Described are the dimensions of the perceived crises in science education as described by responses from 28 science educators (see SE 528 242). Also discussed are some proposed solutions. Areas of crises and solutions include administration, research, science content and theory, and learning. (Authors/DS)

Notes the need for researchers in schools who conduct studies to provide data for decision making, cull research literature for information needed for problem solving, and generate new ideas for practice based on current research. Outlines components of programs for educating school-based researchers. (ET)

Presents a series of tables outlining college and university expenditures for research and development (R&D) over the last 10 years. Tables include sources of university R&D funds, character and fields of R&D spending, areas of federally financed R&D, and others. (GS)

This article discusses the lack of communication between educational theorists and educational practitioners, particularly in the area of administrative principles. (SJL)

Discussed is the problem of employment opportunities for new Ph.D.s in relationship to declining enrollments, Ph.D. production and scientific research. Reasons are given for the decreasing employment opportunities and suggestions are made for increased employment opportunities and increased research productivity of these new Ph.D.s. (DS)

Evaluation is discussed as a trade. An evaluator must be able to function as tradesman, conductor, and interpreter. A typical evaluation task is defined, skills required by the evaluator are listed, and key questions used in evaluation are discussed. (Author/JN)

Potentially important features and outcomes of sex education programs are examined in relation to program goals of reducing unwanted adolescent pregnancy and the facilitation of positive and fulfilling sexuality. A survey of sex education professionals indicates wide agreement on features and outcomes, as well as the compatibility of goals. (JMF)

Louis Lehrman opened the Lehrman Institute in 1973 and has managed to attract the country's best-known scholars to its seminars and research projects. A biography of Lehrman, some past research fellows, and a description of the Institute are included. (MLW)

A research administrator is seen as one who provides an environment conducive to the performance of research by allowing the principal investigator to spend as little time as possible with administrative paperwork. A protocol routing sheet and a checklist for protocol submissions are provided. (MLW)

Looks at the state of the field of educational administration in the United States in terms of the place and priority given to research, the involvement of professors in research, and the changing institutional arrangements for supporting research. (Author/IRT)

The National Academy of Education is described as a loose federation of prominent educational and social science researchers, which has never pretended to be a think tank or a lobbying organization. Its influence is indirectly felt through the prestige and quality research of its members. (MLW)

Using examples from an evaluation design of a bilingual preschool program, the authors have developed a paradigm resting on contextually based evaluation and involving implementation strategies and participant researchers. Multiple methods of gathering environment-specific data are used in the process. (MH)

Discusses a planning, management, and evaluation system, an objective-based planning process, research databases, analytical reports, and transactional data as state-of-the-art tools available to generate data which link research directly to planning for institutional renewal. (RC)

Discusses certain issues of international cooperation in educational research and presents recommendations on its the future development, pointing out that its development as a viable scientific discipline is a prerequisite for its successful utilization as an instrument of educational policy-making. (Author/RK)

Argues that current testing of student understanding provides insufficient information to a researcher investigating strategies for changing students' explanatory ideas. Outlines a new test based on recent work in child development. (DDR)