Abstract
For more than a decade educational policymakers have expected research to provide answers and advice to help their debating, and decision making. Researchers have often promised this help. As a result, a one-way relationship has predominated in which research was expected to help policy. But what can researchers gain from policymakers? Recently an effort was made to help researchers gain a better understanding of the processes, personalities and pressures which shape federal education policy. At the request of AERA, the Ninth Washington Policy Seminar was organized and conducted in the Spring in the nation's capital by the Institute for Educational Leader-
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