Describes how the objective "understanding of industry is perceived by selected high school industrial arts teachers and college department chairmen. Contains the results of a survey conducted along with a discussion of the findings. (GR)

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

The industrial arts teacher, because of his industrial-technical background and the interdisciplinary relationships of his course content to that of certain other subjects in the curriculum, is often a major contributor to the school's guidance program. (Author)

Ascertaining the extent to which the objective, "understanding of industry," was being achieved in public secondary schools was the purpose of this study. Nine schools which offered industrial arts were randomly selected and nine schools which did not offer industrial arts were selected to form a comparison group. The Industrial Understanding…

The chief conclusions of a national survey of secondary schools' industrial arts programs include the following: (1) there is a major shortage of industrial arts teachers; (2) program content has not changed appreciably; (3) enrollment of female students is increasing; and (4) most school shops are not equipped to accommodate the handicapped. (SK)

The authors take a futuristic look at the goals for industrial arts teacher education. They attempt to shed light both on the perceived importance of identified goals as well as their likelihood of occurrence and degree of educational impact. (CT)

From its origins in manual training programs in the Nineteenth Century, industrial arts today, in South Carolina, is viewed as a necessary part of education for all students, with specific objectives in harmony with those of education in general. Industrial arts draws its content and methodology from industrial technology and the social…

The current industrial arts program represents a collection of courses without a clearly defined set of sequential activities leading to an over-all goal. A program is needed which will be based on understandings and principles, rather than on tools, materials, and skill development. Based on a speech delivered at the 1968 annual convention of the…

This report describes a 2-semester interdepartmental sequence which is one phase of an innovative 5-year program leading to a bachelor's degree and certification as a teacher of industrial education. During this first phase, the prospective teacher is expected to gain understandings, build attitudes, and develop special abilities needed as a…

To determine the status of junior high industrial arts programs in Colorado and the importance of the American Vocational Association's (AVA's) 1953 and 1968 goals, questionnaires were mailed to 90 junior high industrial arts teachers, 125 counselors, and 90 principals. Usable returns from 244 (80 percent) respondents revealed that: (1) There was…

This study investigated the emphasis placed on industrial arts objectives for average students and for retarded students, the relationship between certain factors in selecting the objectives for retarded students, and the difference in emphasis by industrial arts teachers and special education teachers on objectives for the mentally retarded…

Industrial arts programs as part of the total education program can make valuable contributions to career education in Oklahoma. This publication establishes operational guidelines for strengthening the role of industrial arts in the career education context. Goals and subject areas should vary at the different grade levels, elementary through…

The guidelines, resulting from a series of sessions held by the American Council of Industrial Arts Supervisors, were prepared to offer direction by describing educational specifications for industrial arts in the middle school. The middle school philosophy is child-centered and uses an individual approach to meet the unique needs of early…