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)

A leader in education enumerates today's challenges for industrial arts educators and suggests some responses that the profession can make. (Editor/TA)

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.…

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…

Industrial teacher education students and faculty were surveyed to determine the extent to which professionalism was being taught. The 111 student and 119 faculty respondents indicated that, despite considerable faculty involvement in professional activities, topics of writing skills, program evaluation, research, and institutional involvement…

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)

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)

Survey responses from 28 (of 41) industrial technology departments found some common elements in the shift from industrial arts: change in program philosophy, closer relationship with business/industry, greater emphasis on computers and problem solving, and less emphasis on laboratory projects. (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)

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…

Data from 111 institutions with a teacher education curriculum in their industrial education department found that contact with former students/alumni and high school industrial arts/technology education teachers was the most effective form of recruiting students. (JOW)

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.…