Discusses industry-based industrial arts: components of this base; structure of the base; and organizing industry-based industrial arts programs using processing, management, and model enterprise modules. (CT)

Identifies six "back-to-basics" factors that can have a positive effect on future industrial arts education program development: the instructor, students, objectives, content, methods and techniques, and evaluation. (CT)

Curricular development should be geared toward the study of industrial technology and must meet the needs of students. (MS)

In the search for the pedagogical antecedents of industrial arts, a distinct line can be traced to early educational programs established in the 1870s and 1880s by social reformers in some of the worst slum districts of American cities. (LRA)

The article delineates the planning and funding of industrial arts programs at the local level as outlined in Part 102 of Title 45 of the Code of Federal Regulations, which provides industrial arts programs with an opportunity to fulfill two of the three major goals of vocational education. (Author)

Since philosophy is the controlling factor in teaching (because every teacher operates from a theoretical base), industrial arts teachers need to be familiar with the prevalent doctrine of Education as Formal Discipline and with Dewey's doctrine of Education as Growth, where industrial arts had its origins, to formulate successful programs. (AJ)

Examining the relationship of industrial arts to consumer education, this article (1) provides a list of goals for students in consumer industrial arts, (2) discusses program characteristics at the elementary and secondary levels, and (3) gives sources of implementation guidelines. (LRA)

Discusses the University of Wyoming's program in which practice teachers are placed with handicapped students; explains how students, trainees, and public school teachers can benefit from such a program. (SH)

A four-phase scheme for technology education attempts to relate industrial arts activities in the elementary school, contemporary industrial arts thinking for secondary schools, and vocational-technical education, consistent with major guidelines for career education. (Technical specialization is the fourth phase.) (Author)

Discusses provisions of Public Law 94-142 and its implications for industrial arts program development, instructional changes, curriculum, teacher preparation, and facilities. (TA)

Provides educational planners with relevant, up-to-date information concerning the values and benefits of using industrial arts activities in grades K-6. Strategies for future curriculum modifications are suggested. (TA)

Suggests general guidelines for effective educational facility planning involving two components of educational specifications: (1) written statements which detail the instructional program, and (2) a description of the physical and environmental factors for the program identified. (TA)

Factors which determine success of diversified cooperative education (DCOE) programs are analyzed. (MS)

Examining the role industrial arts should play in environmental education, this article describes (1) school projects related to environmental education, (2) industrial pollution, and (3) reference materials available in the area of environmental education. (LRA)