sociation during the past decade. As part of its activity, the Task Force on Research Training carried out a series of three USOE-supported activities to identify specific skills and knowledge desirable for personnel involved in educational research, evaluation, and related activities.2 In the first activity (Worthen & Gagne, 1969), the Task Force drafted lists of skills they thought were necessary in conducting research and evaluation in education
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Blaine R. Worthen (1975) studied this question.
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