DOCUMENT RESUME - ERIC · 2013-11-08 · DOCUMENT RESUME. VT 011 371. Strong, Merle F. Research in Industrial Education. Summaries of Studies, 1956-1959 with Subject Index to Studies

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VT 011 371

Strong, Merle F.Research in Industrial Education. Summaries ofStudies, 1956-1959 with Subject Index to StudiesListed in Research in IndustrialEducation--Summaries of Studies 1930-195.Vocational Division Bulletin No. 293. Trade andIndustrial Education Series No. 72.Division of Vocational and Technical Education, BAVT.Office of Education (DHEW) , Washington, D.C.0E-8401661

152p.Superintendent of Documents, U.S. GovernmentPrinting Office, Washington, D.C. 20402 ($.60)

ERRS Price MF-$0.75 HC Not Available from EDRS.*Annotated Bibliographies, *Doctoral Theses,*Industrial Education, *Masters Theses, * Research*Summaries of Studies

Summaries of 433 doctoral, master's and staffstudies in the field of industrial education reported during 1956-59are listed in alphabetical order by author. Each notation listsauthor, title, degree and date, institution, pagination, libraryavailability of the study and microfilm availability. Each summarygives briefly the purpose of the study, source of data and method ofstudy, and findings and conclusions. A listing of authors of doctoralstudies summarized in VT 011 370 (1930-1955), and a subject index toboth documents is also included. Related documents are available asVT 011 369-VT 011 370 in this issue. (GP)

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OE-34016Vocational Division Bulletin No. 293

Trade and Irsdustrial Education Series No. 72aosim

Research inIndustrial Education

Summaries of Studies 1956 1959with

Subject Index to Studies listed in Research in IndustrialEducationSummaries of Studies 1930-1955.

Prepared by

MERLE E STRONG, Specialist

Teacher Training and Service StudiesDivision of Vocational Education

In cooperation with the Research Committeeof the National Association of IndustrialTeacher Educators

U S. DEPARTMENT OF HEALTH. EDUCATION& WELFARE

OFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION ORIGINATING IT POINTS OFVIEW OR OPINIONS STATED DO NOT NECES-SARILY REPRESENT OFFICIAL OFFICE OF EDU-CATION POSr!ON OR POLICY

U.S. DEPARTMENT OFHEALTH. EDUCATION, AND WELFARE

ABRAHAM A. RIBICOFFSecretary

OfSce of EducationSTERLING M. MCMURFUN

Commissioner

FOREWORD

J.UST AS RESEARCH is the cornerstone of modern in-dustry, it is basic also to the development and mainte-

nance of effective industrial education programs. Athoughthere has been considerable research in the field of indus-trial education, there is still a great need for further research.Individually, members of the National Association of In-dustrial Teacher Educators have actively stimulated andprovided leadership in research in their various States. Inaddition, the association itself has encouraged the dissemina-tion of information on research studies.

Recognizing the profound effect that research has on de-veloping and maintaining sound programs of industrial edu-cation, the Division of Vocational Education, with thecooperation of the Research Committee of the National As-sociation of Industrial Teacher Educators, published Vo-cational Division Bulletin No. 264, Research in IndustrialEducation: Summaries of Studies, 1930-1955. As a resultof the contribution of this earlier publication and the needexpressed by many educators for similar information aboutsubsequent studies, this bulletin, including summaries of 433studies for the 4-year period, 1956-59, has been produced. Itshould be helpful to those seeking literature in the field asa basis for further research or for information and solutionsto present problems in industrial education.

JAMES H. PEARSON,Assistant Commissionerfor Vocational Education.

III

PREFACE

AN ADEQUATE PROGRAM of research is importantin all phases of modem society. Likewise, it is im-

portant that sound industrial education programs be oper-ated with the benefit of research findings if the challenges ofthis technological society are to be met by the young peopleand adults who are the products of sach programs. It isimperative, therefore, that information regarding researchstudies be ni ade readily accessible not only to persons en-gaged direcdy in research, but also to educators at the policy,supervision, and instruction levels.

This prl,:ication includes the following sections :

r _ter ISummaries of doctoral, master's, ant! -aff studies re-ported during the period 1956-59, in alphabetical order byauthor.

PART IIA list by author of the doctoral studies summarized inVocational Bulletin No. 264, Research in Industrial Education:Summaries of Studies, 1930-1955.

PART IIIA subject index of the studies summarized in part Iand of all the studies included in the 1930-55 publication.

Acknowledgments

" -le compilation of this report is the result of the work ofmany people, among them the members of the Researchn ,-Littee of the National Association of Industrial TeacherEducators, who have gathered and edited the studies fromthe various colleges, universities, State departments of edu-cation, and other sources. Members of the committee at thetime this bulletin was compiled :

WALTER C. BROWN (Chairman), University of MissouriMELVIN L. BARLOW, University of CaliforniaGEORGE B. Cox, Oregon k.".. tate CollegeL. L. GIBBONS, Colorado State UniversityJAMES HASTINGS, State College of Education, Oswego, New YorkIvAN HOSTETLER, University of North CarolinaJOHN W. Kamm University of Connecticutf:. LEWIS LAND, Pennsylvania State UniversityJAMES H. MAHONEY, North Texas State College

VI RESEARCH IN INDUSTRIAL EDUCATION

DONALD MAI EY, University of MarylandWALTER d. ROBINSON, Northwestern State College, LouisianaRALPH C. WENRICH, University of MichiganFRANK J. WOERDEHOFF, Purdue University, Indiana

In addition, the following men have served as membersof this committee for one or more years f>ince the former re-search bulletin was published :

E. B. BLANTON, North Texas State ColleteELROY W. BOLLINGER, New York Stat' Department of EducationCHARLES R. CRUMPTON, University 4f Louisville, KentuckyA. T. HAMILTON, U.S. Office of Educe donGEORGE F. HENRY, Colorado State UniversityR. LEE HORNBAKE, University of MarylandH. H. LONDON, University of MissouriF. E. ROBINSON, State University of New York

The Office of Education expresses appreciation to per-sonnel at the University of Missouri for compiling the sum-maries of studies included in this publication and for com-piling the index. Special mention is duo Walter C. Brown,chairman of the research committee; H. H. London, prr-fessor of industrial education; David L. Jelden, researchassociate in industrial education; and research assistantsCarl R. Bartel, Harlan L. Scherer, William P. 'Spence, andM. D. Williamson.

JOHN P. WALSH. Director,Trade and Industrial Edlication Tian., h.

CONTENTSPage

FOREWORD iii

PREFACE v

PART I. Summaries of Studies, 1956-59 1

Doctoral Studies 1

Master's Studies 37Staff Studies 113

PART II. Authors of Doctoral Studies, 1930-55 . 117

PART li:, Subject Index 139(Studies included in this publication and in Rescc,rchin I ndu ?.1.7 ial EducationSummaries of Studies,1930-55)

Administration and Supervision 139Adult Education 139Apprenticeship 139Cooperative Education 139Curriculum 140

Aeronautics General ShopAuto Mechanics Graphic ArtsBuilding Trades MetalDesign PhofzigraphyDrafting PlasticsDriver Education ProjectsElectricity WoodGeneral Curriculum Miscellaneous

Extracurricular Activities 142History 143Instruction Methods and Development 143Occupational Surveys 144Philosophy and Objectives 144Placement and Followup 144Program Evaluation 144Program Planning 144Program Status 145Safety Education 146Shop Organization and Management 146Shop Planning 146Teacher Education 146Testing and Evaluation Material 147Training Within Industry 147Vocational Guidance 147Vocational Rehabilitation 148Miscellaneous 148

VII

PART I

Summaries of Studies, 1956-59

Nam : L. indicates that the study is available at the library ofthe institution mentioned; * indicates that the study is availableon microfilm.

DOCTORAL STUDIES

3802. ABRAHAM, ANSLEY ALLYN, Sr.An Investigation of the Interactionof Freshmen With Their Curriculumin the School of Education at FloridaA A M University. Ed. D. 1956,Indiana University, 213 p. L.*(Bloomington).

Purpose of Study: To ascertain the relationbetween the ability of freshmen and the dif-ficulty of their curriculum in the School ofEducation at Florida A & M University.

Source of Data and Method of Study: Datawere obtained by administering to 192 fresh-men the Otis QuickScoring Mental AbilityTests : Gamma Test, Form AM ; NelsonDennyReading Test for College and Senior HighSchools, Form A ; Purdue Placement Test inEnglish for College and Senior High Schools,Form A ; Kuder Preference ltetord, Vocational,Form B; Bell Adjustment Inventory, StuLentForm ; and a student questionnaire as well ashigh school and college reshman grades.

Findings and Conclusions: High schoolgrades rendered the most measurement valuefor counseling. fIn terms of socioeconomic andeducational backgrounds and adustment to col-lege life, passing students appeared to be muchbetter off than were failing students. Manystudents who had ability to do at least "C"work were doing less.

3803. AINSWORTH, CHESTER B. Re-lation of Industrial Arts Instructionto Practices Followed by Adults inthe Selection, Care, and Usl ofTools. Ed. D. 1956, University ofMissouri, 130 p. L. (Columbia) *

Purpose of Study: To ascertain practices fol.lowed by adults, with and without industrialar...3 instruction, in the selection and care ofcommon hand and power tools and their use inand around the home, to see if there was asignificant difference.

Source of Data and Method of Study: Per-sonal interviews with 100 men who had gradu-ated from 6 central Missouri high schoolsfrom 1935 to 1945 and who had continued toreside in these communities. Participants hadhad no shop instruction beyond high schooland worked in occupations which did not in-volve the sale or use of tools. Group A, con-sisting of men with 2 or more years of in-dustrial arts instruction, was compared withgroup B, men who had had no industrial artsinstruction.

Findings and Conclusions: Interviewees withindustrial arts instruction expressed signifi-cantly more interest in working with tools,and owned more good-quality hand tools thanthose lacking such instruction. They followedbetter practices in cleaning tools and per-formed more jobs with tools involving mainte-

1

2 RESEARCH IN INDUSTRIAL EDUCATION

nonce on lawn mowers and automobiles. Nosignificant differences were found between thegroups with respect to the following : criteriaused in the selection of tools ; number of powertools owned ; number of workshops developed ;practices followed in tool repair, maintenance,new construction, and home improvement.The increasing number of home owners at-tempting do-it-yourself projects would profitfrom adult classes involving the selection, care,and use of common hand and power tools.

3804. ARNOLD, WALTER MARTIN.Federal-State Cooperative Activitiesin Vocational Education. Ed. D.1957, Oklahoma State University,

223 p. L. (Stillwater)Purpose of Study: To identify, select define,

and assemble specific mandatory and voluntarycooperative activities that should continue toexist or be newly established between the Vo-cational Division of the U.S. Office of Educa-tion and the State boards for vocationaleducation.

Source of Data: Federal, State, and localleaders in vocational education. A checklistwas developed and evaluated by a jury ofvocational educational leaders.

Findings and Conclusions: Seventy-eight co-operative activities in seven different classifica-tionsadministration, supervision, teachereducation, instructional materials, physical fa-cilities, public relations, and researchwereidentified as important joint actions in whichthe Federal office and State boards mightparticipate.

3805. BARTEL, CARL RAY. Origin, De-velopment and Work of the AmericanVocational Association.. Ed. D.1959, University of Missouri, 517 p.L. ( Colombia )

Purpose of Study: To trace the historicaldevelopment of the American 'Vocational As-sociation from 1906 to 1959, to record themajor details of its origin, and to describe thework of the Association in the promotion ofpractical arts and vocational education.

Source of Data: The proceedings of con-ventions, reports of committees, minutes ofbusiness and executive meetings, official pub-lications of the American Vocational Associa-tion and its parent organizations, and per-tinent texts, periodicals, and bulletins.

Findings and Conclusions: The National So-ciety for the Promotion of Industrial Educa-tion was formed at New York City on Nov. 16,1906, and reorganized on Feb. 23, 1918, form-inc the National Society for Vocational Edu-c The Vocational Education Association

diddle West was organized at Chicagoon Jail. 16, 1914. The initial step to form theAmerican Vocational Association was taken by

the National Society on Dec. 4, 1925, and thefinal step by the Middle West Association onMar. 20, 1926. As the American VocationalAssociation grew in membership, financial re-sources, and prestige it produced publications,increased its services to members and non-members, cooperated with other national or-ganizations, and actively sponsored legislationconcerning vocational education. Through theyears it has been largely operated by practicalarts and vocational education interests of theEast and Middle West. It has not secured themembership of many reimbursable teachers ora great percentage of practical arts teachers.

3806. BENSON, WILLARD A. Measur-able and Observable Factors in theSelective Retention cf Doctoral Can-didates With Special Implicationsfor Industrial Education. Ed. D.1959, Wayne State University, 247 p.L. ( Detroit, Mich.) *

Purpose of Study: To identify subjective fac-tors used in the selection of doctoral studentsspecializing in industrial education and toevaluate statistically the objective measuresused in the selection of Ed. D. students atWayne State University.

Source of Data and Method of Study:Graduate records at Wayne State Universityand personal interviews with educationalleaders from nine major universities.

Findings and Conclusions: No one patternof selection is equally acceptable to all schoolsfor selecting doctoral students in education.Wayne State University doctoral students wooultimately complete all degree requiremeotsmake significantly higher scores on threestandardized tests than students who are un-successful in the doctoral program. It is pos-sible to establish weighted values (based onpast records) for each of these tests to providemaximum separation between the successfuland unsuccessful groups of students.

3807. BIEDLER, JOHN SAMUEL. TheRecreational Function of PtdustrialArts. Ph. D. 1958, The Ohio StateUniversity, 157 p. L. (Columbus)

Purpose of Study: To establish and spellout a position for industrial arts inrecreation.

Source of Data and Method of Study:Documentary research was used to define (L)recreation in contemporary life and (2) in-d'istrial arts education and to clarify therole of each. A criterion for measuring man'srecreational activities was developed withreference to the involvement of industrial arts.This was used to support the hypothesis thatindustrial arts activities are involved in someof man's recreational activities and to reveal

DOCTORAL STUDIES

content and direction for expanding industrialarts education in recreation.

Findings and Conclusions: Recreation cantake place during work or leisure ; industrialarts training can guide an individual inrecognizing recreational opportunities and inIncreasing his skills in making use of theseopportunities. Growth through self-expres-sion characterizes 4v dustrial arts, a form ofcreativity which adds meaningful contribu-tions to the advancement of the culture. Therecreational function should be stressed at alllevels of education.

3808. BIGGAM, WILLIAM RUSSELL.Instructional Aids in Industrial ArtsEducation. Ed. D. 1958, BradleyUniversity, 137 p. L. (Peoria, Ill.) *

Purpose of Study: To ascertain the im-portance and need for training in the selectionand use of instructional aids in the preserviceand inservice professional education of in-dustrial arts teachers, to study the methodsprovided for such training, and to suggest col-lege course content in instructional aids.

Source of Data: Questionnaires on practicesand opinions were sent to 142 teacher trainers,138 supervisors, and 239 secondary schoolteachers of industrial arts. Related literatureon audiovisual education and industrial artseducation was reviewed.

Findings and Conclusions: Forty-two col-leges and universities provide special coursesIn instructional aids which are offered largelyon an elective basis and most frequently atthe undergraduate level. Opinions of indus-trial arts educators : Graduates are not suffi-ciently prepared to utilize the variety of in-structional aids ; a need exists for training onthe professional level ; training is best pro-vided by special courses ; courses should bepractical ; and training should be broad anucomprehensive. A wide variety of aids areused by secondary school industrial arts teach-ers in varying frequency, bat conventional aidsare used most often. Industrial arts super-visors use a great variety of aids in inservicetraining and encourage greater uses of theseaids on .t part of shop teachers.

3809. LACK, RALPH ROSS. Admin-istrative Problems of Production intite High School Print Shop. Ed. D.1959, Bradley University, 197 p. L.(Peoria, Ill.)

Purpose of Study: To survey present prac-tices regarding production work in high schoolprint shops and to ascertain methods of al-leviating the situation where production isconsidered a major problem.

Source of Data: Questionnaires sent to ap-proximately 500 high school printing instruc-

3

tors throughout the United States. Questionswere designed primarily to elicit informationconcerning the role of production work in thegraphic arts programs of the schools. Com-parisons were made between those who con-sidered production a major problem and thosewho did not.

Findings and Conclusion,: Production workfor other departments of the school was foundto be almost a universal practice in high schoolprint shops, but only about one-third of theinstructors considered it a major problem inthe shop. Instructors were almost unanimousin their approval of the use of production workin their industrial arts classes, provided itcould be properly controlled. Lack of a work-able plan for controlling production appearedto be instrumental in making it a problem inmany shops. This condition seemed to be dueprincipally to the inability of the instructor toorganize effectivel:r for production work, or toa lack of cooperation between the administra-tor and the printing instructor.

3810. BOHN, RALPH CARL. An Evalu-ation of the Educational Programfor Students From Foreign Coun-tries mphasis Upon OrientationProcedures, Individual Problems, andPsychological Variables. Ed. D.1957, Wayne State University, 351 p.L. (Detroit, Mich.) *

Purpose of Study: This study was designedas a pilot investigation into the effectivenessof the foreign student program directed by theTechnical Training Section of the U.S. Officeof Education and financed by the "Point Four"Program.

Source of Data and Method of Study: Theevaluative methods consisted of personallystudying a pilot group of 36 students, includ-ing interviews and a questionnaire completedanonymously by the students, and the use ofthe following instruments : Language tests de-veloped by the Committee on Diagnostic Read-ing Tests, Inc., California Test of Mental Ma-turity, an attitude scale based on Stephenson'sQ-technique, a questionnaire to faculty ad-visors, and further information from institu-tions attended by the students.

Findings and Conclusions: A weakness inlanguage ability was evident from the lan-guage tests given the group and was cor-roborated by the faculty advisors and by thestudents themselves. Because of this languagedeficiency, the California Test of Melital Ma-turity provided little or no information con-cerning the native ability or intelligence of thestudents. Their attitudes tended to be favor-able toward the United States and toward per-missive rather than restrictive education. The


grades of the foreign students were generallyequal to or better than the grades of Americanstudents. The major problems eleounteredwhile in the United States wer languagediftic-alty, housing during the summer seminar,difficulty in adjt,sting to American food andto the different climatic conditions.

3811. BOWMAN, JAMES L. A Study ofthe Basic Mathematical SkillsNeeded to Teach Industrial Arts inthe Public Schools. Ed. D. 1958,Michigan State University, 194 p.L. (East Lansing) *

Purpose of Study: To ascertain the mathe-matical skills needed to be a soca:ode] in-dustrial teacher in the public schools : asthose needed in the required college courses,and those used while teaching industrial arts.

Source of Data: Surveys from 162 colleges,100 professors of drafting 63 professors ofelectronics or electricity, 105 professors ofmetalwork, 101 professors of woodwork, 49authors of industrial arts textbooks and 189outstanding industrial arts teachers represent-ing 10 States. Percentage responses wereused in comparing the desirable courses inmathematics.

Findings and Conclusions: College industrialarts professors recommended these courses, inorder : elementary algebra, plane geometry,trigonometry, college algebra, solid geometry,intermediate algebra, and analytic geometry.The first five courses were recommended byever 48 percent of the professors. More thanone-half of the outstanding industrial artsteachers included in this study had taken ele-mentary algebra, plane geometry, intermediatealgebra, solid geometry, college algebra, andte-onometry.

The authors of industrial arts textbooksrecommended that the following coursed be re-quired for students who use their books : planegeometry-80 percent ; solid geometry-65 per-cent ; elementary algebra-54 percent ; trigo-nometry --44 percent.

3812. BRENHOLTZ, HAROLD ROB-ERT. An Analysis of Certain Fac-tors Associated With CharteredNon-Accredited Schools in Ifissouri.Ed. D. 1957, University of Missouri,175 p. L. (Columbia) *

Purpose of Study: To analyze the structureand activities of the unaccredited privateschools of Missouri chartered since 1925 underthe laws relating to nonprofit benevolent, r -ligious, scientific, educational, and miscellane-ous associations.

Source of Data: Five separate sourcesfrom the charters of the 136 corporations con-

sidered, from 33 corporations oy meats of in-formation forms and personal contact, fromthe files of the Veterans and Adult EducationSection of the State department of Education,from the files of the Better Business Bureauof Kansas City, and from an analysis of thecatalogs and other literature published bysome of the corporations.

Findings and Conclusions: The .rocedurefor granting charters for nonpront privateschools has not been restrictive or discriminat-ing enough to prevent the chartering of sub-standard or fraudulent schools. Institutionswith low enrollment and few teachers Inveoffered and awarded various degrees, includ...gnine different types of "Doctor's" degrees,some of them awarded for correspondencestudy only. Minimum standards need to beestablished concerning the quantity andquality of work required for the awarding ofdegrees by nonprofit private schools. Theseschools should be required to meet properstandards regarding the adequacy of physicalfacilities and the competency of instructionalstaff.

3813. BYROM, ;;OHN MARVIN. The De-velopment of a Scale of Photographsfor the Appraisal of Learning In,fluences in Industrial Arts Shops.Ed. D. 1957, Pennsylvania State Uni-versity. 173 L. (UniversityPark)*

Purpose of Study: To develop a scale ofphotographs for appraisal of learning influ-ences in industrial arts shops, and to developevaluative criteria to parallel the scale.

Source of Data and Method of Study: Theevaluative criteria were developed from exist-ing imormation, experimentation, and refine-ment data by le iders in the field. The scaleor photographs was clevelopea by taking manyphotog tphs in 49 industrial arts shops. Thephotographs were separated into 20 factorsand submitted to judges fog -anking in 4degrees of effectiveness. The :aotographs forthe scale were then selected by statisticalcalculations. A reviewing committee was used7 -a. cross-validation.

Findings and Conclusions: Photographs canbe used to show conditions, situation, andhappenings in industrial arts shops that aresignificant in depicting the quality of certainlearning influences. A scale of photographscan be developed which may be used for theappraisal of learning influences in industrialarts shops.

The methods used in this study suggest aspractice of collecting evidence that can beeasily stored or filed for future use byeducators.

DOCTORAL STUDIES

3814. CAIN, CECIL RICHARD. AnAnalysis of the Industrial ArtsTeaching Position and Teacher Prep-aration. Ed. D. 1958, Indiana Uni-versity. 207 p. L. (Bloomington,Ind.)

Purpose of Study: To anal:,ze the instruc-tional and related requirements of the indus-trial arts teaching positions now held by per-sons who graduated from Fort Hays KansasState College, Hays ; Kansas State TeachersCollege, Emporia ; and Kansas State Teacherss'Iollege, Pittsburg; and to compare the require-ments with the preparation these teachersceived.

Source of Data: Responses to 21 major itemsincluded in an interview gnidnheet were ol-tained during personal interviews with 1.;3subjects. Information concerning certifica-tion and credit hours of preparation was ob-tained from the files of the State Depar;:mentof Public Instruction. The date. were com-piled and analyzed under the following head-ings : (a) teacher qualification, training, andactivities; (b) instructional program, scope,and area combinations ; (c) shop equipment ;and (d) ranking of objectives.

Findings and Conclusions:(1) Wide variations in the preparation of

the teachers, both in scope and in number ofhours of credit in the venous areas of indus-trial arts, indicated a divf rsity of requirementsamong the three teacher gaining institutionsas to the type and amouut of training con-sidered desirable in the preparation of indus-trial arts teachers ;

(2) The predominance of drafting, metal-work, and woodwork in the program of courseofferings at each of the grade levels po,ntedto a strong emphasis upon the traditional areasof instruction ;

(3) Course', 'n administration and supervi-sion apparently were not required as a part ofthe preparation of industrial arts teachers ;

(4) There were 71 instances, involvingmere than one-third of the group, in whichthe .chers had assumed instructional re-sponsibilities in subject-matter fields for whichthey lackee, the minimum subject preparationstipulated f the class of school in which theytaught. This seemed to indicate that formalpreparation was subject to variable interpre-tation by the State board of education in thedetermination of the teacher's qualifications inthe industrial arts teaching field.

3815. CLAUSEN, JOHN NORMAN. TheEffect of an Entrance Requirementon Success in Selected EngineeringCourses: An Experimental Evalua-tion for the School Year 1953-54 inthe College of Engimering, Institute

5

of Technology, University of Minne-sota. Ph. D. 1955, University ofMinnesota, 256 p. L. (Minneapolis)

Purpose of Study: To ascertain the effects ofsolid geometry on learning outcomes in fresh-man courses in engineering drawing.

Source of Data and Method of Study: Datawere obtained experimentally during theschool year 1953-54 utilizing a sample of 348randomly selected and assigned studentsmatriculating the fall quarter in the Collegeof Engineering. Three experimental treat-ments were applied. These can be defined interms of whether or not a student had takensolid geometry p-ior to completing the courses,Engineering Drawing 4 and 5. Data werecollected for the students on fi-ia measures :high school scholastic rank ; pretest and posttest for Engineering Drawing 4 ; pretest andpost test for Engineering Drawing 5.

Findings and Conclusions: Within thelimits of the design of this investigation, theexperimental factor, solid geometry, effectedsuperior learning outcomes in EngineeringDrawing 4. With respect to the findings per-taining to Engineering Drawing 5, it was con-cluded thst solid geometry generally did noteffect superior learning and that further in-vestigation is warranted.

3816. CRAWFORD, HAROLD WAKE-LING. Organizational Pattern.? forIndustrial Education Programs inSele,c:ed Land-Grant Colleges. Ed.D. 1960, Wayne State University,155 p. L. (Detroit, Mich.)

Purpose of Study: This study sought to de-termine what should be the organizational pat-tern for industrial education programs in theselectz4 institutions.

ZoPyre of rata: The catalogs of the selectedinstitutions ; proceedings of the meetingsof the Southern Association of Colleges andSecondary Schools ; the American Associationof Land-Grant Colleges and State Universities ;and the Conference of Presidents of NegroLand-Grant Colleges (now defunct). Personsinterviewed at each of the selected institu-tions, using a tape recorder, included thepresident, dean, industrial education head,and a teacher of industrial education selectedby the department head. Open-ended ques-tions were used for the structured interviews.

Findings and Conclusions: The needs of theseveral States that support these institutionsdiffer to the degree that no organizational pat-tern for industrial education is appropriatelycommon to these 17 institutions. Desegrega-tion tends to influence the organizational pat-terns for industrial education by increasingor decreasing the need for programs in theservice area within the State. Terminal tech-


nical programs were not in demand .,t thetime of this study.

The major objective of industrial educationprograms in the selected institutions wasteacher education. Industrial teacher educa-tion programs can be provided best in coopera-tion with other teacher education programsbut free from domination by the administra-tors and supervisors of those programs. In-dustrial teacher education programs share ina coordinated plan for supervised teaching andmake use of general courses in teacher educa-tion. There is a move in the selected institu-tiens to separate industrial education andengineering.

3817. CUMMINS, CARL CLINTON. AnAnalysis of Student Personnel Prac-tices in. Selected Ihdustrial ArtsTeacher Education Institutions. Ed.D. 1957, University of California,276 p. L. (Los Angeles)

Purpose of Study: To analyze student per-sonnel practices in the industrial arts de-partments of nine colleges in Californiaaccredited to recommend for the special sec-ondary teaching credential.

Source of Data: A comprehensive review ofthe literature of authorities in stadent per-sonnel work in higher education ; a question-naire survey of 548 industrial arts majors inselected institutions, personal interviews witha representative sample of 30 industrial artsteacher educators, a descriptive review of thepractices employed, and a synthesis of thedata.

Findings and Conclusions: Agreement iswidespread among authorities concerning apoint of view or pervasive philosophy for stu-dent personnel work in higher education.Attention is directed to the student's well-rounded developmentphysically, socially,emotionally, and spiritually, as well as intel-lectually. No standard plan for student per-sonnel work prevails in the selecteddepartments, although teacher educatorsagree that it is their responsibility to partici-pate in the orientation, counseling, records,selection, recruitment, student activities,placement and followup. The author con-cludes with specific findings for each of theseareas.

3818. DANOVITZ. SAUL. The Relation-ship of Certain Educational Experi-ences in the Secondary School toAchievement in Industrial Suocessand Leisure Time Activities in LaterLife. Ed. D. 1957, University ofPittsburgh, 127 p. L. (Pittsburgh,Pa.)*

Purpose of Study: To show the relationshipof certain educational experiences in the sec-

ondary school to achievement in inclnstrialsuccess and leisure-time activities in later life.

SourfT of Data and Method of Study: Theequivalen;.-;;ôups method of comparison wasemployed. primary sources of data werethe apprentice records of the Aluminum Com-pany of America, New Kensington Works, anda questionnaire mailed to all former appren-tices of the Company.

Findings and Conclusions: The vocationalgraduate had greater success in the comple-tion of the apprentice training program andin shopwork and attained the same level inmathematics as that attained by the nen-vocational graduate. Although no majordifference was noted in leisure `Me activitiesin later life, slight variations did appear be-tween the groups. The attitude toward theapprentice training program was approxi-mately the same for both groups. '1 he ma-jority of the apprentices ',It that the trainingprogram was worthwhile.

3819. DAVENPORT, JOE UNDER-WOOD. An .1volysis of the Statusand Needs, With Sugliestions for Im-provement, of In-dustrial Arts Edu-cation in the Pubic SerordurySchools of Arkansas. D. 1959,University of Arkansas, .L25 p. L.(Fayetteville) *

Purpose of Study: To ascertain the statusof industrial arts education in Arkansas; toexamine the effectiveness and needs of existingprograms; to ascertain the nature of plans inprogress or the improvement and 3rpansionof industrial arts prcgrams; and to zke rec-ommendations for further improseent.

Source cf Data: All schools in the Statehaving programs of industrial arts werevisited. Information blanks were filled out byschool administrators, teachers. and pupile ineach school offering industrial arts. Ques-tionnaires were mailed to 200 schools not of-fering industrial arts to determine their plansfor the future, and the responses wereanalyzed.

Findings and Conclusions: Industrial artswas taught by 64 teachers in 46 schools in 25districts in Arkansas in 1958-59, to an en-rollment of 6,298 students. Three industrialarts teachers had no degree ; 46 held thebachelor's degree ; and 13 had completed re-quirements for the master's degree. Salariesof industrial arts teachers ranged from lessthan $3,000 to over $5,000, with a median ofapproximately $3,800. Salaries of teacherswith the master's degree averaged about $900higher than those with the bachelor's degree.Salaries of teachers with no degree wereabout $900 less than the salaries of thosewith the bachelor's degree. Of the schoolsoffering industrial arts, 62.5 percent offered

DOCTORAL STUDIES 7

general shop courses. Twenty-two percentof the schools that did not offer a programin industrial arts reported plans being madeto offer such a program.

3820. DECK, WILLIAM LUTHER. AResource Research in Electricity.Ph. D. 1955, The Ohio State Uni-versity, 273 p. L. (Columbus)

Purpose of Study: To trace the develop-ment of electricity and its value and appli-cation to areas of industrial arts, agricul-ture, medicine, science, and health. Todevelop a proposed program for industrialarts teacher education with emphasis onelectricity.

