A survey conducted to study the attitudes of industrial arts teachers toward conversion to metric measurement and their readiness to teach this system revealed that, despite some background and experience with metrics, 88 percent felt they were not ready to teach a lesson. (BP)

In order for industrial arts educators to determine the components required to enhance leadership, two major factors were studied: (1) the essential elements of creative leadership that are uniquely important to industrial arts educators; and (2) how these essential elements of creative leadership can be promoted and achieved by the profession.…

Classroom teachers are researchers as they refine their programs based on a tested idea that improves student learning. Research that provides new directions for industrial arts often arises from a classroom instructor's recognition of a problem and search for a solution. (SK)

Including futuristic studies in a college industrial arts foundations course encourages students to consider alternate directions for the field. In a study introducing the "scenario building" technique to industrial arts education, students showed increasing interest; hopefully they can now teach with an understanding of the future's potential…

Evidence suggests that effective teachers are also effective leaders. Because leaders and teachers perform similar duties, clues for preparing better teachers can be obtained by analyzing the characteristics of effective leadership. (SK)

In response to increasingly rapid technological changes, industrial arts teachers will have to initiate and be flexible enough to adjust to innovative curricula. (Author)

Problems often exist between industrial arts teachers who are tenured and those who are relatively new to a staff of teachers. (Author)

To instruct prospective and practicing industrial education teachers to be resourceful in the classroom, the utilization of all available resources and scrap materials for constructing various models and material testing devices for industrial education classes is discussed. (LH)

Discusses the educational needs of urban youth and the role industrial arts teachers can play in improving these youths' lives. Lists agencies and groups of people that should be involved, and public relations programs that industrial arts educators should become involved in. (CT)

Industrial arts programs must be upgraded to reflect our highly industrial and technological world. The quality of industrial arts teachers must be improved. Ways to reach this goal include the restructuring of teacher education programs and the development of internship programs. (JOW)

A study at the University of Wisconsin-Stout, Menomonie, on female industrial arts teachers, who make up only one-third of one percent of the field, indicated that half of the respondents had different perceptions of industrial arts teaching from those of male teachers. (MF)

An approach to make purchasing easier for administrators, and thus increase the chance of receiving requested equipment is presented. Three steps are involved: (1) Write a bid specifically stating exact details, (2) estimate the added cost for operation, and (3) include a revised course outline showing benefits of equipment to students. (TA)

Provides basic guidelines for the structural recruitment of a continuing supply of quality industrial arts teachers. (JOW)

Presents practical ideas and suggestions for teacher educators, supervisors, and classroom teachers that can assist industrial arts in realizing its potential as an integral part of the public school curriculum. (CT)