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This volume represents the output of a yearlong effort to clarify and firm the conceptual base that underlies educational RDD&E. It contains three commissioned papers authored by Drs. Hendrik D. Gideonse, Gene V Glass and Blaine R. Worthen, and by Leslie J. Briggs and one paper prepared by H. Del Schalock and G. Roger Sell of the staff of the Oregon Studies. The volume also contains a formal critique of each paper, an author response to each critique, and an introductory and summary critique of the papers as a set. Individually, the papers deal with one or more aspects of the domain of educational RDD&E. Collectively, they deal with the domain as a whole. As a set, the conceptual papers and their critiques are intended to serve as (1) a benchmark document with respect to the conceptual structures underlying educational RDD&E, (2) a primary reference for persons entering the field of educational RDD&E, and (3) a stimulus to the continued dialogue that these papers have only begun. Related documents are EA 004 582-584 and EA 004 586-589. (Author/JH)

This report highlights some strategic needs of research, development, dissemination, and evaluation training programs. The premises, facts, and trends in educational research and development are reviewed. Research options for RDD&E are described under three general categories: descriptive, prescriptive, and operational research. Descriptive research focuses on needed information about the current state of affairs. Prescriptive research provides information on what could or should be. Operational research provides the policy, management and administrative tools to plan and manage RDD&E training more efficiently. Results of the study indicated the need for a) more accurate and detailed information about current training requirements, b) improvement of training methodology and process, and c) methods to accomplish timely renewal and improvement of practice. A 4-item bibliography is included. (MJM)

This report presents an overview of the Oregon Studies in educational research, development, diffusion and evaluation (RDD&E). Five major classes of information were sought: a) knowledge about the area from others who had done previous work in this field, b) conceptual views and tentative maps of the structure and nature of the domain, c) a framework to guide the work and to determine the types of data to collect, d) methods to obtain the information outlined in the conceptual framework, and e) data collected from visiting 20 sites found to be conducting RDD&E work. Outputs of projects were the focus for data collection and analyses. Conceptually derived categories for outputs classified them by their structure, function, and character. For each output, the output standards used; the tasks performed to generate the output; and the knowledges, skills, and sensitivities that enabled the output to be generated were identified. The analyses of the 20 projects yielded 962 project outputs, each classified by the conceptual categories. Results indicated that the greatest response differences were between development and evaluation projects, and the least differences were found between research and evaluation project activities. Six implications were noted. Further research is recommended. (MJM)

This volume contains 20 case study profiles of educational RDD&E projects and, as such, constitutes the data base for the Oregon Studies. This part (Part 3) OF Volume IV contains profiles of five diffusion projects along with information that describes the development of the profiles, explains how to read the profiles, and includes a glossary of common profile terms. Each profile contains three sets of data: (1) descriptors of general project characteristics (2) descriptors of personnel working within the projects, and (3) descriptors of the work requirements within a project. The central data reported in a profile deal with project work requirements. In this regard, each profile describes the output of work effort; the standards established for those outputs; the operations required to produce outputs to specified standards; and the knowledges, skills, and sensitivities needed to carry out those operations. Related documents are EA 004 582-587 and EA 004 589. (Author/JH)

This volume contains 20 case study profiles of educational RDD&E projects and, as such, constitutes the data base for the Oregon Studies. This part (Part 1) of Volume IV contains profiles of five research and three evaluation projects along with information that describes the development of the profiles, explains how to read the profiles, and includes a glossary of common profile terms. Each profile contains three sets of data: (1) descriptors of general project characteristics, (2) descriptors of personnel working within the projects, and (3) descriptors of the work requirements within a project. The central data reported in a profile deal with project work requirements. In this regard, each profile describes the output of work effort; the standards established for those outputs; the operations required to produce outputs to specified standards, and the knowledge, skills, and sensitivities needed to carry out those operations. Related documents are EA 004 582-585 and EA 004 587-589. (Parts of pages xxxvi, 9, 47, and page 309 may reproduce poorly.) (Author/JH)

The two subjects of this paper are: (1) the development of the training consortia concept, and (2) the process employed during three visits to evaluate each of three training consortia now in operation. The training consortia have as their goal the training of personnel to work as members of collaborative teams in the areas of educational development, diffusion, and evaluation. A copy of the original Request for Proposal is provided and referred to throughout the paper. It is concluded that a systematic strategy for evaluating RDD and E training programs has not yet been installed. (DB)

This prototype instructional materials catalog is a source of information about curriculum and program developments, materials, instructional and training models, and other resources for use in educational research, development, diffusion, and evaluation (RDD&E) training. Section I describes products which, for the most part, have been developed with support from the National Institute of Education's Task Force on Researcher Training. Some of these products are now or soon will be available for general use in degree and nondegree training programs. Others are still in development but may be made available for field testing or reviewed for information purposes. The more than 30 other products in the catalog are grouped into four sections: Training Products for Other Education Professionals, Training Models and Techniques, Training Materials, and Supplementary Materials. The title and the developer or source of each product and a brief abstract are provided for the products in these sections. (Author)

