Abstract
It is an honor to be asked to give this address at GERA. To acknowledge that honor briefly, and with my tongue in my cheek a bit, let me start with a brief account of my own contact with GERA, and its parent organization, AERA. This account is offered to indicate how one like me who does historical research in education has interacted with the movers and shakers in our professional educational research organizations, who largely do not do such research, over the past three decades.
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