A random sample of educators (a total of 2,238 responses from teachers of the gifted, classroom teachers, and gifted education program coordinators) were surveyed regarding their views on major research needs in gifted education. The study evaluated these views as well as differences between groups of educators, and differences among respondents from different school settings. Several categories of needed research were identified. The first group of studies would examine programs for the gifted including program effectiveness, staff development, program effects at different ages, and curriculum types. A second group of studies would examine students in programs for the gifted including factors leading to underachievement, student motivation, social integration, and unique needs of students from economically disadvantaged areas or from minority groups. The third group of studies would focus on research methods and analysis including studies of power analysis and effect size calculations as ways to differentiate between statistical and practical differences. The survey respondents identified the most important research topics as curriculum development, underachievement, personal and social development, identification, and student assessment. There were no significant differences among types of educators with respect to needed research. There were, however, significant and practical differences among school settings with respect to the importance of special populations for research in gifted education. (13 references) (DB)