Source of Data: Bibliographical methodswere used, including books, pamphlets, andperiodicals. Experimentation was used tofind new ways of presenting the technology tothe students. Personal interviews were madewith many persons in the electrical field. In-duction and deduction were used in arrivingat conclusions. Questionnaires were used toascertain the semester hours offered in elec-tricity by industrial arts teacher-education in-stitutions. Personal observations of electricallaboratories were made.

Findings and Conclusions: Electricityshould be taught at all levels : elementarythrough adult. Administrative officers atState and local levels need to clarify theirappreciation of electricity and the need forit in the schools by making explicit recom-mendations as well as by arranging for thenecessary rands. Teacher educators shouldclarify their purposes to offer better programsand work towards better standardization.Literature in the field must be developed ;such development should be stimulated by in-dustrial arts consultants and teachers. Re-fresher and inservice courses will need to beoffered.

3821. DOA-NE, RAYMOND CHARLES.Industrial Education in SelectedState Schools for the Deaf. Ed. D.1956, University of Missouri, 231 p.,L. (Columbia) *

Purpose of Study: To ascertain the statusand need for industrial education at Stateschools for the deaf of the upper MississippiValley region.

Source of Data: Data concerning industrialeducation programs at schools for the deafwere obtained from official records, observa-tion, and interviews. Data concerning theoccupational status of male graduates ofschools for the deaf were obtained through in-formation forms mailed to them and to theiremployers. Ratings on occupational successof the graduates were obtained from the em-ployers. Suggestions for the improvement of

training programs were obtained from bothgroups of respondents.

Findings and Conclusions: Guidance andplacement services, an inservice teacher educa-tion program, on-the-job training, and up-to-date facilities are needed at schools for thedeaf. The occupational success of graduates,in the trade for which they were trained, com-pares favorably with that of other employeeswho have been employed on similar jobs forapproximately the same length of time; hence,employers need not be reluctant to employdeaf workers.

3822. DOBSON, CLIFFORD GEORGE.A Study of Apprentices Enrolled inRelated Instruction Classes in Cali-fornia Public Schools. Ed. D. 1956,University of California, 287 p. L.(Los Angeles)

Purpose of Study: To gather and evaluateinformation on the characteristics of appren-tices in the various apprenticeship programsin the State of California that would revealthe status of the program and provide anindex for the measurement of future develop-ments and trends.

Source of Data: A questionnaire distributedto 1,610 selected apprentices enrolled in re-lated instruction classes in the public schoolsof California. The sample included appren-tices in 22 trades from 100 classes in 40 schooldistricts.

Findings and Conclusions: The apprenticesin this survey were largely in their earlytwenties with a high school diploma, married,fathers, and from families of skilled workers.Most bad heard little about apprenticeshiptraining while in high school. Over 50 per-cent attended apprenticeship classes 2 nights aweek. The California State Department ofEducation Instructional Materials Laboratorywas said to have a strong influence on theprogram. Few of the group were recruitedand selected on the basis of a well-organizedprogram. Joint apprenticeship committeesevaluated the progress of apprentices every 6months.

3823. EDDY, EVAN MAX. General Re-lated Instruction Needed by Studentsin Cooperative Occupational Train-ing. Ed. D. 1956, University of Mis-souri, 154 p. L. (Columbia)*

Purpose of Study: To ascertain the generalrelated instruction currently provided stu-dents in cooperative occupational training, theimportance of the instruction in terms of theneeds of cooperative trainees, and additionalinstruction needed but not currently provided.

Source of Data: General related instruc-tional matfrials from 10 States were as-sembled and analyzed for instruction


which were placed in an information form andevaluated by respondents representing eightpopulations local employers, former train-ees, local coordinators, local labor leaders,personnel directors, regional labor leaders,coordinators from several States, and teachere-hcators and State supervisors. The reportwas based upon 703 completed forms repre-senting 29 States. Respondents wrote in thetopics of additional needed instruction.

Findings and Conclusions: In general, in-struction topics concerned with choosing andpreparing for a career, getting and adjustingto the job, personality and personal progress,and employer-employee relations were con-sidered of greatest importance. Less im-portance was attached to topics concerninglabor laws, problems of management and busi-ness ownership, and labor unions. Topicswere rated highest by local coordinators, locallabor leaders, and former trainees ; teachereducators and State supervisors, personneldirectors, and regional labor leaders were morecritical of current instruction. Concern wasexpressed about duplication in related classesof instruction offered in general educationclair&es. A need was indicated for an expan-sion of the instruction concerning employer-employee relations. Areas of instruction thathave implications for guidance and counselingwere considered most important and it wasindicated that coordinators should have pro-fessional training in guidance and counselingto perform their duties effectively.

3824. ENSMAN, LEO M. Relation ofInterests, Ability, Courses Taken,Scholastic Achievement, and OtherFactors to Success in Industrial ArtsTeaching. Ed. D. 1957. Universityof Missouri, 139 p. L. (Columbia)*

Purpose of Study: To ascertain the relationbetween teaching success as rated by super-visors of 110 beginning industrial arts teach-ers graduated from Kansas State TeachersCollege, Pittsburg, and factors such as gen-

eral and precollege background, college prep-aration, selected interests, mental abilities,and the school, community, and teachingassignment.

Source of Data: Data secured from recordsin several offices at Kansas State TeachersCollege were tabulated and chi-square testscalculated.

Findings and Conclusions: The beginningteacher group was rated as quite successful.Individuals with high marks, greater numberof hours in various areas, and other factorsconcerning college preparation received high-est ratings. Interests, mental abilities, andgeneral and precollege background, taken sep-arately, had little or no relation to teachingsuccess. Teachers with science minors andthose who began teaching in schools with an

enrollment of under 500 received signedeantlyhigher ratings. Successful, as well as un-successful, teachers seemed to be leaving theteaching profession. The factors studied, incombination, or other factors, not identified,appeared to be affecting the ratings more thanthese same factors taken separately.

3825. FARR, WILBUR JAMES. Educa-tional Needs of Urban ResidentsConcerning the Use of Electricity inthe Home. Ed. D. 1958. Universityof Missouri, 136 p. L. (Columbia)*

Purpose of Study: To ascertain the educa-tional needs of r'sidents in urban communi-ties concerning the use of electricity in thehome, in order that school authorities mayhave evide ..e upon whim to organize elec-trical instruction in high schools and in adulteducation programs

Source of Data: An iuterview schedule usedin a series of 200 interviews with the maleparent of secondary school students.

Findings and Conclusions: The uses of elec-tricity in the home as follows: heat, rotarypower, light, communications, control, chemi-cal effect, and electronics. There are minorrepairs and maintenance jobs in the homewhich do not require the services of a skilledtechnician. Boys, girls, and adults should betrained to perform unspecialized tasks thatcontribute to the upkeep of the home. Adultsin urban communities generally would like tolearn more about the selection, operation, andcare of electrical equipment and about plan-ning for the uses of electricity. Instructionshould be provided by the public high schoolsfor boys and girls on the fundamentals ofelectricity, the selection and purchase of elec-trical equipment, minor repairs, and planningfor the use of electricity. This can be avital portion of the school program, teachingthe related theories and principles Li termsof the everyday experiences of the student.

3826. FAULDS, VINCENT R. Techni-cal Training Needs of SelectedArkansas Industries. Ed. D. 1956,University of Missouri, 144 p. L.(Columbia)*

Purpose of Study: To ascertain the need fortrained technicians in selected Arkansas in-dustries, and whether or not existing educa-tional institutions in the State are meetingthe need.

Source of Data: The 159 employers in 19selected Arkansas industries who returnedusable information forms mailed to them,analyses of U.S. Census reports and literaturein the field, and personal interviews with em-ployers and educators in Arkansas.

Findings and Conclusions: The selected industries are playing an increasingly importantrole in the economy of Arkansas. Existing

DOCTORAL STUDIES 9educational institutions of the State are notdoing an adequate job of technical training tomeet the needs of these industries. The needfor trained technicians in Arkansas is suffi-ciently large to justify the establishment ofadditional technical curriculums in the State.Facilities now exist within the educational in-stitutions of the State which could oe utilizedin establishing such curriculums.

Existing training facilities and technicalemployment patterns suggest rather definitegeographical locations for technical curricu-lums in Arkansas.

3827. FIRE, IRIS LINN. HistoricalDevelopment of Vocational Indus-trial Education Programs of Second-ary Grade Level in Public Schoolsof Pennsylvania From 1900 to 1954.Ph. D. 1956, University of Pitts-burgh, 245 p. L. (Pittsburgh, Pa.)*

Purpose of Study' To trace the develop-ment of vocational industrial education ofsecondary grade level in Pennsylvania.

Source of Data: Federal and State laws ;legal opinions and decisions related to voca-tional industrial education ; statistical, an-nual, and biennial reports of the Superintend-ent of Public Instruction in Pennsylvania ;and the Pennsylvania itched Journal.

Findings and Conclusions: Vocational tradeand industrial education classes and schoolsdeveloped slowly in the decade following thepassage of the first vocational education acts.Early emphasis in Pennsylvania was placedupon classes related to the mineral industries.However, training in the three general tradeareas of machine shop, electrical shop, andauto mechanics became the most popular interms of pupil enrollment, district partici-pation, teacher employment, and money ex-penditure. Legislation has been modified asexperience has shown need.

3828. FISHER, RICHARD E. Status ofand Need for T,./-min41 Vocational-Technical C-;rricule, in Senior Col-leges an' Oniver.sities. Ed. D. 1956,Univcr.t--; or Missouri, 151 p. L.(Columbia)*

Purpose of Study: To ascertain the status ofand need for terminal vocational-technical cur-riculums in senior colleges and universities,and what factors co-..cribute most to the de-velopment and po:.diarity of such curriculums.

Source of Data: Information forms contain-ing date pertinent to the study were receivedfro' 18 colleges and universities in 39 States.Literature in the field of junior and senior col-lege organization and administration, includ-,-,c college bulletins and catalogs, was re-vie 'ed for information and data.

:R8265-61-2

Findings and Conclusions: The subject fieldsmost commonly served by terminal curriculumsin senior colleges and universities are secre-tarial science and industrial education. En-trance requirements are similar in both ter-minal and degree curriculums. Accreditationof curriculums, transfer of credit, and generaleducation present important issues. The atti-tude of faculty members and administrators atsenior colleges toward terminal curriculumsappears to be a more serious deterrent to theirdevelopment and success than is the opinionand attitude of students. In view of the highmortality rate from degree curriculums, thecritical shortages of skilled and technicallytrained manpower and the impending wave ofstudents seeking entrance to college, it appearsthat senior colleges and universities, alongwith junior colleges and technical institutes,should make more provision for terminalcurriculums.

3829. FOSS, MAURICE FELKER. Imrplications for Industrial ArtsTeacher Education from Case Studiesof Selected Teachers. Ed. D. 1958,University of Cincinnati, 484 p. L.(Cincinnati, Ohio)

Purpose of Study: To determine the per-sonal, social, experiential, situational, andeducational factors involved in the adjustmentto teaching of a selected group of graduatesof the Industrial Arts Department of MiamiUniversity, Oxford, Ohio.

Source of Data: The data examined includedentrance tests, high school transcript, ap-plication for admission, college grade record,placement bureau data, and health servicerecord. Each teacher was observed during ahalf day of teaching, and interviews were heldwith the teacher and his superintendent orprincipal.

Findings and Conclusions: Per.,,nal goalsand attitudes are the most important elementsin teaching success. Superior teachers cameto college to prepare to teach ; they chose theircollege program because of its reputation in itsfield. They were regarded as being "conscien-tious," "getting along with others," and "lik-ing children." They expressed an interest in"working with children," "the subject matterof industrial arts," ani ''a belief in the schoolas an instrument -I society." They werechosen by administrators of superior schoolswho believed in the subject matter. Childrenin their classes were effectively busy and in-terested in theft work.

Less satisfactory teachers showed higher4.C.E. scores but lower achievement test scoresand college grade records. They lacked theinterest and work habits of the superior teach-ers ; their classes showed less interest, ac-complished less, and had poor personal relit-


tions. School administrators, as a group,possessed a narrow concept of the function ofthe industrial arts program.

3830. FURLONG, JOHN. Case Studiesof Beginning Trade and IndustrialInstructors in a Vocational EveningSchool. Ph. D. University of Min-nesota. 1957, 413 p. L. (Minne-apolis)

Purpose of Study: To discover, through theuse of a concentrated case-study technique,the problems and accomplishments of begin-ning instructors teaching trade and industrialevening classes in a large metropolitan vo-cational school.

Source of Data: Pertinent literature, inter-views with teachers, classroom observations,and student ratings of their instructors.

Findings and Conclusions: Generalizationsbased on the individual cases: The lack of aneffective planned system of instruction ad-versely effected the quality of teaching doneby the instructors ; there was little teacher-planned motivation to develop the students'interest in what was to be learned ; personalrelationships between supervisory personneland teachers were excellent ; the instructorsdesired a record and evaluation of their prog-ress and achievement ; they were continuallyfaced with the problem of tardiness ; they hadno uniform preservice teacher training ; in-sufficient attention was paid to the workneeds of the students ; there was wide rangein the classroom opportunities for studentsto use what they learned in class ; the instuc-tors were highly competent in their knowl-edge of the field they were teaching, andmost students believed they received worth-while instruction.

3831. GILBERT, HAROLD G. An in-dustrial Arts Teacher EducationProgram for Elementary Schools.Ph. D. 1955, The Ohio State Uni-versity, 234 p. L. (Columbus)

Purpose of Study: To ascertain (1) theneed for elementary classroom teachers withindustrial arts training and the responsibilityof industrial arts consultants, (2) the teacher-education experiences that might best qualifyindustrial arts specialists for elementaryschool training, and (3) the teacher-educationexperiences that might best qualify elemen-tary teachers to use industrial artsexperiences.

Source of Data: (1) A questionnaire to ad-ministrators and (2) teacher p:acement rec-ords, to ascertain the need for specialists andconsultants in industrial arts on the elemen-tary level. An analysis was made of the workof industrial arts specialists in 16 schools in

New York and experiences for preparing suchspecialists were recommended.

Findings and Conclusions: The basic indus-trial arts program to prepare a consultantshould include the scientific study of childrenas well as the organization of elementaryschools and methods of initiating and en-riching classroom activities. Work in manu-facturing, construction, power, transportation,communication, and management as well asdevelopment of physical settings. Full-timestudent teaching under a consultant.

Problems to be included in the elementaryeducation program to prepare industrial artsspecialists include the above plus the defini-tion of industrial arts.

3832. GISRIEL, AUSTIN E. The Devel-opment and Analysis of an Instru-ment Designed to Measure WorkAttitudes, Using Selected Group! ofStudents and Employees. Ed. D.1959, University of Maryland, 301p. L. (College Park)*

Purpose of Study: To develop an instru-ment designed to measure general work at-titudes of employees and to ascertain generalfactors, specific understandings, knowledge,and feelings that may have affected the em-ployee's work attitudes.

Source of Data and Method of Study: Areview of the literature was made, and fromvarious definitions of work attitudes an in-strument was developed, consisting of assorteditems that could possibly affect an employee'swork attitudes. The instrument was pre-tested and refined ana then tested on a sam-ple of 103 employees. The instrument wasvalidated by correlating it with the immediatesupervisor's rating of an employee's work at-titudes on an overall rating scale.

Findings and Conclusions: The reliabilityof the instrument was found to be consistentwith the reliabilities of similar instruments de-signed to measure various kinds of attitudes.The split-half reliability coefficient for 87cases or the field test group was 0.744, cor-rected by the Spearman-Brown formula to0.853.

The instrument was validated by compar-ing the rating of the employee with the ratingby their immediate supervisors using theover-all scale. Scale A. An adjusted contin-gency coefficient of 0.46 indicated the magni-tude of the relationship. A completeevaluation of this instrnment would requirefurther and more extensive study with respectto different kinds of employees, supervisors,and employment organizations.

3833. GLAZENER, EVERETT RUTH-VEN. An Experimental Determina-tion of the Value of Selected VisualAids in Teaching Beginning Mecham-

DOCTORAL STUDIES

ical Drawing. Ed. D. 1958. Penn-sylvania State University, 136 p. L.(University Park)

Purpose of Study: (1) To determine thedifferential effects of two techniques of in-struction in beginning mechanical drawing atthe junior high school level. (2) To investi-gate the value of selected visual aids (not in-cluding Alm) during the first 18-27 clock.lurs in teaching drawing and whether se-lected visual aids enable students to increasetheir achievement of manipulative techniquein certain units of a first course in mechanicaldrawing.

Source of Data: With the assistance of ajury, certain visual aids applicable to the se-lected units were chosen and constructed foruse in all experimental classes. During thespring semester of the school year 1956-57,14 controls and experimental classes of begin-ning mechanical drawing in 4 junior highschools in Pennsylvania were used.

Findings and Conclusions: Some of the con-clusions were: (1) Certain results tend tosupport .1 'iypothesis that the achievementof studey in selected units of beginningmechanical drawing is greater when selectedvisual aids are utilized in addition to tradi-tional methods; (2) when comparing resultsof the control and experimental groups in thecriteria with the pretest mental age. the ex-perimental group made more progress thanthe control group; (3) there appeared to bemore interest, more attention, more generalcomprehension and understanding, less noise,and more motivation and participation bystudents in the experimental classes than inthe control classes.

3834. GOETZ, ROBERT EDWARD. In-dustrial Printi ig Practices Com-pared with the Teaching of Printingin Post-High School Institutions.Ed. D. 1958, University of Missouri,232 p. L. (Columbia)*

Purpose of Study: To ascertain the currentpractices in selected graphic arts areas, themachines used in these areas, the attitudes ofindustry toward educational teaching meth-ods, and how these findings compa-e withlike factors in the post-high school institu-tions offering vocational courses in printing.

Source of Data: (1) Information formsmailed to 1.004 job-printing plant owners ormanagers of the United States having 15 ormore workers engaged in graphic arts and (2)information forms mailed to all post-highschool institutions in the United States offer-ing vocational printing curriculums. Criticalratio techniques were used in handling thedata.

Findings and Conclusions: The trainingareas in the post-high school institutions and

11

the commercial printing areas are not closelyrelated. The institutions seem to be slow inadopting training areas in offset printing.There is not a close relationship betweenpractices followed in training programs forprinters at the post-high school level andthose used in industry. A close relationshipdoes exist between the teaching and learningmethods used by post-high school printingteachers and the acceptance of these methodsby tradesmen. The institutions are providingvocational training on a minimum number ofdifferent types of machines and do not havethe modern expensive printing equipment usedin commercial printing plants.

3835. HAIGWOOD, THOMAS L. AStudy of Desegregation ProblemsThat May Affect the InstructionalProgram of Junior High School In-dustrial Arts in North Carolina.Ed. D. 1959, Pennsylvarl StateUniversity, 243 p. L. (UniversityPark)

Purpose of Study: (1) To ascertain realdifferences of instructional problems injunior high school industrial arts in Negroand white seg .egated schools of North Caro-lina, and segregated and desegregated schoolsof the border States; (2) To ascertain teach-ers' opinions on the actual and expected ef-fects of desegregation on instructional prob-lems ; and (3) To study instructionalpractices and techniques used by successfulteachers of desegregated classes.

Source of Data: Questionnaires sent tojunior high school industrial arts teachers insegregated and desegregated schools.

Finding and Conclusions: Findings indi-cate that more serious instructional problemsexist in Negro than in white segregated in-dustrial arts programs of North Carolina.Desegregated programs have more seriousproblems in the border States, than segregatedprograms. Teachers of desegregated indus-trial arts programs of border States experi-enced a greater increase in instructionalproblems due to desegregation than teachersof a segregated school. Questionnaire re-spondents believed teachers should plancourses for wider abilities and background,have a more tolerant attitude toward Negrostudents, and have greater control.

3836. HAMMOND, ROBERT GROVE.Evolving Concepts of IndustrialEducation in the Thinking of the In-dustrial Educator. Ed. D. 1956,University of Missouri, 282 p. L.(Columbia)*

Purpose of Study: To trace the evolution ofcertain underlying concepts of industrial edu-cation in the thinking of industrial educators


which have affected the growth and expansionof the program, and to analyze and interpretthe ideas of industrial educators toward cer-tain major issues involved in the program ofindustrial education as it has developed inAmerica.

Source of Data: A study was made of thewritings of persons of recognized status di-rectly connected with the industrial educationmovement, and the proceedings and annals ofselected organizations.

Findings and Conclusions: Industrial educa-tion, conceived s2 a multipurpose area of edu-cation, continues to be supported in terms ofboth general and vocational education. Theaims and purposes of industria: education --in-creasing the appreciation and understandingof industrial society, vocational competency,and successful citizenshiphave changed littlesince its introduction into Amerieon schools.Objectives cited for industrial arts bave tendedto become more closely aligned with, and lessdistinguishable from, objectives cited for othersubject areas in general education. Despitephenomenal growth and popularity, relativelylittle stability has developed within the scopeand management of the general shop. In-dustrial educators have been in sympathy withprograms of training that increase the occupa-tional mobility of workers. Tlie industrialeducator's concept of guidance and voca-tional-industrial education has gradually ex-panded to include these as indispensablephases of a total program of occupationaladjustment.

3837. HAMPTON, ISAAC PAUL, JR.Amateur Radio Operation in Mis-souri and Its Implications for Indus-trial Arts Education. Ed. D. 1959,University of Missouri, 114 p. L.(Columbia)*

Purpose of Study: To ascertain importantexperiences, viewpoints, and activities con-cerning amateur radio operation in Missouri,and the implications of this hobby for indus-trial arts and adult education programs inMissouri.

Source of Data: An information form sentto 1,000 Missouri residents who held amateurradio operator's licenses.

Findings and Conclusions: The amateurradio hobby in Missouri has experienced con-siderable growth in the last decade. The aver-age hobbyist has a better-than-average incomeand education when compared with all Mis-souri residents. More hobbyists indicatedthey were professional people, technicians, orhigh school or college students than any otheroccupational category. A negligible number ofthe respondents indicated they had receivedhelp in their radio hobby through science or

industrial arts courses taken in the publicschool. A sizable majority indicated theopinion that the schools should expand theirofferings in the fields of electricity andelectronics.

3838. HANSON, DURWIN MELFORD.Evaluation of the Veterans Admin-istration Rehabilitation Program. forStudents Entering Iowa State Col-lege. Ph. D. 1956, Iowa State Col-lege, 80 p. L. (Ames)

Purpose of Study: To investigate the aca-demic achievement of male veteran and non-veteran students who entered Iowa State Col-lege without prior college experience.

Source of Data: The records of Iowa StateCollege. Three groups of students were used :(1) Public Law 16 veterans, (2) Public Law346 veterans, and (3) nonveterans. Triserialcorrelations, chi-square, analysis of covari-ance, multiple regression, and discriminantanalysis techniques were employed.

Findings and Conclusions: The study re-vealed that Public Law 346 veteran studentswere superior to the other two groups whilePublic Law 16 students were superior to thenonveteran student.

3839. HELTON, H. L. Evniur !ion in In-dustrial Arts Teacher Education.Ed. D. 1958, Wayne State Univer-sity, 280 p. Education L. (Detroit,Mich.)

Purpose of Study: To develop an evaluationinstrument consisting of standards and cri-teria for the accreditation of undergraduateindustrial arts teacher education programs.

Source of Data: An opinionnaire sent to thedepartmental chairman of 202 institutionsreported to have programs of industrial artsteacher education. Chairmen were asked torate characteristics of programs of industrialarts teacher education as essential, desirable,acceptable, undesirable, or detrimental. Afterthe return of 82 percent of the opinionnaires,characteristics rated either essential or de-sirable by at least 75 percent of the respond-ents were selected, grouped, and written astentative standards and criteria for efficientprograms of industrial arts teacher education.

Findings and Conclusions: The significantconclusions for this study are in the form ofa 25-page evaluation instrument designed forself-study by individual departments and a4-page supplement for industrial arts beingpublished in April 1958 as the Seventh Year-book of the American Council for IndustrialArts Teacher Education under the title, Ac-crelitation in industrial Arts TeacherEducation.

DOCTORAL STUDIES

3840. HEPLER, EARL R. Order ofPresenting Orthographic Projectionand Pictorial Representation and ItsEffect on Achievement in Engineer-ing Drawing. Ed. D. 1957, Univer-sity of Missouri, 205 p. L. (Colum-bia) *

Purpose of Study: To ascertain the relativeeffectiveness or superiority of teaching ortho-graphic projection first, followed by pictorialrepresentation, as compared with teachingpictorial representation first, followed byorthographic projectien.

Source of Data: A oparison of six classesof engineering dram Ink; which were dividedinto two equated groups. Groups were pairedon Army General Classification Test scores,subject matter pretest scores, and secondaryschool drafting experience. Groups werecompared on information achievement, draw-ing skill, ability to visualize, speed, and atti-tude of student toward subject.

Findings and Conclusions: Findings indi-cate that teaching orthographic projectionfollowed by pictorial representation is su-perior to, or a more effective approach in thedevelopment of informational achievement,drawing skill, and ability to visualize. Therewas no significant difference found betweenthe two methods with respect to speed devel-oped and attitude of student toward thecourse.

3841. HISER, PAUL T. The Develop-ment znd Use of a Pre-StudentTeaching Evaluation, Procedure inItodustrial Arts Teacher Education.Ed. D. 1958, The University ofMaryland, 443 p. L. (CollegePark)*

Purpose of Study: To present the develop-ment and application of personnel instru-ments and of evaluative procedures useful ina college program wherein industrial artsteachers are prepared.

Source of Data: 61 faculty judges rated327 industrial arts majors over a 6-yearperiod on 10 personal and professional fac-tors from entry in college to student teachingexperience, providing 1,886 ratings. Ratingsand scholastic indices were correlated withthe criterion of their student teaching suc-cess. An accumulative record was developedand utilized for summarizing these ratingsand other personal data.

Findings and Conclusions: The rating in-strument employed had the required i elia-bility. The relation of personal and profes-

13

sional factors to criterion of student teachingsuccess, of scholastic indices to the criterion,and of personal and professional factors toscholastic indices, were all significant at the0.001 level. As single predictors at the pre.student teaching level both the ratings andthe scholastic indices appeared to have sub-stantial value for selection and evaluationprocedures at Oswego. The combined valueof the ratings and the indices of scholarshipwas a stronger predictor than either onealone. The development and use of a cumu-lative record proved to be useful to bothstudents and faculty.

3842. HUKILL, VIRON NELSON. TheDo-It-Yourself Movement in PulaskiCounty, Arkansas, and Its Implica-tions for Industrial Arta. Ed. D.1958, University of Missouri, 123 p.L. (Columbib.)*

Purpose of Study: To ascertain the scopeand extent and the motivating factors of thedo-it-yourself movement in Pulaski County,Arkansas, in the areas of home maintenance,repair, alteration, and construction, and topoint out their implications for industrialarts,

Source of Data: Screening double postalcards were sent to 2,000 persons whose nameswere obtained. by taking each consecutive 26thmale name and address from the PulaskiCounty 1956 numerical listing of passengercar registrations. Data for the study wereobtained from 201 information forms receivedfrom 256 persons qualifying as "do-it-your-selfers."

Findings and Conclusions: Active participa-tion in do-it-yourself work is most commonin the age group 30-49, and a large percentof the participants are from the three upperoccupational groups. Most of them havesufficient band tools with which to performtheir jobs and may have at least two pieces ofpower equipment, one of which is likely to bean electric hand drill. They are motivatedprimarily by economic and psychologicalreasons and are saving a considerable amountof money doing jobs themselves. Most jobsare being performed in the areas of painting,papering, and finishing, electrical work, andcarpentry, and the greatest difficulties arebeing encountered in plumbing and concrete,plaster, and masonry jobs. A majority ofdo-it-yourself jobs are performed by peopleworking alone who have received practicallyno help in learning how to do them, otherthan what they have just picked up. Theyare desirous of instruction in these activitiesand think it should be offered in the publicschools of their community.


3843. HUSS, WILLIAM E. An Evalua-tion of Professional Development inIndustrial Arts Student TeachingThrough Isolation of Abilities inTeaching Activities at State-WideCooperating Schools of the Oswego(N.Y.) State Teachers College.Ed. D. 1951, The PennsylvaniaState University, 326 p. L. (Uni-versity Park)

Yurpose of Study: To discover the profes-sional and technical teaching abilities ofstudent teachers through a program of evalua-tion and appraisal.

Source of Data and Method of Study: Thestudent teaching program conducted by theState University of New York's State TeachersCollege at Oswego was chosen as havingadequate facilities to conduct an experimentalsearch to determine the professional develop-ment that takes place during student teach-ing. A rating scale was devised on whichthe master teachers were asked to considerthe five degrees of achievement in each of theabilities described in the first week and thelast week as a means of appraising growthduring the period of practice teaching.

Findings and Conclusions: Student teachersshowed average growth during practice teach-ing in the following areas of activity : (a)understanding and using industrial arts ob-jectives, (b) using democratic practices in theshop, (c) developing self-assurance and afeeling of success in learners, (d) questioningand evaluation, and (e) managing a shopand personnel organization. A relativelysmall growth in the following areas wasevident : (a) the ability to promote pupilthinking and planning. (b) the ability andzeal to use teaching aids. and (c) the abilityto demonstrate competency in manipulativeskills. The major activities which showedgreatest improvement during practice teach-ing were those specifically related to methodsin teaching.

3844. IRGANG, FRANK JACOB. Com-munity Facial-8 in the Determinationof the Instructional Areas of anIndustrial Arts Program. Ph. D.1956, University of Michigan, 174 p.L. (Anr Arbor) *

Purpose of Study: To define the communityfactors that should be included in the criteriaused to determine the instructional areas ofan industrial arts program and to ascertainto what degree these factors are being usedin the State of Michigan.

Source of Data: An analysis of literatureto compile a basic list of community factors,

which were th(a submitted for rating to ajury of specialists in industrial education andto selected industrial arts instructors.

Findings and Conclusions: The industrialarts instructors considered the communityfactors to be of greater importance in deter-mining the instructional areas of an indus-trial arts program than did the jury ofspecialists. The community factors are beingconsidered in an order of importance ac-ceptable to the industrial arts instructors.In actual practice the significance of thecommunity factors is not being consideredto the degree desired by the industrial artsinstructors.

3845. JACOBSEN, ECKHART A. AComparison of Competitive and Co-operative Learning Experiences inTechnical Drawing on the CollegeLevel. 131', D. 1957, University ofConnecticut, 222 p. L. (Storrs)

Purpose of Study: To compare the effectsof competitive learning experiences with theeffects of cooperative learning experiencesrelative to achievement in technical drawing ;

and to compare the attitudes of students par-ticipa,ing in the experiences with regard tosonic, of the characteristics common to thesetwo ?earn lug situations.

Source of Data: The experiment involvedthe members of the freshman class who wereeligible to take technical drawing at the StateTeachers College, Fitchburg, Massachusetts,during the September 1955 semester. Twosections were made by pairing individuals andthen dividing each pair into two matchedsections. Pairing was based upon scoresmade on intelligence and technical drawingaptitude tests. The significance of the dif-ference between the means in terms Gf tvalues was used in comparing data.

