The Federal technical report literature: Research needs and issues |
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| Affiliation: | 1. Department of Special Education and Counselling, Integrated Centre for Wellbeing, The Education University of Hong Kong, Hong Kong;2. Counseling and Educational Psychology Department, De La Salle University, Philippines;1. Martin Luther University Halle-Wittenberg, Germany;2. University of Basel, Switzerland;3. University of Zurich, Switzerland;1. Centre for International Student Assessment, TUM School of Education, Technical University of Munich, Germany;2. School and Teaching Research, TUM School of Education, Technical University of Munich, Germany;3. Heinz Nixdorf Chair of Mathematics Education, TUM School of Education, Technical University of Munich, Germany;1. Universidade Estadual de Campinas (UNICAMP), Campinas, Brazil;2. Instituto Nacional de Tecnologia (INT), Rio de Janeiro, Brazil;2. Institute of Education, 20 Bedford Way, WC1H 0AL London, UK;3. Dublin City University, School of Education Studies, Dublin 9, Ireland;4. Johannes Kepler Universität Linz, 4040 Linz-Auhof Österreich, Austria |
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| Abstract: | The Federal technical report literature is the primary means by which Federal research and development are reported. However, we know very little about the role, importance, and impact of this literature. This article reviews selected writings about the U.S. Federal technical report literature and summarizes some ambiguities and gaps in the research. A number of conceptual and methodological issues are discussed, which, if addressed in future research, may increase our knowledge and understanding of the role of the technical report in the broader process of scientific and technical information exchange. Increased knowledge of the role and impact of technical reports can assist Federal policymakers to better design information services and delivery systems to exploit this literature. |
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