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)

Described is a 1972 study investigating industrial arts teacher preparation policies, the purpose of industrial arts, the curriculum taught to prospective teachers, the physical layout of the schools, and equipment and staffing policies. (Author/AG)

Peer and subordinate criticism directed at the beginning industrial arts teacher ultimately leads to teacher failure. Skinner's theory of operant conditioning is used as an analogy to explain how the beginning teacher is conditioned to the norms of teaching, resulting in the loss of his enthusiam and idealism. (DS)

Teacher trainers may react to metrication in one of three ways: ignore it; mistakenly believe it is being taught in science courses; or investigate the Systeme Internationale (SI) metric, learn it, and teach it. Specific reading materials are recommended, and ten actions for industrial teacher educators are suggested. (AG)

Describes the problems, procedures, findings, and implications for education of a study designed to identify the ideal teacher as related to classroom behavior traits. (GR)

Suggests a counseling effort that should be established between school counselors and industrial arts teachers to offer more adequate occupational and educational guidance to students interested in technical fields. (GR)

Provides basic guidelines for the structural recruitment of a continuing supply of quality industrial arts teachers. (JOW)

Presents practical ideas and suggestions for teacher educators, supervisors, and classroom teachers that can assist industrial arts in realizing its potential as an integral part of the public school curriculum. (CT)

There is a serious shortage of industrial arts teachers. An intense recruitment effort must be initiated by all industrial arts professionals. Suggestions are offered as to how the following groups can aid recruiting efforts: industrial arts teachers in grades 7-12, industrial arts teacher educators, and industrial arts professional groups. (CT)

Argues for a major renovation in teaching about science, technology, and industry in the 1980s. This can be done through (1) a campaign to persuade others about the increased importance of training in industrial technology, and (2) renewed drive within the industrial arts ranks. (CT)

The article discusses the need for industrial arts teachers to have an understanding of the sources, conversion, control, transmission, and utilization of power and energy, and outlines a proposed scope and sequence in power and energy technology in an industrial arts education college curriculum. (MF)

The industrial arts teacher can use many public relations techniques to promote his teaching programs in industrial arts. Among the various methods discussed are visiting rights for taxpayers and parents, public officials, and ways of dealing with lay groups. (Author)

To help an industrial arts educator find a job, the author proposes some questions job-seekers should ask themselves and makes suggestions regarding the resume, sources of information about job vacancies, the interview, and information that should be found out before an offer is accepted. (AJ)