The study used a five-round Delphi procedure, combining the opinions of 10 experts to provide a series of statements descriptive of certain aspects of future industrial arts programs and to identify central patterns, issues, and directions which may be examined for their effect on the field. (Author/AJ)

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)

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)

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)

Electronics drafting should be included in a general drafting curriculum. (GR)

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)

Posits that through the use of the industrial simulation technique or enterprise approach, industrial arts educators have a unique opportunity to contribute to the development of good attitudes and work habits. (JOW)