Describes the changing role of the teacher as he moves into a teacher-supervisor role, one who is responsible for leadership and education of an instructional team. (GR)

Data on industrial arts teachers employed during the 1975 through 1978 academic years are presented. The major focus of data collection was placed on the number of teachers employed, types of certificates, number of vacancies, types of degrees earned, lengths of teaching service, and professional involvements. (LRA)

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)

Industrial arts educators must teach students about the dwindling supply of fossil fuels and make them aware of alternative sources of energy. (Editor/TA)

Based on his 43-year career in industrial arts (IA) education and his close contact with industry for many years, the author offers his insights on and recommendations for improvement of industrial arts education and his perception of future challenges to IA educators. (Editor)

Presents the methodology and findings of a survey to determine the extent to which industrial arts teachers in Alberta, Canada, feel they are adequately prepared to teach in various technical areas at the junior and senior high levels. (Editor)

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)

A follow-up was done of an earlier study that found that industrial arts teachers had failed to accept technology education as a replacement for industrial arts. A reassessment of Rogers' (1989) Stages of Concern (SoC) research was conducted. All industrial educators from both the Omaha (Nebraska) and Millard (Nebraska) Public Schools were…

The description of the Miami University (Ohio) project shows how the idea for community involvement was generated and presents a resource utilization model. (MS)

Based on a simulation of the American economic industrial society, this guide is intended to direct the teaching of mass production in the industrial arts classroom. It is designed so that the 11 units may be lifted out and studied individually or expanded for an interdisciplinary approach. These units cover the following concepts and activities:…

To determine significant principles underlying effective personnel control in the classroom-laboratory of the secondary school industrial arts program, a questionnaire was formulated consisting of a biographical information form and a form soliciting teacher reaction to current pupil control practices. Questionnaires were completed by 160 (70…

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…

These units developed for teacher use consist primarily of a collection of typical experiments or research activities developed by staff and participants of a National Defense Education Act Institute. The institute was designed to broaden the viewpoint of 25 industrial arts teachers with regard to some of the newer scientific and/or engineering…