English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The field of industrial arts/technology education (IA/TE) has gone through considerable introspection and revision over the past twenty years. This process has taken place at both the public school and post-secondary level. College and university programs which prepare industrial arts/technology education teachers have instituted changes in curriculum, program requirements, and facilities. Universities which prepare IA/TE teachers have also witnessed a change in emphasis and program support to non-teaching options such as industrial technology. Considering these changes, what has been the overall effectiveness and relative strength of programs which have prepared IA/TE teachers? Since 1970, when the first university renamed and restructured their program from industrial arts to technology education (Lauda & McCrory, 1986), to 1990 was the period of time on which this study focused. The purpose of this study was to determine enrollment trends in technology teacher preparation programs. Specifically, the study examined data related to:

Enrollment Trends in Industrial Arts/Technology Teacher Education From 1970-1990