In this article, the author describes the technology education program at Southern Lehigh High School, Center Valley, Pennsylvania. The school district is presently providing an educational program known for its excellence and forward-looking perspective, which is sensitive to the changing needs of its students. Within the technology education…

Describes a profile of professional development needs that was developed through a survey of 150 industrial arts/technology teachers in Minnesota. The greatest need was in the area of job environment: salary, job security, facilities and equipment, and discipline. (SK)

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

Presents results of a 50-state survey in the form of a matrix depicting state certification criteria for technology education teachers, standardized examinations, certification categories, university credits, renewal requirements, and accrediting bodies. Considers the lack of consensus across states a hindrance to the development of the…

Realizing the need to update the curriculum and facilities, the School of Occupational and Adult Education and the College of Education at Oklahoma State University began a major revision of the industrial arts program. The curriculum development phase for technology education is addressed in this article. (JOW)

If industrial arts education is to survive in the 1980s, every teacher has two responsibilities: teach the basics in his or her own class and defend industrial arts as a basic subject. This article develops these concepts and provides specific methods for industrial arts teachers to use in teaching the basics in the context of their laboratory…

Discusses a plan of action to assist industrial arts teachers with curriculum materials. A survey questionnaire was sent to industrial arts teachers in Michigan and responses are reported concerning source of content for courses taught, source of assistance for improving courses, and how many new topics are being taught. (CT)

The research model presented here is designed to be used by practitioners who either do not have substantial training in research methodology or do not have the time to design and document involved procedures. (SK)

Self-rating procedures for industrial arts teachers are explained and methods for using them are described. The scales rate teacher concern for students and for student productivity. Ways of using the results of grid ratings are given also. (CT)

A survey of 198 technology education teachers found 88 percent employed in high schools or junior high schools and only 3.6 percent under age 30. Greatest problems identified were increased academic requirements and lack of financial support. Greatest strengths were course content, staffing, and facilities. (SK)

Results of a survey of student teachers in technology education at the University of Georgia were intended to improve professional preparation classes. Students' primary concerns were discipline, student relations, adequacy of supplies, lesson plan preparation, and acceptance by nonvocational teachers. (SK)

Describes how technology teachers can work with elementary school teachers to enable the latter to teach technology education in the elementary classroom. Focuses on selecting and organizing content and activities. (CH)

Four leaders in state industrial arts answer questions about funding for industrial arts/technology education programs. Questions involve best sources of funding; setting up foundations for receiving funding; receiving funding through corporate grants and private foundations; and suggestions for industrial arts/technology education professionals.…