The research productivity of those in the technology education profession has been well documented in the literature over the past 50 years (Dyrenfurth & Householder, 1979; Householder & Suess, 1969; Johnson & Daugherty, 2008; McCrory, 1987; Reed, 2010; Streichler, 1966; Zuga, 1994). Some have suggested that the profession lacked research data to support the need for its subject matter (technology education, design and technology, technology and engineering education, etc.), while others have suggested that the field does not actively engage in research studies of both quality and quantity. All members appear to agree that performing quality research is a healthy and enriching experience and, when properly conducted and used, can lead to making better and more informed educational decisions about the subject matter.
How to Cite:
Martin, G., & Ritz, J. (2012). Research Needs for Technology Education: A U.S. Perspective. Journal of Technology Education, 23(2), 25–43. DOI: http://doi.org/10.21061/jte.v23i2.a.2