Findings and Conclusions: Students com-petitively organized achieved significantly lessin problem selection and developed sigrifi-candy poorer attitudes and interpersonalrelations than did those cooperatively or-ganized in a classroom learning situation.Although not significantly different, studentsenoperatively organized developed similar orbetter attitudes toward different aspects ofunderstanding, use of resources, self-evalua-tion, and motivation than did the co-petitively organized.

No significant differences of achievementwere found in either the acquisition of in-formation or in the development of a demon-strable skill in technical drawing betweenthose etudents competitively and cooperativelyorganized in a classroom learning situation.

DOCTORAL STUDIES

3846. JOHNSON, HARRY LEROY.Curriculum Development in Voca-cational-Technical Education: WithSpecial Reference to the NorfolkDivision of Virginia State College.Ed. D. 1956, Wayne State Univer-sity, 143 p. L. (Detroit, Mich.)

Purpose of Study: 'Do ascertain the needfor vocational-technical education programsin the Tidewater area of Virginia and thefeasibility of offering such programs at theNorfolk division of Virginia State College.

Source of Data: Personal interviews withpersonnel directors, managers, and owners ofselected industrial firms in the area.

Findings and Conclusions: Many technicalareas of need were discovered in the Norfolk-Portsmouth community. The curriculum inelectronics and electricity showed the greatestpotential in terms of annual replacements.Building construction, automotive, generalbusiness, and general supervision technolo-gies followed in that order with relativelyhigh replacement needs in all. The time re-quired ranged from 1 to 3 years, full-timetraining. There is a need for additionaltraining centers for technicians and experi-ence indicated that the community collegehad been successful for this purpose.

3847. JOHNSON, MARVIN E. Prac-tices in the Selection of Apprenticesfor Training an6 Their Relation tothe Completion Rate. Ed. D. 1959,University of Missouri, 187 p. L.(Columbia) *

Purpose of Study: To ascertain the prac-tices employed in the selection of apprenticesin a group of apprenticeship training pro-grams, and to find out the extent to whichthe selection policies, practices, and devicesused in the apprenticeship training program,varied with the apprentice completion rate.

Source o,` Data: Information forms whichwere flied out and returned by persons rec-ommended as being most familiar with thepractices of selecting apprentices for 143 ap-prenticeship programs in the manufacturingindustry and 46 programs in the constructionindustry. The apprenticeship programs in-cluded in the study represented all areas ofthe State of. Illinois.

Findings and Conclusions: Representativesof management and labor played an importantpart in the selection of apprentices for train-ing. The sons and relatives of craftsmenand the companies' employees were the majorsources of applicants for apprenticeshiptraining. A wide variety of selection prac-tices and devices were used in evaluating the

15

qualifications of applicants, for apprentice-ship training. Apprentice-selection officialsconsidered the most effective devices used inselecting youth for training to be the inter-view, application forms, references, testingprogram, and probationary period. Althoughthe various selection devices and methods areprobably better predictive devices than thesubjective opinions of selection officials whenappraising and evaluating the personal quail-fications of applicants, there seemed to belittle or ro relationship between the percent-ages of apprentices completing training inthe programs and the use of applicationforms, employment tests, interviews, and per-sonal references. It seemed evident thatmany other factors were involved in the prob-lem of selecting apprentices and that therewas a need for developing closer working re-lationships among all groups interested inapprenticeship training.

3848. JOHNSTON, JOHN L. Teacher-Demonstrations Versus Shop Activi-ties in the Teaching of Electricity:An Experimental Comparison. Ed.D. 1956, University of Missouri, 191p. L. (Columbia) *

Purpose of Study: To ascertain the relativeeffectiveness or auperioiity of teacher demon-strations and shop activities in the teachingof general electricity at the college level.

Source of Data: An Experimental compari-son of the two instructional methods in acollege teaching situation involving 106 col-lege industrial education students of generalelectricity and continuing over a period of 2school years. For purposes of comparing edu-cational outcomes, 38 pairs of students werematched on mental ability and initial statusin the subject. Data were handled by testingthe mean differences for statistical sig-nificance.

Findings and Conclusions: Insofar as theacquiring of information was concerned, theteacher demonstrations were found to be su-perior to shop activities as used in the study.The expense involved in the use of the demon-stration method was found to be less thanthat of the shop-activity method. In termsof effort required t the part of the instruc-tor, the demonstration method was found tobe superior to the shop-activity method. Nosignificant difference was found to exist be-tween the two groups as to attitudes expressedtoward the subject when taught by the re-spective methods. As defined and used inthe study, and in terms of the stated criteria,teacher demonstrations of electrical principlesand their application are superior to, or moreeffective than, shop activities in the teachingof general electricity to industrial educationstudents at the college level.

16 RESEARCH IN INDTJSTRILAL EDUCATION

3849. KAGY, FREDERICK DAVID.The Status and Problems of the In,-dustrial Arts Teacher in Colorado,1957. Ed. D. 1959, University ofWyoming, 146 p. L. (Laramie) ;also Library, Colorado State Col-lege, Greele3

Purpose of Study: To show the status andinstructional problems of teachers of Indus-alai arts in their teaching situations inColorado.

Source of Data: Questionnaires sent to in-&Atrial arts teachers of Colorado. The cri-teria for judging the results of the question-naires were based on a review of literatureand the findings of a jury of experts.

Findings and Conclusions: Industrial artsteachers are becoming better qualifiedalmosthalf of them hold muster's degreesare rela-tively happy in their teaching siuations--working hours and class sizes have beengreatly reduced in the last 10 years, andsalaries have increasedand the number ofindustrial arts teachers is growingthere hasbeen a large influx from other States. Thebulk of industrial arts teaching is confinedto junior and senior high.

3850. KAPLAN, HAROLD. A Course ofStudy for Entrance ProductionWorkers in the Radio Manufactur-ing Industry. Ed. D. 1956, NewYork University, 403 p. L. (NewYork)

Purpose of Study: To develop a course ofstudy for the training of entrance productionworkers in the radio manufacturing industry.

Source of Data: Questionnaires, checklists,visits to manufacturing plants, interviewswith production personnel at all leveler jobanalyses of entrance production jobs, andreference to the Dictionary of OccupationalTitles. Data were verified through the use ofjuries of experts in the fields of radio produc-tion and radio instruction.

Findings and Conclusions: A completecourse of study for entrance production work-ers was developed. The course consisted of agroup of job sheets for training the learnersin basic operations, and a group of operationsheets for training the learners in the produc-tion-line portions of the course.

3851. KEENER, CLYDE. A Study of theGeneral Educational Contributionsof Industrial Arts. Ed. D. 1959, Uni-versity of California, 128 p. L. (LosAngeles)

Purpose of Study: To ascertain the natureand extent of the contributions of selected in-

dustrial arc; classes (junior high school wood-shop) to generiti education.

Source Of Data: From observation of theclasses conducted by 15 teachers. the behav-iors of 1,200 .students were recorded. Eachclass was observed twice. The evaluationform in Behavioral Goals of General Educa-tion was completed by interviewing eachteacher in the study. Observed student be-haviors were matched with 99 statements ofbehavioral outcomes listed in the instrumentand the frequencies reported.

Findings and Conclusions: Of the 99 be-havioral outcomes on the instrument, 47 wereobserved in the classes. Based on frequencyof observed behavior it seems that the selectedcourses contribute to general education in theareas of (1) attaining macimum intellectualgrowth and development, (2) becoming cul-turally oriented and integrated, (3) maintain-ing and improving physical and mental health,(4) becoming economically competent ingrowth toward self-realization and desirableinterpersonal relations in small groups. Theteachers showed no consistency in their atti-tudes toward general education, and thereseems to be no causal relationship betweentheir attitudes and observed student behavior.

3852. KIGIN, DENIS JOHN. Tort Lia-bility Affecting Shop Teachers WithProvisions for Avoiding Accidentsand Litigation. Ed. D. 1959, Uni-versity of Missouri, 209 p. L.(Columbia) *

Purpose of Study: To ascertain to what ex-tent shop teachers are held liable in courtactions resulting from classroom accidents ;to point out what legal protection is availableto shop teachers, with possible methods ofavoiding accidents rnd litigation ; and to makeshop teachers aware of the need for a basicunderstanding of the law as it affects them intheir everyday school activities.

Source of Data: Information forms sent toState supervisors of trade and industrial edu-cation and to executive secretaries of Stateteachers associations in the 48 States and theDistrict of Coluiela ; law books and law re-views ; books on se ool law ; professional edu-cation journals ; newspapers ; State statutes ;and the National Reporter System. All ma-terial was proofread by a practicing attorneyat law.

Findings and Conclusions: A school districtis not subject to suit unless a statute spe-cifically mates it liable. An individual teacheris liable to suit for his torts, but negligencemust be proved. Save harmless legislationand group occupational insurance have provedsuccessful in assuring teachers financial as-sistance in the event of litigation. Persons inState supervisory positions apparently are notfully aware of the conditions prevalent in their

DOCTORAL STUDIES

respective S+ates. Negligence has been ru7ndto be the most common reason for which ashop teacher can he held liable, and one isliable in a negligence suit only if it can beshown that the injury to another follows with-out any intervening cause from negligent,careless, or improper actions of the defendant.It was found that the best protection a shopteacher has from liability lies in the u;,e ofextreme care in all cases in which it is possiblefor a pupil injury to occir.

3853. KING, THOMAS GORDEN. Fun-damental Procedures of Research. forIndustrial Education. Ed. D. 1959,Wayne State University, 312 p. Gen-eral L. (Detroit, Mich.) *

Purpose of Study: To prepare a manuscriptfor consideration in revision of the presentsyllabus on research in vocational education atWayne, based on a documental analysis ofcourses of study on research procedures re-quired of graduate industrial education stu-dents and an analysis of selected doctoral dis-sertations in industrial education.

Source of Data: Analysis of courses ofstudy, study outlines, handbooks, grad'-ateschool bulletins, and dissertations. n-tary analysis of course materials iron] n col-leges and universities offering graduati! majorsor degrees in industrial education in the NorthCentral Association area.

Findings and Conclusions: Fifteen units ofinstruction thought important in preparinggraduate industrial education students to con-duct research at the master's level were identi-fied. Seven predominant research types wereidentified from the dissertations showing anexpanded use of various types of research inindustrial education since Feirer's study in1939. Seven areas of interest were identifiedfrom which problems for the dissertations hadbeen taken. A checklist was devised for astudent to use in checking the rough draft ofhis research before submitting it for his ad-viaor'n approval. Findings were incorporatedin a manuscript for a revised syllabus onresearch procedures in industrial education.

3854. KLEINBACH, MERLIN H. Phys-ical and Biological Science MaterialIncorporated in Textbooks for Gen-eral Shop. Ed. D. 1959, Universityof Missouri, 151 p. L. (Columbia)*

Purpose of Study: To ascertain which prin-ciples of physical and biological science haveapplication to the material tatvtlit in generalshop, and to ascertain the nature and extentof the emphasis which general shop textbookmaterial places upon the applications of thoseprinciples in the subject matter of generalshop.

17

Source of Data: Six studies in science edu-cation were used as sources of statements ofpzinciples of science. The lists were con-solidated into a composite list of 409 princi-ples of physical and biological science. Nine-teen textbooks written for students at thegeneral shop level were analyzed for state-ments making application to these principles.

Findings and Conclusions: Only 147 of the409 principles of physical and biological sci-ence had application to the material intextbooks for general shop. The area of elec-tricity contained approximately 50 percent ofall applications and over one-fourth of theapplications were found in material devotedto metalworking. In general, those bookswhich devoted larger amounts of textual ma-terial to the area of electricity contained moreapplications. Forty-nine of the 53 principleswith 10 or more applications were classifiedunder 3 science topics--magnetism and elec-tricity ; matter, energy and simple machines ;and fire and heat. These topics and fluids aremore closely related to the subject matter ofgeneral shop than are principles in otherscience topics. The electricity area of in-dustrial arts involves mere science contentthan other areas. The areas of metalwork-ing and transportation also include a con-siderable amount of science material.

3855. KOEHLER, EVERE1T E. A Com-parison of Collegiate AchievementBetween Selected Technical-Vot,a-tional High School and Selected Gen-eral-Academic High School Gradu-ates in the Industrial Arts TeacherEducation Programs in New England.Ph. D. 1959, University of Connecti-cut, 107 p. L. (Storrs) *

Purpose or study: To reveal any significantdifferences in achievement between selectedtechnical-vocational high school and selectedgeneral-academic high school graduates withrespect to needed changes for : (1) the recruit-ment of new industrial arts education stu-dents, (2) the adjustment of industrial artsteacher education curriculums.

Source of Data: Statistical comparisons be-tween these two groups were computed inthree specific areas of collegiate achievement :(1) technical education, (2) general educa-tion, and (3) professional education.

Data were taken from the personal foldersof each student relative to achievement in thethree areas considered. IQ ratings were usedto equate the two groups. In all instancesthe only comparisons made were those betweenthe achievements of both groups of students.Colleges were referred to as College A, B, C,and D.

Appropriate tests were applied to determinethe variance in achievement between these


two groups, using the F-test technique. Testsfor variance tstween the two groups weremade within each college, and then a similartest was applied to the total general-academicgroup as compared to the total technical-vocational group.

Findings and Conclusions: It was foundthat the highest F-values, indicating thegreatest variance. were in English, and in onecollege this value was high enough to be sig-nificant at the 1 percent level. The least vari-ance was in the professional area. In thetechnical area there was no significant differ-ence in achievement : the highest F-value ap-peared in power mechanics.

This study indicates that nether thegeneral-academic nor the technical-vocationalhigh school is superior in preparing studeetsfor success in this field of teacher educationand that industrial arts teacher educationprograms should modify the English programsto include work in remedial English.

3856. KURTZ, HARMON HENRY. AStudy the Use of Occupational In-formation in Secondary School-5.Ed. D. 1959, University of Cali-fornia, 207 p. L. (Los .Angels)

Purpose of Study: To survey litecatursto study research on the use of occupationalinformation in secondary schools.

gource of Data: Fifty research studies deal-ing with the effectiveness of the occupationscourse, the percentage of schools offering'nurses in occupations and methods and ma-teriPtIs used in disseminating occunationat in-formation were analyzed. Six Califoraia edu-cators were interviewed regarding ten ques-tions raised by research studies.

Findings and Conclusions: The study indi-cated that secondary schools should Lave awell organized program for presenting occupa-tional information and should use a varietyof methods and materials. Although suehinformation should be presented at secon-dary school grade levels, a special need seemedto exist at the ninth- and twelfth-grade levels.

3857. LAPPIN, ALVIN ROGER. AmEvaluation of Procedures for Intro-ducing -.Veto Materials, Tools andProcesses in i nduiltrial Arts TeacherEducation. Ed. D. 1958, WayneState University, 215 p. Detroit,Mich. 3licrofilins. University ofMichigan, Ann Arbor.

Purpose of Study. To investigate the effec-tiveness of procedures used in industrial artsteacher education to keep curriculums ter_t-nc,logically up to date.

Source of Data. A studs of proceduressed by 73 departmental chairmen for intro-iucing new materials, tools, and processesinto their curiiculum awl the procedures usedby 57 selected teehers of plastics for becom-ing competent to teach new materials, tools,and processes. A jars- of 28 des a.tmentalchairmen evaluated "principles for good prac-tices" in keeping industrial arts teachereducation technologically up to date.

Findings and Conclusions: Instructorsshould be qualified to establish objectives forincluding new tools, materials, and processes;identify course content; select units of in-struction ; devise ways for teaching the units:develop evaluation procedures; identify sup-plies, tools, and equipment : and organizecourses of study. Industrial arts reachingdepartments have not generally kept abreastof new technological developments. Progressive teachers in service sought sources out-side of teaching to develop competency toteaeh newer materials, tools, and processes.

3858. LINDBECK. JOHN ROBERT. AFrame for Research in IndustrialArts. Ph. D. 1958, University ofMinnesota, 165 p. L. (Minneapolis,

Purpose of Study: To discover the deriva-tion acid nature of the generalizations madefor tne field of industrial arts and to estab-lish a framework for industrial arts researchusing this information and keeping withinthe method!: of science.

Source of Data: A review of literature wasundertaken to rewa.1 any frequency patternswith respect to claims made for industrialarts. From the frequency pattern a masterlist of generalizations or claims was derived.

Findings and Conclusions: There is adearth of factual evidence to support theclaims made for industrial arts. Many suchclaims are based upon years of experienceand therefore of immeasurable value, althoughevidence other than opinion was found to be

Becs.use of the trend in scientific proce-dures toward adjudging hypothesis a theoryonly after it hat undergone a validationprocess, it follows that there are at presentno theories of industrial arts. per se. Theclaims made for this field merel: constitute.at best, a set of calculated guesses or work-ing hypotheses which are yet to be verifis.d.

Au examination of research studies dis-closed that the majority were of the surveytype, which, though of value in the totalresearch picture, do not lend themselves tothe verification of hypotheses as well asexperimental research.

3859. LITTRELL, JOSEPH J. Employ-ment Requirements and Opportuni-ties for Women as Technicians in

DOCTORAL STUDIES 19

the St. Louis Labor Market Area.Ed. D. 1938, University of Mis-souri, 138 p. L. (Columbia) *

Purpose of Study: To ascertain the occu-pstions in which women were working astechnicians in the St. Louis labor market areaand thc requirements and opportunities foremployment.

Source of Data: 431 establishments havingover 100 employees were enntacted 'n theSt. Louis metropolitan area to ascertainwhether or not women were employed astechnichns. Persons familiar with employ-ment requirements and opportunities fortechnicians were interviewed in 67 establish-ments employing women technicians.

Findings and Conclusions: While only afew of the large employers of labor in theSt. Louis metropolitan area hie women tech-nicians, it is anticipated that there will beapproximately a 14-percent increase in thetechnical positions during the next 3 yearsand another 10-percent increase of personnelwill be needed to replace present technicalemployees whn are expected to leave theirjobs. Women will find the best opportuni-ties for employment in the large establish-ments as chemist assistants detailers, medi-cal technicians, engineering assists' ts antiproduction illustrators. Employers preferredto hire younger women who were tecbniealinstitute graduates or had some college train-ing in mathematics, chemistry, physics, ordrafting. Raee, marital status, and previo-iswork experience were not important factorsin the employment of women technicians.There was a wide range of starting salariesfor women technicians, with a median start-

aalary of over $275 per month.

3860. LOCKETTE, RUTHERFORD EThe Effect of Lercl of Aspiration,Upinn the Learning of Ski:M. Ed. D.1956. University of Illinois, 88 p. L.(Urbana)*

Purpose of Study: To ascertain the effectsof realistic or unrealistic levels of aspiration.

Source of Data: Experimental treatmentwars designed to induce realistic levels of as-piration in two groups and unrealistic levelsof aspiration in two groups. The fifth groupserved as control. Subjects employed were11th- and 12th-grade students. It was hypoth-esized that realistic subjects would (1) bebetter satisfied, (2) achieve the task moresuccessfully. (3) mase more specific judg-ments relative to improvement needs, and (41be more confident of their ability to improve.Appropriate statistics were employed to testthe data. The level of confidence was setat 0.05.

Findings and Conclusions: Subjects treatedrealistically were found to set lower goals,

experience greater satisfaction, perform moreefficiently in terms of performance scores andin the proportion of possible improvementmade, and be more soceific relative rn the:aimprovement needs. There was insafficientevidence to support the hypothesis that rca:13-tic subjects are more confident of their abilityto improve.

Generally, methods which induce subjects toset realistic levels of asp;ration are superiorto those which induce subjects to set unrealis-tic levels of aspiration.

381;1. LOGUE, JAY LAWRENCE.Follow-Up of Engineering Gradu-tes, University of Missouri, 1 .946-

1955. Ed. D 1959, University ofMissouri, 160 p. L. (Columbia)*

Purpose of Study: To ascertain (1) thevarious types of positions held by the gradu-ates of the College of Engineering, (2) theextent to which the education they receivedwaa meeting their needs, and (3) to makssuggestions for improvements. (4) Further,the study sought iv obtain the respondents'evaluation of the importance of drafting as ahart of the engineering curriculum.

Source of Date: Records of the engineeringdean's office and information forms completedby 778 ;f the 1,513 graduates of the Collegeof Engineering. Percentage tables were usedin handling the data.

Findings and Conclusions: It appears thata large percentage of the graduates lackproper guidance in the selection of nonengi-neering courses. Graduates should have agreater opportunity for participation in actalengineering problems in practical experimentswhile in zollege. Insofar as scholastic suc-cess is concerned, it makes little differencewhether a student completes all the require-ments for the bachelor's degree at the tint-eersity of Missouri or transfers credit fromanother school. There is a need for additionaltraining in public speaking and in technicalEnglish. There is no need for a foreignlanguage requirement in the College of Engi-neering. There appears to be a definite trendin engineering practice for greater emphasisunon fundamentals of drafting. There is aneed for a unified course in drafting whichwill emphasize the more valuable units ofengineering drawing and descriptive geometry.

3862. LUCE. LAWRENCE WINSTON.History of Industrial Arts Educationin the San Diego City SchooM. Ed.D. 1957, University of California, 454p. L. (Los Angeles)

Purpose of Study: To trace the history ofindustrial arts education in San Diego.

Source of Data and Method of Study: Gen-eral historical method was used. Primary in-


formation was obtained from 18 volumes ofschool board records, from school publicationof reports, courses of study, nev,spaper files.and various other public records.

Findings and Conclusions: The historytraces the growth of iopwork in San Diegoschools through phases of manual training intothe sent comprehensive program of in-dustrial arts education.

3863. LUX, DONALD GREGARY. In-dustrial Cooperative VocationalTeacher Education.. Ph. D. 1955, TheOhio State University, 264 p. L.(Coiumbus)

Purpose of .,tudy: To find a me' bad of pie-paring trade and Industrial vocational teach-ers which can provide the State of Plinoiswith an adequate number of teachers compe-tent both in their trade and in the teachingprofession.

Source of Data: A documentary was made toprovide the socio-economic setting as it relatesto vocational education in general and to tradeand industrial education in particular. Thescope and characteristics of cooperative educa-tion were determined by studying the avail-able literature. Outstanding cooperative pro-grams were studied. A nations; survey andvisits were conducted to determine present co-operative trade and industrial teacher educa-tion practices.

Findings and Conclusions: The University ofIllinois should institute the proposed program.The secondary schools should provide furtherpreemployment trade and 1.niustrial training.Professional leadership should develop pro-grams whic:a combine the basic elements of ateacher education program. State depart-ments of education should re-evaluate theircertification requirements for trade and in-dustrial teachers. A comprehensive evaluationshould be mode periodically to determine theeffectiveness of the cooperative program.

3864. McCAIN, JERRY CLAY. Text-book Suitabilitr for the IndustrialArts P: ogram in Texas. Ed. D. 1959,North Texas State College, 112 p. L.(Denton)

Purpose of Study: To ascertain the degreeof suitability of the State-adopted industrialarts textbooks for nse in a sound industrialarts program in Texas.

Source of Data: Available literature, re-search studies, the American Vocational Asso-ciation bulletin, State bulletins, textbok pub-iishing companies, and a panel of teachers ofindustrial arts for the various subject areasfor which State-adopted textbooks are pro-vided. The available textbooks were classifiedaccording to grade level, and the subject mat-

ter for the various subject areas was approvedby a jury. Criteria were developed and ap-plied to the content of the State-adopted text-books for industrial arts. The degree of suit-ability of textbooks under study was expressedin terms of percent.

Findings and Conclusions: Textbooks fordrawing and woodworking were found to bemore suitable than the textbooks for the othersubject areas. The State-adopted textbooksfor the industrial arts program were found tohave a low degree of suitability with respectto much of the approved subject matter asdetermined in this study. The textbook forthe area of crafts received a low rating, partlydue to tir. absence of treatment of certaineìases of the ribject area. In oilier to conducta sound industrial arts program, teachersof industrial arts for the various subjectareas must rely on supplementary texts andother materials in classroom instruction be-cause of the low levels of suitability of theState-adopted textbooks. There is a need formore comprehensive textbooks in All the sub-ject-matter areas, particularly in crafts, metal-working, auto mechanics, and electricity andelectronics.

3865. MAHONEY, JAMES HERBERT.State Instructional Materials in In-dustrial Arts: Their Status, Content,Preparation and Use. Ed. D. 1956,University of Missouri, 155 p L.(Columbia)*

Purpose of Study: To ascertain the status,content, preparation. and use of industrial artsinstructional materials prepared under theleadership of State departments of education.

Source of Data: An analysis of State-pre-pared industrial arts publications, letters andinformation forms from representatives ofthe 48 State departments of education, andinformation forms returned by 357 Missouriindustrial arts teachers.

Findings and Conclusions: More States planto provide handbooks and course outlines inthe future than have in the past. State schoolagencies currently favor course outlines overhandbooks, while teachers indicate a need forboth. Inadequate supervision at the Statelevel limits the preparation of these materials.There is much uniformity of content amongthe State's publications. Topics relating tocourse coutent should be carefully Selected,as they are used consistently. Teachers terdto make greater use of those topics which canbe applied directly to the probleruc of routineclassroom instruction. Teachers with 4 ormore years of teaching experience and thosewith master's degrees tend to value and useState-prepared instructional materials to agreater extent than do beginning teachers andthose with bachelor's degrees only.

DOCTORAL STUDIES

3866. MANGANELLI, FRED DANIEL.Implications of Technological De-velopments in Industry for TechnicalInstitute Programs in MechanicalTechnology. Ph. D. 1959, Universityof Connecticut, 299 p. L. (Storrs) *

Purpose of Study: To determine the impli-cations of technological developments in in-dustrial practices for technical institute pro-grams, with special reference to the mechani-cal technology field.

Source of Data: Information on specifictechnological developments was obtained fromsources suggested by publishing firms and engi-neering societies.

Questionnaires relative to significant tech-nological developments and special technicalinformation and skills required of mechanicaltechnicians were sett to 50 companies engagedin metal products manufacturing in Connecti-cut ; 70 percent of the companies responded.Additional information was obtained in per-sonal interviews with chief engineers, toolengineers, developm,nt engineers, and others.

Qnestionnaires relative to the mechanicaltechnology curriculum with reference to spe-cific or related courses in areas of significanttechnological developments were also sent to50 technical Institutes ; 82 percent responded.

Findings and Conclusions: The technologicaldevelopments identified, listed nnder such cate-gories as (1) manufacturing processes, (2)developments in new uses of materials, and(3) problems in design were not entirely new,but in many cases they were improvementsover old methods.

Fifty-eight different subjects were reportedas being necessary. Hydraulics. mechanics andmechanisms, chemistry, machining processes,heat, production processes, electronic con-trols, electronics, electricity, metallurgy, heattreatment, materials, tool design and instru-ment reading, were mentioned with a notice-able degree of frequency_

The analysis of the significant technologicaldevelopments with respect to special technicalinformation and special technical skills pro-duced very few items that could be considerednew. In most cases the instruction is coveredas part of the curriculum ; however, therewere several areas which could be emphasizedor expanded to include new information onprevailing processes.

3867. MELLMAN, ROBERT A. AnAnalysis of Successful Proceduresfor the Recruitment of SkilledTradesmen for the Teaching of Voca-tional Industrial Education in Penn-sylvania. Ed. D. 1957, The Pennsyl-

21

vania State University, 158 p. L.(University Park) *

Purpose of Study: To survey present tradeand industrial education teacher personneland predict future e ads, and to suggest aneffective vocational teacher recruitment pro-gram.

Source of Data: A questionnaire and a re-view of literature on teacher recruitment.

Findings and Conclusions: Teachers rec-ognize the importance of recruitment prac-tices. Certification requirements for teachersof trade and industrial classes are adequate.Teacher recruitment practices should be usedin every local trade and industrial program.

3868. MICHELSON, EINO S. An Analy-sis of r'-e Status of Work ExperiencePrograms in Michigan High Schools.Ph. D. 1956, University of Michigan.189 p. L. (Ann Arbor) *

Purpose of Study: To ascertrin the statusof work experience programs in Michigan highschools and to analyze certain phases of pro-gram organization and operation.

Source of Data: 533 twelfth-grade highschool listricts by means of questionnaires, in-terviews, and published reports of schoolsand the Department of Public Instruction.

Findings and Conclusions: The larger schooldistricts offered more different kinds of workexperience programs, had a larger number ofstudents per program, and had more programsper district. No significant relationship ex-isted between program frequency And taxwealth. The objectives were related to gen-eral and specific educational values. Mcst ofthe work experience programs were adminis-tered by the high school principal. Guidancefunctions were performed by the person incharge of the program. Provisions for relatedinstruction were weak In most programs.Terminal placement was effective.

3869. MILLER, THOMAS W. Originand Development of Machines Usedin School Shops. Ed. D. 1958, Uni-versity of Missouri, 238 p. L.(Columbia) *

Purpose of Study: To trace the development,from their origins to the present, of thepower-operated wood and metalworking ma-chines used in school shops.

Source of Data: An intensive survey of theliterature pertinent to the subject : booksabout machines, inventions, and the Indus-trial revolution ; textbooks used in wood andmachine shops ; journals of scientific andtrade associations ; catalove of manufacturersof wood and metalworking machinery ; and


pictures of machines at various stages of theirdevelopment.

Findings and Conclusions: Most wood andmetalworking machines were invented between1770 and 1850. The invention of many ofthese machines is attributable to the work ofa rather small group of English mechanicsand inventors. A number of the early im-provements in wood and metalworking ma-chines were of a general nature, affecting thedeve'opment of all. Among these general im-provements were the substitution of metal forwood in frame construction, improved design,the application of an external source of power,and the development of improved cutting tools.Many wood and metalworking machines wereoriginally constructed to duplicate as nearlyas possible the hand process whicl. they re-placed, The industrial type of machine wasfirst introduced for school shop use. TowardCie end of the 1910-20 decaae a class c' ma-chines built with features making them es-pecially adaptable for school use began toemerge.

3870. MINELLI, ERNEST L. The Roleof the, Departmental Chairman inIndustrial Teacher Education: ASurvey of the Requirements of theJob and an. Analysis and Evaluationof the Activities of the Chairman.Ea. D. 1958, Wayne State Univer-sity, 292 p. L. (Detroit) *

Purpose of Study: To obtain pertinentfacts, information on qualifications required,and other data concerning the job of the de-partmental chairman in industrial teacher edu-cation.

Source of Data: A questionnaire-checksheetto obtain information concerning the role ofthe departmental ebairman was sent to 123chairmen of departments of industrial teachereducation who were selected according topre-established criteria. A study of therequirements of the job and an analysis andevaluation of the activities of the chairmanwere made to ascertain the role of the chair-man.

Findings and Conclusions: Information in-cluded : (1) preparation and experience de-simile for performing the job, (2) corkingconditions of the job, (3) activities of thechairmen, (4) activities of the chairmenranked according to importance, and (5)average weekly hours devoted by the chair-men to the various phases of their jobs, in-cluding the total number of hours spent perwork week.

