Many forces--legislative, administrative, bureaucratic, professional, private interest--influence curriculum change. Teachers should be the primary agents of curriculum change and must focus on meeting the educational needs of all students. (SK)

The influence of a technocratic ideology in industrial arts education was examined through a critical study of a curriculum revision project. Qualitative methods of investigation were used to analyze and critique the curriculum revision process and product. Primary emphasis was on the curriculum meetings held to discuss and plan changes in…

Disputing Lewis' contention that technology education should seek authenticity by improving mainstream curriculum, Zuga argues that the content of industrial technology is not authentic for most people, and the social purpose of technology education has been replaced by utilitarian and economic purposes. (SK)

A naturalistic study of curriculum revision was conducted by industrial arts teachers in a single school district with the help of teacher educators. Interpretations of the ideas and concepts discussed by teachers, the stages of discussion, and the influence of teacher educators as consultants are presented. Recommendations are made for conducting…

Historically, technology education evolved from several strands: Bacon's realism, Pestalozzi's belief in the practical application of knowledge, Rousseau's naturalism, Herbart's sense realism, Dewey's progressive and social reconstructionist thinking, and the influence of vocationalism. The mainstream practice of industrial arts was more a study…