Integrative and separate approaches to education in social work research are considered in eight papers. In "Education of Human Services Practitioners for Clinical Evaluation," Naomi Gottlieb and Cheryl Richey consider clinical research courses offered in conjunction with practice methods courses at the School of Social Work, University of Washington. In "Experiences in Teaching the Practitioner-Researcher Model," Katherine M. Wood describes the implementation of a graduate social work education model at Rutgers University. In "Increasing the Relevance of Research Education: The University of Hawaii Research Program," Joel Fischer and Walter Hudson describe a research curriculum in which the required research courses involve teaching nomothetic methods to macro student or teaching idiographic methods to direct practice students. In "Toward an Integration of Research and Practice in the Social Work Curriculum: A Description and Evaluation of a One-Quarter Course," Edward J. Mullen, Gerald J. Bostwick, Jr., and Barbra Ryg describe a course offered at the University of Chicago School of Social Service Administration. The curriculum of the University of South Carolina College of Social Work is addressed by Robert W. Weinbach and John T. Grady in "The Traditional Approach to Social Work Research Education: Avant-Garde or Backward?"; "Social Work Research at Howard University" by Lewis W. Carr; "Testing Incentives to Encourage Research Activities in Newly Graduated Practitioners: A Follow Up Study" by Rosalied A. Kane (University of Utah); and "Program Evaluation Training" by Harris K. Goldstein and James Proctor (Florida State University) are also presented. (SW)