3871. MITCHELL, JOHN. The Identi-fication and Evaluation of Instruc-tional Units in Organization andManagement of General Shops for

Industrial Arts Teacher Education.Ed. D. 1954, The PennsylvaniaState University, 194 p. L. (Uni-versity Park)

Purpose of Study: To dete mine from:,elected outstanding general industrial artsteachers throughout the United States thepresent practices and recommendations forinstructional units in organization andmanagement of the general shop for teachereducation, and to compare the evaluations ofthe instructional units of all respondents andrank them in the order of their importancefor professional courses, units of courses, orprofessionalized shop courses in the organi-zation and management of the general shopin teacher education.

Source of Data and Method of Study: Aquestionnaire-checksheet containing a vali-dated list of 122 activities which could forminstructional units in the organization andmanagement of the general shop was sub-mitted to outstanding general industrial artsteachers throughout the country. Theseteachers checked as follows the unit activitieslisted: (.1 , whether they performed or madeprovisions for the activity during the courseof their work ; (2) to what extent they dele-gated, to students the responsibility of per-forming the activity ; (3) the importancethey attached to the activity ; and (4)whether they believed the activity should betaught in teacher education programs. Themean importance ratings and activities ar-ranged in rank order are included in thestudy.

Findings and Conclusions: All but sevenactivities in the list rated important or above.The activities concerned with physical mattersare, fen the most part, considered of greaterimportance for the successful operation of ageneral shop than those concerned with or-ganizing personnel for instruction. Theproblems of organization and management,particularly as they apply to the generalindustrial arts shop, must be given adequatecon= --ration by those who prepare prospec-tive rs as well as by those who wouldcondu,. 211 a shop efficiently and success-fully.

3872. MONEY, HOMER E. Practicesand Opinions of Texas School Ad-ministrators Concerning FederallyReimbursed Vocational Education.Ed. D. 1956, University of Mis-souri, 199 p. L. (Columbia)*

Purpose of Study: To ascertain practicesand opinions of Texas school administratorsconcerning federally reimbursed programs ofvocational agriculture, trade and industrialeducation, distributive education, and voca-tional home economics.

DOCTORAL STUDIES

Source of Data: Opinionnaires sent toevery superintendent and principal in Texaswhose school offered one or more federallyreimbursed vocational programs.

Findings and Conclusions: In the opinionof the administrators : Length of vocationalclasses resulted in scheduling difficulties, gen-eral education funds were being diverted tovocational education, withholding reimburse-ment from miffed vocational and nonvoca-tional classes was unsound, vocational needsof youth were not being met, vocationalteachers should not receive larger salariesthan others, and professional educationcourses had not aided in administering voca-tional programs. The administrator did feelthat vocational clubs were desirable, that nofeeling of separateness between vocationaland general education students was notice-able, that there were not too many Federaland State controls, that the communities re-garded vocational education highly, thatvocational teachers kept abreast of currentchanges, and that the help given by Statesupervisory personnel was sufficient. Theadministrators' opinions of what guidanceshould be does not correspond to those of au-thorities in the field.

3873. MORTIMER. WILLIAM EARL.Attitudes of Educators and studentsin Utah Toward Manual Labor andManual Workers. Ed. D. 1956. Uni-versity of Missouri, 212 p. L.(Columbia) *

Purpose of Study: To ascertain the attitudeswhich educators and students in Utah holdtoward manual labor and manual workers, tocompare the attitudes of various groups ofeducators and students, and to find out if anyrelationship exists between the general levelof intelligence of students and their attitudestoward manual labor and manual workers.

Source of Data: Information forms in whichan attitude scale was incorporated, and whichwere aThainistered to randomly selected sam-ples of educators and senior high school stu-dents in Utah ; high school and vocationalschool reeords ; and literature In the field.

Findings and Conclusions: The mean scoreson the attitude scale indicated relativelyfavorable attitudes toward manual labor andmanual workers for both _lucators and stu-dents. Subgroups, ranked from those whohad the most favorable attitudes to the leastfavorable, were as follows: (1) Trade and in-dustrial t_ chers, (2) industrial arts teachers,(3) vocational agriculture teachers, su-perintendents, (5) trade and industrial stu-dents. (6) vocational agriculture students,(7) Principals, (8) counselors, (9) industrialarts students, (10) regular students, (11) reg-ular teachers. When classified by sex, male

23

educators had a more favorable attitude thanmale students, and female students had amere favorable attitude than male students.Educators with labor union affiliation andstudents Lom families w.th union affiliationhad more favorable attitudes than those with-out union affiliation. There was no importantrelationship between the general le, el of in-telligence and attitude toward manual laborand manual workers.

3874. MUDGETT, ALBERT GORDON.The Effects 01 Periodic Testing onLearning and Retention in Engineer-ing Drawing. Ph. D. 1958, Univer-sity of Minnesota, 311 p. L. (Minne-apolis)

Purpose of Study: To determine the dif-ferential effects of three methods of evalua-tiondaily testing, weekly testing, andmonthly testingon learning and retention ofthe materials studied in a beginning course ofengineering drawing. Differences due to in-struction or instructor method interactionswere also investigated.

Source of Data and Method of Study: 184students in eight sections of Drawing 4 at theUniversity of Minnesota were selected and as-signed to testing groups by random means.Four instructors, assigned at random, eachtaught two sections. Data were collected forthe students on six measures. High schoolpercentile rank and scores on EngineeringDrawing Test-Form A (pretest) were used ascontrol measures. Engineering Drawing TestFoim B (fourth week), Form A (ninth week),and the Theory Test (final) were 5-item multi-ple-choice tests designed of orthographicprojection and related graphics. The Perform-ance Test (last class meeting) was con-structed to measure the students' ability tounderstand and interpret problem situationsand also their ability to apply the correctsolution to the problems.

Findings and Conclusions: At the end of 4weeks of freehand drawing instruction, nosignificant effects of the testing program werefound. During the ninth week of instruction,differences significant at the 1-percent levelwere found between combined groups. Accord-ing to adjusted means, these differences wereprimarily due to the superiority of the groupstested daily. On the final test, difference be-tween groups were significant at the 5-percentLevel. In a breakdown analysis the differenceswere found to be between combined groups, andthe adjusted means indicated a superiority forinstructor A, and B. On the PerfcrmanceTest, differences significant at the 1- percentlevel were found for three comparisons : In-structional outcomes for instructor D sur-passed those for instructor C ; the daily test-ing method was found to be superior to themonthly testing method ; the combined daily-


monthly test groups were superior to the com-blued weekly-monthly test groups where themonthly component3 were equal. By infer-eace, the daily test method was also found tobe superior to the weekly test method. Thefindings indicate that a daily testing programhas considerable merit, and further investiga-tion is receamended.

3875. NELSON, LT.OID PALM. Selec-ted Factors Associated With HighSchool Students' Original Interestand Subsequent Development of In-terest in a Favorite Leisure-TimeActivity. Ed. D. 1955, University ofIllinois, 235 p. L. (Urbana)

Purpose of Study: To prepare an instrumentwhich may be used to investigate factors as-sociated with the hobbies of youth and toidentify specific factors which seem to influ-ence the origin and further development ofhobby interests.

Source of Data: 49 students from one highschool by means of an interview schedule totest 13 hypotheses relative to their favoriteleisure-time activities. Four reliability checkswere made of the instrument used.

Findings and Conclusions: The mean age ofinitial hobby interest was 11.6 years; themedian and modal age 12 years. The influenceof friends and curricular activities in schoolseemed to affect first hobby interest and sub-sequent development slightly more than otherfactors. Development of skill in the hobbyintensified interest also.

3876. NEUBAUER, GERHARDT WIL-LIAM. The Significance of SelectedAspects of Wood Technology forWestern Culture. Ph. D. 1956, Uni-versity of Minnesota, 941 p. L.(Minneapolis)

Purpose of Study: To indicate how woodhas conditioned man's effect upon certainaspects of his contemporary environment suchas housing and furniture and to create a moreadequate understanding of its industrialpotential.

Source of Data: A bibliography was de-veloped on the methodology of historical re-search and reporting. Historical literaturehaving a social orientation was surveyed. Aresearch bibliography was develeeed fromDutcher's A Guide to Historical Literatureand the Harvard Guide to American History.Government bulletins and documents, periodi-cals, pamphlets and brochures, and old manu-scripts also were used. Pertinent data wereobtained from an appraisal of primer/ refer-ence materials in the Library of Congress.Western history was divided into a numberof periods, and the impact of significant de-

velopments in wood technology upon selectedaspects of each period was analyzed.

Findings and Conclusions: Initially, tech-nological progress stemmed from Egypt andthe Middle East rather than fro a the cla,siclands of the West. No significant improve-ments in wood technology occurred betweenthe time of the ancient Egyptians and the ap-plication of macaine technology to wood proc-essing. An economy of wood and agriculturaleconomy are intimately related. Historically,wood has functioned as an important socialleveler. Wood is related to craftsmanshiprather than to industry ; it is not a suitableresource upon which to found an age of exactscience or upon which to base an economyreflecting machine technology, though amanipulation of its properties makes it an in-dispensable component of such an era.

Some pertinent conclus'Ans and recommen-dations: More eelphasis should be placed uponsignificant developments in wood technologyin history courses and upon creative woodenart forms in humanities courses as evidence ofman's drive for aesthetic expression. Moreemphasis should be placed upon the contem-porary status of wood technology in generaleducation courses and those concerned withthe preparation of teachers. Traditional in-dustrial arts woodworking courses should bemodernized to incorporate new developmentsin wood technology. Wood technology shouldbe taught as the applied science into which ithas evolved. More emphasis should be placedupon functional design in cour ;es concernedwith wood fabrication so that the inherentphysical properties of wood may be fullyutilized.

3877. NICIIOLS, DWIGHT WILSON.Resource Units in Industrial ArtsTeacher Education. Ph. D. 1955,The Ohio Stab:: University, 200 p. L.(Columbus)

Purpose of Study: To ascertain the intentof educators interested in the reorganizationof tlie secondary school curriculum in terms ofthe concepts for industrial arts education heldby John Dewey, Charles Richards, James Rus-sell, Fredrick Bonser, and their followers. Toimplement the results for the benefit of juniorhigh school industrial arts students andteachers.

Source of Data: An initial survey was madeto validate the tentative problem. A bill ofparticulars and a working bibliography wereestablished. After a comprehensive searchand interpretation of the literature, a tenta-tive hypothesis for the study was established.A number of guiding principles and criteriawere established to develop a resource unit,and then the resource unit was developed.

Findings and Conclusions: The professionneeds to raise its sights concerning subject-

DOCTORAL STUDIES

natter penetration and method and the devel-opment and use of resource units. A programof curriculum research needs to be organized,as the technology is far ahead of the practices.Industry should participate more widely. Ad-ministrators should foster curriculum d ::velop-ment.

3878. PEDERSEN, GEORGE LESLIE.Employee Training in the Metal-working Industries of the Illinois-Iowa Quad-City Area. Ed. D. 1957,Bradley University. 164 p. L.(Peoria, Ill.)

Purpose of Study: To ascertain the extentand details of apprenticeship, cooperative, su-pervisory, technical, and tuition-aid programsin 20 of the largest Quad-City metalworkingindustries These results are compared witha survey of similar types of training in threeof the largest automotive companies in Detroit.

Source of Data: The personal interview-questionnaire method during visits to allplants and companies included in the study.

Findings and Conclusions: Fifteen plantshave apprentices in training ; the five otherplants have conducted programs, but at thetime had no apprentices in training. Collegecooperative programs are sponsored in sevenplants in the Quad-Cities and by all of theDetroit companies. Supervisory training wasfound to be slighted by many of the smallerindustries in the Quad-Cities. All larger in-dustries in the Quad-Cities and all companiesin the Detroit area have well developed super-visory training programs. Technical training,as a distinct type, was found to exist in onlyone Quad-City industry. Tuition-aid programsare gaining popularity among industries in theQuad-Cities.

3879. PENDERED, NORMAN C. AnEvaluative and Comparative Studyof Ituluatrial Arta Programs in Se-lected Junior High Schools of Penn-sylvania at Various Levels of Finan-cial Expenditure. Ed. D. 1951, ThePennsylvania State University, 167p. L. (University Park)

Purpose of Study: To evaluate and to com-pare programs of industrial arts at severallevels of financial expenditure in certain se-lected junior high schools of Pennsylvania.

Source of Data and Method of Study: Arating scale was developed and submittedtwice to national committees for their valida-tion. The scale was then used by 44 judges torate 18 industrial arts programs and later re-used to evaluate the same programs and acorrelation coefficient of 0.967 was found.

588265---61-8

25

The junior high school industrial arts pro-grams were selected for study by the use of aquestionnaire and an examination of recordsin the Department of Public Instruction. Theapplicaticn of the rating device was made bya personal visit to each of the selectedprograms.

Findings and Conclusions: While in some in-stances it appears that there is a definitepositive correlation between the instructionalperiod cost and the quality of the industrialarts program, certain other factors such aswhat is taught, how it is taught, and wik. _esthe teaching, clearly are more closely relatedand contribute more heavily to the quality ofan industrial arts program as measured by thedescriptive rating scale.

3880. PETERS, DONALD F. Supervi-sion of Industrtal Education:Scope of Present Practice, TeacherReaction to the Practice, ml theApparent Effectiveness of the Prac-tice. Ed. D. 1959, University ofMarylaud, 190 p. L. (CollegePark)*

Purpose of Study: To determine the natureand scope of the practice of supervision inindustrial education, as described by and re-acted to by experienced teachers, and to eval-uate the data submitted, using an instrumentdeveloped for this purpose.

Source of Data: An instrument developedfor gathering data from industrial arts andvocational industrial education teachers. Anevaluative criteria was developed and appliedto the data received.

Findings and Conclusions: Industrial educa-tion teachers who participated in this studyapparently do not associate with supervisionthe clarification of aims, purposes, and prin-ciples of education. There is little evidenceof any awareness of the educational benefitsinherent in deliberations on this level. Teach-ers request assistance in teaching methods andtechniques apparently because techniques re-solve immediate problems ; they evaluate theeffectiveness of the supervisor Li terms of theregard supervisors show for the individualstudent or teacher.

Teachers on their own volition make a highpercentage of their requests in the curriculumarea. Teachers do not report the use of avariety of organized inservice activities usedby supervisors. The dominance of favorablereactions toward supervisors and the initia-tive exercised by teachers in making contactswith their supervisors are complimentary ofteacher - supervisor relationships. The ques-tionable element is the extent to which super-visors and teachers dealt candidly with sig-nificant educational problems.


3881. PORTER, CHARLES BADDELEY.An Experimental Investigation of Se-lected Variables Related to MorseCode Learning. Ed. D. 1957, Uni-versity of Illinois, 85 p. L. (Ur-bana)*

Purpose of Study: To develop a logical ap-proach to the problem of increasing the ef-fectiveness of teaching Morse Code reception.The psychological orientation adopted wasbased on a conception of Morse Code learningas being the acquisition of special psycho-physical habits.

Source of Data: Data were obtained bymeatnring the relative effectiveness of twomethods of teaching Mc' se Code. The twogroups of nine students used in the experi-ment were matched on the basis of a pretest.

Findings and Conclusions: The evidence,though supported only in part by statisticaltests, suggests that the experimental methodused in the study may demonstrate somesuperiority over the conventional "paired-associates" method for training individualsto receive clear Morse Code text.

3882. POWELL, PAUL ELDON. Ad-ministration of Departments of In-dustrial Teacher Education: Budgetand Accounting Systems. Ed. D.1955, Wayne State University, 308 p.L. (Detroit, Mich.) *

Purpose of Study: To survey budget andaccounting systems used by 202 departmentsof industrial teacher education, to determinecriteria for good budget and accounting prac-tice, and to recommend budget and accountingforms and methods suitable for such depart-ments.

Source of Data: A survey was conducted bysending questionnaires to departmental chair-men on what they considered to be good budgetand accounting practices. A checklist wasalso sent to those who evidenced a desire toparticipate, to determine criteria that wouldserve as a device for judging the effectivenessof present systems and formulating new ones.

Findings and Conclusions: The survey ofbudget practices of departments of industrialteacher education showed that each depart-ment maintained a budget system establishedby the administration of the institution andthat the budget system closely followed therequirements of the State accounting agency.The study proved that departmental chairmenhad given very little thought to budget andaccounting problems. Budget preparationwas done by chairmen in an authoritarianmanner with little consideration for havingfaculty and students involved in suchactivities.

Departmental budgets were prepared withlittle thought for the total development of thecolle:e or university. The major problemsof the departmental chairman in budget prep-aration were : estimating enrollment, lack offunds, and the attitude of the administratorsof the institution toward departmental budgets.Items that chairmen believed should be con-sidered in budget formulation were identified.

Accounting systems in use were developedby departmental chairn en according to theirexperience and training. Institutional policiesand regulations concerning departmental ac-counting were almost nonexistent.

Seventeen criteria were determined and re-ported to assist in departmental budgetpreparation and accounting.

3883. PRUSKI, JOHN. VocationalCounseling Program for Secondary,Vocational and Other Schools. Ph.D. 1958, The Ohio State University,188 p. L. (Columbus)

Purpose of Study: To analyze and evaluatethe vocational counseling case of 300 veteransof the Korean campaign who received voca-tional counseling from the U.S. Veterans Ad-ministration and to project and propose asimilar program of vocational counseling foradoption by the public secondary schools.

Source of Data: Files of the U.S. VeteransAdministration Counseling Unit in Columbus,Ohio. This data was then tallied.

Findings and Conclusions: The individualSurvey Data Form may be used in the sec-ondary and other schools. Information noton this survey could be obtained in the school.Test measures for secondary and other schoolsdo not appear to be radically different fromthose at V.A. counseling.

3884. RANDEL, STEPHEN VINCFNT.A Comparison of Drafting Practicesin Industry with Drafting as Taughtin Engineering Schools. Ed. D. 1957,University of Missouri, 215 p. L.(Columbia) )*

Purpose of Study: To compare the draftingas taught in engineering colleges with thedrafting practices followed in selected ma-chinery manufacturing industries.

Source of Data: Information forms thatwere prepared and sent to drafting instructorsin engineering schools and to chief draftsmenin machinery manufacturing industriesthroughout the Nation.

Findings and Conclusions: There are variousdiscrepancies in the drafting practices fol-lowed by machinery manufacturing industriesand drafting as taught in engineering schools.Considerably more lettering devices and ma-

DOCTORAL STUDIES

chines were used in industry than in schoolsfor improving lettering and drawing tech-niques. More pictorial drawings were madeby respondents from schools than by thosefrom industry. Simplified drafting pnce-dures were not practiced to any great extentby either group. Differences in dimensioningpractices in schools and industry appear to beonly moderate.

More diagrams and charts were made in in-dustry than in schools. Respondents fromindustry advocated more experience in shopprocesses and industrial procedures, better in-struction in freehand lettering ,nd drawingtechniques, and more training in simplifieddrafting procedure for drafting students. Re-stondents from engineering schools advocatedmore fundamentals of drawing theory and pro-jection, and less time and effort in developingdrawing skills and techniques. The largestpercentage of respondents from industry hadreceived their most advanced training indrafting from an engineering school.

3885. RAY, WILLIS EUGENE. An Ex-perimental Comparison of Directand Detailed and Directed DiscoveryMethods of Teaching MicrometerPrinciples and Skills. Ed. D, 1957,University of Illinois, 181 p. L.(Urbana)

Purpose of Study: To ascertain the rela-tive effectiveness of directed discovery Instruction in situations providing numerousproblem-solving opportunities, upon Initiallearning, retention, and transfer of micro-meter principles and skills as compared withdirect and detailed instruction in these situa-tions, with three levels of intelligence.

Source of Data and Method of Study:Treatments by levels of experimental designwere employed. Two experimental teachingmethods and one control constituted thetreatments, and subjects of three levels ofmental ability-117 ninth-grade boys fromthree junior high schoolsserved as subjects.The effectiveness of instruction was deter-mined by criterion tests administered immedi-ately following treatment, one week aftertreatment, and six weeks after treatment. Theanalysis of variance techniques, correlationaltechniques, and others were used in relation totheir adequacy to the data.

Findings and Conclusions: (1) The directand detailed and the directed discovery meth-ods of teaching are equally effective with re-gard to initial learning of micrometer princi-ples and skills.

(2) The direct and detailed and directeddiscovery methods of teaching are equallyeffective with reference to retention of ma-terial initially learned as measured one weekafter instruction.

27

(3) The directed discovery approach toteaching is superior to direct and detailedinstruction with respect to retention of ma-terial initially learned, as determined sixweeks after instruction.

(4) The directed discovery method ofteaching is more effective than the directand detailed approach in enabling studentsto make wide applications of material learnedto new and related situations, both at oneand six weeks after instruction.

(5) There is no interaction of teachingmethod and intellectual level.

3886. RICE, CHARLES MASON MACDOUGALL. Methods and Materialsfor Teaching Photography in theSecondary Schools. Ed. D. 1958,Oregon State College, 164 p. L.(Corvallis)

Purpose of Study: To obtain pertinent dataon the development of instructional practicesin photography in the American secondaryschools to serve as a guide for instructionand aid in curriculum development,

Source of Data: Manufacturers' agents,pertinent literature, personal experience, anda survey of high school and college pho-tography teachers.

Findings and Conclusions: The science andindustrial arts departments in secondaryschools were those best prepared to offerphotography as a part of general education.Handicaps to teaching were : inadequateteaching space, dearth of equipment andgood textbooks, insufficient practice mate-rials. Recommendations are given for :planning courses of study, darkroom plan-ning, facilities and equipment, teachingmethods and materials, policies and proce-dures, and for improvement of instruction.

3887. SARGENT, WILLIAM T. Stu-dent Teaching in Off-Campus Pro-grams in Industrial Art8: A SurveyDirected Toward Identifying Quali-fications and Responsibilities of In-dustrial Arts Supervisors andCooperating Teachers and TowardEvaluating Industrial Arts Off -

Campus Student Teaching Activities.Ed. D. 1957, Wayne State Univer-sity, 379 p. L. (Detroit, Mich.)

Purpose of Study: To ascertain commenda-ble aspects of off-campus student teachingprograms.

Source of Data: 67 supervisors and 125cooperating teachers in industrial arts off-campus programs in the United States.

Findings and Conclusions: Characteristicsand responsibilities of industrial arts super-


visors are given, also recommendations forcooperating teachers, for the induction andtraining of student teachers, and for im-proving off-campus teaching programs.

3888. SCHAEFER, CARL JOHN. AStudy to Determine a Master :Planfor Post-Secondary Vocational-Tech-nical Education for the State ofOhio. Ph. D. 1959, The Ohio StateUniversity, 242 p. Ee .2ation L.i'Columbus)*

Purpose of Study: To develop criteria andv. basis for the establishment and presenta-tion of a master plat of vocational-technicaleducation for the State of Ohio.

Source of Data and N ethod of Study:Data were extractel from references andother research to determine States with acomplexion similar to Ohio. Opinioaa wereobtained from a questionnaire sent: to 30practitioners and 30 State leaders of voca-tional-technical education in six differeutStates ; a return of 73.3 percent was receivedfrom the questionnaire.

Findings and Conclusians: The master plandeveloped included plans for authc:izationto establish and maintain vocational-techni-cal institutes ; it provides for State financialaid as a legal basis for the establishment ofpost-secondary vocational-technical education.

A plan of organization and administrationdivides the Race into 2'.; well-established eco-noinir areas. The estaoLshment of two post-seccridary vocational-technical institutes pereconomic area is di d as a realistic objective.

Plans for 1.ive1 o": program and curriculumsdelineate the thiLkin; of the experts as toactual f,ffer,,Igs.

plan fci facilities and flu:inch:1g attemptso provide an adequate and realistic 'means

of meeting capital outlay and operatingce its.

A plan a supervision and instructionalstaff outlives the personnel designated to exe-cute the polls:es set forth by the Board ofTrustees and the required certification ofteachers.

388b. SCHOEPPLER, JACOB, A CaseStudy of Feremen's Activities andProWnis. Ed. D. 1958, WayneState University, 130 p. L. (Detroit,Mich.) *

Purpose of Etudy: To gain insight into theactivitic of production foremen and the prob-lems related to these activities ; and to ascer-tain significant differences in the way the fore-men and their superiors perceived these prob-lems.

source of Data: Observation of foremengoing about their work and intensive inter-views of foremen and their superiors.

Findings and conclusions: The study pre-sents a aomprehensive list of the activitiesperformed by both production foremen andgeneral frremen, a comprehensive list of theproblems related to these activities, and auanalysis of the differences in importance at-tached to these proble-as by the foremen andtheir superiors

3890. SLIERMAN, DOUGLAS ROLAND.The Emerging Role of Vocational-Terminal Education in the PublicClymmunity. Ed. D. 1956, WayneState University. 298 p. L. (De-troit, Mich.)

Parpoae of Study: To ascertain the statusand future developments of vocational-terminal education in public community col-leges of Michigan.

So-urea of Data: Literature on the commun-ity college, catalogs of Michigan communitycolleges, visits to each college, a booklet ex-plaining the atactus of community colleges, anda checklist sent to 91 leaders in education toascertain their opinions of the future develop-ments.

Findings and Conclusions: A strong tend-ency existed to force all training programsinto a 2-year achedule. The vocational-terminal offerings were not as broad as desired, the majority of all curriculums being inthe area of business education. Cooperativework-study programs needed emphasis. Theobjectives of many curriculums were vague.The enrollment of vocational-termini,' educa-tion varied widely between colleges. Theefficiency of followup R n d placement pro-cedures was queotionable. The instructors inthe vocational - terminal were well qualified.Most of the community colleges had inalle-quate physical facilities and administrativepersonnel.

3891, SHOEMAKER, BYRL RAYMOND.Adequacy of Related Technical In-struction in Vocational Trade andIndustrial Education in. TeachingPrinciples of Mathematics and Phys-ical Science. Ph. D. 1957, The OhioState University, 154 p. L. (Colum-bus)*

Purpose o; Study: 10 ascertain whetherthe plan used in Ohio to teach related techni-cal information in trade and industrial educa-tion programs is effective in teaching princi-ples of mathematics and physical scienceneeded by the graduates.

Source of Data: A jury of teachers andevaluations of the program by graduates andsupervisors of the graduates.

Findings and Conclusions: Teachers, grad-uate& and supervisors agreed on the mathe-

DOCTORAL

mattes and physical science need for the ma-chine trade. Graduates indicated improve-ment in instruction was needed. The plan ofinstruction used was good but needed reviewand improvement.

3892. SMITH, JAMES ASBURY. Impli-cations of Tel for Industrial4rts. Ed. D. 1957, Wayne State Uni-versity, 335 p. L. ( Detroit) *

Purpose of Study: To identify significantpractices for a broch-ss of production prac-tices and teslaniqces for telecasting industrialarts activities, to report the scope of partici-pation 1.1 telecasting industrial arts activitiesindicated by respondents in the study, and toreview the edu otional television movementas revealed by pertinent literature.

Source of Data and Method of Study: Anappraisal of the literature on educational tele-vision and persons who had participated Inthe production of television programs relatedto industrial tuts. An inventory of 131 state-ments designed to reflect a favorable view-point with respect to individual productionpractices in telecasting industrial arts activi-ties was submitted in a nationwide poll to 480different persons who had been active in thisfield.

Selected practices were identified and resub-mitted to participants, who were asked to de-scribe effective techniques they had employed.The practices and techniques developed in thisaspect of the study were submitted to 77 pro-gram directors of whom 51 responded withletters and editorial and critical suggestions.

Findings and Conclusions: Action of theFederal Communications Commission in 1952in allonating 242 channels for educational pur-poses provided the first opportunity for por-traying industrial arts activities for purposesof instruction and public understanding, sincethe inception of industrial arts as a phase ofgeneral educatit a.

Television is an effective medium for pre-senting instruction and can be depended uponto maintain interest, crest- understanding.promote skills, insure lean .. and retention,and be generally acceptable to viewers.

A positive interest was manifest in tic re-sponse of industrial arts teachers. supervisors,and others in related professions indicatingtheir enthusiasm for the medium and theiroptimism for its future application in televis-ing industrial arts instruction.

3893. SONDERMAN, ROBERT BOUL-WARE. Origin., Development andOutcomes of Ikrirer Education. Ed.D. 1956, University of Missouri.135 p. L. ( Columt d )*

Purpose of Study: To trace the origin anddevelopment of driver education in the pub-

STUDIES 29

lic secondary schools of Missouri and to ascer-tain the outcomes of this program.

Source of Data: A study was made of allavailable material concerning the origin ofdriver education in Missouri, and an informa-tion form was prepared to collect data relativeto the development and status of the program.Individual driving records and license testscores were examined to ascertain the out-comes of this program in Missouri.

Findings and Conclusions: The AmericanAutomobile Association was primarily respon-sible for the initiation of driver education inthe State of Missouri, beginning in October1940. School administrators list difficulty ofclass scheduling and cost as the two mostpressing problems in administering a programof driver education. Driver education is agrowing program, but the course content seemsto be lacking in consumer information apply-ing to automobiles, their services and supplies.Almost 100 percent of the schools grant credittoward graduation for driver education, butonly 5 percent require the course for gradua-tion. The findings of the study seem to indi-cate that students who have had the course indriver education do not appear to have anybetter driving record than those without thetraining. This study contradicts the findingsof other studies, some of which concluded thatdriver education does reduce accidents by asmuch as 50 percent.

3894. SPENCE, WILLIAM P. Job Plan-ning in Shop Teaching: An Ezperi-nmtal Comparison of Two Ap-proaches. Ed. D. 1957, Universityof Missouri, 218 p. L. (Columbia)

Purpose of Study: To compare two ap-proaches to starting and teaching beginningshop classes in which the element of nrojectplanning was the experimental factor.

Source of Data: A comparison of fourclasses of seventh-grade general shop thatwere divided into two equated groups. Onegroup participated in teacher-guided planningsessions ; the other followed ready-made plans.

Findings and Conclusions: The two groupswere about equally effective in skill develop-ment, in ability to analyze and plan proce-dures, in economy of use of materials, in num-ber of errors in project construction, inteaching informational content, and in qualityof work. The pupil-planned group had a sig-nificantly more favorable attitude toward theshop class and were significantly superior inability to read s,orking drawings. Theteacher-planned approach is significantly su-perior in quantity of work performed. In theteacher's opinion the pupil-planned approach.in the long run, requires less teacher effort.

30 RESEARCH D LN7DUSTRIAL EDUCATION

3895. STEER, RALPH VICTOR. TheSupervision, of Industrial Art* inPennsylvan;a. Ed. D. 1959, Univer-sity of Pittsburgh, 244 p. L. (Pitts-burgh, Pa.)*

Purpose of Study: To determine the statusof supervision of industrial arts in the publicschools of Pennsylvania and to ascertain andcompare the opinions of secondary schoolprincipals and industrial arts personnel withrespect to certain supervisory practices andtypes of supervisory organization.

source of Data: A questionnaire sent to in-dustrial arts teachers selected at random,principals of each of the teachers selected, andall vocational directors and industrial artssupervisors in the State of Pennsylvania.

