Discusses a plan of action to assist industrial arts teachers with curriculum materials. A survey questionnaire was sent to industrial arts teachers in Michigan and responses are reported concerning source of content for courses taught, source of assistance for improving courses, and how many new topics are being taught. (CT)

Underlying the philosophy of industrial arts education are untenable dualisms that need to be resolved. Curriculum development should reconcile or synthesize the three sources of curriculum: individual, society, and subject matter. (SK)

Suggests why the industrial arts profession should unite to develop industrial arts into an acceptable discipline. (GR)

An investigation was made of the status of the teaching of practical subjects (industrial arts) in Zambia primary schools. Lecturers and students at teachers' colleges and primary school personnel agreed to interviews and responded to questionnaires which sought to identify problems in teaching vocational subjects. Information and data were sought…

Provides a brief history of industrial arts curriculum development, a rationale for a technology-based study of industrial arts, and the use of a systems view in understanding and interpreting technology. (SK)

A classification system developed and used by the author indicates one logical way to approach the development of curriculum and materials for communication electronics. It is open-ended, so that new developments can be classified and added at the appropriate place of importance with respect to the total body of knowledge. (Author)

In the third edition of the basic text, which deals with the methodology of preparing courses of study in industrial arts and vocational education, the title and content have been modified to include technical education. The authors stress the importance of the teacher's ability to organize instructional material where manipulative processes are…

The scope and sequence of industrial arts collegiate undergraduate programs are developed. (Author/GB)

Presenting research and experimentation (R & E) as an industrial arts content area enables the student to develop both the manual and mental skills necessary to survive societal changes. Problems in its presentation are considered and the role of R & E in industry is described. (AG)

Outlines a K-12 scope and sequence model for technology education that has as its integrating thread the concept that technology is fundamental to human survival and that its study leads to an understanding of culture. (SK)

Discusses major trends in industrial arts content which developed as a result of new curriculum concepts and courses. (GR)

Describes four sources for information about industry. (SB)

Discusses elements in selecting program content in the design of industrial arts curricula: the cluster approach, using a trade-and-job-analysis approach to curriculum design, or the concept approach, which takes a broader emphasis from the social institution of industry and the knowledge base of technology. (MF)

The goal of this project was to develop, implement, and distribute a grade 6-12 technology curriculum that was integrated with science, mathematics, computer programming, English, social studies, and the arts. The development of course outlines and new course lesson plans and materials was the major component of the project. Following the project…