This review and synthesis of dissertations and other research literature published between 1987 and 1993 focuses on K-12 and teacher education in technology education. It begins with an overview of the research base. The review examines the status of and curriculum development in secondary technology education and technology teacher education, finding the following: superficial changes in the name of the field and course titles; little significant change in practice; a predominance of Delphi studies for curriculum development; and lack of innovative instructional materials. Technology education appears to be a homogeneous profession, overwhelmingly male. Research about minority participation is lacking. The profession is concerned with standardizing credentials and recruits successfully, but overall there is a low level of professional participation and development. Conclusions about effectiveness are mixed, partly due to problems in methodology. The public, administrators, and teachers have positive attitudes toward technology education. However, female students still appear to feel that technology is a male endeavor. Comparisons of U.S. and foreign students indicate that U.S. students have a weaker concept of technology. Despite concern for technological literacy, little research is conducted toward this end. The review concludes with recommendations for technology education research and 228 references. (SK)