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)

The industrial arts teacher can help develop more viable pre-vocational educational programs for students in the general school curriculum and also obtain additional funds for industrial arts programs. The relevant legislation is quoted and guidelines are offered to teachers wishing to help initiate such a pre-vocational phase in their schools.…

Ten teacher educators took part in the 1-year fellowship program which focused on leadership and program development for teacher education in the technologies. The implications of the content and knowledge structures of current technology for teacher preparation, and the establishment of learner-oriented programs for a technological society were…

Four leaders in state industrial arts answer questions about funding for industrial arts/technology education programs. Questions involve best sources of funding; setting up foundations for receiving funding; receiving funding through corporate grants and private foundations; and suggestions for industrial arts/technology education professionals.…

Explores what industrial arts educators should consider when designing learning experiences for tomorrow and recommends future educational practices. Notes potential population, attitude, and social and industrial changes that should have a bearing on planning. (CSS)

An industrial arts program was adapted to help handicapped high school students gain independent living skills, including exposure to tool use, woodworking techniques, basic measurement concepts, and safety. Special educators worked with industrial arts teachers to plan and implement the program, which has met with success. (CL)

Phase II of the National Forum on Industrial Arts which includes purpose, method, participants, suggested regional format, and possible impact is discussed. (GR)

Data from the State Department of Education, along with information forms from industrial arts teachers for the 1967-68 school year, were studied: (1) to ascertain the status of industrial arts teachers and programs in the secondary schools of Tennessee, (2) to determine a desirable secondary industrial arts program, and (3) to point out…

This document has been published by an ad-hoc committee with the purpose of guiding the development of industrial arts activities as an element of career education. The relationship of industrial arts education to career education and the scope and sequence of industrial arts activities within this relationship are discussed. The integration of…

Describes the technology education program developed at Rice Lake, Wisconsin, High School. The program was changed from industrial arts to technology education to keep pace with the technological advancements in society. (JOW)

A power technology program includes internal combustion engines, units in rocketry, electric motors, and future power sources. (GR)

In reviewing innovative industrial arts curriculums and suitable methods for their adoption, this report presents the major objectives of 20 innovative programs in four categories: (1) integrative programs, (2) interpretation of industry programs, (3) occupational family programs, and (4) technology-oriented programs. Materials were gathered by…

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)

This report of the National Conference on Elementary School Industrial Arts (ESIA) (1969-70) deals with the nature of industrial arts in the elementary school, different approaches and requirements for its implementation, and ways of meeting and solving problems. Section 1 defines ESIA. In section 2 a discussion of philosophical bases shows how…