Posits that through the use of the industrial simulation technique or enterprise approach, industrial arts educators have a unique opportunity to contribute to the development of good attitudes and work habits. (JOW)

Because of aesthetic and technical demands, the industrial arts department is often the natural home for teaching film-making and film-study; a wide variety of resources are available to help the industrial arts teacher prepare himself well to be on the leading edge of the fastest-spreading curricular change. (AJ)

The author discusses the benefits of modeling (simulated experience where actual situations are reduced to manageable outcomes) and provides examples of how industrial arts educators can use modeling as a practical method of instruction. (JOW)

In connection with the provisions of Public Law 94-142, Education for All Handicapped Children Act of 1975, the article offers some considerations for teaching the visually handicapped, with implications for industrial arts. Only minor changes need be made for mainstreaming these students; the teacher's attitude is a vital factor. (MF)

The author discusses planning for a broader base in industrial arts education and for revised methods of teaching/learning. He says that the method of teaching is a key element and that students should learn how to learn, not just the materials and tools skills. (MF)

Identifies six "back-to-basics" factors that can have a positive effect on future industrial arts education program development: the instructor, students, objectives, content, methods and techniques, and evaluation. (CT)

A program has been developed by the St. Louis, Missouri, school system providing educable mentally retarded (EMR) boys, aged 8 to 15, with industrial arts education. Courses are divided into upper, intermediate, and primary levels, by age, with students working with a variety of materials. (LH)

Discusses points relevant to the improvement of reading in the industrial arts curriculum such as individual differences in learners, reading levels, readability, methods, and activity oriented experiences. (TA)

Provides the teacher with a guide to an alternative approach for the study of production technology--the production cycle. This approach helps prepare students to live in an advancing technological society by presenting the concepts associated with the study of industry, such as mass production and production technology. (Editor)

Clarifies and stimulates interest in the concept of the human systems approach; presents a theoretical framework that incorporates systems and subsystems in industrial arts; and suggests an activity for teachers to implement an idea that was stimulated by the theoretical framework and a need in industry. (CT)

Using the design and production of a ceramic container as a student activity, the authors present a method to involve industrial arts students in creative problem solving. Students are provided with a problem that requires them to inventory their industrial arts facilities and available materials to solve the problem. (CT)

Individualized instruction in industrial arts may be used as a self-teaching method for remedial work and to make possible voluntary, in-depth study in an area of interest to the learner. (MS)

Suggests that industrial arts students need to be able to read and understand the vocabulary of their chosen professions. Describes a study that investigated students' knowledge by presenting a task that required the selection of occupational terms corresponding to written definitions. Includes teaching strategies. (JOW)