Educational research and development (R&D) has often been characterized as a neat, linear sequence of discrete steps, moving from research through development to evaluation and dissemination. Although the inadequacies of such linear models of educational research and development have been pointed out previously, these models have been so much a part of R&D thinking that it is useful to point them out again. In addition, the attributes of an interactive model are shown to surpass the linear model and to enhance the description of the R&D process. This model is discussed in the context of the Learning Research and Development Center (LRDC) where interactions take place among basic and applied research, development, evaluation, and dissemination. It is also discussed in conjunction with the theoretical requirement of John Dewey's theory of valuation which states that the value which people will attribute to a new product or procedure will be a function of how well they think it will satisfy some recognized needs. The interplay of this interaction model and valuation theory is presented. (Author/BJG)