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Editorial: Educational R&D and the 1980’s

With the dawn of a new decade it seems appropriate to pause and reflect upon the vitality and durability of the educational scientific community. The 1970's began in a climate of high expectations for social science research. In part, it was a carryover from the comfortable relationship educational R&D enjoyed as a component of the Great Society national initiative. The National Institute of Education was created by Congress in 1972 as the federal agency that would provide the sorely needed leadership and stability for the conduct and support of scientific inquiry into the educational process. During the mid-70's inflated hopes turned to pessimism and doubt about this country's educational system in general, and the value of educational R&D in particular. NIE was the center of considerable criticism and was nearly extinguished in its infancy. Demands from Congress were common for "hard evidence" that demonstrated research's contribution to the improvement of educational practice. The '70's ended with the establishment of the Department of Education and a legislative reaffirmation of the importance of education to the well being of the nation. Again, research and improvement is recognized as an indispensible and valuable component within the structure of the new Department. The past decade represented a period in which many educational programs could not develop to fruition because of changing priorities, dwindling support, and uncertainties regarding national policy. During this period, the educational R&D community has matured. Researchers have better articulated the relevance and justification for their work. Quantum improvements in educational research methodologies have been realized. The notion of public accountability for support for social science research has been accepted. Tensions emanating from demands for a greater share of a finite budget for fundamental versus applied research have been partly ameliorated. Competition for limited resources has forced attention to priorities, the identification of promising areas of investigation, and high quality research. The need for broad constituent support has produced more collaborative efforts and helped bridge the gap between practitioner and researcher. Increasing recognition of the complexity of the educational process has strengthened the cross-disciplinary approach to educational research and has stimulated the emergence of new specializations, technologies, and institutional capabilities. Given the perspective of the past decade and the fact that educational R&D as a discipline was practically nonexistent prior to the 20th century, the future of the field should be bright. Research will continue to build on the important work of the past and have an impact on education. Of course, statements of accomplishments and realistic expectations for educational research must continue to be clearly articulated to educators and policymakers. Competition for scarce resources among national priorities will be a way of life. But despair or expressions of pessimism by the research and development community must be suppressed. The evidence does not support such conjecture, and it can harbor a dangerous self-fulfilling prophecy. Frustrations and failures are inherent in the nature of scientific inquiry. But an objective scholar, examining the contributions of the discipline, will note a solid record of accomplishments and a basis for optimism in the decade ahead. In the final analysis, systematic investigation and problem solving is the foundation upon which the American educational system will be improved at every level for each individual.