The methodology of research and the technology of development in education have advanced beyond "curriculum development," as activities associated with that rubric are popularly practiced. These advances provide the experiential basis for five actionable conclusions: (1) Programmatic development of integrated resources for use by students, teachers, and other instructional support personnel is the only replicable means known for reliably bridging research information and schooling effects; (2) State-of-the-art development technology for curriculum and for other facets of education has surpassed the boundaries of "curriculum development"; (3) Well-developed educational products can add to the professional prestige of the school community and can enhance their communications with constituent publics; (4) Development policy for education cannot reasonably be considered apart from policy for research and dissemination. Effective policy will insure that these functions co-operate and co-illuminate as they proceed; (5) Time and scale are the key manipulable margins for managing resource allocations for development in education. (Author)