During the past decade there has been increasing public and political acceptance of the utility of inquiry and inquiry-related activities for bringing about educational improvement. Specifically, educational research, development, diffusion, and evaluation (RDDE) have been singled out as essential activities. This document presents the report of a…

Gives estimates of the proportion of AERA members who are researchers and who publish research at some point in their career. (Editor)

The folklore surrounding research assistantships (the type of "research apprenticeship" that is held concurrently with a student's academic studies) must be investigated to determine what aspects of such experiences are most influential in motivating the assistant toward and preparing him for a productive research career. Unverified assumptions…

Kaplan (1964) describes the now classic distinction between "logic-in-use," the more or less logical cognitive style and procedures used by the educational scientist, and "reconstructed logic," the scientist's after-the-fact, explicit formulation and idealization of the logic and procedures. However, most technical documents…

Data from a national survey with 3,963 respondents indicate that genuine research assistantship experience is positively related to subsequent research involvement and productivity. Variables identifying productive and nonproductive respondents are reported, and recommendations are offered for training educational researchers. (Author/LBH)

Four major areas of investigation were undertaken in the course of this study on the training and careers of research and research-related personnel in education. The first area covered the development and testing of a classification system of skills necessary for research, development, diffusion, and evaluation in education. Telephone interviews…

Synthesizes the results of three previous task force efforts into a list of 25 tasks frequently needed in educational research and evaluation, and the skills and knowledge required to perform them. Tasks listed hold for the late 60's and early 70's. Developments subsequent to 1971 are not considered. (AM)

In 1969, the American Educational Research Association (AERA) empaneled a Task Force on Research Training and charged it with (1) building a relevant knowledge base about training needs and problems and (2) developing procedures to attack these problems. During its two years of study, the Task Force carried out a series of three USOE-supported…