Abstract
An examination and projection of developments in educational research in the 1980s and beyond is provided by a panel of past-Presidents of the American Educational Research Association. The panel was asked to focus on the probable nature of educational research in the 1980s and beyond, to outline their own perspectives on where educational research is going, or ought to be going, during this time. Historical comments were not, of course, ruled out, nor comments on current strengths and weaknesses, and trends.1 This article will be presented in two parts.
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