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- The accreditation of industrial arts teacher educationFryklund, Verna C.; Helton, H. L. (McKnight and McKnight, 1958)
- Action and thought in industrial arts educationSvendsen, Ethan A. T. (The Council : distributed by McKnight & McKnight Pub. Co., 1963)
- Advancing professionalism in technology educationGilberti, Anthony F.; Rouch., David L.; Council on Technology Teacher Education (U.S.) (Glencoe McGraw-Hill, 1999)
- Affective learning in industrial artsJennings, Gerald L. (McKnight Publishing Co., 1984)
- Approaches and procedures in industrial artsWall, G. S. (McKnight and McKnight, 1965)
- Appropriate technology for sustainable livingWicklein, Robert C.; Council on Technology Teacher Education (U.S.) (Glencoe McGraw-Hill, 2001)
- Assessment of technology educationHoepfl, Marie; Lindstrom, Michael R. (Glencoe McGraw-Hill, 2007)
- Classroom research in industrial artsPorter, Charles B. (The Council ; distr. by McKnight & McKnight, 1964)
- Communication in technology educationLiedtke, Jane A. (Glencoe/McGraw-Hill Pub., 1990)
- Competency-based industrial arts teacher educationBrueckman, Jack C.; Brooks, Stanley E. (American Council on Industrial Arts Teacher Education, 1977)
- Components of teacher education : with special emphasis upon the technologies of content and methodRay, Willis E.; Streichler, Jerry (McKnight & McKnight, 1971)
- Conducting technical researchIsrael, Everett N.; Wright, R. Thomas (Glencoe Pub. Co., 1987)
- Construction in technology educationWescott, Jack W.; Henak, Richard M. (Glencoe, 1994)
- The Contributions of industrial arts to selected areas of educationMaley, Donald; Starkweather, Kendall N. (American Council on Industrial Arts Teacher Education ; distributed by McKnight & McKnight, 1982)This yearbook on the contributions that industrial arts makes to selected areas of education is an effort to establish the role that this field plays in the contemporary school setting. The various chapters deal with specific topical areas that are of significance to education, the student, and the citizen in this latter part of the twentieth century. The concept of this yearbook centers on the idea that the range and variety of experiential activities in industrial arts can make important contributions to all students as well as to the enrichment of selected content or subject fields. This position is part of the larger concept that the nature of schooling as well as the nature of the individual are organismic in structure and not a separate series of units or parts to be dealt with in isolation...
- Council on Technology Teacher Education Yearbook Indices CompendiumCouncil on Technology Teacher Education (U.S.) (Council on Technology Teacher Education, 2009)
- Creativity and Design in Technology & Engineering Education(Council on Technology Teacher Education, 2011)Creativity has been associated with the peak experiences in one’s life. Giving birth to new ideas, relationships, and objects usually requires effort, perseverance, and know-how. Creative people are intrinsically motivated and rewarded with the joy that they receive from being engaged in design processes and the resultant outcomes. Creativity and design has been a global fundamental theme of technology education for over a century. Its ebb and flow of focus as content and pedagogy have fluctuated as the educational philosophies, teacher expertise, and economy have changed. K-12 basic education and conventional standards-based assessment have been structured around convergent thinking and right answers. Yet, the complex issues and problems of today’s advancing technological society often demand and reward critical examination, divergent thinking, and fresh, novel answers and solutions. The technological literacy and capability of educated citizens requires knowledge and skills of creative and designerly ways. The explicit identification of design themes and standards in Standards for Technological Literacy and the emergent focus on engineering design within our profession have reinforced the educational value of studying and practicing creativity and design in our schools. Creativity and design leading to innovation also has been recently promoted as the key to global economic competitiveness. The editors and authors of this Yearbook represent a variety of backgrounds, including classroom teachers, teacher educators, and supervisors who represent not only technology education but also architecture, neurology, design, engineering, industrial technology, and art education and crafts. This diversity has reinforced and enriched the total educational value of this Yearbook toward promoting creativity and design. We hope that the theory and perspectives presented in this Yearbook revitalize the pursuit of creativity and design within technology and engineering education. We believe that the precepts for teaching and learning the important concepts, principles, and practices embedded in creativity and design serve as an engaging catalyst for meaningful, productive, and fulfilling lives of all people in the 21st century.
- Distance and distributed learning environment : perspectives and strategiesHavice, William L.; Havice, Pamela A. (Glencoe/McGraw-Hill, 2005)
- Diversity in technology educationRider, Betty L. (Glencoe, 1998)
- The dynamics of creative leadership for industrial arts educationWenig, Robert E.; Matthews, John I. (McKnight Pub. Co., 1983)
- Elementary school technology educationKirkwood, James J.; Foster, Patrick N. (Glencoe McGraw-Hill, 1997)