management in educational research and development. (Editor)