Thesis (M.S.)--University of Wisconsin, 1933. / Typescript. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves [95]-99.

Between 1899 and 1910 Sir William Macdonald, tobacco millionaire and educational philanthropist and James W. Robertson, agriculturalist and educator, conducted a seed grain competition across Canada to teach new agricultural practices, and founded manual training centres to teach physical skills and aid moral development. Through the Macdonald Rural School Fund, Macdonald and Robertson established school gardens and supported nature study in eastern Canada, combining with manual training to make a useful elementary curriculum for rural children. To support these pedagogical ideas they pressed, with limited success, for rural school consolidations. Finally, they established an agricultural and teacher training college in connection with McGill University. The Macdonald-Robertson movement drew on borrowed ideas, but also trained teachers, . persuaded school boards, managed costs, and held to a consistent pedagogy through specialized object lessons. Because it treats the Macdonald-Robertson reforms together, this thesis provides a viable explanation why these two men took up the cause of reform and why the various elements of the movement succeeded or failed. I claim the reforms grew up in the first place because the Macdonald-Robertson pedagogical ideas were in the wider interest of social reformers and of the two founders. The ease with which each reform could be controlled by central administrators and implemented in a standard way from one district to the next meant Robertson would achieve "success" on some publicly believable criterion, however variable in extent, yet maintain central control. Robertson found it necessary to dedicate time and energy in persuading local districts and teachers to take up the work. Yet were it not for local autonomy, schools would have been an even easier target for a parade of politically-motivated programmes. Macdonald and Robertson's experience shows that reform must be popular and workable at the local level. Administrative talent and sound pedagogy cannot overcome local resistance if school boards, parents or teachers do not value, or cannot afford, reform. The inherent paradox of standardization and autonomy deserves to remain a hypothesis in research on educational reform. My account shows how Macdonald and Robertson sought to standardize autonomous school districts and teachers, in order to preserve the rural lifestyle, in order to help Canada on her way to economic growth and social order in the face of immigration and urbanization, and the varying extent to which regions benefited economically from industrialization. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

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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.

At the request of the Department of Industrial Arts, North Texas State College, Denton, Texas, this record of the beginning and of the changes made in the department has been compiled. Not only the changes that were made in late years, but the propaganda, the speeches, and the laws which brought about this department will be reviewed.

This paper is prepared in two sections. The first section is a summation of the opinion of leading educators, and others, in the area of vocational industrial education, as regards management, labor and the public schools' responsibility for the administration of an efficient program of training apprentices for the skilled trades. The second section--which is an appendix to the paper--is prepared in the form of a handbook. The objective of this handbook is an attempt to follow the thinking of these persons by condensing and coordinating the essential ideas of their writings and experiences and compiling a practical, usable teacher training guide for instructors of apprenticeship classes. The specific objective of the handbook is to improve instruction. It will be used for both pre-service and in-service teacher training. / Typescript. / "August, 1961." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Edward K. Hankin, Professor Directing Paper. / Includes bibliographical references (leaves 34-36).

This study is concerned with the desirability or undesirability of a well-planned training program which will improve the employee's over-all efficiency by improving his skill, knowledge and, attitude. A careful survey has been made of the material already published and available on the subject of training programs, consisting of a historical background of training, consideration of the placing of the responsibility to see that the employee is properly trained, and a detailed discussion on the different types of training programs. Case studies have been made of several selected industries and personal interviews made with management and training officials to determine their attitude toward training. An evaluation has been made as to the justification of training programs, pointing out some of their weaknesses and suggesting possible solutions. / Master of Science

It is the purpose of the writer to attempt to trace the philosophy and principles of manual training from their origin, through their development in various European countries to show their influence on early manual training in the United States, and to point out the extent of those principles in industrial arts today.

The problem of this study was the development of a proposal for an industrial arts program for Langston University. Particular emphasis was placed upon curriculum changes, faculty improvement, and modification of physical facilities.