This document is a collection of abstracts and citations of material gathered during the planning process of a project of the Far West Laboratory for Educational Research and Development. The project was designed to develop and test procedures to evaluate and disseminate information on training of educational research and development personnel. The selection of content to be abstracted was based partly on previous products in the "Oregon Studies in Educational Research, Development, Diffusion and Evaluation (RDD&E) and the "AERA Task Force on Research and Research-Related Training." The citation form contains a code block (the laboratory's I.D. number and the ERIC ED number if applicable), the title and author block, a block for the index terms, and a block of notations (variable information such as name or address). The document is divided into three sections: abstracts, citations, and index by descriptor. The material is set apart in each section by the following classifications as to form: Case Studies, Materials/Packages, Bibliographies, Book Reviews, Evaluation Abstracts, and Description of Training Models. (JA)

The primary purpose of this volume is to serve as a "how to" manual for individuals interested in replicating or expanding the data collected by the Studies. Two introductory sections discuss the development of the methodology and the organization of the methodology description. The three subsequent chapters, which constitute the body of the document, are devoted to a presentation of the methodogy. The first of these chapters describes the procedures involved in generating data from the sites selected for study. The second chapter describes data reduction activities, while the third chapter describes the procedures involved in the preparation of a profile description of the site visited. An epilogue following the three methodology chapters discusses briefly the nature of the methodology as a technological contribution. Related documents are EA 004 582-588. (Author)

Volume II is a compendium of the major existing literature that (1) describes the activities performed in educational RDD&E; and (2) presents the frameworks or models that have been used to define, describe, differentiate, and relate educational RDD&E. The volume serves as a basic literature source for the design and implementation of new training programs to prepare persons for the emerging disciplines of development, diffusion, and evaluation in the field of education. As part of the Oregon Studies, it also served as a basic literature source for the preparation of conceptual frameworks viewing the domain of educational RDD&E (Volume III) and for the development of the "case study" data-gathering methodology (Volume V). This part (Part 2) of Volume II contains 15 articles that deal with diffusion and a balance of 26 articles that are distributed across various combinations of RDD&E. Related documents are EA 004 582-583 and EA 004 585-589. (Author/JH)

Volume II is a compendium of the major existing literature that (1) describes the activities performed in educational RDD&E; and (2) presents the frameworks or models that have been used to define, describe, differentiate, and relate educational RDD&E. It serves as a basic literature source for the design and implementation of new training programs to prepare persons for the emerging disciplines of development, diffusion, and evaluation in the field of education. As part of the Oregon Studies, it also served as a basic literature source for the preparation of conceptual framework viewing the domain of educational RDD&E (Volume III) and for the development of the "case study" data-gathering methodology (Volume V). This part (Part 1) of Volume II contains 11 articles that deal with research, 27 with evaluation, and 7 with development. Related documents are EA 004 582 and EA 004 584-589. (Author/JH)

This study presents a design for a biennial survey which would provide a nation-wide, in-depth sampling of supply and demand for educational research, development, diffusion, and evaluation personnel. An extensive preliminary study and analysis led to recommendations for a more modest initial survey focusing on the demand for three priority populations: a) the core of federally funded RDD&E performers, b) the RDD&E activities in local education agencies, and c) federal monitors and other federal professionals and paraprofessionals engaged in educational RDD&E. The survey is designed to generate projections on the basis of program funding information and will use a mail survey augmented by interviews. The questions included in the draft questionnaire and the recommended analysis are fully detailed. Discussion of sample selection, instrumentation and the creation and use of an educational RDD&E data bank are included. Appendixes provide a literature survey, background information on manpower resources and requirements, the capabilities of existing data processing systems, and survey cost support information. (Related document is SP 005 628.) (MBM)

This discussion was presented at a symposium organized to study the usage of systematic research, development, diffusion, and evaluation (RDD&E) strategies being used in the establishment of RDD&E training programs. Three levels of exploring these programs are suggested: looking at specific RDD&E projects, allowing the Research Training Branch of the U.S. Office of Education to use RDD&E strategies to run national programs, and questioning the need for knowledge at the policy level. Recommendations indicate a need for a conceptual base for policy development in the entire RDD&E enterprise. (Author/MJM)

The primary objective of this project was to design a system to provide information services that would fulfill the information requirements of federal planners, instructional material developers, training program directors and instructors, students, interns, employers, and practitioners concerned with problems relating to personnel and training for educational research, development, diffusion and evaluation (RDD&E). Chapter I of the report outlines the project and summarizes previous reports on the planning and preliminary design phases. Chapter II provides a description of the target audiences and an analysis of their requirements. Chapter III describes the pilot field test of 14 dissemination alternatives; presents the results; and makes recommendations, with cost estimates and rationale, for each promising alternative. Chapter IV provides insight into the perceptions of representatives from each of the five key target groups about priorities for serving each of 16 subclasses of potential information users. Chapter V analyzes the amount of information and instructional resources existing in several RDD&E content categories. Chapter VI deals with selecting the best and most useful items for acquisition and dissemination. The last chapter summarizes the data graphically and presents the conclusions of the study. (Related documents are SP 007 655, 007 656, 007 658, and 007 659.) (DDO)