Thesis (M. Ed.)--Kutztown State College, 1974. / Source: Masters Abstracts International, Volume: 45-06, page: 2747. Typescript. Includes bibliographical references (leaf [106]).

There is no abstract available for this thesis.

No description available.

This study is to assemble the available information from the various sources pertaining to the habitat, properties, physical characteristics, uses, and supply of the hardwoods and softwoods available to industry and to industrial arts shops, and to determine the various types used for projects in the industrial arts shops.

The primary purpose of the study is twofold: first, to develop a set of criteria that can be used effectively to evaluate projects that will develop in students those skills and concepts emphasized in the goals and objectives of industrial arts; and second, to evaluate these projects by using evaluative criteria developed for that purpose. After the completion of the study, a convenient source book of projects for teachers will be compiled.

Thesis (Ed. D.)--Teacherss College, Columbia University, 1971. / Typescript; issued also on microfilm. Sponsor: William J. Mahoney. Dissertation Committee: Joseph G. Shannon. Includes bibliographical references (leaves 105-107).

PURPOSE: The purpose of this study was twofold: 1. To select and develop two laboratory approaches for teaching basic woodworking technology to students in agricultural mechanics. 2. To compare student performances of the two laboratory approaches both on the college level and on the high school level. PROCEDURES: The development phase of this study involved the selection and preparation of desired student behavioral outcomes, curriculum, content and materials, two laboratory teaching methods, and student performance measuring instruments for basic woodworking technology. One trial comparison experiment was conducted on the college level with two matched groups of juniors enrolled in agricultural mechanics at Virginia Polytechnic Institute. Each group consisted of eight students. One experiment was conducted on the high school level with two matched groups, each consisting of six high school sophomores. The project-oriented laboratory teaching method was selected for use by the control groups of each experiment. The method used by the experimental groups in both experiments was the "timed-learning experience laboratory method." This method was developed by the writer. CONCLUSIONS: The following conclusions were formulated from the data collected in the experiments: 1. In the college experiment the students taught by the "timed-learning experience laboratory method" had a greater average percentage of gain on both the written and the laboratory test than the students taught by the project-oriented method. 2. In the high school experiment the students taught by the "timed-learning experience laboratory method” had a greater average percentage of gain on both the writtten and the laboratory test than the students taught by the project oriented method. / M.S.