Findings and Conclusions: Forty-six per-cent of the teachers report that local schooladministrators or curriculum coordinators arecurrently supervising industrial arts. Theteachers judge the supervision of administra-tors and curriculum coordinators to have littlevalue. The teachers consider the supervisionof highest value to be that performed by spe-cial industrial arts supervisors, but the num-ber of local programs supervised by thesepersons is small. Supervisory assistance by acounty superintendent is limited to a fewschool/3 and is not rated highly. Fifty-fourpercent of the teachers report supervision bya State Area coordinator of trade and indus-trial education, and only one-third of theseteachers judge this supervision to have value.

The findings also report the extent of useand value of the following supervisory prac-tices classroom visits, intervisitation, teach-ers' meetings, individual conferences, demon-stration teaching, bulletins and notices,professional study and activities, tests andmeasurements, lesson plans, shop planning andimprovement, equipment and supply manage-ment, and audiovisual aids.

3896. STEGEMAN, ARTHUR LYLE.Training Needs of Technicians inSelected Lumber and Wood ProductsIndustries of Humboldt County, C lli-fornia. Ed. D. 1957, University ofMissouri, 139 p. L. (Columbia)*

Purpose of Study: To ascertain the trainingneeds of technicians in selected lumber andv.00d products industries of Humboldt County,California.

Source of Data: Personal interviews withrepresentatives of the 59 lumber and woodproducts industries which employed 25 or moremen during normal production.

Findings and Ow-fusions: It was antici-pated that by 1960 there would be 223 tech-nicians employed. Only limited agreement

was reached concerning the pre-employmenttraining needed by the types of techniciansincluded. Mathematics. ine-chanics, physics,electricity. miicli-Ine shod. electronics. drafting,and use of the slide rule were indicated aftneeded most often, in that order. Spelling,figuring, lack of speed and ingenuity, and in-ability to make practical applications werethe greatest deficien?ies reported. Most firmsindicated a need for and offered training insafety facts and figures in :heir inservicetraining programs. Training in specializedskill in the :ice of tools and machines andcompany policies, rules, aml regulations wasoffered about :ine-half as often as the needwas indicated. Applied courses in mathemat-ics, drawing, and electricity were quite fre-quently considered necessary but were seldomoffered. Social skills and cooperation werenot considend the responsibility of inservicetraining programs.

3897. STEPHEN SON, LESLIE EARLE.Superior Practices in the Administra-tion of Industrial Arts Teacher Edu-cation. Ph. D. 1958, The Ohio StateUniversity, 335 p. L. (Columbus)

Purpose of Study: To ascertain any centraltendency toward a consistent type of view-point among administrators in the field ofindustrial arts education. To develop a validlist of practices to serve as an administrativeguide in the development of programs of in-dustrial arts teacher education. To studythose administrative practices considered tobe superior, in order that they might be ofvalue in strengthening the administrative ef-forts of industrial arts teacher educationdepartments in the United States.

Source of Data: Critical statements pertain-ing to internal administration found in theliterature of higher education were examined,and a list of administrative practices wasdeveloped. This list was revised and sent toleaders it the field of education for validation.

Findings and Conclusions: Seventeen recom-mendations are listed that pertain mainly tocolleges and universities in California.

3898. STRICKLAND, THOMAS WHIT-NEY. Implications of Selected Be-havioral Science Data for IndustrialArts Education. Ed. D. 1959, Uni-versity of Maryland, 258 p. L. (Col-lege Park)*

Purpose of Study: To present principlesderived from behavioral science data in formsapplicable to the major elements of industrialarts instruction and to evaluate professionalliterature intended for preservice and in-servicz teachers using principles derived fromthe behavioral sciences.

DOCTORAL

Source of Data: A review of basic pro-fessional literature was conducted andcategorized. The behavioral seience data wassynthesized in terms of principles from whichgeneralizations were derived and applied totwo widely used professional texts and totwo State-level curriculum guides in indus-trial arts.

Findings and Conclusions: The professionalliterature acknowledges the importance ofmaturational factors in learning, but cur-riculum and instruction guides suggest uni-formity in learning experiences. An adultlevel of orientation and structuring of learn-ing goals and objectives prevails.

Activities such as problem solving therelationships of ideas to techniques, and thecomplexities involved it learning how to planreceived little attention. The professionalliterature examined seemed to min the prin-ciples associated with evaluation.

In substance, the professicnal literatureexamined presents an empirical approach toinstruction. Behavioral science data arepresent primarily by inference.

3899. STRONG, MERLE EDWARD. AnInvestigation of Trade and Indus-trial Education Curriculum Mate-rials Development and CurriculumLaboratories in the United States.Ph. D. 1958, The Ohio State Uni-versity, 228 p. L. (Columbus)*

Purpose of Study: To investigate the needfor a national p i of cooperation and co-ordination for tra and industrial educationcurriculum development and to secure infor-mation on the organization and operation ofpresently established curriculum laboratories.

Source of Data and Method of Study:Questionnaires to trade and industrial educa-tion State supervisors and curriculum mate-rials specialists in the various States. Addi-tional information was gathered throughpersonal interviews and correspondence withleaders in trade and industrial education.

Findings and Conclusions: The developmentof sound curriculum materials for trade andindustrial education continues to be an areaof great need. Only nine States have a per-son with a major responsibility in this area;these States produce most of the materials.It appears that a greater number of instruc-tional materials could be secured for the sameexpenditure and funds if duplication amongthe various States could be reduced and ifa national plan for cooperation and coordina-tion existed.

3900. STRUCK, JOHN W. A Survey ofIndustrial Education Needi, of Bagh-dad, Iraq, Its Service Area. Ed.D. 1956, The Pennsylvania State

STUDIES 31

UniverGity, 244 p. L. (UniversityPark)*

Purpose of Study: To determine the sizeand scope of a new vocational trade school tobe built by the Iraqi government in the capitalcity of Baghdad, Iraq.

Source of Daia: A detailed personal-enumer-ation survey of every single industrial estab-lishment involved in the manufacture orrepair of goods or products in Baghdad andits suburbs.

Findings and Conclusions: In the areacovered by this study there u2re 4,573 dif-ferent firms employing 33,367 industrialworkers. There are large numbers of smallfirms, with only 41 firms employing over 100persons. The area is growing industriallyvery fast, and the demand and need forskilled and semi-skilled workers is great.The present Baghdad school is quite ineffec-tual in meeting the needs. The governmentshould expand its present trade trainingfacilities both quantitatively and qualitativelyin many areas. There is a pressing need forcompetently trained vocational teachers, ad-ministrators, and supervisors. It would bepractically impossible for a new school toexceed the needs for competent skilled workersfor many years to come. Recommendationsresulting from this study include specificsuggestions for meeting this large demand forskilled workers and recommendations forsetting up the new school.

3901. TA.TE, HAROLD S. Analysis andEvaluation of the Job of the StateSupervisor of Trade and IndustrialEducation. Ed. D. 1951, The Penn-sylvania State University, 324 p. L.(University Para.)

Purpose of Study: To analyze and evaluateVie job of the State supervisor of trade andindustrial education in 51 States, territories,and districts.

Source of Data and Method of Study: Theprocedures used were a study of literature forwritings from historical, philosophical, oroperational viewpoints; an examination ofresearch in industrial education or relatedfields ; an examination of State plans anddigests of narrative reports ; interviews withState supervisors, State directors, teachertrainers, city directors and other leaders inthe field ; checkidieet returns from Statedirectors, State supervisors, teacher trainers.city directors, and a jury. Evaluativecriteria are based on jury replies.

Findings and Conclusions: The authorrecommends that State supervisors comparetheir responses with those of their coworkers,prepare a master list of responsibilities forthose to whom it might be of value, andexamine other responses to see what help Is


expected from them ; that State directorsinform State supervisors as to what is ex-pected ; that there be more conferences be-tween State supervisors and State directors,teacher trainers, and city directors; that thecomposite list of duties be used by teachertrainers in their courses ; that State super-visors reconsider their responsibility towardindustrial arts supervision ; that the master'sdegree be required noaretroactively for Statesupervisors; that more local and State initia-tive be uses in the preparation of State plans.

3902. THIEL, DONALD WILLIAM.Industrial Arts in OccupationalTherapy; A Study and Projection ofIts Relationship to the Activities ofPrescribed Treatment in Physicaland Mental Disabilities. Ph. D. 1959,The Ohio State University, 250 p.L. (Columbus)*

Purpose of Study: To ascertain the contri-butions that industrial arts education canbring to the occupational therapy profession.To provide a professional instrument whichmight induce better public relations withinthe two professions concerned, and to estab-lish a basis of understanding by revealingessential, and common facts regarding themutual concerns of occupational therapy andindustrial arts education.

Source of Data: The study evolved from :(11 A review of current and past literatureof occupational therapy and industrial artseducation, (2) a curriculum survey of 27schools in the United States approved to offeroccupational therapy, (3) a questionnaire sur-vey of 324 registered occupational therapistspracticing in the field.

Findings and Conclusions: Registered oc-cupational therapists from all parts of theNation concluded that industrial arts educa-tion activities are essential to their program,and that industrial arts education personnelshould be teaching these activities to studentsof occupational therapy.

The activities deemed essential and repre-sentative of those utilized in occupationaltherapy programs were: (1) Ceramics, (2)drawing and design, (3) fundamentals of elec-tricity, (4) graphic arts, (5) industrial con-ceptions, (6) jewelry and lapidary, (7) leather-work, (8) metalwork, (9) plastics, (10)upholstery and furniture reflnis'aing, and (11)woodworking.

All the therapists responding had receivedexperience as undergraduates 1n 4 or moreof the 11 activity areas mentioned.

3903. THOMAS, ALVIN IGNACE. In-dustrial Educe.tion in the Land-CrantColleges. Ph. D. 1957: The Ohio

State University, 303 p. L. (Colum-bus)

Purpose of Study: To trace the origin anddevelopment of the land-grant college move-ment and indicate the place of industrialeducation in this movement. To identify thespirit and intent of the Land-Grant CollegeActs of 1862 and 1890. To identify the con-temporary patterns of industrial educationin the land-grant colleges and universities andestablish a basis for projecting industrial edu-cation in these colleges and universities inthe years ahead. To illustrate a projectionof an industrial education program in a land-grant college using the suggested criteria.

Source of Data and Methods of Study: His-torical methods were used in tracing the land-grant college movement. A survey deter-mined contemporary patterns of industrialeducation in the land-grant colleges and uni-versities. Fhilosophical methods were usedin constructing the criteria for projecting in-dustrial edimition in the land-grant collegesand universities. These were validated byleaders in the field. A survey was made of aland-grant college, and the criteria derivedwere used for recommendations.

Findings and Conclusions: Land-grant in-stitutions were founded to include practicaleducation in the mechanical arts. Lack ofindustrialization in the Nation and leadershipin the profession contributed to the failure ofindustrial education to develop a major partof the land-grant colleges. Contemporarytechnology has created an abundance of jobsrequiring post-high school education not re-quiring a degree, and industrial education onthe higher l #'vels should provide this rightnow. Professional leadership and additionalresearch is needed to overcome the obstacleof positions taken by land-grant colleges.

3904. THOMAS, JOSEPH KOVAC. Useand Effectiveness of Public Relation,'Practices in the Interpretation of in-dustrial Arts in Selected SecondarySchools of California. Ed. D. 1957,University of Missouri, 183 p. L.(Columbia)*

Purpose of Study: To ascertain the use andeffectiveness of public relation practices byteachers who actively interpreted their indus-trial arts program as compared with teacherswho did less interpretation in selected sec-ondary schools of California.

Source of Data: Two information forms, onereturned by 132 industrial art teachers andthe other returned by 440 parents of boys,from a random sample.

Findings and Conclusions: Teachers whoactively interpreted industrial arts are more

DOCTORAL STUDIES

likely to be active in school and professionalactivities, are more likely to receive extrapay and free periods for departmental duties,reported using practically all of the publicrelations practices, and gave higher values ofeffectiveness for nearly all practices. Teach-ers believe that industrial art teachers shouldbe expected to publicize their programs, thattheir public relations program should be ex-panded, and that teachers have a tendency tooverrate the effectiveness of their program.Parents appeared to be satisfied with the in-dustrial arts curriculum, were more awareof the vocational aspects of industrial arts,and indicated electricity as a course theywould advise their children to take.

3905. TOWERS, EDWARD ROY. AnEvaluation and Projection of theUndergraduate Program. of The OhioState University. Ph. D. 1956, TheOhio State University, 278 p. L.(Columbus) *

Purpose of Study: To evaluate and projectthe undergraduate industrial arts teacher edu-cation program at The Ohio State University.

Source of Data: A documentary survey totrace the evolution of the practical arts andthe founding of The Ohio State University ; asurvey to find the characteristics and purposesof industrial arts on the elementary andsecondary levels of Ohio schools; an evaluativecriterion to evaluate the undergraduate pro-gram ; interviews, correspondence, and avail-able literature.

Findings and Conclusions: The purposes ofthe program should be re-examined andbrought up to date. A new physical facilityshould be planned immediately. A technicalcurriculum to reflect technology should be im-plemented during the first 2 years of theundergraduate program. The specialized pro-fessional education program should be revisedand broadened to provide a wide variety of ex-periences of different levels. A continuousprogram of evaluation should be developed.Syllabuses and course outlines should be de-veloped for the courses in the transitionalcurriculum.

3906. TURNER, ERWIN. A Survey ofEmploye:- Opinion of the Adequacy ofTrade an Industrial Training inSelected Sclools of South Dai,6ta.Ed. D. 1958, Colorado State College,222 p. L. (Greeley)*

Purpose of Study: To ascertain the satisfac-tion or dissatisfaction of employers with thegraduates of federally reimbursed trade andindustrial education courses of selected schoolsof South Dakota by obtaining the!r opitionsconcerning specific items connected with theperformance of employees.

33

Source of Data: Personal interviews from 11schools out of 16 offering federally reimbursedcourses and from interviews of the first em-ployer of each graduate of the program.

Findings and Conclusions: Employers ratedUr... success of the graduates of trade coursesas better than that of beginning workersnormally employed as to skill, related infor-mation, general education, and personality.The more successful the graduate, the moretraining he took after completing his tradecourse.

More of the graduates whose success wasrated equal to that of the top 5 percent ofbeginning workers normally employed tookpost-employment training than did those ratedequal to the lowest 25 percent. Skill andpersonality are about equally important, witha margin in favor of skill. The relative im-portance of skill and personality varies withthe individual trades.

3907. TURNER, ROBERT E. Dutiesand Requirements of Personnel WhoWork with Electronic Devices inManufacturing Industries. Ed. D.1957, University of Missouri, 173 p.L. (Columbia)*

Purpose of Study: To obtain informationrelative to the duties, opportunities, and re-quirements of persons who work with elec-tronic devices in manufacturing industries inthe St. Louis metropolitan area.

Source of Data: The Missouri Division ofEmployment Security ; Chamber of Commerceof Metropolitan St. Louis ; inquiries sent tomanufacturing firms ; telephone conversa-tions with various plant personnel ; interviewswith persons familiar with the duties, oppor-tunities, and requirements of personnel whowork with electronic devices ; and literaturepertinent to the study. Thz study included396 manufacturing firms, each of which em-ployed 100 or more people.

Findings and Conclusions: The principalduties associated with electronics consist of :diagnosing trouble, adjusting, servicing, as-sembling, making repairs, installing, and main-taining eouipment. If anticipated demandsare met, these workers will increase by ap-proximately 50 percent within the next 3years. There appears to be a reasonable num-ber of opportunities for individuals, bothwhite and nonwhite, well trained in this typeof work. The opportunities for women arelimited. Greatest opportunities are found infirms employing 500 or more engaged in manu-facture of ordnance and accessories ; chemicaland allied products ; petroleum and coal prod-ucts ; electrical machinery, equipment, andsupplies ; and transportation equipment. Per-sons whose chief work is with electronicsneed to possess knowledge of the following:


basic electrical and electronic circuits, high-voltage power supplies, power supply regula-tion, control circuit oscillators, voltage dis-crimination, modulation and demodulation,impedance and network matching, triggeringcircuits, wide band amplifiers, linear and logamplifiers, and multiplication and functiongeneration.

3908. WALSH, JOHN PATRICK. Qual-ifications, Preparation, and Com-petencies of Trade and IndustrialTeachers. Ed. D. 1958, The GeorgeWashington University, 468 p. 2vols. L. (Washington, D.C.) *

Purpose of Study: To examine criticallyexisting requirements for the certification oftrade and industrial teachers and all elementsof the existing program for their training.To identify, define, and evaluate the functionsand competencies considered necessary for snc-ceodui trade teaching. To provide or identifyways and means of achieving teacher trainingcurriculum revision to develop the necessarylevels of competence.

c, Data: Committee discussions andconierelicb national association reviews, staffconfere interviews, jury validation tech-niqt- d, que,,tionnaire utilization, analysis of

, _1 documc nts, and a national conference forle purpose f summarizing and analyzing the

bindings of he study. Respondents to theseveral questionnaire phases of the study in-cluded a san plc of successful teachers, localadministrators, and supervisors of trade andindustrial subjects, and the population ofState supervisors and teacher trainers of tradeand industrial education.

Findings cid Conclusions! The analysis ofSt to certification requirements for trade andindu. '-ial teachers indicated that eitremelywk.e variations occur across the Naticn inestablished :minimum requirements for suchcertification categories as basic education,trade experience, and professional education.Trade experience requirements, while showingless variation than professional education re-eirements, are not clearly deneu in any of

the f. a _es. It was indicated that certlfica-t' n standards should be determined through

systematic analysis of competencies neededteade and industrial teachers.

There were three basic organizational plansf,,ir the preparation of teachers of trade andindiatrial subjects, namely : (1) Designationof a ciAlege or university as a State teachertraining ins'bitution, (2) appointment of aState teati-er training staff, (3) assumptionof the fun, 'ion of teacher training by theState super. sory staff for trade and indus-trial educati, i.

Reconmen,sations: In the light of the in-creasing mo;illity of trade and industrial teach-

era, consideration must be given to the de-velopment of common patterns in teacherpreparation and certification in order to bringabout reciproety of certification among theseveral States. An effective program for thetraining of trade and industrial teachers shouldprovide for the necessary elements of generaleducation, specialized professional education,and teaching field preparation, coupled withdirect professionalized experiences to developthe competencies listed.

3909. WHITE, ALVIN M. VocationalEducation Needs of the People ofDent County, Missouri. Ed. D. 1958,University of Missouri, 116 p. L.(Columbia) *

Purpose of Study: To ascertain the voca-tional education needs of the people who re-side in Dent County, Missouri, and also ofthose who leave the county.

Source of Data: Information forme sent to650 former students who either graduated ordropped out of Salem High School during theschool years 1945-46 to 1954-55. Simple sta-tistical procedures were used in the study.

Finding* and Conclusions: A large majorityof the former students had left Dent County insearch of jobs. The former students wholived in Dent County had taken less educa-tion than the ones who had left. Eighty-onepercent of the former students who had takenvocational agriculture in Salem High Schoolwere working outside the occupation for whichthey were trained. The former students werein favor of teaching vocational educationcla a on the high school level. There wasa . for a trades and industries program inSales. High School. Better vocational guid-ance was needed in the selection of studentsfor vocational training and their subsequentplacement.

3910. WIGEN, RAY ARTHUR. Tech-nical Offerings for Industrial ArtsTeachers at the Graduate Level.Ph. D. 1957, University of Minnesota,172 p. L. (Minneapolis)

Purpose of Study: To ascertain the nature oftechnical offerings to determine a legitimateand essential basis or the inclusion of tech-nical offerings in the preparation of industrialarts teachers, and to prepare a guide for ad-ministrators and others interested in technicalofferings for industrial arts teacher educationat the master's degree level.

Source of Data and Methods of Study: Theliterature was surveyed to obtain the data tocharacterize the specific nature of technicalwork at the graduate level. The generaltheories of technical work at the graduate levelwere characterized in terms of expected be-havior patterns and learning experiences

DOCTORAL STUDIES

These items were prepared in form of a surveyinstrument for evaluative purposes. Theitems were evaluated by experienced men inthe field of graduate industrial education. Asa result of this procedure a guide was pre-pared for developing or evaluating technicalofferings at the graduate level.

Findings and Conclusions: A guide was de-veloped for devloping or evaluating technicalofferings at the graduate level for the prepara-tion of industrial arts teachers. Comments byrespondents who used the guide for evaluat-ing technical courses indicated that the guidewas effective.

3911. WILCOX, T. GLADE. Develop-ment of Criteria, for the Evaluationof Local Programs of Trade and In-dustrial Education. Ed. D. 1957,University of Indiana, 236 p. L.(Bloomington)

Purpose of Study: To provide criteria ap-propriate for use in the evaluation of localprograms of trade and industrial education.

Source of Data: The initial data were se-lected from literature containing authoritativestatements of labor, management, and educa-tion concerning positions taken with referenceto vocational-industrial education. From thispopulation distinctive statements were de-veloped. The criteria were then developed byplacing the distinctive statments in groups oflike concept and phrasing each of the conceptsas a positive statement.

Findings and Conclusions: Fifty-six of the60 criteria that were developed were found tobe significant. Of these 56 acceptable criteria,41 were within a one-standard deviation sig-nificance level on an arbitrary scale, and 52were acceptable at two sigmas. Rating scalesthat are currently in use include irrelevantitems. Several of the older tenets of voca-tional education rated below what might havebeen expected.

3912 WILLIAMS, WILLIAM ANDREW.Present Statue and Preferred Prac-tices in Safety Education inPennsylvania Vocational IndustrialSchool Shops. Ed. D. 1959, Univer-sity of Pittsburgh, 168 p. L. (Pitts-burgh, Pa. )*

Purpose of Study: To determine the presentstatus and preferred practices of safety edu-cation in Pennsylvania vocational industrial6011601 shops with implications for teachereducation.

Source of Data: A checklist of 181 shopsafety practices, classified under 9 headingswas submitted to all vocational industrial shopteachers and administrators in Pennsylvania,as well as to a jury of experts from 12 States.

35

Rank orders were established for the safetypractices and correlation techniques employedfor comparing the preferences of the threegroups of respondents.

Findings and Conclusions: The study re-vealed that there are many safety practiceswhich Pennsylvania vocational industrial shopteachers and local administrators agree onas desirable practices to employ in shop safetyprograms. Of the 181 practices submitted onthe checklist, 221 shop teachers rated 167items as preferred practices, while the 64 localadministrators rated 164 items as preferredpractices. There was also a high degree ofcorrelation in the opinions of the local ad-ministrators, the shop teachers, and the jury ofexperts with regard to the rank order of im-portance of the 181 safety practices. Thestudy also revealed that there was a highdegree of relationship between preferred prac-tices and actual practices in some instances ;however, many actual safety practices laggedconsiderably behind the preferences of shopteachers.

3913. WILLIAMSON, MERRILL D. Sta-tus and Trends of Adult Educationin the Public Schools of Missouri.Ed. D. 1958, University of Missouri,256 p. L. (Columbia) *

Source of Data: (1) Records and reports ofthe Missouri State Department of Educationand (2) information forms sent to : studentsenrolled in adult courses in vocational agri-culture, homemaking, distributive education,industrial education, and general adult educa-tion in selected public schools in Missouri ; ad-ministrators in public schools having adulteducation programs ; administrators in publicschools having limited or no adult educationprograms ; and lay leaders in communities hav-ing limited or no adult education programs.

Findings and Conclusions: Administrativepractices in adult education in the publicschools of Missouri vary considerably withincertain well-established limits. Enrollment inreimbursable adult education has remained rel-atively constant during the past 5 years whileenrollment in nonreimbursable adult educationhas increased 18 percent. Problems faced bypublic school administrators in developingadult education programs vary in degreerather than in kind. Although the educa-tional needs of adults among the various com-munities are similar, many of the smaller com-munities have neither the financial resourcesnor a sufficient demand for adult education tomake it feasible to offer adult education inareas other than vocational agriculture.Adult students, lay leaders, and public schooladministrators tend to favor the use of Statefunds and to oppose the use of local tax fundsfor the support of adult education ; they aremost favorable to the use of Federal, State,and local funds in combiration with student


fees. The instruction adult students are re-ceiving is generally good and is meeting theirneeds to a high degree.

3914. WOODEN, RALPH LEE. Indus-trial Arts in the Public SecondarySchool Program for Negroes inNorth Carolina. Ph. D. 1956, TheOhio State University, 192 p. L.(Columbus)

Purpose of Study: To ascertain the statusof industrial arts in the public secondaryschool programs for Negroes in North Caro-lina, and to develop a program in the light ofacceptable criteria. An ultimate objective isto make recommendations for the improvementof industrial arts for Negroes in NorthCarolina.

Source of Data: The need for industrialarts in North Carolina was ascertained fromthe State education commission and a surveyof research. Standards for industrial artsprograms were obtained from 12 State depart-ments of education.

A crite_ion for evaluating the industrialarts program of the public secondary schoolsin North Carolina was derived and schoolswere evaluated.

Findings ani Conclusions: Industrial artsshould be provided on the elementary, second-ary, college, and adult level. All boys andgirls should be encouraged to elect industrialarts. The curriculum should include draw-ing, manufacturing, construction, power andtransportation, management and services.Advisory committees with representativesfrom education, industry, and governmentshould be appointed to help plan and developthe program. Students should receive in-struction in labor, management, and employ-ment, with stress on consumer literacy anduse of leisure time. Teacher education pro-grams should provide preparatory and in-service experiences for teach ers parallelingthe type of program required in NorthCarolina.

3915. WORTHINGTON, ROBERT M.Factors Affecting the De/rayed Invita-tion of a Demonstrated PsychomotorSkill. Ph. D. 1958, University ofMinnesota, 167 p. L. (Minneapolis)

Purpose of Study: To test experimentallycertain factors affecting learning from ademonstration.

Source of Date and Methods of Study: Theexperimental task consisted of five polygonsof birchwood, in, thick. When assembledeach formed a square of 8 x 8 in. There were14 experimental treatments in the design ; 7used a simple assembly task and 7 used acomplex assembly task. Relative complexity

of the tasks was determined by a pilot study.Subjects having a demonstration were com-pared wl :hose having no demonstration.

Find{ Id Conclusions: The demonstra-tion reduced the time required to le r theassembly task by delayed imitation. This re-duction in time was statistically significant.The demonstration reduced the time requiredto learn the co nlex task to a much greaterdegree than the time required to learn thesimple task.

Verbalization of key elements accompany-ing the demonstration did not significantlyreduce the time required to learn either thesimple or the complex task. Level of delaydid not significantly affect the time requiredto learn these assembly tasks.

The lack of significant correlation betweentime scores and control variables indicatedthat the demonstration equalized the effectsof IQ, chronological age, and mechanicalability.

3916. YOHO, LEWIS WILBUR.. Analy-sis of Functions Performed in Oper-ating a Local Program of Vocationaland Practical Arts Education in In-diana. Ed. D. 1959, Indiana Univer-sity, 277 p. L. (Bloomington)*

Purpose of Study: To analyze functions per-formed in operating local programs of voca-tional and practical arts education relative toorganizational structure, operational relation-ships, and perceived roles in crucial or poten-tially crucial situations.

Source of Data and Method of Study: Datawere secured by interviews with all top voca-tional and practical arts administrators andwith vocational teacher trainers in Indiana.Communities were categorized by number ofvocational officials employed, comparisonswere made of action, importance, persunnel in-volved, and type of roles performed. Actionsin crucial or potentially crucial situationswere identified and compared with recommen-dations of the teacher trainers. Action profilesof various personnel were plotted.

Findings and Conclusions: Local adminis-trators were employed 11 to 12 months peryear and were working raorc than 48 hoursper week, yet they needed more assistants.They generally reported directly to superin-tendents, but no consistent pattern of relation-ship to school principals was evident. Super-intendents generally placed vocational ad-ministrators below high school principals inresponsibility and authority as measured indi-rectly by salaries paid. Teacher-supervisorratios were developed as a possible measure ofneed for supervisory assignments.

An analysis of communities by categoriesrevealed considerable differences in importanceof function and in means of performing thefunctions.

L

MASTER'S STUDIES

Corrective action for crucial or potentiallycrucial situations tended tow.ad the coopera-tive action of all school officials and empha-sized the importance of written policies, guidesand standards. The teacher trainers were notconsistently in agreement on action or onmeans employed and suggested greater coop-erative participation than that revealed bypracticing officials.

3917. ZANKOWICH, PAUL. The Crafts-men of Colonial New York. Ed. D.1956, New York University, 609 p.L. (New York)*

Purpose of Study: To investigate and por-tray the craft life of colonial New York Cityfrom the departure of the Dutch (1664)through the period of English occupation ofthe city and into the early days of the Federalperiod.

37

Source of Data and Method of Study: Datawere obtained by the historical method, frommany original sources such as the newspapersof the day, wills, letters, journals, and ledgersof the craftsmen, bills, minutes of such insti-tutions as the Common Council, and TrinityParish.

Findings and Conclusions: There was incolonial New York a rich and varied craft lifeand a developing reliance upon the Americancraftsmen as opposed to the importation offoreign craft products. A functional programof apprenticeship had developed, and crafts-manship had advanced to the point of produc-ing such a figure as Duncan Phyfe and such amonument as St. Paul's Chapel. The studycloses at the turn of the century with an in-dication that there were already forces operat-ing that would result in a decline of crafts-manship in the years to follow.

MASTER'S STUDIES

3918. ABELS, LAVERNE J. SelectedWoodworking ProjectsA Compila-tion of Suggested WoodworkingProjects From Selected SouthernCalifornia Schools and an Index toPreferred Projects Appearing inthe Professional Publications. M.A.1956, Sari Diego State College, 129 p.L. ( San Diego, Calif.)

Purpose of Study: To compile a list ofselected woodworking projects from selectedschools in Southern California and to indexthe more desirable projects that have ap-peared in professional publications in thefield of industrial arts.

Source of Data: Literature pertinent to thestudy and a survey of schools.

Findings and Conclusions: A list of selectedwoodworking projects is presented, togetherwith an index to some of the more desirableprojects that have appeared in professionalpublications in the field of industrial arts.

3919. ADAMS, ALVIN PORTER. In-structional Procedures for TeachingIndustrial Arts General Shop.M.A. 1959, Northeast MissouriState Teachers College, 77 p. L.(Kirksville)

Purpose of Study: To ascertain the mostsuccessful procedure for organizing, teach-ing, and conducting an industrial arts generalshop class.

Source of Data: Books and magazine arti-cles in the field of industrial education, andinformation forms sent to a select group ofindustrial arts general shop teachers in theState of Missouri.

Findings and Conclusions: Approximatelyone-half of the instructional procedures dis-cussed were used by more than two-thirds ofthe teachers questioned. All the teachingmethods were used to some extent ; however,many were only employed by a few teachers.Most teachers expressed favorable opinionstoward methods and teaching devices thatthey were not using.

