The specific purposes of the study are as follows: first, to study the general requirements for the baccalaureate degree and teaching certificate in the institutions included in the study; second, to study and analyze the requirements in each of the institutions for a major or first minor in industrial arts; third, to determine the changes and trends with respect to the total programs of preparation and changes and trends in the various phases of industrial arts taught in each of the institutions.

The history of industrial arts is rooted in the manual training movement, which began in the second half of the 19th century. Of the three school systems studied (Danville, Lynchburg and Richmond), Lynchburg was the first to offer manual training classes. Started in 1901, the classes were almost exclusively hand woodworking, and were taught at the secondary school level. In 1903, Richmond began offering manual training in its elementary schools. This program was first called industrial arts in 1921. Danville added industrial arts to its program of studies in 1929. In the fall of 1929, the Virginia State Board of Education directed that non-vocational industrial education be promoted throughout the State. In the decade that followed, industrial arts programs in Danville, Lynchburg and Richmond grew to fill this directive. This period of growth was followed by almost 40 years of stagnation. In June 1969, the State Department of Education created the Industrial Arts Education Service. Thomas Hughes was appointed to head this new division. Under his direction, the industrial arts curriculum throughout the State underwent many changes. These changes were reflected in the renewed development of industrial arts programs in the three school systems studied in this paper. Today, these programs offer a wide variety of pre-technical and personal enrichment courses. As such, they serve both the general and vocational aspects of the schools' program of studies. / Master of Science

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.

This study tries to evaluate more effective ways of assisting students in planning projects in industrial arts classes.

A study to determine whether there is parallel advancement in industrial arts and industry in Texas.

The purpose of this study is to determine the types of audio-visual aids that are being used in the junior high schools of Texas, the extent of their use, the evaluation by teachers in service of various audio-visual aids, the needs recognized by the teachers in service for additional audio-visual aids in the respective schools, and the needs of teachers in service for aid and instructions in the use of such aids. It is hoped that, with this information and additional information from professional literature, conclusions can be drawn and recommendations made that will aid teachers in the Texas junior high schools to use available audio-visual aids to a much greater advantage than is now being evidenced.

This creative project is an approach to assist the Industrial Technology Educators of Indiana in Implementing the Introduction to Construction Technoloay Course. The necessity for high quality instructional materials has set the objectives for a valuable and productive creative project: to research and collect pertinent data from Indiana's state curriculum guides, and recommended texts for the development of transparency masters for the Introduction to Construction Technology Course. The instructional benefits to both prospective and veteran teachers is well worth the effort. / Department of Industry & Technology

"The problem of this study is to determine to what extent the junior high school teachers of industrial arts in Texas are being trained to meet the apparent needs and trends in the field. Do the teachers colleges of Texas have the facilities --curricula--to adequately train industrial arts teacher for the courses that are actually being taught in the junior high schools of Texas? The study is limited to certain aspects of industrial arts in the junior high schools and the State Teachers colleges of Texas. The offerings and trends in offerings of the junior high schools, the organization and trends in the organization, the adequacy of training of industrial arts teachers in the junior schools, and offerings and trends in the industrial arts departments of the Texas State Teachers Colleges are of major importance in this study. " --p. 1

This thesis investigated the relative extent to which traditional industrial arts objectives have been met in selected secondary schools in Delaware County, Indiana, as perceived by former secondary school industrial arts students.In addition, the thesis identified, based on the opinions of the respondents, which objectives should be emphasized in industrial arts at the secondary school level.A thirty-two-item questionnaire was used to collect data pertinent to the attainment of the objectives and their perceived order of importance. Tables were developed from the data analyzing the responses according to number and percentages on a four-point scale. Chi-square analysis was used to determine the significance of the findings at the .05 level.Over-all, the findings showed that the objectives studied had been met at acceptable, although varying, levels. Furthermore, the rank order of importance for the objectives as assigned by the respondents coincided very closely with their relative order of attainment as determined by the students' responses to the questionnaire.

This study analyzes the converted scores made on Aptitudes "G" (intelligence) and "V" (verbal" and the raw scores made on Part "H" (three-dimensional space) and Part "I" of the General Aptitude Test Battery by students enrolled in beginning industrial arts courses, advanced industrial arts courses, and beginning English at North Texas State College, Denton, Texas, and the academic grades made by theses same students in order to determine what relationship exists between both the converted and raw scores made on the foregoing parts of the GATB and academic grades.