Describes how the objective "understanding of industry is perceived by selected high school industrial arts teachers and college department chairmen. Contains the results of a survey conducted along with a discussion of the findings. (GR)

Presents a theoretical framework for self-concept development with related hypotheses and suggested procedures for investigating them. Utilizes an interest arousing technique to entice educators to engage in classroom action research. (GR)

Industrial Arts education is examined in retrospect and through current efforts to determine its identity. The three positions examined are: Occupational Oriented, Industry-Technology Oriented, and Technology Oriented. (GR)

Discusses how a national industrial arts curriculum can be attained by first studying the similarity in all schools of thought about industrial arts to bring about a single set of guidelines, a single structure of knowledge, and a storehouse of content. (GR)

Suggests that industrial arts consider casting aside its traditional second place role and become committed to the educational tasks at hand. (GR)

Describes the need for industrial arts to identify content and method through discipline structures and processes. A recommended research procedure is included. (GR)

Discusses the relationships and interpretations of vocational education, practical arts education, trade and industrial education, industrial arts, and industrial education. (GR)