3920. ADAMS, ROBERT F. S. A Com-parison of the Effectiveness of Train-ing Films and Teacher Demonstra-tions as Supplementary Devices forTeaching Related Information inIndustrial Arts Electricity. M.A.1953, San Diego State College, 70 p.L. (San Diego, Calif.)

Purpose of Study: To ascertain the rela-tive effectiveness of two types of trainingaids: the sound motion picture and theteacher-made "live" demonstration, whenused as supplementary classroom devices, inthe teaching of related and technical infor-mation in industrial arts electricity.

Source of Data: Books, encyclopedia arti-cles, bulletins, and periodical articles. Anexperiment was planned and executed in aclassroom situation wherein films and teacherdemonstrations were used to teach identical


items of technical matter in the field ofelectricity ; both methods were compared totraditional textbook methods.

Findings and Conclusions: The experimentreported was a comparison of the effectivenessof the textbook assignment, the training film,and the teacher-constructed live demonstra-tion unit for teaching electricity. Resultsof he experiment were very close, with thefilm apparently comparable in effectiveness tothe demonstration.

3921. ADDY, BERTRAM FRED. TheManitoba Apprenticeship TrainingProgram: A Study of the Develop-ment, Regulations, Functions andTechniques. M.A. 1955, Universityof Minnesota, 128 p. Departmentof Industrial Education (Minneapo-lis)

Purpose of Study: To gather and compileinformation, in concise form, for those in-terested in and responsible for the Provincialapprenticeship program.

Source of Data: Written reports and formsused in the Manitoba apprenticeship programfor observation of training classes, and par-ticipation in various committee meetings.

Findings and Conclusions: New conditionswill require an erpanding program. A care-ful study of dropouts is needed. Greater useshould be made of the trade advisory com-mittees and the services available throughthe national employment service. More em-phasis should be placed on industrial rela-tions, and efforts should be made to stimulateand develop interest in this field.

3922. ADER, VERN LOUIS. A Follow-wpof the Men Who Received the Masterof Science Degree in Industrial Edu-cation From Stout State College:1952-55. M.S. 1956, Stout State Col-lege, 42 p. L. (Menominie, Wis.)

Purpose of Study: To follow up those menwho received a Master of Science degree inindustrial or vocational education during theyears 1952-55.

source of Data: A checklist sent to the malegraduates who received a Master of Sciencedegree In industrial or vocational educationduring the years 1952-55.

Findings and Conclusions: Approximately80 percent of the graduates involved in thestudy were employed as teachers. Employersrated the graduates above-average in teachingperformance and in personal and professionalqualities. Few weaknesses or deficiencies wereindicated by the employers.

3923. ADKINS, HOLLACE W. A Seriesof Test Items To Check Basic Gen-

eralizations of Teaching and Learn-ing. M.A. 1957, University of Min-nesota, 100 p. Department of Indus-trial Education (Minneapolis)

Purpose of Study: To assist in evaluatingcertain generalizations concerning concepts oflearning, teaching, and education.

Source of Data: A review of the literaturein the field of test construction and an analy-sis of the instructional units for which testitems were desired.

Findings and Conclusions: The 10 units weresummarized for fundamental concepts oflearning, teaching, and education. A series oftest items was designed to aid in the learningof these concepts. This material should be ofuse to students of education and to practicingteachers.

3924. AFFLECK, BERT. An Evaluationof the Status of Industrial Arts inAccredited Texas High Schools.M.S. 1957, Eastern New Mexico Uni-versity, 61 p. L. (Portales)

Purpose of Study: To ascertain the statusof industrial arts in accredited Texas highschools and to determine whether this programis being utilized to its maximum potential inmeeting the needs of the youth of Texas.

Source of Data: Books, periodicals, and pub-lications pertinent to the subject. Personalcontacts were made with teachers, administra-tors, and various trade schools. A question-naire was sent out, and the results were usedas a basis for comparison between schoolswithin the State.

Findings and Conclusions: Industrial artsteachers should be alert to the demands madeby industry for trainees who have a broadbackground in basic fundamentals of industry.school personnel should keep themselves in-formed of needs and developments in the world.

3925. ALLEN, JOHN WILSON. TheStatus of Industrial Education in thePublic High Schools for Negroes.M.S. 1956, Prairie View A. and M.College, 109 p. L. (Prairie View,Texas)

Purpose of Study: To ascertain the statusof industrial education in public high schoolsfor Negroes in Texas.

Source of Data: Questionnaires sent to highschools and informal interviews conductedwith high school principals and industrial edu-cation teachers.

Findings and Conclusions: There is anincreasing number of industrial education pro-grams in public high schools for Negroes.Public schools are beginning to recognize in-

MASTER'S STUDIES

dustrial education as an integral part of acomplete educational program. Most of theprograms are of the industrial arts type.There is a correlation between increased in-dustrialization in Texas and increased em-phasis on industrial education.

3926. ALTAMARTUNON, ASTONIO.La ReorganizaciOn del Institute deArtes J.fecanicas: Recomendacionespars Satisfacer las Necesidades deEd/Lead-On Industrial en las Pro-4'inc4as del Interior de la RepUblicade Panam4. M.A. 1956, Universityof Minnesota, 101 p. Department ofIndustrial Education (Minneapolis)

Purpose of Study: To make an examinationand interpretation of the findings, summaries,conclusions, and recommendations presentedby the survey of the Ministry of Education ofPanama or the Mechanic Arts Institute.

Source of Data: A vocational survey of theMechanic Arts Institute and a review ofpertinent literature.

Findings and Conclusions: Among the needsof the school are : a better inservice trainingprogram, a complementary program of indus-trial arts, more adequate vocational guidance,an evening school for adults, home economicsand business education programs, and an ad-visory committee for the organization and ad-ministration of the school. The vocationalagriculture program apparently suits thecommunity.

3927. ASHLEY, TOM. A Study ofFormer Trade Preparatory Studentsof the an Diego Vocational School.M.A. 1953, San Diego State College,93 p. L. ( San Diego, Calif.)

Purpose of Study: To obtain informationconcerning the occupational experiences offormer trade preparatory students of the SanDiego Vocational School.

Source of Data: Literature pertinent to thestudy and an information form sent to formerstudents of the San Diego Vocational School.

Findings and Conclusions: Forty-three per-cent of the students obtained employment inthe occupation for which they were trained.An additional 25 percent were able to secureemployment in the occupational area in whichthey had taken training. The most significantproblem encountered when seeking employ-ment seemed to be inexperience. The majorityof the students considered that their occupa-tional choice was satisfactory and felt thatthis choice had, for the most part, been theirown.

3928. AVAKIAN, MARION. IndustrialArta in the Los Angeles City School

39

Prior to 1900. M.A. 1955, Universityof California at Los Angeles, 75 p. L.(Los Angeles)

Purpose of Study: To trace the historicaldevelopment of industrial arts education inLos Angeles City Schools.

Source of Data: U.C.L.A. Library, recordsof Los Angeles City Schools, Los Angeles CityLibrary, catalogs, theses, and personal files.

Findings and Conclusions: By 1900 indus-trial arts was an important and successfullyestablished feature of the Los Angeles schoolsystem and had a promising future.

3929. BACHELDER, ROBERT OSTROM.The Structure and Extent of lieArmy Craft: Program in the UnitedStates. M.A. 1957, University ofMinnesota, 105 p. Department of In-dustrial Education (Minneapolis)

Purpose of Study: To place the Army CraftsProgram in perspective regarding its value tothe soldier ; to provide a reasonably completeand accurate picture of the program as it ex-ists in the United States today ; and to providea basis for further study and/or improvementand expansion of the present program.

Source of Data: Background material onthe Army, recreation, and crafts ; official Armybulletins and regulations concerning specialservices and crafts ; personal correspondencewith Army Crafts Program supervisors ; craftsfacilities questionnaires mailed to installationcrafts shops ; and personal observation of thewriter as au enlisted man assigned to craftsshops at Fort Leonard Wood, Missouri, andSandia Base, New Mexico.

Findings and Conclusions: Crafts activitiesare of great value to the serviceman. TheArmy Crafts Program needs and deserves morepublicity and support for desired growth. Theemployment of trained civilian crafts person-nel greatly enhances the program. Most ofthe major Army posts in the United Stateshave a crafts program ; woodworking, leather-craft, and photography are the most popularcrafts in it. More automotive hobby shops areneeded. There is a need for more communica-tion among the Army program personnelthroughout the country. The possibility of acivilian counterpart to the program should beinvestigated.

3930. BAGLEY, RONALD 1). A. Historyof the Industrial Arts Department atthe Northeast Missouri State Teach-ers College. M.A. 1959, NortheastMissouri State Teachers College, 110p. L. (Kirksville)

Purpose of Study: To trace the growth anddevelopment of the Industrial Arts Depart-


ment of the Northeast Missouri State TeachersCollege from its inception through the year1958.

Source of Data: The campus of the North-east Missouri State Teachers College : bi-ennnial bulletins, college yearbooks, schoolnewspapers, and personal interviews withpersons directly related to the problem.

Findings and Conclusions: The departmentwas established on the campus in 1900. Itsmain purpose was not primarily the prepara-tion of secondary teachers as is common today,but rather to offer courses for elementaryor rural school teachers. This was the reasonfor more women students in the departmentand also for women on the faculty. Themost common minors for industrial arts majorswere agriculture, physical education, busi-ness, social science, and science. The depart-ment has steadily grown as to the number ofstudents enrolled in the department and thenumber majoring in industrial arts. Theearlier offerings of the department emphasizedthe development of tool skills but did notinclude related information, as the presentdepartment does.

3931. BAKER, VIRGIL LEROY. ModernTransparent Wood Finishes Used inIndustrial Arts Classes. M.A. 1958,University of Wyoming, 99 p. L.(Laramie)

Purpose of Study: To obtain informationconcerning modern wood finishes, principalstains, wood fillers and sealers, modern cabi-net woods, manufacturers of wood finishes,and slide films on wood finishing.

Source of Data: A review of !!terature, con-tact of all companies which manufacture woodfinishing products, and theses dealing withwood finishing, etc.

Findings and Conclusion.: It is necessaryto know the characteristics of wood prior tofinishing for good results. In the wood fin-ishing process, staining and bleaching comefirst. The findings indicate that for indus-trial arts classes, nonraising of grain stainsare best ; lacquer finishes are better than var-nish finishes ; dust-free rooms should be used ;

surface finishes are being replaced by pene-trating finishes ; and best results are obtainedfrom nationally known products.

3932. BALDRIDGE, ROBERT BER-NARD. Fire Protection Education.M.S. 1957, Oklahoma State Univer-sity, 109 p. L. (Stillwater)

Purpose of Study: To obtain data concern-ing the courses and level of training offeredin fire protection throughout the United States.

Source of Data: A sample test which wasconducted to ascertain the level of Ire pro-

tection education that the average studentpossesses.

Findings and Conclusions: The variousStates offer only a limited number of coursesin fire protection education. The majorityof the States that offer courses do not includefire protection education in the State-requiredcurriculum. The results of the survey con-ducted at the Stillwater Junior High Schoolclearly indicate the students' knowledge offire protection is on an extremely low level.The only possible way the United States canreduce the needless loss of life and propertydamage is to adequately educate the youth ofthe Nation in fire protection.

3933. BARNES, JAMES WENDELL.Metal Finishes Applicable to theSchool Shop. M.S. 1955, OklahomaState University, 51 p. L. (Still-water)

Purpose of Study: To determine practicalfinishing methods and materials for metal-work.

Source of Data: Unpublished studies andperiodicals related to metal finishing.

Findings and Conclusions: There are manyindustrial finishing processes which can beadapted to the school shop. Metal finishescan be enhanced by using electroplating.Vitreous coatings are easily applied to smallmetal objects and represent a parallel toindustrial experiences.

3934. BARRS, HERMAN D. A Studyof the Opinions of the Graduates ofDenton Senior High School, Denton,Texas, Concerning the PracticalArt8. M.S. 1957, North Texas StateCollege, 72 p. L. (Denton)

Purpose of Study: To obtain and analyzethe opinions of 415 graduates of DentonSenior High School concerning the values ofindustrial arts and homemaking.

Source of Data: Questionnaires returned bystudents who graduated during the schoolyears 1950 through 1955.

Findings and Condusions: A large majorityof the graduates expressed a need for broaderknowledge of i dustrial arts and home eco-nomics. Approximately one-third of the malegraduates who took industrial arts in highschool attended college and majored in indus-trial arts. The majority of the graduateswho did not take courses in industrial arts orhome economics in high school believed thatone or more of such courses would have beenof value to them. A majority of the gradu-ates who had taken industrial arts and homeeconomics in high school expressed the opin-ion that the courses should be expanded.

MASTER'S STUDIES

3935. BEAL, DANIEL II. and KAUME-HEIWA, ALSON I. ProductionTechniques in an Industrial ArtsMetalworking Class. M.A. 1959,University of Minnesota, 124 p. De-partment of Industrial Education

Minneapolis)Purpose of Study: To ascertain the feasi-

bility of a production unit in achieving theobjective "interest in Industry." The studyis also designed to provide information forclassroom teachers interested in conducting aunit in mass production.

Source of Data: Periodicals and textbookson industrial techniques and types of produc-tion. Experience gaied in a course on pro-duction and automation proved invaluable asa source of production experiences. The classr-as made up of experizr.s...ed teachers who in-d.cated methods, experiences, and solutionsemployed in their classes Finally, researchdata was compiled from a secondary schoolclass in which a production unit wasconduct ed.

Findings and Conclusions: A mass produc-',on unit is a teaching technique which nat-urally involves understanding of industry bystudents. It is highly motivating and lendsitself readily to such education.-.1 objectives ascotIneration, application of principles, de-velopment of skills, planning, and problemsolving. However, more studies could be doneon the success of other techniques that achievethe objective "interest in industry." The suc-cess encountered in using a mass-productionunit indEatea a functional method of meetingobjectives set tin by industrial arts instruc-tf.rs: however, sere is a need for more textsin this area and also for further study orevaluation materials applicable to this type ofunit.

3936. BEALS, ROGER ALEX and WAM-BERG, DALE WILLIAM. Evalua-tion in Basic Woodworking. M.A.1956, University of Minnesota, 165 p.Department of Industrial Education(Minneapolis)

Purpose of Study: To provide a resou'ee fileof good objective test items in the field ofwoodworking; to emphasize methods of im-proving observation techniques in the wood-working shop ; to discuss the use of ob)eet andmanipulative performance tests and illustrateeach ; to provide a systematic approach toevaluating finished projects.

Source of Data: A review of the literatureavailable in the fields of industrial arts andevaluation.

Findings and Conclusiork.: The study is apresentation of the various t,-pes of evil-satireinstruments used in woodworking. Many ob-

588265-61 4

41

jecthe-type test items measure the retentionof facts only, rather than the application ofthings learned. Evaluation must improve theschool instruction ; therefore, there is a needfor the uevelopment of new methods of evalua-tion by the woodwork teacher.

3937. BECK, CALVIN R. A Photograph-ic Record of Physical Facilities forTeaching Industrial Arts in SelectedUtah Schools Showing Trends inTheir Develo,,ment. M.S. 1958, UtahState Univer. ity, 247 p. L. (Lo-gan)*

Purpose of Study: To ascertain the natureand type of facilities Utah has for the teach-ing of industrial arts ; to show tha. industrialarts facilities in Utah have been undergoingchanges ; and to indicate briefly the transi-tion that has occurred in certain selectedschools.

Source of Data and Method of Study: In-terviews with superintendents, principals,teachers, custodians, and retired teachers from22 schools throughout Utah. An interviewform was used, and questions were asked di-rectly from this form. Where informationcould not be obtained by interview, letterswere sent to key persons with u list of the spe-cific information requested. School year-books and histories were also used. Photo-graphs taken by the writer are included in thestudy report.

Findings and Conclusions: Although manyschools have beer provided with adequatefacilities for the teaching of industrial arts,the study revealed that the majority of theschools needed to have facilities modernizedif they were to have the type of program de-sired by the teachers and in keeping with cur-rent trends. This is substantiated oy photo-grapbs of the industrial arts facilities at allof the schools included in the .Ludy. Where-ever possible, photographs were taken fromyearbook-1, older photographs, old buildingsstill standing, and any other sources avail-able to show the development of the facilitiesthrough the years. It was Shown that the in-dustrial arts facilities in the selected 'schoolshad undergone considerable changes. Thestudy showed that administrators recognisedthe value of adequate industrial arts facilitiesand that an effort was being made to providehousing and equipment which won:I be con-ducive to good industilai arts instruction.

3938. BECHER, VERN R. A Survey andEvaluation of Driver Education ;aUtah Secondary Schools. M.S. 1953,Utah State University, 112 p. L.( Logan

Purpose of Study: To evaluate the drivereducation programs being taught in the sec-ondary schools of Utah.


Source of Data: A questionnaire mailed to7S high school principals, personal interview::and -Letters, and evaluative !riteria taken fromavailable sources.

Findinf,s and Conclusions: The majority ofthe respondents felt that the quality of theprogram was of primary concern to theteacher. Only one-half of the principals felt.hey had a qualified person in charge. Overhalf consult students regarding learning activ-ities. The majority of the schools use a text-book ; most use films and other aids ; only halfof them we-e giving both classroom and be-hind-the-wheel instruction. Forty-four per-cent offer the program in the eleventh grade,39 percent in twelfth grade, and 14 percent inthe ninth grade ; 42 offer it as a separatecourse. The majority do not segregate classesas to sex. Eighty-three percent were usingteachers with a general secondary certificate.A plan of evaluation of driver training wasnot in evidence.

3939. BELISLE, HUBERT EDGAR. AFollow-up Study of Graduates ofNorthwestern. State College With aMajur in Industrial Arts (1946Through 1956). M.S. 1958, North-western State College, 90 p. L.(Natchii Ales, La.)

Purpose of Study: To ascertain the profes-sional status and location of the industrialarts graduates of Northwestern State College,to obtain some measure of the effectiveness ofthe training they received and to furnish, onthe bash- of evaluation, data upon whichauthorities might justify changes in the pres-ent curriculum.

Source of Data: Names and addresses ofthe industrial arts graduates prior to 1956,obtained from 'be files in the Industrial Edu-cation Depart of Northwestern State Col-lege. Data weft obtained from an 86 percentreturn of questionnaires.

Finding* and Cone:a:How Approximatelyone-third of the respondents were employed ineducational work, one-third in industry, andone-third in other fields. Present mean an-nual salaries were : Education. $;,228 ; in-dustry, $5.011 : other fields. $4,452. Mostgraduates evaluated the training received ashelpful in present employment Engineering.drawing, and professional industrial artscourses were rated very high by graduates.Many felt they should have taken descriptivegeometry and business principles. Mathemat-ics was considered to be the best minor fieldof study for an industrial arts major.

3940. BENGTSON, LEONARD EMIL.Entrance Age and Achievement ofDisabled Veterans at Iowa State

College. M.S. 1956, Iowa State Col-lege. 31 p. L. (Ames)

Purpose of Study: To investigate the relationship between the age and the academicachievement of disabled veterans attendingIowa State College.

Source of Data: The Registra;'s office, IowaState College, and the Veterans Administra-tion Office. Des Moines, Iowadata on 350disabled veterans.

Finding* and Conclusions: No significantdifferences were found between the grade-pointaverages of the 4-year age groups ; therefore,no evidence was found to Indicate a relation-ship between age and academic achievementof disabled veterans at Iowa State College.

3941. BENTALL, STANLEY. The Pre-dicting Achievement of SophomoreStudents in First Semester Mechan-ical Drawing in the Central HighSchool, Sioux City, Iowa. M.S. 1955,Iowa State College, 26 p. L. (Ames)

Purpose of Study: To ascertain the useful-ness of the mean semester marks in ninth-grade English and social studies and ineighth-grade industrial arts in developing aregression equation for predicting achieve-ment in first semester senior high schoolmechanical drawing.

Source of Data: A sample of students en-rolled in the Central High School, Sioux City,Iowa.

Findkngs and Conclusions: English and in-dustrial arts marks constituted the best twovariable combinations with a coefficient of0.6414.

3942. BERAN, DONALD CYTARLES.Trends in Reimbursed Trade andIndustrial Education Programs inMichigan From 1936 to 1959. M.A.1960, The University of Michigan, 59p. L. (Ann Arbor)

Purpose of Study: To ascertain the majorchanges or general trends that have takenplace in reimbursed trade and industrial edu-cation programs in Michigan from 1936 to1959. A subsidiary purpose was to bring upto date the history of the development of tradei.nd industrial education in Michigan for theTome period of time.

Source of Data: A questionnaire was sent toeach city in Michigan that maintained a re-imbursed trade and industrial education pro-gram. The Director of Vocational'. Education,the coordinator, or the high school principalreceived and answered the questionnaire.Junior college programs which are reimbursedwere included also. Enrollment statistics for1936 were procured from The Development of

MASTER'S STUDIES

Industrial Education in Michigan br F. W.Dalton (1940). Present enrollment figureswere acquired from the questionnaire and veri-fied by the reeerds of the State Department ofPuhlic Instruction, Department of VocationalEducation.

Findingsreimbursedsince 1950.

and Conclusions: The expansion ofvocational education has been slow

There are more schools offeringreimbursed programs in Michigan now than in1940 ; but since 1948, the total number of stu-dents in these programs has been declining.Machine shop is the course most often electedby the student. Where courses have beenadded recently or are under development foroffering in the near future, the trend is towardcourses more technical in nature, such as elec-tronics, hydraulics, pneumatics, or powermechanics.

It was concluded that reimbursed programsare shifting toward post-high school level.High schools are leaning toward general edu-cation, and the community college will have totrain people for special vocations and techni-cal skills.

3943. BINGHAM, ELMONT L. A Studyfor the Purpose of Ascertaining theBasic Units of Instruction for a Uni-fied Drafting Program in Utah HighSchools. M.S. 1959, Utah State Uni-versity, 63 p. L. (Logan)

Purpose of Study: To find out what valuehigh school instructora and industrial drafts-men in Utah placed upon each major unit ofinstruction in a mechanical drawing program.To ascertain what units of instruction werebeing taught, the number of class periods de-voted to --lch unit, and whether a unit se-quence was .zing followed by the teacher. Toobtain suggestions from industrial draftsmenon the units which should be taught and thenumber of class periods which should bedevoted to each.

Source of Data: Personal interviews with24 industrial arts instructors who met theconditions that qualified them for the study.A form was used in conducting the interview.Personal interviews were also held with sixleaders of industry and the same techniqueswere used.

Findings and Conclusions: Most of the highschool drafting teachers of Utah and the rep-resentatives of industry were unified in theiropinions on the value of the units of instruc-tion. Most representatives of industry did notfeel qualified to suggest a sequential orderfor teaching the ming; and the State-approvedtextbook does not follow a sequence favoredby the majority of the high school instructors.In general, the representatives of industryagreed with the teachers on the number ofclass periods that should be spent on each

43

utit. Some differences of opinion existedamong teachers regarding time to be spent oneach unit, for schools of smaller enrollmentusually offered only one year of drafting, whilelarger schools could offer a two-year course.

3944. BJORKQUIST, DAVID CARL.Curricular Needs of Icnca HighSchool Industrial Arts Students asReported by Their Teachers. M.S.1957, Iowa State C:)11ege, 88 p. L.(Ames)

Purpose of Study: To ascertain the curricu-lar needs of industrial arts students as re-ported by Iowa high school industrial artsteaches s and to ascertain whether there werecomet unity characteristics and personal ch-4.-acterlstics of the teacher which affected thestudent needs reported by the teacher.

Source of Data: A questionnaire sent to 174full-time industrial arts teachers in Iowa, whorated 32 needs which high school studentswere presumed to have in the industrial artsarea.

Findings and Conclusions: The teachersrated needs which were of a general natureand which were not necessarily dependent onindustrial arts for their satisfaction as mostimportant. The needs which were more voca-tional were rated lowest. Few significant dif-ferences were found between groups of teacherswhen they were stratified on the basis ofcommunity and personal characteristics.

3945. BLOSSER, CHARLES RUSSELL,A Study of Glass Processing

With Suggestions for EmplayirgGlass as an Industrial Arts Medium.M.A. 1958, Sent State University,209 p. L. (Bent, Ohio)

Purpose of Study: To present an overview ofthe man-..lacturing techniques employed in thegla:4 industry, and to provide informationconcerning the nature and characteristics ofglass, and procedures for working with glassin the industrial arts laboratory.

Source of Data: Books, periodicals, corre-spondence with representatives in variousareas of the glass industry, and personal plantvisits. Procedures for manipulating glass inthe industrial arts shop were -levelopedthrough empirical inrest.14ation and experi-mentation.

Findings and Conclusions: Glass car be suc-cessfully used as a teaching material in theceramics shop. It may be blown, form draped,sandblasted, acid etched, glue etched, groundand polished, drilled. silvered. decorated withglass colors, r,uki fabricated in the ceramicsshop. Much of this may be done with equip-ment ordinarily found in a ceramics area, or


may be constructed by the instructor at anominal cost.

3946. BODINE, MERLE W. The Areasof Training Needs of Highly SkilledTechnicians in Twenty-three Se-lecte4 Kansas Industries. M.S.1959, Kansas State College of Pitts-burg, 255 p. L. (Pittsburg)

Purpose of Study: To ascertain the vari-ous areas of technical skill and knowledgerequired of presently employed technicians inselected Kansas manufacturing and processingfirms, and in doing so, develop a pattern ofprocedure for continuing to obtain and in-terpret this kind of information.

Source of Data: Personal ir.terviews withtechnical representatives in 23 selectedKansas industries.

Findings and Conclusion: The work activi-ties and related information of 830 highlyskilled technicians in 42 different Job titleswere ascertained and recorded. The charac-teristics of these activities and knowledgefor six groups of technicians were empha-sized. The common and unique characteris-tics were also defined and emphasized.

3947. BOWLDS, HAROLD EMMETT.Status of Trade and Industrial In-structors in Colorado. M. Ed.1957, Colorado State University, 67 p.L. (Fort Collins)

Purpose of Study: To ascertain the statusof all-day trade and industrial instructors inColorado with respect to: Education ; prac-tical work experience: professional growth ;and participation in educational, professional,civic, and social associations, societies, orgroups.

Source of Data and Method of Study: Datawere secured from 67 all-day trade and in-dustrial instructors through a questionnaireand by personal interview and review ofliterature. The descriptive method with fact-finding purpose was used.

Findings and Conclusions: It was foundthat : Each of the 67 all-day trade and in-dustrial instructors exceeded the basic occu-pational experience requirement for employ-ment as an instructor ; more than one-halfof the instructors were over 45 years of age,and 29 percent had received the bachelor'sdegree :while only two occupations involving4 instructors indicated no professional im-provement after employment, there might bea need for encouragement for more instruc-tors to work toward professional degrees ;there was widespread participation in variousassociations, societies, and groups.

3948. BOYCE, HARLAN WALWORTH.Age and College Achievement of

Public Law 346 Veterans at IowaState University. M.S. 1959, IowaState University, 27 p. L. (Ames)

Purpose of Study: To ascertain the valueof age in predicting achievemert of PublicLaw 346 veterans at Iowa State University.

Source of Data: The registrar's records atIowa State and, in alphabetical order, everytenth Public Law 346 case in the registrar'sfiles. Only males with no previous collegeexperience who were graduates of U.S. sec-ondary schools and who had enrolled asfreshmen in full-length curriculums were in-cluded in the sample.

Findings and Conausions: A test for die-fereuces of achievement among age groupsbr the method of analysis of variance (singleclassification) yielded an F-value of 1.92 sig-nificant at the 5-percent level.

Comparison of mean sum of squares forlinear regression with mean sum of squaresfor grouped data yielded an F-value of 2.u6.significant beyond the 5ercent level, whichindicated a tendency toward nonlinear rela-tionship. However, the quadratic regressiontivation proved to be of little practical valuevs a predictor of achievement from age as

dicated by a nonsignificant F -value of 0.757round by analysis of quadratic regression.Therefore, on the basis of this investigation,there was no indication that older PublicLaw 346 veterans were less able to anhievethan younger students.

3949. BRADLEY, MERRITT E. A Pro-gram of Teacher-Made Tests andTesting Devices for Improving In-dustrial Arts Education. M.S.1954, Utah State University, 157 p.L. (Logan)*

Purpose of Study: To ascertain the prac-tices employed ty industrial arts teachers inteacher-made testing devices, testing, testchecking, and analysis of tests.

Source of Data and Method of Study:Questionnaires were sent to industrial artsteachers throughout Utah. The teacherswere encouraged to contribute their ideasconcerning testing devices, self-administeredtests, quiz boards, and checking and scoringdevices. Each teacher who indicated willing-ness to contribute some testing device wasvisited personally.

Findings and Conclusions: Most of the in-dastrial arts teachrrs who responded to thequestionnaire con.t ered a good testing pro-gram to be an important part of industrialarts instmetion. It was their opinion thattho most important function of a good testingprogram was to improve instruction. Assign-ing marks was given as the second most im-portant function. Student and teacher pref-erences for types of test Items were reported.

MASTER'S STUDIES

Testing aids and devices were in commonusage by industrial arts teachers in Utah.Interest in them K-emed to be increasing.

3950. BRO, RONALD DEAN. An Eval-uation of Various Methods of Teach-ing Industrial Arts Design on theSecondary Level. M.A. 1958, IowaState Teachers College, 157 p. L.(Cedar Falls)

Purpose of Study: To obtain expert opinionson the value of 'carious methods, techniques,and procedures of teaching design in industrialarts and make recommendations based uponthe data presented.

Source or Data: A checklist containing 40methods of teaching industrial arts design wassent to teachers who had been named by Statesupervisors as outstanding in the teaching ofindustrial arts design.

Findings and Conclueions: There were 21different methods of teaching industrial artsdesign rated by 63 to 94 percent of the re-spondents as being either of "much value" or"especially helpful."

3951. BROWN, GUS HENRY. A Studyof Relations of Vocational Interestto Intelligence, Mental Abilities, Cur-riculum Offerings and OccupationalOpportunities of the Ninth Grade inGibbons High school, Paris, Texas.M.S. 1956, Prairie View A and MCollege, 60 p. L. (Prairie View,Texas)

Purpose of Study: To determine whether ornot there is a relationship between (1) vo-cational choices and intelligence, (2) voca-tional choices and expressed interest, (3) vo-cational choices and physical fitness, and (4)rocational choices and vocational opportuni-ties of ninth grade students in Gibbons HighSchool, Paris, Texas.

Source of Data: Three professionally pre-pared tests and three teacher-made instru-ments administered to all ninth glade stu-dents in Gibbons High School.

Findings and Conclusions: A significant re-lationship was found between vocationalchoices and interests. Very little relation-ship was found between vocational choicesand intelligence, opportrnities, or physicalfitness.

3952. BUMGARDNER, BILL M. ARural Community Helps to Deter-mine ind,lstrial Arts Content for theReading Rural High School, Read-ing, Kansas. M.S. 1957, Kansas

45

State Teachers College, 76 p. L.

(Emporia)Purpose of Study: To form a basis on which

an industrial arts program could be estab-lished in part, indicating those Items whichparents and graduates desired students t., ob-tain through such a program.

