The emerging research role of the subject matter educator

The traditional role of the professor of subject matter education has been to inte grate, interpret, and disseminate relevant knowledge for practitioners. Teacher train ing and the in-service education of teachers have been his major responsibilities. Grad uate school professors also educate those professional personnel who train teachers. The preparation of texts, writing for pro fessional journals, and activity in local, state, and national organizations compete for the remainder of his time. The thesis of this paper is that the sub ject matter educator is equally responsible for conducting research—a responsibility which has been badly neglected. In view of the large number of questions being raised in this revolutionary era of curriculum modernization, of improvements in educa tional research methodology, and of the growth of knowledge in the behavioral sciences, continuance of this neglect is un warranted. Further, the availability of federal funds makes some of the practical problems that have existed in the past no longer relevant. In addition, the pressures on college and university educators to pro duce large numbers of teachers will lessen in the foreseeable future as the teacher ranks become filled. Research might well occupy the relinquished time; a quality emphasis demands progressive clinical innovations coupled with strong research programs. Jack L. Nelson