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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
31

A Study of In-Service Teacher Training in Industrial Arts

Lloyd, Walter W. January 1951 (has links)
No description available.
32

An analysis of teacher education innovations with recommendations for their utilization in the professional preparation of prospective industrial arts teachers /

Frye, Bill J. January 1971 (has links)
No description available.
33

Teacher professionalism and organizational style : their effect on the adoption of the Industrial Arts Curriculum Project materials in Junior High School Industrial Arts Programs in Ohio /

Caron, Marc A. January 1975 (has links)
No description available.
34

A study to identify the program elements for an elementary school technology teacher education program in Taiwan, R.O.C. /

Wang, Tsu-Yin, January 1999 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 149-159). Also available on the Internet.
35

A study to identify the program elements for an elementary school technology teacher education program in Taiwan, R.O.C.

Wang, Tsu-Yin, January 1999 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 149-159). Also available on the Internet.
36

Reasons American Indian students do not typically choose industrial education as a major at BYU /

Canyon, Sam. January 1986 (has links)
Thesis (M.S.)--Brigham Young University. Dept. of Industrial Education. / Bibliography: leaves 79-81.
37

The relationship between desirable teacher competencies and years of trade experience, years of teaching experience, and teacher training of trade and industrial teachers in Virginia

Mullins, Arthur Wiley 04 May 2006 (has links)
The purpose of this study was to describe the relationship between ratings of desirable teacher competencies and selected personal and professional variables of the trade and industrial (T&I) teachers in Virginia. The variables were correlated and analyzed in order to explain the variance of teacher competencies. The independent variables were years of trade experience, years of teaching experience, levels of professional training, and reasons for teaching. The dependent variables were the total ratings of the 17 competencies, as evaluated by the teacher's immediate supervisor, and three categories of the competencies: teacher preparation, delivery of instruction, and support of appropriate vocational organizations. The sample in the study consisted of 130 randomly selected T&I teachers from 74 comprehensive high schools and vocational centers across the state of Virginia. Data were collected by mailing the evaluation instrument and teacher questionnaire to the teacher's immediate supervisor. Eighty-seven percent (87%) of the mail surveys were returned. The sample was described by the number of years of trade experience, the number of years of teaching experience, the number of college hours with Vocational prefix, other college hours, and reasons for entering the teaching profession. Frequencies, means, and standard deviations were obtained. The reasons for teaching which were ranked as first and second choices were a desire to work with young people and interest in their trade. The data were analyzed by using correlations and multiple regression. Findings revealed that: (1) No significant correlations exist among the independent variables and the dependent variables. (2) Nothing can be gained by partialing out the variance in the dependent variable. Thus, the ratings of the T&I teachers by their immediate supervisors were not dependent upon the variables of years of trade experience, years of teaching experience, or hours of postsecondary professional training. / Ed. D.
38

A study of safety attitudes and instructional practices of industrial arts teachers in the State of Virginia

Witty, Jack P. 03 February 2004 (has links)
The purpose of this study was to determine the relationship between teachers' safety attitudes and their instructional practices and to determine the relationship between teachers’ safety attitudes and instructional practices and the number of years of teaching and work experience they had gained. A survey instrument composed of an Attitude Inventory, an Instructional Practices Inventory, and a section on number of years of teaching and work experience was constructed and tested for this study. A panel of experts assisted in validating the content of the survey instrument and the grouping of items into the six categories: Safety Responsibility, Liability, Directing Learning, Laboratory Organization, Teaching Aids, and Pupil Personnel Services, Reliability was established through computation of the Cronbach Alpha coefficients. The survey instrument was mailed to a random selection of 285 of the 1068 industrial arts teachers listed in the Virginia Industrial Arts Teachers! Directory, 1978-79. Pearson correlation coefficients were computed for responses on the Attitude Inventory with those on the Instructional Practices Inventory for the Liability Category, the Teaching Aids Category and for the overall scores on each inventory. Additionally, correlations were computed for years of teaching experience and years of industrial work experience with responses on the Safety Attitude Inventory and the Instructional Practices Inventory overall and for two categories. The categories used in those comparisons were those which were found to have a meaningful reliability coefficient, Liability and Teaching Aids. Each of the total inventories had meaningful reliability coefficients. The analysis of data revealed little if any correlation (0.20) between overall responses to the Safety Attitude Inventory and overall responses to the Instructional Practices Inventory and little if any correlation between attitudes and instructional practices in the categories--Liability (0.17) and Teaching Aids (0.12). No significant relationship was found between number of years of teaching experience and overall responses to the Safety Attitude Inventory or to the Instructional Practices Inventory. No significant relationship was found between number of years of industrial work experience and overall responses to the Safety Attitude Inventory or to the Instructional Practices Inventory. Little if any correlation (0.19) was found between the Liability category of the Safety Attitude Inventory and work experience, and little if any correlation was found between the Liability category (0.17) and the Teaching Aids category (0.15) of the Instructional Practices Inventory and work experience. From the analysis of data it was concluded that: 1. Safety attitudes expressed by industrial arts education teachers may not be considered as predictors of their instructional practices relating to safety. 2. Industrial work experience is not an important variable in determining the safety attitudes or instructional practices of industrial arts education teachers. 3. The number of years of teaching experience gained by industrial arts education teachers has no effect on safety attitudes or instructional practices of industrial arts education teachers. / Ph. D.
39

The national supply of and demand for industrial arts teachers

Miller, Charles Daniel 05 February 2007 (has links)
The industrial arts profession has long been aware of the imbalance between the demand for industrial arts teachers and the supply of qualified teachers, but the size of the shortfall has not been known. This study identified a need for at least 1,754 additional qualified teachers in 1977-78, a figure that is four times the number of vacant positions (439) identified by the U.S. Office of Education for that year. Data collected from state industrial arts supervisors and heads of industrial arts teacher education programs nationwide reveal new insights into the state of teacher supply and demand. In thirty states, an average of 10.7 percent of the teachers left the profession. Only 75.7 percent of the 1976-77 bachelor's degree recipients with certification in industrial arts education accepted teaching positions in 1977-78. During the two- year period from 1976-77 to 1977-78 the number of vacant teaching positions increased in twenty-one states. Three states that did not have vacancies in 1976-77 had vacancies in 1977-78. The number of persons who were employed to teach industrial arts, not being fully qualified to teach, decreased only slightly from 1976-77 to 1977-78. During 1977-78, 600 new teaching positions were created and filled with qualified teachers. Unfortunately, 200 positions were abolished in that year because qualified teachers could not be obtained. It does not appear likely that the supply of qualified teachers coming from teacher education programs will increase anytime soon. The supply may actually decrease during the next five years or more because undergraduate enrollments were at only half the capacity in 1978-79. / Ed. D.
40

The Impact of Expanding Technical Knowledge on the Beginning Industrial Arts Teacher

McCulley, Charles R. 08 1900 (has links)
This study measures technical preparation and job demands among North Texas State University industrial arts graduates teaching in high schools. In addition to data from professional literature and the NTSU Bulletin, questionnaire mailings reveal that most graduates consider themselves qualified although recommending more semester hours of industrial arts for certification. They also affirm the practical value to the teacher of experience in industry. The study recommends narrowing the number of areas in industrial arts preparation and providing a more specialized teacher-training program with greater uniformity of semester hours.

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