Source of Data: Questionnaires completedby men who had graduated from ReadingRural High School through the years 1940-50,and personal interviews conducted with par-ents of students at present enrolled in thatschool.

Findings and Conclusions: Parents andgraduates are concerned about giving the pres-ent students of the Reading Rural HighSchool experiences which will help them tocope more successfully with modern life. Theyindicated five objectives to which they felt anindustrial arts program should contribute.

3953. BUSHMAN, H. KEITH. A Com-prehensive Study Evaluating DriverEducation in the Senior Higr,From Analyses of Driving Recordsof Salt Lake City High School Stu-dents. M.S. 1954, Utah State Uni-versity, 52 p. L. (Logan)*

Purpose of Study: To compare the drivingrecords of Salt Lake Cit7 high school studentswho had received training in driver educationand students who had not received drivertraining, in terms of violations and accidents.

Source of Data and Method of Study: Alist of all students who had completed thedriver education course during the years 1948through 1951 were matched against a groupof untrained students attending the same highschools in salt Lake City during the sameyears. The names of all students werechecked with the driver's license departmentto obtain information about violations, convic-tions, all accidents.

Findings and Conclusions: The driving per-formance records of those who received drivertraining were significantly bettr than thoseof a matched group who had rot receiveddriver training. Fewer trained drivers wereinvolved in or had accidents. Fewer traineddrivers were involved in or guilty of viola-tions. Fewer trained drivers were called infor special examinations and suspension of li-censes. The trained driver group had a 32.2percent reduction in accidents and a 28.9 per-cent reduction in the number of violations.The types of violations of both groups fol-lowed nearly the same pattern, except forspeeding and running through stop signs,cases in which the number of violations waslarger for the untrained group. Driver train-ing was not 100-percent effective in elimi-nating accidents and violations.

46 RE.L7 iRCH IN INDUSTRIAL EDUCATION

3954. BYRD, EVERETT. Lei.- ffanded-ness As It Affects Industrt. 1 ArtsStudents. M.S. 1956, OktahomaState University, 58 p. L. (Still-water)

Purpose of Study: To find the 1),,reentsgeof students who are left-handed and developmethods and procedures to deal with theirproblems.

Source of Data: A questionnaire to highschool and college students in Oklahoma, in-terviews with left-handed persons, and pub-lished materials.

Findings and Conclusions: The left-handedperson is not abnormal. Left-handed indi-viduals enjoy advantages in some fields. Thepercentage of left-handed individuals is in-creasing. Forced change of handedness maypresent difficult maladjustments. Instructorsare aware of the problems encountered bytheir left-handed students. Some of thesuggestions for helping left-handed studentsare: Give individual instruction, encourageleft-handed students to enroll in shop classes,provide left-handed tablet arm chairs, attachvibcs on right-hand corner of benches, andplace the student at work stations so that thelight comes over his right shoulder anafinally, encourage industrial arts teachers tobecome more cognizant of the difficultiesencountered by left-handed students.

3955. CAMPBELL, ROBERT ASA. TheProblems of Increased College En-rolments with Implications for In-dustrial Arts Teacher Education.M.A. 1957, University i)f Minnesota,169 p. Department of ItdustrialEducation (Minneapolis)

Purpose of Study: To investigate instruc-tional problems caused by rapidly increasingcollege enrollments ; means being advocatedto alleviate these problems; their applicabilityto industrial arts teacher education: andexamples of ways in which they might be usedin the areas of woodworking and drawing.

Source of Data: A documentary investiga-tion of current literature to ascertain theactual crisis of enrollment is higher educa-tion. A thorough review of the possiblesolutions advocated by present-day writers ofmagazines, journals, research studies, andbooks. Data concerning several research ex-periments being tested in institutions ofhigher learning regarding new methods ofteaching were obtained from printed litera-ture and from private files.

Finding end Jonclusions: The problemcreated by increased enrollment may be solvedIn part by putting a larger responsibility onthe student for his own learning; revisingthe curriculum to eliminate nonessential

courses and avoid duplication and over-lapping; employing nonprofessional assistantsto relieve the load on professionally educatedfaculty members, using mechanical andelectronic devices, making variations in classsize ; reconsidering institutional arrangementsthat affect faculty work-loads.

3956. CAPP, ROBERT EUGENE. AComparison of Drafting Techniquesand Practices aR Taught in SelectedHigh Schocls in Missouri with thosePractices Found in Selected Indus-trial Concerns. M.A. 1959, North-east Missouri State Teachers Col-lege, 107 p. L. (Kirksville)

Purpose of Study: To compare the draftingprocedures taught in selected high schools ofMissouri with practices in selected industriesof Missouri.

Source of Data: An information form sentto 100 drafting teachers employed in theClass AAA schools of Missouri and to 100chief draftsmen employed in a variety of in-dustries within the State of Missouri.

Findings and Conclusions: A higher degreeof legibility for freehand lettering seems tobe required in industry than in schools.Considerably more lettering devices andmachines are used in industry than in schools.It also appears that industry employs moreshort-cut methods such as templates anddrafting machines. The differences in dimen-sioning practices of schools and industrywould appear to be only moderate. Draftingteachers should provide for more experiencesIn shop, processes, improve instruction indrafting techniques and lettering skill, de-velop student efficiency and speed in draftingprocedures, and broaden the background ofstudents through the study of mathematicsand the sciences.

3957. CARLSON, EDWARD ROBERT.An Inventory of Selected TeachingAids for a Basic Drafting Course.M.A. 1955, University of Minne-sota, 59 p. Department of Indus-trial Education (Minneapolis)

Purpose of Study: To compile informationabout visual teaching aids as a resource ref-erence for other teachers of drafting so thatthey might improve their classroom instruc-tion.

Source of Data: The author's classroom andedu.nitional textbooks and periodicals.

Findings and Conclusions: A group of tech-niques which the author has found valuableIs presented. By examining this study thebeginning teacher may br:ome aware of teach-ing procedures and techniques that will result

MASTER'S STUDIES

in drafting classes which will be more mean-ingful to the student.

3958. CARLSON, WAYNE CLIFFORD.An Investigation of Unionism. and itsApplication in Industrial Arts. M.A.1959, University of Minnesota, 114 p.Department of Industrial Education( Minneapolis)

Purpose of Study: To describe the im-portant concepts of unionism, identify anddescribe those unions moat closely related tothe various fields taught in industrial az ts,and indicate how this material can be utilizedby the instructor.

Source of Data and Method of Study: Litera-ture was reviewed to develop a philosophy ofunionism. Leaders, the different types ofunions, and the relationship of labor to edu-cation and industrial arts, were studied ; ateaching on unionism was developed foruse in a senior high woodworking class.

Findings and Conclusions: The study showedthat the union movement has become a dy-namic force in society and that studentsshould be made aware of it. The industrialarts teacher should be thoroughly acquaintedwith the labor movement and assume respon-sibility for instruction concerning it.

3959. CARNEY, MORTON ARNOLD.An Occupational Survey of Twenty-Three Skilled Trades in Austin,Minnesota. M.A. 1956, University ofMinnesota, 53 p. Department of In-dustrial Education (Minneapolis)

Purpose of Study: To ascertain occupationsor skilled trades in the community of Austin,and to obtain vocational information for guid-ance purposes and for planning educationalservices for trade preparatory and trade ex-tension training in the Austin Area VocationalSchool.

Source of Data: Personal interviews.

Findings ano, Conclusions: It is recom-mended : that the use of advisory committeesbe expanded ; that a course be added for thetraining of practical nurses ; that a full-timevocational counselor be added to the staff ;that the part-time occupational training pro-gram be further expanded ; that ways andmeans be explored for recognizing tradepreparatory training when graduates areindentured into apprenticeship.

3960. CARR, JOSEPH HARVEY. Ef-fectiveness of One-Year Program in.Vocational Auto Mechanics at Daven-port, Iowa. M. Ed. 1959, Colorado

47

State University, 64 p. L. ( FortCollins)

Purpose of Study: To ascertain the effec-tiveness of a one-year program in vocationalauto mechanics.

Source of Data: A questionnaire sent to localgarage owners and supervisors in Davenport,Iowa. The program of vocational automechanics was evaluated by applying "Stand-ards for Automotive Instruction in Schools,"a criterion devised by a vocational educationconference group of the automotive industry.

Findings and Conclusions: There is a definiteneed for a program of vocational auto me-chanics in Davenport, Iowa, since the presentfacilities are inadequate for the program ; 2-or 3-sear programs were considered moreeffective than a one-year program.

Garage owners and supervisors were will-ing to serve on advisory committees, and itwas deemed advisable to form such commit-tees to upgrade the program.

3961. CARSON, HAROLD E. A Systemof Records and Accounting for anIndustrial Arts Laboratory. M. Ed.1955, The Ohio State University, 60 p.L. (Columbus)

Purpose of Study: To develop an accountingsystem suitable for a general shop situation.

Source of Data and Method of Study: Thewriter conducted personal interviews, visitedother shops, and ex"mined pertinent litera-ture in the field, established criteria and de-veloped a system to meet his needs.

Findings and Conclusions: The system de-veloped, after being in effect for 2 years,proved satisfactory. It is the belief of thewriter that the system developed would meetthe needs of many general shop situations.

3962. CARTER, R. KEITH. An Analysisof General Shop Methods With aSuggested Course of Study for theJunior High Schools in Utah. M.S.1959, Utah State University, 155 p.L. (Logan)

Purpose of Study: To present a suggestedcourse of study for a general shop program inthe junior high schools of Utah, and to pre-tsmt a plan wt.ereby the marner of instructionoffered by the general shop may he utilizedmore fully.

Source of Data and Method of Study: Let-ters were sent to selected State commissionersof education requesting courses of study orother material pertaining to the general shopon the junior high school level. Data for thisstudy w:..re then taken from information re-ceived from various States, from periodicals,

48 RESEARCH IN INDUSTRIAL EPTTCATION

from various textbooks, and from exisìngsources of material on Me in the industrialeducation department at Utah State Univer-sity. The areas of activity were selected ac-cording to popularity as indicated by thevarious States.

Findings and Conclusions: The general shopis on an upward swing in popularity in certainareas, while in others it is just holding its ownor may be on the decline. The decision as towhether or not to use the general shop planof teaching will be determined by the emphasisgiven to certain objectives of industrial arts.There are many factors that will need to begiven consideration in using the general shopmethod. Every instructor will need to con-sider his own situation and select the methodsand procedures that will best meet his ownneeds. There are several methods that are andcan be used in starting the class and rotatingthe students in the general shop.

Materials for a course of study will need tobe carefully selected including only the basicand important operations that can be taughtin the limited time allotted to each type ofactivity. To make the general shop more effec-tive, there is a need for adequate teacher prep-aration in the methods of the general shop.The teacher will need to use different teachingtechniques than are now used in the unit-shopmethod, utilize student organization moreeffectively, and make better use of printedinstructional materials.

3963. CASSILL, HAROLD WILLIAM.Incorporation of Photographic Tech-nology in the Secondary School Cur-riculum. M.A. 1958, The Ohio StateUniversity, 95 p. L. (Columbus)

Purpose of Study: To incorporate photo-graphic technology in the secondary schoolcurriculum and to promote the writer's inquiryin this field.

Source of Data: A surrey of the literaturepertinent to the subject. A study was made ofphotographic technology giving history, eco-nomic importance, and scope. A guide forteaching the photographic technology was de-veloped primarily for the secondary schoollevel.

Findings and Concluaione: The implicationsof photography for industrial arts includestechnological orientation, technical compe-tency, consumer literacy, and recreational orleisure activities. Photography can be utilizedboth as a urn of instruction in the laboratoryof industries and as a club activity in theextracurricular program of the school.

3964. CAVEN, WALTER JOSEPH. Con-tribution? to Industrial Education:An Annotated Index of Papers. M.A.

1959, University of Minnesota, 99 p.Department of Industrial Education,(Minneapolis)

Purpose of Study: To furnish an annotatedindex of the Plan B papers numbered 190through 260 from June 1952 through June1957, located at the industrial education de-partment at the University of Minnesota. Tomake these summaries generally available toundergraduate students, graduates, and otherswho use these materials.

Source of Data: Plan B papers from June1952 to June 1957 in industrial education atthe University of Minnesota.

Findings and Conclusions: None.

3965. CHAMBLISS, CARNEAL ED-WARD. Industrial Arts EducationCurriculum in Selected Negro Col-leges. M.A. 1958, University of Min-nesota, 80 p. Department of Indus-trial Education. (Minneapolis)

Purpose of Study: To ascertain and describecurrent policies and basic patterns followed inthe preparation of industrial arts teachers, tocompare the course offerings and 4-year de-gree requirements for industrial arts roa;orsin Negro schools accredited by the SouthernAssociation of Colleges and Secondary Schonls,and to suggest improvements in industrial artsteacher preparation curriculums in theseschools.

Source of Data: Catalogs and bulletins ofthe 12 colleges.

Findings and Conclusions: All collegesstudied offered courses in the following areas :Woodworking, drawing, electrical work, andmetalwork. All colleges required courses indrawing, student teaching, English, mathe-matics, science, social sciences, health andphysical education, and education.

There were great variations in the industrialcourse offerings. There was no policy ofscreeing students who entered the industrialarts teacher preparation programs.

3966. CHAREONCHAI, RUANG. AMetal Industries Education Programfor Thailand. M.A. 1958, The OhioState University, 203 p. L. (Co-lumbus)

Purpose of Study: To analyze the present2ducational and economic resources of Thai-land and develop a metals curriculum to re-flect technology suitable for Thailand's schools.This is to include a resource study of themetals technology and a curriculum guide ofsubject matter to be taught.

MASTER'S STUDIES

Source of Data and Method of Study: Bib-liographical methods including books, pam-phlets, periodicals and theses and disserta-tions were used for background material onThailand and for information on metal tech-nology. Correspondence was used both in theUnited States and abroad for authoritative in-formation. Interviews with visiting Thaiteachers and educators were used to discoverrecent developments in Thai education. Per-sonal observations were made at variousschools and metal manufacturing plants.

Findings and Conclusions: On the elemen-tary level, curriculum units in the history andmining of metals could be used with simplemanual processes of working metal as orienta-tion. The secondary level would include orien-tation, technical, cultural, and recreationalobjectives with emphasis on orientation.'I eacher training should receive top priority,as tlee proposed curriculum will be achievedwith great efficiency and the best interesti ofThailand served thereby.

3967. CHENCY, U. STERLING. Stu-dent Management Practices in theSecondary School Shops of Utah.M.S. 1954, Utah State University, 59p. L. (Logan)*

Purpose of Study: To ascertain the extentof student management practices now in 1Sein the school shops of Utah. The study islimited to the secondary school shops, gradesseven through twelve, and to shop courses inwoodwork, general metal, electricity, mechani-cal drafting, and crafts.

Source of Data: Questionnaires of the yes-no type, with space for comments, sent toindustrial arts teachers of Utah.

Findings and Concluaions: The reportsshowed that some shops did not have studentmanagers and other shops were organized withnumerous managers assisting the instructor innontechnical duties. The average was 8.3student managers for each shop class. Stu-dent manager positions, ranSed in relation tofrequency of use, are : Tool man, superintend-ent. supervisor of cleanup, bench mae ma-chine man, finishing room attendant, safetyforeman, shop librarian, supply checker, aro:attendance checker. The student raseagerneetprogram appeared to offer an excellent °poi--tunity to incorporate the principles of goodgovernment in the shop program. Induetrie_iarts instructors believe that student manage-ment practices should be used in school shops.A few teachers were definitely opposed. Mostteachers believed that the time and effort toprepare and supervise a student manager pro-gram was justified.

49

3968. CHILD, RAWSON D. A Surveyto Determine if the InstitutionsTeaching Welding are Meeting theDesires of Industry. M.S. 1953,Utah State University, 85 p. L.(Logan)

Purpose of Study: To ascertain whetherwelding as it was taught at Utah State Agri-cultural College was meeting industry's needs.

Source of Data: A questionnaire sent to in-dustries and institutions.

Findings and Conclusions: The inutitutionswere meeting the desires and needs of industries for subject and skills of the following :Engineers-83.9 percent ; technicians-71 per-cent ; and welders-80.8 percent

Engineers should know and understand thetechnical subjects related to welding. It isdesirable but not necessary for an engineer toknow how to weld. It is necessary for thetechnician tr '-now technical and related in-formation about welding, as well as to be ableto do manipulative skills. It is unnecessaryfor the operator to know the technical aspectsor the "why" of welding, although it would bedesirable ; however, he must be able to makesatisfactory welds and pass certain tests.

3969. CHRISTIANSON, M A U R I C EJOHN. A Study of the Supply andDemand of Automotive Technicianin the State of Michigan. M.S. 1958,the University of Michigan, 55 n.School of Education L. (Ann Arbor)

Purpose of Study: To esc:ertain the status ofthe State of Michigan with respect to theschools supplying automotive technicians andthe present demand for technicians.

Sourft. of Data: School catalogs, the Statedepartment of public instruction, and re-sponses from questionnaires sent to schoolsand 200 automotive azrvice establishments inMichigan.

Findings and Conclusions: The schools in theState of Michigan train approximately 700 au-tomotive technicians per year. Somewhatover one-half actually go into the trade. Thetraining ageneles are made up of 4 college-level programs, 1 trade school, and 18 day.trade, evening, or spare-time programs offeredin the public schools. To maintain a satiate&tory ratio of cars to mechanic (78 to 1) ap-proximately 3 to 4 times as many studentsshould be in training as are now enrolled inautomotive programs. The responses fremquestionnaires rent to service establishmentsindicate that there new is a shortage of trainedautomotive technicians.


3970. CHRISTMAN, WEBSTER M. AStudy of Certain Administrative Fea-tures of Driver "Education" and"Training" Courses in High Schoolsof the United States in 1940. M. Ed.1940, The Pennsylvania State Uni-versity, 113 p. L. (University Park)

Purpose of Study: To ascertain the statusand practice of driver education and trainingand to provide information for school adminis-trators interested in establishing driver train-ing and education within their schools.

Source of Data: 173 questionnaires returnedfrom driver training teachers or officials in 37States.

Findings and Conclusions: High Schooldriver education and training courses arebeing started in more places each year. Tenpercent of the instructors teach the subject fulltime, and in most cases it in taught by the in-dustrial arts and vocational education teach-ers. There are hundreds of trained teachersavailable for starting more of these highschool driver education and training courses.Recommendations are given to help school ad-ministrators wishing to establish a driver edu-cation and training course in the high school.

3971. CLARK, ROBERT J. Types ofHome Repairs and ImprovementsMade by People Who Maintain aHome and the Factors influencingthe Selection, Use and Care of Toolsand Equipment. M. S. 1956, NorthTexas State College, 61 p. L.(Denton)

Purpose of Study: To ascertain the typesof repairs and improvements made by home-owners themselves, to ascertain the most com-mon types of tools and equipment purchasedby homeowners, and to ascertain whetherthere lb any relationship between the types ofhome repairs made by homeowners and previ-ous experiences received in industrial artscourses.

Sourez of Data: Lumber yards, haidwarestores, and paint and wallpaper stores locatedin Denton, Telias, and personal interviews with100 homeowners who had made or were them-selves making repairs and improvements totheir homes.

Findings and Conclusions: The 100 home-owners possessed most of the common andbasic tools, and soma of them owned and usedpower equipment such as electric drills, saws,jointers, shapers, etc. The majority of thehomeowners usually purchased well-knownbrands of tools and equipment and oftentimesrelied upon the recommendation of a salesmanas to the quality and type of tools and equip-ment needed. Most of the homeowners re-

ported that they spent the greater part oftheir leisure or non-working Vale in makingrepairs and improvements on their homes.Previous experience acquired through takingcourses in industrial arts, although of somevalue, did not necessarily stimulate them tobecome interested in making repairs and im-provements.

3972. CLAUSEN, KENNETH ALLEN.General Shop Planning. M. A. 1959,University of Minesota, 152 p. De-partment of Industrial Education(Minneapolis)

Purpose of Study: To investigate currentopinions and ideas about the place of the gen-eral shop in the industrial arts curriculum, toestablish criteria for planning an averagegeneral shop, and to develop a workable planfor general shop in light of above criteria.

Source of Data: Books, periodicals, studies,thesis, industrial literature and pamphlets ap-plicable to industrial arts laboratory plan-ning. Qualified persons associated with schoolbuilding construction were interviewed.

Findings an Conclusions: Modern buildingconstruction permits shop arrangements thatcan be made to fit easily into new curriculumofferings in many combinations. The qualityof a laboratory to offer experiences in up-to-date curriculums is limited mostly by theplanning. Shop plans have been included inthis study which could be incorporated ingood existing shop space. The lifinnseota planfor industrial arts teacher education and theintegration of various subjects could he car-ried out in the shop plan given.

3973. CLAR SON, GEORGE R. Surveyof Personnel Practices in SelectedIndustrial Organizations of Utah,M.S. 1954, Utah State University,73 p. L. (Logan) *

Purpose of Study: To ascertain the factorsresponsible for the establishment of personnelfunctions, when these functions were intro-duced ; and general conclusions regarding thefactors affecting the origin of personnel func-tions in the State of rtah.

Source of Data: Pers'inal interviews withpersonnel department officials of a selectedlist of industrial concerns, using an interviewschedule, and examination of material foundin libraries pertaining to the origin of person-nel functions.

Finding/ and Conclusions: The conclusionsdrawn regarding the factors affecting the de-velopment of personnel programs were classi-fied as controllable and uncontrollable factors.Some of the controllable factors were : Leader-ship among the companies, employer-employeerelations, standards for personnel work,analysis of existing practices as a means of

MASTER'S STUDIES

determining methods of improVement. Uncon-trollable factors were : The times, in the senseof forces which occurred within a particularperiod and resulted in special emphases, com-munity relations and relations with othercompanies, types of industry, and the fairlyrecent organization of formal personnel de-partments. In general, industries in Utahhad a higher percentage of personnel practicesthan did industries in the United States as awhole. Among the personnel practices were :Merit rating plan, health and accident pro-gram, employee magazine, formal orientationprogram, employee handbook, service awards,and formal grievance procedure.

3974. CLELLAND, WILLIAM HENRY.Development of a Bricklaying Cv,r-riculum. for the Maryland state Col-lege in Princess Anne. M.A. 1958,The Ohio State University, 191 p.L, (Columbus)

Purpose of Study: To ascertain the extentof trade and industrial programs in a selectgroup of American colleges and on the basis ofa critical analysis of these findings, to formu-late an adequate program for the MarylandState College. The project was designed topresent a contribution to education througha new studs of bricklaying programs ,:fferedin a select group of small American colleges.

Source of Data and Method of Study: His-torical studies were made of brickmaking andthe bricklaying craft. Quotations from au-thorities in the deli; °:era quoted, and personalinterpretations were wade. Comparisons weremade of various trade and industrial programsin bricklaying, and also a job and trade analy-sis of bricklaying.

Findings and Conclusions: An analysis ofthe data suggested that a revision of the tradeand industrial program at the Maryland StateCollege in necessary in order to improve itseffectiveness in the preparation of young mento meet the challenge of the modern techno-logical civilization.

3975. COOK, JACK LOVELL. A Fol-low-Up Study of Albert Lea, Minne-sota, High. School Graduates (Re-stricted to 1951 -1956 GraduatesWorking in Albert Lea Industries).M. A. 1958, University of Minnesota,187 p. Department of IndustrialEducation (Minneapolis)

Purpose of Study: To evaluate the programof Albert Lea High School.

Source of Data: A questionnaire sent to Al-bert Lea graduates in local industry, and asimilar questionnaire sent to their employers.

51

Findings and Conclusions: Five percent ofthe Albert Lea graduates remain in local in-dustry ; approximately 50 percent of them areclassed as skilled. A need for further educa-tion in nearly all areas was recognize...I by em-ployers and employees. Areas of special needin high school are penmanship, driver educa-tion, interest in industry, appreciation of gooddesign and workmanship, economical use ofmaterials. and safety. School counselingshould be improved and contact maintainedwith graduates.

3976. COOPER, FRED H. The De-velopment of a Curriculum in HomeMechanics and Maintenance. M. A.1942, The University of Michigan,61 p. L. (Ann Arbor)

Purposes of Study: (1) To ascertain whatare the home activities in the area of indus-trial arts which eighth-grade girls of Kala-mazoo are pertorming at home and with whichthey have difficulty and feel the need of fur-ther information ; (2) To formulate a set ofdefinite objectives based on a knowledge of theabove findings which will determine the aimsand methods of procedure, and (3) To outlinea curriculum unit for eighth-grade girls in in-dustrial arts classes.

Source of Data and Method of Study: Achecklist of industrial arts activities encoun-tered in the home was constructed and ad-ministered to eighth-grade girls enrolled inhome economics.

Findings and Conclusions: From an analysisof the findings, a curriculum unit was de-veloped for a 6-week period to include theitems indicated most frequently on thechecklist.

3977. CORNFIELD, HOWARD R. AnAnnotated Index of School ShopMagazine Articles from Eeptember1941 to ti.ne 1950. M. al. 1957,Wayne State University, 61 p. Edu-cation L. (Detroit, MIch.)

Purpose of Study: To provide a suitableindex fcr School Shop Magazine articles.

Source of Data and Method of Study: Datawee secured through reviewing literature ofsimilar studies, the selectiod of a preliminaryindexing system, and the development of a per-manent filing card system. The study waslimited to articles which were not consideredregular features of the magazine, such as edi-torials. Only those articles were includedwhich appeared in the first 10 years of publica-t' . of School Slop.

Findings and Conclusions: Informationfrom the preliminary indexing system wastransferred to McBee Keysort Card KS-371Bfor the permanent filing card. The permanent


file card index was placed in the John TrybomMemorial Library of the Department of Indus-trial Education, Wayne State University.

3978. COULAM, JOSEPH. A Study ofFormal Education Completed by theBuilding Trades Personnel of Voca-tional Region One. M.S. 1955, UtahState University, 97 p. L. (Logan) *

Purposes of Study: (1) To compare theformal education possessed by the groan per-sonnel of the respective building trades ofUtah Vocational Region One. (2) To pro-vide basic background material for furtherstudies relating to personnel in these trades.

Source of Data and Method of Study: In-formation concerning the formal educationof tradesmen was gathered from records of theIndustrial Commission Employment Security,Department of Employment. A questionnairewas developed and sent to tradesmen in theregion. Personal visits were also made totradesmen.

Findings and Conclusions: Verb few skilledtradesmen entered their trade through an or-ganized apprenticeship program. Less than20 of the 606 men work for themselves orhire others. Special subjects studies by build-ing trades personnel include algebra, chem-istry, electricity, geometry, mechanical draw-ing, metalwork, physics, and woodwork. Cab-inet and millmen show high percentages in allthe subjects except electricity. No othergroup of tradesmen is as high. Electricians,heating and ventilating men, plasterers,plumbers, and sheetmetal workers reportedthat a high percentage of their high schoolgraduates take special subject area classes.

3979. CROWLEY, ROBERT A. Guid-ance Information for the VocationalMetalworking Program of Waterloo,Iowa. M.A. 1958, University ofMinnesota, 115 p. Department ofIndustrial Education (Minneapolis)

Purposes of Study: (1) To compile infor-mation about the metal machining, patteri-making, welding, metal fabricating, andfoundry industries of the Waterloo, Iowa, areaand the job opportunities they offer ; and (2)to identify, through employers, the elementsof the vocational- industrial education programthat need improvement.

Seurce of Data: Interviews with officials of60 metal shops and manufacturing plants.

Findings and Conciusions: The study pro-vided a source of data for teachers, schooladministrators, and individuals interested inthe nature of the metalworking industriesand industrial workers in the Waterloo area.Its main value will be as source material forvocational guidance and for the teaching of

related information in the vocational metal-working shops in Waterloo, Iowa.

3980. CUNNINGHAM, KARL E. TheStatus of Applied Electricity in Se-lected Colleges and SecondarySchools in Kansas. M.S. 1957,Kansas State Teachers College, 80 p.L. (Pittsburgh)

Purpose of Study: To ascertain whetherexisting programs of applied electricity in sec-ondary schools and colleges are adequate, tostimulate some creative thinking, and to pro-mote positive action in the direction of cur-riculum planning to include courses inapplied electricity in schools where they arecurrently nonexistent.

Source of Data: The suggestions for im-provement, change, and/or development werebased upon objective data obtained from sec-ondary school administrators, industrial artssupervisors, and instructors who taught ap-plied electricity as a separate course cr as aunit in a composite general shop. Additionalinformation and statistics were derived frombooks, riodicals, published college catalogs,and documents prepared by the electricalinckries.

Findings and Conclusions: Of the 88 highschools in the State, only 17.1 percent had aseparate course or courses in applied elec-tricity. Of this group, 47 percent indicatedthat they desired additional courses in elec-tricity if facilities and curriculum could beadjusted.

Among the schools that did not have sep-arate courses of applied electricity, 53.2 per-cent replied that they would like to have sucha course.

Of the 11 teachers responding, 63.6 per-cent felt that their preparation as teachersof applied electricity had been inadequate.

About 70.6 percent of the supervisors andadministrators who bad separate courses ofapplied electricity indicated that such coursesshould be organize(' under the industrial artsdepartment rather than the physical sciencedepartment.

Most Kar"as colleges do not have adequateofferings electricity.

3981. DANIELS, GLENN HARVEY.The Audio-Visual Programs of theUniversity of Minnesota School ofAgriculture. M.A. 1958, Universityof Minnesota, 93 p. Department ofIndustrial Education (Minneapolis)

Purpose of Study: To compare the audio-visual programs of the University of Minne-sota schools of agriculture at Morris, Crooks-ton, Grand Rapids and Waseca, Minnesota;and to compare the audiovisual programs ofthe University of Minnesota schools of apt-

MASTER'S STUD' i

culture with other schools throe ghout theNation through a review of literature.

Source of Data: A revier of literature,classroom teachers and adminitrators of theUniversity of Minnesota. schools of agricul-ture.

Findings and Conclusions: There is a fa-vos4ble attitude toward audiovisual educationin the schools of agriculture. Considerableeffort is being made to instruct the facultyin tb .se of audiovisual equipment. Moretime from regular classroom activities mustbe allotted to the audiovisual coordinator.The audiovisual programs at the Universityschools of agriculture compare favorably withthe programs of schools throughout theNation.

3982. DEAFENBAUGH, ROBERT SYL-VUS. Fibrous Glass Reinforced

Plastics. M.A. 1956, The Ohio State

University, 128 p. L. (Columbus)

Purpose of Study: To bring together infor-mation on fibrous glass reinforced plastics andto show possible applications to inchmtrialarts education.

Source of Data: Books, periodicals, ridliterature from companies that producefibrous glass reinforcement and mold finishedproducts ; also men in the industry.

Findings and onchssiotss: The study offibrous glass feirlorced plastics should beincluded in the industrial arts program asan aid to the consumer in buying productsand to the producer for future employees inthe industry. It would be practical and pos-sible to experiment with fibrous glass re-inforced plastics in the industrial arts 'gabora-tors.3983. DEAN, WINFIELD A. A Survey

of the Structure of the Industrial

Arts Department Within the Divi-sion of Applied Arts and Sciences atGrossmont High School. M.A. 1959,

San Diego State College, 89 p. L.

