This book brings together significant international research in
technology education through a focus on contemporary Ph.D. theses. It
highlights the conceptual underpinnings and methodology of each research
project and elaborates on how the findings are relevant for
practitioners. This book addresses the common disjunction between
research conducted and an awareness of that research by practitioners.
It examines the extent to which the research aligns with different
justifications for teaching technology in schools in economic,
utilitarian, democratic, cultural, and other such contexts.