This article is the twelfth in a series of articles entitled "The Legacy Project." The series focuses on the lives and actions of leaders who have forged technology engineering education profession into what it is today. Members of the profession owe a debt of gratitude to these leaders. One simple way to demonstrate that gratitude is to…

Many vocational education, technology education, and now technology and engineering education leaders have made their mark on their profession. Their legacy is something that members of the profession enjoy and have a responsibility to continue and build upon. This is the third in a series of articles entitled The Legacy Project, which focuses on…

The field of industrial arts education endured with little change for over half a decade. It was during this time that a group of like-minded individuals attended a meeting in Cleveland, Ohio and decided to form an association with the common purpose of promoting the profession and field of industrial arts education: the American Industrial Arts…

Visual and plastic arts in contemporary literacy instruction equal null curricula. Studies show that painting and sculpture facilitate teaching reading and writing (literacy), yet such pedagogy has not been formally adopted into USA curriculum. An example of null curriculum can be found in late 19th - early 20th century education the USA…

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)

In the June 2007 issue of "Phi Delta Kappan" (EJ767455), James Howlett and Brad Huff authored an article about the strong relationship between basic skills in math and reading and such technical skills as machining, drafting, and working with electricity or electronics. They also suggested that, as a result of No Child Left Behind, the…

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)

Presents brief profiles of four teachers/researchers in industrial arts/technology education: Frederick Gordon Bonser, William Warner, R. Lee Hornbake, and Donald Maley. (SK)

Using the results of the Standards for Industrial Arts Programs Project, the authors reflect on the lack of impetus for change in industrial arts, the disparity between the definition of industrial arts and its practice, the lack of consensus about content, and the relative freedom of teachers to structure industrial arts curricula. (SK)

Discusses two reform movements affecting public schools: (1) the transition of traditional industrial arts curriculum to technology education and (2) the reform in teacher education. (JOW)

In this article, the author argues that teaching "technological literacy" at the expense of hands-on skills training is wrong for the students, wrong for the economy, and wrong for the nation. Students need not only the opportunity to explore a variety of trade skills but also the opportunity to learn a skill well. It is in the teaching…

Reviews the current status of the supply of industrial arts/technology teachers and examines empirical, political, and philosophical issues of teacher recruitment. Discusses effective recruitment practices based on research of the teacher education population. (SK)

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

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)

Teaching students to make sound decisions based on self-awareness and career awareness is the goal of vocational guidance. Industrial arts experiences can develop the decision-making skills handicapped students need to select, train for, enter, and progress in an occupation. (SK)