Many industrial arts, technology education, and now technology and engineering education leaders have made their mark on the technology and engineering teaching profession. Their legacy is something that members of the profession enjoy and have a responsibility to continue and build upon. This is the sixteenth in a series of articles entitled…

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)

The author describes the tenets of the Holmes group report and discusses how it relates to industrial teacher education. (JOW)

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)

Evidence suggests that effective teachers are also effective leaders. Because leaders and teachers perform similar duties, clues for preparing better teachers can be obtained by analyzing the characteristics of effective leadership. (SK)

Proposes that it is more useful for industrial arts/technology teacher education to adopt than to ignore the concept of liberal learning. Argues that the goals of liberal learning are not only compatible, they are complementary, useful, and necessary. Includes recommendations for selecting courses for industrial arts/technology teacher education…

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

Seeks to create an awareness of the alternatives that exist for entering the teaching profession and alternatives to the traditional teacher education institutions. (JOW)

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 the educational needs of urban youth and the role industrial arts teachers can play in improving these youths' lives. Lists agencies and groups of people that should be involved, and public relations programs that industrial arts educators should become involved in. (CT)

Discusses the shortage of industrial arts teachers, a survey of the literature in teacher recruitment, and techniques for recruiting teachers. Includes results of the survey regarding recruitment methods. (JOW)

Industrial arts programs must be upgraded to reflect our highly industrial and technological world. The quality of industrial arts teachers must be improved. Ways to reach this goal include the restructuring of teacher education programs and the development of internship programs. (JOW)

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)

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)