The authors recommend a more appropriate curriculum for transportation in industrial arts than that currently in use. They say this could be achieved by adding an economic and human behavior emphasis to the mechanical orientation proposed by other educators. (CT)

Seven areas of wood technology illustrates applicable techniques, processes, and products for an industrial arts woodworking curriculum. They are: wood lamination; PEG (polyethylene glycol) diffusion processes; wood flour and/or particle molding; production product of industry; WPC (wood-plastic-composition) process; residential construction; and…

Describes the "Resources in Technology" materials that were reproduced in earlier issues of Man/Society/Technology. They were selected from materials developed by the Technology Education Program of West Virginia University. Describes how they were created and how they can be used by teachers, teacher educators, and supervisors. (JOW)

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)

Establishing a basis by (1) defining "system" and "systems analysis" and (2) showing how they can apply to curriculum design and evaluation, the author presents a five-step process, utilizing those concepts, for designing an industrial arts subsystem. (AG)

An interdisciplinary high school program combining industrial education and social science was developed to provide students with an understanding of methods used in modern industry and reasons for a manufacturing economy. (MS)

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)

Presents one approach to developing a technology-based curriculum for the elementary school. Three models are examined which help establish a curriculum structure: (1) curriculum content structure; (2) five dimensions of the study of technology; and (3) curriculum webbing/sunburst technique. (CT)

Discusses various elements which must be considered in the development of industrial arts curriculum: society and culture, human adaptive systems, the universal systems model, system processes, the role of schooling, and curriculum theory. (CT)

Cites reasons why industrial arts education should be more prominent in school programs. Discusses concepts considered important in planning curricula. Also examines ways in which industrial arts develops competence, invites human contact, encourages cooperative planning, and takes into account a person's learning styles and styles of involvement.…

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)

Curricular development should be geared toward the study of industrial technology and must meet the needs of students. (MS)

Practical arts (home economics and industrial arts), art, and music (PAM) were recombined into sixteen new elective courses to give early secondary pupils greater exposure to these areas using central themes and allowing considerable flexibility in programing. (MS)

Contains a short summary of four ideas related to a discussion of the future of industrial arts education: (1) what industrial arts is, (2) what the rationale for change is, (3) what necessary conditions for change are, and (4) what industrial arts could be. (CT)

Outlines the structural elements useful for systematic construction of an industrial arts curriculum. Steps include (1) curriculum foundations (definition, rationale, goals); (2) curriculum content (scope, sequence, specifications); and (3) curriculum evaluation. (SK)