Responding to Bulterman-Bos (2008), the author argues that the effort to make education research more relevant is counterproductive. Teachers and researchers have different orientations toward education that arise from different institutional settings, occupational constraints, daily work demands, and professional incentives. These are not…

In response to Bulterman-Bos (2008), this article discusses three kinds of research needed in education: problem-finding research, which helps frame good research questions; problem-solving research, which helps illuminate educational problems; and translational work, which transforms the findings of research into tools that practitioners and…

Design requirements such as functional specialization, balance among functions and performers, continuity in policies, tasks, and personnel excellence or quality control goal setting, and recognition of environmental constraints and potential constituencies that apply to a national educational R & D system are discussed. (Author/AM)

Describes the work of the Division of Innovation and Development of the Office of Special Education Programs of the U.S. Department of Education. The following are four areas of program concentration: (1) professional practice issues; (2) education of individuals with disabilities; (3) educational technology; and (4) emotionally disturbed…