Many vocational education, technology education, and now technology and engineering education leaders have made their mark on the teaching profession. Their legacy is something that members of the profession enjoy and have a responsibility to continue and build upon. The Legacy Project focuses on the lives and actions of leaders who have forged…

The Council on Technology Teacher Education (CTTE)'s 2011 yearbook is its sixtieth, making the series one of the longest-lived of its kind in the US. The yearbook series was founded in part to demonstrate the intellectual maturity of the field; today professionals in the field affirm its "uninterrupted tradition of scholarly excellence and…

The importance of adding industrial arts to Public Law 92-318 and its becoming part of the Vocational Education Act is commented upon. The entire portion of the Federal Register relating to this legislation is published in this article. (AG)

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)

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)

Discusses ways in which an industrial arts teacher can become involved in guidance functions for the students' sake. (GR)

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)

In response to increasingly rapid technological changes, industrial arts teachers will have to initiate and be flexible enough to adjust to innovative curricula. (Author)

Problems often exist between industrial arts teachers who are tenured and those who are relatively new to a staff of teachers. (Author)

The national study sampled 227 public and private colleges and universities which have programs of industrial teacher education. Usable returns were received from 176. Four-fifths of the document consists of a tabulated display of questionnaire responses. The opening section of the document briefly outlines the need for information, sources of…

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.…

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)

Describes five vocational guidance theories and suggests that industrial arts teachers are in a unique position to re-assert the value of work and its benefits through teacher- counselor teamwork to ther students. (GR)

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