Interviews were conducted to gather responses to the question "What are the real problems of industrial arts?" Those interviewed (junior and senior high school teachers, city program supervisors, state supervisors, teacher educators, and teacher education administrators) identified the problem areas as public perceptions, content and its…

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)

The study used a five-round Delphi procedure, combining the opinions of 10 experts to provide a series of statements descriptive of certain aspects of future industrial arts programs and to identify central patterns, issues, and directions which may be examined for their effect on the field. (Author/AJ)

Responses to the Stages of Concern Questionnaire by 42 of 59 technology education/industrial arts teachers in Nebraska revealed that technology education is not accepted by industrial arts teachers. Older, more experienced teachers are revising or altering technology education curriculum before accepting it. (SK)

Data on industrial arts teachers employed during the 1975 through 1978 academic years are presented. The major focus of data collection was placed on the number of teachers employed, types of certificates, number of vacancies, types of degrees earned, lengths of teaching service, and professional involvements. (LRA)

Presents the methodology and findings of a survey to determine the extent to which industrial arts teachers in Alberta, Canada, feel they are adequately prepared to teach in various technical areas at the junior and senior high levels. (Editor)

Technology education (TE) has come to encompass many facets of curriculum, ranging from industrial arts (IA) to integrating problem-solving and engineering concepts into the curriculum. For technology educators who have chosen the pre-engineering problem-solving route there is a pre-engineering curriculum called Project Lead The Way (PLTW), that…

In a poll of members of the Industrial Arts Division of the American Vocational Association (N=1,482), a majority of the 948 respondents expressed a preference for a change in emphasis to technology education, with corresponding changes in the division's name and mission statement. (SK)

Explores the fundamental issue raised by the relationship between the practical and liberal arts. Indicates that the relationship is critical because of the growing impact of technology and science on culture. (Author/JOW)

A study was conducted to identify and gain consensus on teacher competencies that should be demonstrated by industrial arts student teachers. Classroom teachers, teacher educators, and supervisors rated 90 percent of the 81 competencies studied as being of extremely high, high, or medium importance. (LRA)

The author discusses the early years of mass production and how it became part of the industrial arts curriculum through the work of Fred Reagle. Impediments to the development of mass production curricula are considered: (1) negative image of industry, (2) potential to exploit students, and (3) loss of cultural heritage. (CH)

Analyzes the description of letterpress printing technology in the "Encyclopedie" of Diderot and d'Alembert. Examines how the authors distilled information about mechanical arts from craft culture, the shop, and traditional apprenticeship practices. (SK)

Professionals in education have a tremendous challenge and responsibility, particularly those teaching technology education. At issue is the need to examine the foundation for programs on the study of technology. Critical issues concern goals and mission, curriculum, and research direction. (JOW)

States that national efforts in higher education technology-based curriculum are disorganized. Proposes steps for dealing with technology-based curriculum developments: (1) increase communication between national organizations, (2) involve representatives from national organizations in issues discussions, (3) develop curriculum standards, (4) hold…