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)

A brief survey of 277 Minnesota secondary technology education teachers elicited their perceptions of teacher effectiveness characteristics. Results showed that teacher effectiveness varies little across subject areas. Commonly cited characteristics are clarity, variability, enthusiasm, task orientation, patience, organization, and preparation.…

A study of 229 first-semester college freshmen was conducted to determine what significant differences exist between the way in which industrial arts participants and nonparticipants view industrial arts teachers, courses, and facilities. In each of the four general categories studied, significant differences in attitudes were found to exist…

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)

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)

A study of 107 graduates of industrial arts teacher education programs found statistically significant relationships between Scholastic Aptitude Test (SAT) scores and grade point average (GPA); between SAT scores and major GPA; especially between combined math and verbal scores and major GPA. It was concluded that SAT scores are important factors…

Lauda debates the issues raised by Swanson in a previous article (EJ 257 477), which he believes present a misconception of technology education and its methods of inquiry. Lauda argues that the study of technology is a valid discipline base in today's technological culture. (SK)

Industrial arts teachers have a responsibility to teach students how the areas of production, communication, and energy/power influence their lives, and to generate a philosophy of technology with human survival, according to the author. He states that education for teachers and teacher educators have slighted or neglected both themes. (MF)

Three types of instructional guidelines (verbal, nonverbal, and demonstration) were tested to determine the type of instructional strategy that would result in junior and senior high school students' acquiring the largest amount of abstract learning related to a technical concept in industrial arts. Findings differed for the two age groups.…

Cooperative or student-team learning was found to increase academic achievement in terms of knowledge and comprehension compared to individualized learning in seventh-grade industrial arts classes. (SK)

Describes the educational system in Japan as it has evolved since World War II. (JOW)

Explores what industrial arts educators should consider when designing learning experiences for tomorrow and recommends future educational practices. Notes potential population, attitude, and social and industrial changes that should have a bearing on planning. (CSS)

The author describes a naturalistic study of technology education curriculum redesign efforts in a suburban midwestern school district. She examines (1) debated ideas and concepts, (2) stages of discussion, and (3) influence of teacher educators. (CH)

The author reviews the nature and purposes of Epsilon Pi Tau (the international honorary professional fraternity in industrial arts and industrial vocational education) from its inception to its current challenges concerning regional conferences, publication of a journal, achievement recognition, and research awards. (EA)

At the fiftieth anniversary of Epsilon Pi Tau, the author discusses strengths and weaknesses of industrial arts education: student access and program coverage, declining birthrate and therefore enrollment, high dropout rate, teacher shortage, and relationship between vocational education and subject matter uncertainty. Offers some suggestions for…