There is no abstract available for this dissertation.

This creative project is Part I of a three part coordinated recruiting program for prospective industrial arts teachers. Part I consisted of a 35 mm slide series and an accompanying tape recording.The project included research on the processes of making a vocational choice. Particular emphasis was placed on why people choose teaching as a career. The conclusions drawn from this research was applied to the content of the slides and the dialog of the tape recording. Therefore, information regarding the industrial arts curriculum, advantages in teaching industrial arts, and an overview of the total curriculum for an industrial arts major at Ball State University was presented.This presentation was designed to provide insight into the pre-partition of becoming an industrial arts teacher so that this choice would be available to the individual when he is making a decision about an occupation.

The purpose of this study was to discover variables or combinations of variables which would predict academic success in industrial education at Norfolk State College. More specifically, it utilized standardized verbal and nonverbal tests and compared these with the presently used Scholastic Aptitude Tests as predictors of success in industrial education. The data for this study were collected from tests administered to a sample population by the writer during regularly scheduled class periods in the Fall semester, 1971, and from the Scholastic Aptitude Test records in the Office of the Registrar at Norfolk State College. The variables included in the study were: Scholastic Aptitude Test - Verbal scores, Scholastic Aptitude Test - Mathematical scores, Scholastic Aptitude Test - Total scores, Bennett Mechanical Comprehension Test, and the Raven Progressive Matrices.The criteria of success were the final semester grades in the following courses: Basic Woodworking, Introduction to Technical Drafting, Introduction to Industrial Education, Basic Electronics, and Automobile Engines.In order to show the relationship between the variables studied, the data were analyzed and statistics were computed throw a program developed by the Health Sciences Computing Facility at University of California at Los Angeles. This program incorporated a step-wise regression and rendered a correlation matrix, an analysis of variance, a multiple r and a standard error of estimate. All statistics utilized in this study were computed by the Ball State University Computer Center. The results of this study indicated that the variable that offered the best information of predicting academic success in industrial education at Norfolk State College was the Raven Progressive Matrices. The combinations of variables which were statistically significant were the SAT Mathematical and the Bennett MeoY~anioal Comprehension Test correlated to final grades in Electronics, and the SAT Mathematical, Raven Progressive Matrices, Bennett Mechanical Comprehension Test, and SAT Verbal correlated to final grades in Drafting. The results of the study seem to justify the following conclusions: 1. The SAT scores are not valid predictors of academic success in several of the technical areas of industrial education and probably should not be used as such. 2. The Raven Progressive Matrices showed evidence of contributing significantly to prediction of academic success in industrial education at Norfolk State College. 3. The Bennett Mechanical Comprehension Test showed a high correlation with final grades in Drafting but probably should not be used as a predictor in other areas. 4. Neither verbal or nonverbal tests used without benefit of other devices should be used as predictors of academic success in industrial education at Norfolk State College. As a result of the present investigation, it is recommended that: 1. A follow-up study of the students in this research study be conducted to ascertain their success as students and later as teachers in the field of industrial education. 2. An investigation employing individual rather than group testing as predictive devices be conducted.3. Further study of the use of the Raven Progressive Matrices be made with larger samples and other criteria of success.

The problem for this study is “How can the Industrial Arts Program implement the Framework for Education in California?” The Framework was designed as a basic guide for all areas and levels. The principles and recommendations are of necessity, broad and general. The problem then resolved itself into converting these broad principles and recommendations into specific suggestions to be applied in the Industrial Arts classroom. In solving this problem it is intended to develop (1) specific types of experiences needed and (2) methods and organization required to achieve maximum utilization of these experiences.

"One of these methods is the use of industrial arts at the elementary level. Its outstanding contribution is in the providing of experiences and activities which contribute toward clarifying, expanding, enriching and speeding the learning process. Industrial arts activities assist the elementary school to accomplish its goals by: 1. Developing adequate meanings by reducing abstraction and enriching the curriculum. 2. Establishing learning readiness and motivating learning. 3. Acquainting children with their cultural heritage. 4. Teaching fundamental skills. 5. Providing for individual differences and socializing experiences. 6. Developing desirable personality traits"--Introduction. / "January, 1959." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Marian W. Black, Professor Directing Paper. / Includes bibliographical references (leaves 67-74).

No description available.

"This study was conducted to find the extent to which girls are involved in industrial arts classes and related activities in Texas public schools, the factors which limit their enrollment, and teachers' opinions concerning industrial arts experiences most beneficial for girls. Data were obtained from bulletins, books, magazines, related studies, and from information forms completed by 123 industrial arts teachers....Among the more important findings were: 1. Girls tend to enroll in certain areas of industrial arts with little or no participation in other areas. 2. A large majority of the respondents indicated they would be receptive to teaching industrial arts to girls. 3. The respondents indicated industrial arts would be of great value to girls. 4. The optimum number of industrial arts credits for girls is one or two. 5. Girls should be taught in mixed classes. 6. The realization of the states objectives of industrial arts is of equal value to boys and girls. 7. Many girls have negative feelings toward becoming involved in industrial arts. 8. Exchange units and unified arts programs are of value to girls and boys." --p. 2

This is a study to determine whether the colleges of Texas are preparing their students of industrial arts to teach effectively in the high schools of Texas. The objectives of this study are to draw conclusions as to whether or not the colleges of Texas are preparing their students of industrial arts to teach effectively in the modern high schools; to show the training of industrial arts teachers; and to determine to what extent industrial arts are offered in the high schools of Texas.

No description available.

The over-all purpose of this study is to ascertain whether industrial arts teachers in Texas are utilizing methods in testing and in assigning final grades.