(San Diego, Calif.)

Purpose of Study: (1) To analyze theframework structure of the Industfial ArtsDepartment, (2) to present the objectives ofthe various courses offered within the depart-ment, and (3) to show the relationship ofthe Industrial Arts Curriculum to the otherdepartments in the Applied Arts and ScienceDivision.

Source of Data: Books, bulletins, and otherpertinent material.

Fun:ling* and Conclusion: In an effort tokeep abreast of our changing society, theadministration at Grossmont High School, incooperation with faculty curriculum commit-tees, has evaluated the various munes ofstudy offered to the student and has modified

53

subjects which needed to be changed, andadded new courses to the Grossmont educa-tional program. The administration estab-lished curricular studies in two basic areas :One for the college preparatory student, andthe other for those students who end theireducation upon completion of high school.

3984. DE GRAVES, FRED JOHN. AFollow-up Study of Shelby, Michi-

gan Hiyh School Graduates for the

Years 1951-1958, Inclusive. M.A.

1959, Western Michigan University,74 p. Waldo L. (Kriamazoo)

Purpose of Study: To evaluate the effective-ness of the curriculum in the Shelby, Michi-gan, High School for the years 1951 to 1958,inclusive.

Source of Data: A questionnaire to formergraduates whose names and addresses wereobtained from school personnel files.

Findings and Co:zclusions: The graduatesengaged in higher education generally felt`tat the transition from their high school

'orkload to their college workload was toogreat; they recommended that the collegepreparatory curriculum be strengthened. Thebusiness education graduates generally feltthat the business education curriculum shouldbe modernized with more office machines. Thetwo major adjustment problems encounteredby the graduates during the first 2 years afterleaving high school were developing desirablestudy habits and making decisions. Thestudy indicated that a satisfactory student-teacher relationship existed in the high school.Club activities benefited the girls more thanthe boys. Both boys and girls placed frIschimportance upon their social life in highschool.

3985. DELZELL, ATHOL HUGH.Teaching Aids for Industrial Arts

Teachers. M.S. 1960, Oregon StateCollege, 106 p. Kerr L. (Corvallis)

Purpose of Study: To determine which aidsare preferred and what visual materials andprojection equipment are available for usein the industrial arts classes of the juniorand senior high schools in the State ofWashington.

Source of Data: A questionnaire survey ofWashington State industrial arts teachers,letters to industries manufacturing tools andmaterials used in industrial arts shops, andletters to college film libraries of Washington,Idaho, and Oregon.

Findings mad Conclusions: Many Washing-ton industrial arts teachers are not makingextensive use of available films due to lackof equipment for blocking out light in schoolshops. Field trips and resource persons are


not used to advantage. The teacher demon-stration is the most freqdently used teachingaid, the chalkboard is second, and the motionpicture is the third most frequently used.Instructors believe beginning industrial artsteachers should be trained in the use of visualaids. Students prefer animated films overstills. Projection equipment it accessible tomost instructors. Much usable material isavailable from industry ; a limited variety offilm is obtainable from college film libraries.

3986. DICKEY, ROBERT CARL. ASurvey of Industrial Arts in the Sec-ondary Schools in the State of Wash-ington. M. Ed. 1956, Western Wash-ington College of Education, 94 p.Division of Graduate Studies (Bel-lingham)

Purposes of Study: To ascertain the type oforganization characteristic of the industrialarts programs of the secondary schools ofWashington ; to ascertain the extent industrialarts is recognized as a necessary part of gen-eral education ; to explore industrial artsteaching opportunities, shop facilities, and in-dustrial arts teacher qualification ; and to as-certain what suggestions industrial arts teach-ers and administrators have for the State ofWashington's teacher training institutionsthat would enable them to produce better quali-fied industrial arts teachers.

Source of Data and Method of St, ,.. Of100 questionnaires sent to secondary . ools,75 were returned, representing 95 secondaryschools in 27 counties of the State of Washing-ton. Questionnaires were sent to 6 Washing-ton teacher-training institutions ; all were re-turned.

Findings and Conclusions: Industrial artseducation has progressed in the secondaryschools, and industrial arts education is a partof general education in the secondary schoolsin Washington. An existing shortage of in-dustrial arts teachers in the State of Wash-ington is likely to become more acute becauseof the growth in school population and the de-cline in the number of industrial arta teachersgraduating. There has been a contest, how-ever, for the more desirable industrial artspositions. Industrial arts teacher graduatesshould be prepared to teach classes in otherfields of education besides industrial arts Thegreatest number of future teachers will beneeded in woods, metals, and crafts. The sec-ondary schools are aware of the need for ade-quate industrial arts teaching facilities, andthey are preparing to meet the need. A breadgeneral knowledge of the field of industrialarts, experience in industrial work, and knowl-edge of *hop practice are qualifications forsuccessful industrial arts teachers. A need

exists for the study and the improvement ofthe Washington ter,ther-training institutionsand their industrial arts departments.

3987. DICKINSON, SHELDON L. AFollow-Up Study of Utah State Uni-versity Graduates in Industrial ArtsEducation, 1944 to 1957. M.S. 1958,Utah State University, 88 p. L.(Logan)*

Purpose of Study: To evaluate the programof industrial arts training in terms of theneeds of the graduates and to obtain sugges-tions for improvement of the program.

Source of Data: University records and aquestionnaire which was developed and sentto all graduates qualifying for an industrialarts teaching certificate during a 14-yearperiod.

Findings and Conclusions: The industrialarts program needs to be more widely adver-tised so that high school students may knowmore about the program and perhaps beguided into it. Graduates from the programat Utah State University have found employ-ment in many occupations ; they had no par-ticular difficulty in edjusting to their positions.Most of the graduates, however, went intoteaching, and more than 73 percent of themhave stayed in the profession. With somemodification the industrial arts program couldserve an additional group who would fit intononteaching positions.

3988. D'OVIDIO, ANTHONY A. ShopAccident Liability Protection forKansas Industrial Education Teach-ers. M S. 1954, Kansas State Teach-ers College, 101 p. L. (Emporia)

Purpose of Study: To determine whetherKansas industrial education teachers need lia-bility insurance.

Source of Data: A questionnaire sent to 404teachers selected at random from the Direc-tory of Kansas Industrial Education Teachersfor 1953.

Findings and Conclusions: Most Kansas in-dustrial education teachers would find it diffi-cult to defend themselves in a lawsuit for pupilinjuries hence, a good safety program is valu-able as a means of defense in prosecution forpupil injuries. Liability insurance is a meansof financial protection from liability for pupilinjuries ; however, insurance plans have limi-tations.

Kansas industrial education teachers agreethat there is a need for liability insurance forpupil injuries. Only through State legislationcan teachers be completely relieved from liaMl-ity for pupil injuries.

MASTER'S STUDIES

3989. DOWLING, W. LESCHER. AnApproach to Some Problems ofTeaching Grnerul Shop in SmallHigh. Schools. M.A. 1959, San DiegoState College, 135 p. L. (San Diego,Calif.)

Purpose of Study: To identify some of theadvantages and disadvantages of the smallhigh school and suggest methods of makinguse of the advantages and overcoming the dis-advantages ; point out some problems and theirsolutions as encountered by the beginning gen-eral shop teacher in the small high school ; anddescribe the physical setting o nd program re-quirements of a good high school general shop.

Source of Data: Books, publications of thegovernment and cf learned societies and otherorganizations.

Findings and Conclusions: The small highschool had many problems in the form offinances, size, leadership, improperly preparedteachers, and outmoded or poorly planned cur-riculum. At the same time, the small highschool offered many opportunities for the newteacher in the way of closer community, staff,and student contacts and a chance to presenta more meaningful experience for the students.The general shop teacher in the small highschool worked in an area readily accepted bythe students and though t!'e assets of thesmall high school could develop this experienceeffectively.

3990. DRAKE, LAWRENCE COLEMAN.Tripoli and Its Uses. M.S. 1959,Kansas State College of Pittsburg, 57p. Porter L. (Pittsburg)

Purpose of Study: To present the formation,history, mining, preparations, properties,health aspects and uses of tripoli with par-ticular interest given to the Missouri-Okla-4.oma mineral.Source of Data: Periodicals, brochures,

books, government publications, Interviews,and newspapers.

Findings and Conclusions: Tripoli is ap-plicable for many industrial processes. Ex-perimentation is being carried on to investi-gate further applications. The Missouri-Okla-homa area in the predominant producer oftripoli.

3991. DUFFY, VERNELL F. A Follow-Up Study of the Graduates of the Vo-cational Department of Pontiac HighSchool, 1951-1955. M. Ed. 1957,Wayne State University, 33 p. Edu-cation L. (Detroit, Mich.)

Purpose of Study: To obtain from the gradu-ates of the Vocational Department of thePontiac High School an appraisal of the cur-

55

riculum they had followed in high school inrelation to their present occupation.

Source of Data: A checklist completed bythe vocational graduates of Pontiac HighSchool from 1951 to 1955.

Findings and Conclusions: The graduatesexpre ;sed a need for additional related tech-nical information ; increased placement activi-ties, particularly for automotives majors ;more pvact:lal English and a greater stre3s ondescriptive geometry in drafting. Findings re-reeled a need for a separate curriculum com-bining trade training with pre-engineering ; areview of the course content, equipment andfacilities of the electrical curriculum ; andmore vocational guidance.

3992. DULL, GEORGE A. SelectedShop-Tested Junior High GeneralMetal Prejects in the San Diego CitySchools. M.A. 1959, San Diego StateCollege, 125 p. L. (San Diego,Calif.)

Purpose of Study: To select shop-testedjunior high general metal projects basedupon specific criteria for project evaluation.

Source of Data: Books and manuals of in-dustrial education and a survey of shop-testedprojects in nine schools.

Findings and Conclusions: Six criteria wereused as a basis for the selection of shop-testedgeneral metals projects. These criteria wereapplied to projects from selected schools, and30 projects weae judged to be meeting thesestandards.

3993. EASON, OSCAR. A Reorganiza-tion of the Automotive Science De-partmer of Prairie View IfCollege. M.S. 1957, Prairie ViewA and M College, 113 p. L. (Prai-rie View, Texas)

Purpose of Study: To ascertain the presentstatus 01' 21d the possible need for the reor-ganization of the automotive science depart -m. at Prairie View A and M College.

Source of Data: Literature in the field ofautomotive science, responses to question-naires, interviews with persons directly work-ing in the automobile industry, an appraisal ofthe catalogs and bulletins of various schoolsof higher education, and letters from authori-ties in the automotive industry.

Findings and Conclusions: The study re-coaled that tha automotive science progrernat Prairie View A and M College was ade-quate in terms of objectives, student services,instructional program, instructional materials,staff, and finance. The major reorganizationalneed was in the area of physical facilities andequipment


3994. EASTMAN, REX D. PreparedKits in the Industrial Arts Programof the Utah Secondary Bawls.M.S. 1959, Utah State University,64 p. L. (Logan)

Purpose of Study: To ascertain the extentready-prepared kits are being used in indus-trial arts, in which subject areas they aremost widely used, their effect upon the basiclearning units or objectives involved in thedifferent fields of industrial arts, and thetrend in industrial arts toward or away fromthe use of these kits.

Source of Data: 240 questionnaires cent tothe junior and senior high school industrialarts instructors in the State.

Findings and Conclusions: Prepared kits arbeing used by about 40 percent of industrialarts teachers in Utah. Kits are not beingused to the same degree in all subject areas ;leatherwork was the subject area in which thegreatest number of teacher' indicated kitusage and also the area listed as best suitedfor the use of kits. The users of kits, as awhole, believe that kits are helpful in accom-plishing ....eeting some of the objectives ofindustrial arts. The nonkit user: expressedthe opinion that kits help very lit or haveno bearing on meeting most of the objectives.

There appears to be an increasing trend inthe use of kits in the subject areas of leather-work and woodwork. Instructors of the otherare, in which kits were used indicated asms.i. increaseexcept for radiobut notenough to show a definite trend ; the decreasein radio was too small to indicate a trend.The number of years of teaching experienceseems to have little effect on the use of kitsin industrial arts. The remarks of a numberof the respondents seemed to indicate thatthe size of class might influence the teacher'sdecision as to the use of kits in certain sub-jects. In large classes the teacher's wortload, in reference to supplying students withworking materials, may be lightened by theuse of kits.

3995. ECHELBARGER, ROBERT VERN.Applications of Eighth Grade Math-ematics to the Ninth Grade GeneralShop Program in Iowa. M.A. 19C'8,Iowa State Teachers College, 118 p.L. (Cedar Falls)

Purpose of Study: To identify those applica-tions of eighth-grade mathematical conceptsin relation to technical drawing, woodworking,metalworking, ar d electricity.

Source of Data: Taxtbooks and personal in-terviews. Textbooks were reviewed for relatedmathematical content, and sample problemswere selected on the basis of eighth-grademathematics content.

Findings and Conclusions: A workingknowledge of eighth -grade mathematics on thepart of the student is necessary in a soundindustrial arts program. Mathematical con-cepts that are applied within each given ac-tiv ay area vary from textbook to textbook.The mathematical concepts presented in theeighth-grade program not only deal with asubject in its theoretical considerations buthave applications for practical situations aswell. There appears to be a need for thegeneral shop program in Iowa to become moreuniform throughout the State.

3996. EDGEL, WILLIS JOHN. Courseof Study in Industrial Arts AdultEducation With Special Reference toUpholstery. M.S. 1958, Utah StateUniversity, 209 p. L. (Logan)

Purpose of Study: To ascertain what coursesare most popular in adult industrial arts edu-cation programs currently being conducted.To present a suggested course of study inadult industrial arts educl.dion.

Bourn` of Data: Questionnaires mailed tothe industrial arts teachers in the State ofUtah.

Findings and Conclusions: The study indi-cated there was considerable interest in indus-trial arts programs among adults in the Stateof Utah. This was substantiated by the 28organized programs cnrinntly in operation, the17 programs recently completed, and the pro-grams offered in connection with the collegesand other organizations throughout the State.

It was apparent that there is a need overthe State for more leadership and organizationin the field of adult education, and for in-struction in the fields of interest The studyshowed that upholstery was one of the popularindustrial arts activities for adults ; therefore,a proposed course of study in upholstery Is pre-sented, based upon a careful analysis of litera-ture pertaini: to the various phases ofupholstery

3997. EHRENBORG, JOHN DAVID.Selected ProNems Involved in Es-tablishing an Automotive MechanicsProgram in the San Diego CitySchoo'- System. M.A. 1957, SanDiego State College, 127 p. L. (SanDiego, Calif.)

Purpose of Study: To preptre a list of prob-lems besetting the teacher in the opening of anew automotive mechanics shop, to enumeratesome possible solutions to these problems, andto offer a suggested procedure for the rest ofthe school year in an automotive mechanicsshop in the San Diego Unified School District

MASTER'S STUDIES

Source of Data: Publications of the govern-ment and of learned societies and other perti-nent literature in the field.

Findings and Conclusions: A relationshipappears to exist between general education andindustrial arts automotive mechanics. It wasfound that the preschool period was one ofthe most essential in the organization of theprogram. The physical plant appeared to bethe determining factor in the type of programconducted. The procedures and activities ofthe district and of the particular school an-Irapport with the school personnel were dis-covered to be important.

3998. EKONG, EOEM UDO. A Studyof the History and Administration. ofVocational Education in the UnitedStates as a Possible Basis for Estab-lishing Vocational Education in Ni-geria. M.A. 1957, University ofWashington, 216 p. L. (Seattle)

Purpose of Study: To discover how Ameri-can experiences might help Nigeria in estab-lishing vocational education.

Source of Data and Method of Study: Vo-cational education literature, journals, U.S.industrial history, and documentary recordspertaining to the problem. The historicalmethod of si udy was used.

Findings and Conclusions: In the UnitedStates voutIonal education started when theneed for siilled labor resulting from the in-dustrial eevolution made such education man-datory. Since Nigeria is embarking on anindustrialization period, she should begin atonce to establish vocational schools. Nigeriashould follow the example of the United Statesand make her vocational education programsfederal rather than local or regional.

3999. ELFERT, DONALD LEE. indus-trial Education in the Colleges andUniversities of Louisiana. M.S.1959, Northwestern State College,98 p. Russell L. (Natchitoches,La.)

Purpose of Study: To present a picture ofthe programs of industrial education in thecollege,' and universities of Louisiana ; staffs,offerings, physical facilities, 'unctions, andactivities.

Source of Data: College catalogs, bulletins,interviews, correspondence, questionnaires,and pertinent literature.

Findings and Conclusions: Eight of the 22institutions of higher learning in the State ofLouisiana cave programs of industrial educa-tion. The phases of industrial educationwhich are offered include industrial arts edu-cation, industrial tecl aology, vocational-

57

industrial education, technical industrial arts,and manual arts therapy. Forty-seven pe:sons are employed on industrial educationstaffs in the colleges and universities ofLouisiana. Teaching experience, industrialexperience, and professional preparation varyconsiderably. Departments of industrial edu-cation are keeping up with modern trends anddevelopments in education and industry in re-gard to facilities and educational offerings.Each department has some type of placementservice for students and graduates. Practicesregarding transfer of courses and credits arenot uniform.

4000. ELLER, CHARLES MANNING. AFollow-Up Study of the Semi-Professional Engineering Graduatesof Arlington State College. M.S.1957, North Texas State College,90 p. L. (Denton)

Purpose of Study: To obtain and analyzedata received from graduates of the Depart-ment of Semi-Professional Engineering atArlington State College relative to the effec-tiveness of the training given by the collegein assisting in choosing an occupation, de-veloping skills, and forming attitudes neces-sary in the prrcurement of an occupation.

Source of Data: The offices of the registrarand '.he Department of Engineering at Arling-ton State College ; questionnaires returnedfrom graduates of the Department of Semi-Professional Engineering at Arlington StateCollege ; and professional literature.

Findings and Conclusions: A majority ofthe graduates expressed a need for broaderknowledge of semi-professional engineering.More instruction in electricity, mathematics,electronics, and English should be made avail-able to all semi-professional engineers. Alarge percentage of the graduates attendedsome college after graduating from ArlingtonState College.

4001. E EI.SON, ROSS W. A Com-parison of Over-Snow Vehicles Pro-duced at Utah State AgrienaturalCollet e. M.S. 1955, Utah State Uni-versity, 157 p. L. (Logan)*

Purpose of Study: To compile a historicalproject record of over-snow vehicle researchdone at Utah State Agricultural College from1939 to 1954, to make a comparative analysisof the vehicle produced by these researchprotects, and to relate what has been done inthe field of over-snow transport at Utah StateAgricultural College to that done by otterselected agencies during the same period.

Source of Data: Field diaries of projectleaders, periodic reports of agencies concerned,and personal interviews with various projectleaden du-..lng periods of development.


Findings and Conclupions: It is not prac-tical to design one type of machine to meetthe many varied snow and climatic conditions.Vehicles for arctic areas need to be heavier,the amphit,ious type being recommended. Ve-hicles should be light for soft snow of inter-mountain areas. Overall vehicle weightshould not exceed six-tenths of a pound persquare inch of trails area. Tracks should berelatively long 11 proportion to their width,to lessen rolling resistance in deep snow.Failure to produce a satiJfactory snowmobilehas been due to failure o recognize the variedkinds of vehicles needed and to meet the dim-cu:t conditions. A definite need exists for acoordinating agency to produce a commerciallypractical snowmobile. The Utah Scientific Re-search Foundatio.i is gradually becoming thecoordinating agency.

4002. ESPLIN, WENDELL LUKE. Fol-low-Up Study of the Terminal Grad-uates of Weber College. M.S. 1952,Utah State University, 101 p. L.

(Logan)*Purposes of Stur;y: (1) To ascertain how ef-

fectively Weber College terminal graduateshave been trained to qualify for the industrialor commercial world, by determining the occu-pational status and adjustment of these grad-uates ; (2) To ascertain the social aejustmentsthese graduates have made for general living ;and (3) To evaluate the Weber College courseof study taken by the terminal graduates.

Source of Data: A questionnaire mailed tothe graduates.

Findings and Conclusions: Data are givenon the employment and the marital and socialstatus of the graduate. The program of 70-cational terminal education at Weber Collegewas evaluated and the need for further train-ing indicated.

4003. FLUG, EUGENE ROY FRANK.Change as a Process in IndustrialArts Teacher Education in a Chang-M.g World. M.A. 1959, Universityof Minnesota, 199 p. Department ofIndustrial Education (Minneapolis)

Purposes of Study: To folmulate a philos-ophy based upon the place-Rs of change ; toidentify same characteristics needed by indus-trial arts teachers facing an ever changingworld; to develop course activ!ties designedto encourage the development of these neededcharacteristics in students studying to becomeindustrial arts teachers.

Source of Data and Method of Study: Datawere secured from a review of the literatureto ascertain prevailing technological andsocial conditions, from which implicationswere drawn for teacher education. Theseimplications formed the basis for a statement

of the writer's teaching philosophy. Char-acteristics needed by industrial arts teacherswere formulated in terms of this philosophyand expressed in the form of alms for a col-lege class in craftwork.

Findings and Conclusions: The process ofchange was of considerable importance to in-dustrial arts teachers and should be seriouslyconsidered in their college preparation. Thefurtherance of a teaching viewpoint can beaccomplished to a considerable degree in onequarter through the appropriate use of teach-ing activities.

College students can act as teachers in theclassroom and effectively direct the activitiesof other students without sacrificing thequality of the learning.

Students will accept the cbailenge of self-direction if opportunities are properly pro-vided and if the purposes of their activitiesare closely related to their goals as futureteachers. Self-teaching may used effec-tively as a means of extending the scope ofshop courses in the preparation of industrialarts teachers. College students orientedtoward teaching will accept and look forevaluation of their efforts by their fellowstudents.

The use of independent study and experi-mentation within a class can do much toencourage student efforts beyond minimumcourse requirements. Evaluation by studentsof their own shop projects may better serveto indicate the depth of their understandingthat, an instructor's evaluation of those sameprotects. Students' competition for gradesrer,resented one of the greatest impediments

the development of cooperation in theclassroom.

4004. FOLSOM, DONOVAN CHESTER.The Construction of DiagnosticTesta for Use in a General ShopSituatl-m. M.A. 1959, Universityof Minnesota, 134 p. Department ofIndustrial Education (Minneapolis)

Purpose of Study: To construct a first-formdiagnostic test to be used in a general shopsituation for identifying a student's famil-iarity with terminology important to theindustrial arts areas of foundry, machineshop, sheet metal, and welding.

Source of Data and Method of Study: Asurvey of the appropriate literature wasmade to provide background material. Thevalidation of materials used for this studywas accomplished by conferring with indus-trial arts and vocational instructors in theMinneapolis metropolitan and suburban areas.As a result of the information gathered, twofirst -form diagnostic tests were constructed.

Findings and Conclusions: It was concludedthat because this study was limited to th(foundry, machine shop, sheet metal, and

MASTER'S STUDIES

welding areas of the industrial arts program,these tests might be used as a diagnostic in-strument in a comprehensive unit shop in themetals area. The tests might also be used asan achievement instrument to measure, on averbal scale, a student's expanded familiaritywith the terminology used in the industrialarts areas covered in this study.

4005. FORD, HILARY BLANTON. In,terpreiing Industrial Arts in theSchool-Community. M.S. 1956,North Texas State College, 79 p. L.(Denton)

Purpose. of Study: To ascertain curreni.practices used to interpret industrial arts asa phase of the curriculum to the school com-munity in 125 schools in Texas.

Source of Data: Literature concerned withschool interpretation and a questionnaire.

Findings and Conclusions: A majority ofthe schools studied utilized less than 60 per-cent of the recommended practices for further-ing school-community relations. Sixty-twopercent of the Industrial arts teachers in-volved reported that they had radio andtelevision stations in the community in whichthey taught ; 25 percent of these same in-structors sponsored programs designed tointerpret industrial arts to the communitythrough these mediums. Home visits weremade by only 45 percent of the Industrial artsteachers, and only 15 percent of the teachersutilized personnel from industry located inthe community to interpret the community tothe school. Ninety-two percent of theteachers involved exhibited their students'work at some time during the school year.

4006. FRANKLIN, ESTOL PAUL. Ac-cidents and Their Causes in SelectedIndustrial Arts Shops of SoutheastIowa. M.A. 1959, Northeast Mis-souri State Teachers College, 51 p.L. (Kirksville)

Purpose of Study: To investigate types ofaccidents, causes, methods of recording, andsafety practices carried on in school shops ofsoutheast Iowa.

Source of Data: A questionnaire sent to thehigh schools of southeast Iowa with enroll-ments under 500.

Findings and Conclusions: Accidents oc-curred in about one-half of the shops in south-east Iowa, the most common being cuts andlacerations of the finger, hand, and thumb.Carelessness on the part of the student wasreported to be a major cause of shop acci-dents. The wood chisel from the hand toolgroup and the circular saw from the power toolgroup were involved in the greatest number ofaccidents. Not all shops had fire - fighting

59

equipment. Most of the schools in this areahad first aid equipment and made use of acta-dent records.

4007. FREDAL, FRANCIS J. An Anno-tated Index of School Shop MagazineArticles From September 1950 toJune 1956. M. Ed. 1958, WayneState Unive_sity, 56 p. Education L.(Detroit, Mich.)

Purpose of Study: To provide a completeindex of school shop magazine articles.

Source of Data and Method of Study:Articles were indexed under selected majorsubject classifications briefly describing thecontents of the articles and recording the au-thor, eo.Inme; and page numbers of the articles.In aidition, the volume and page numbers ofprojects in each major area were included.Similar studies were reviewed, and a prelim-inary indexing system was selected. Uponcompletion of this preliminary indexing sys-tem, the information was transferred to thepermanent filing cards.

Findings and Conclusions: The permanentfile card index is now located in the TrybomMemorial Library of the Department of Indus-trial Education, Wayne State University.

4008. FREITAG, ARNOLD JURDEN.Industrial Arts in Selected Reorgan-ized Secondary Schools in Iowa.M.S. 1957, Iowa State College, 47 p.L. (Ames)

Purpose of Study: To examine the changesin industrial arts programs in secondaryschools that were combined after districtreorganization.

Source of Data -;rsonal conferences withthe superintendents or the industrial arts in-structors of selected schools. A checklist wasdeveloped to evaluate the schools selected.

Findings and Conclusions: There was foundto be considerable expansion of facilities. Thecourses most frequently added were auto me-chanics, drafting, and welding. Separateshops were provided for farm shop and indus-trial arts in the older facilities, whereas planswere being made for both to be taught in thesame shop in new facilities. No plans werebeing made to offer vocational training.

4009. FRICKER, ROBERT W. WroughtIron in the Industrial Arts Curriou-144m. 11.A. 1954, The Ohio State Uni-versity, 96 p. L. (Columbus)

Purpose of Study: To assemble material con-cerning wrought iron which can be used bystudents in industrial arts.

Source of Data: An examination of availableliterature dealing with processes and related


materials, personal interviews with profes-sional wrought iron tradesmen and productionworkers, trips through various wrought ironmanufacturing establishments, and experimen-tal activities in developing and finishingwrought iron projects in a high school metalshop.

Finainus ant Concl 'Won,: The writer con-cludes that wrought irm work is an importantindustrial process and should be included inthe industrial curriculum. The necessaryequipment and materials are available in mostschool shops or may be obtained at little cost.

4010. FRIE, GEORGE O'DELL, Jr.Applications of the Silk Screen Proc-ess to Industrial Arta in ElementaryEducation. M.S. 1956, OregonState College, 58 p. L. (Corvallis)

Purpose of Study: To suggest practical ap-plications of the silk screen process to indus-trial arts in the eighth grade and below ; toshow that the quality of the projects willbe improved ; to show how general educationaims will be furthered by this application.

Source of Data: Industrial Arts and Vo-cational Education magazine, School Artsmagazine, books on the silk screen process,and other miscellaneous sources. The sug-gestions made in the thesis were tried withseventh- and eighth-grade groups.

Findings and Conclusions: The use of thesilk screen process did improve the qualityof the projects and is practical for the stu-dents. Teacher training institutions shouldacquaint students with the possibilities of theprocess in a methods class and if possibleactually make use of it in a demonstr.tionproject.

4011. GALLOWAY, GEORGE. The Ef-fect of the Industrial Arts Curricu-lum on the Leisure Time Activitiesof the Retired Teacher in Utah.M.S. 1954, Utah State University,87 p. L. (Logan) *

Purpose of Study: To ascertain whether theleisure time activities of retired Utah teach-ers have been in some way ttlTected by theindustrial arts program. To determinewhether the social adjustments in the retiredstatus were induenced by the number ofskills and interests those teachers haddeveloped earlier in life.

Source of Data: Questionnaires to the re-tired teachers of Utah. Out of 587 sent out,320 were returned ; 300 were used in com-piling data for the study.

Findings and Conclusions: The studyshowed that America is rapidly becoming acountry of older people, many of whom willbe confronted with the problem of adjustmentupon retirement. The success and happiness

of retired teachers will depend upon the skillsand interests the individuals have developedin their process of maturation. It appearsthat the arts and crafts used by the largemajority of retired teachers were taught atan early age in the school. From all theinformation on the arts, crafts, and hobbies ofthe questionnair returns, there is a strongindication that the curriculum of industrialarts has had an extensive effc-ct on the leisuretime of the retired teacher.

4012. GEHRES, FLOYD P. Develop-ment of a Handbook for DiversifiedCooperative Training, Trade and In-dustrial Vocational Education in theState of Ohio. M.A. 1958, TheOhio State University, 118 p. Edu-

cational L. (Columbus)Purpose of Study: To identify the informa-

tion teacher-coordinators of the State ofOhio, desired in a handbook designed to helpinitiate, operate, and improve a program ofdiversified cooperative training.

Source of Data: A questionnaire, devisedwith information obtained from diversified co-operative training handbooks from 11 States,and a 30-question checklist pertaining toproblems of diversified cooperative trainingwere submitted to Ohio diversified cooperativetraining teacher-coordinators.

Findings and Conclusions: Findings showthat a handbook which is precise but notlengthy is urgently needed and should in-clude : The nature of a D.C.T. program, organ-ization and operation, instructional activities,coordination, public relations, professionalimprovement, records, advisory committees,student clubs, and adult vocational classes.Findings were used to prepare such a hand-book.

4013. GERBER, RUSSELL L. Wood-work Project Index. M.A. 1957,University of Minnesota, 59 p. De-partment of Industrial Education(Minneapolis)

Purpose of Study: To provide a list of proj-ects and a course of project plans for thenovice, teacher, or jorrneyman.

Source of Data: The Cumulative BookIndex, 1938-1953, and the Trade List Annual,1953.

Findings and Conclusions: A list of proj-ects, and sources of project plans are recom-mended.

4014. GIERKE, EARL WILLLI M. AStudy of the Mathematics Wed byMechanical Draftsmen in Industriesin the Minneapolis-St. Paul Area.M.A. 1959, University of Minnesota,

MASTER'S STUDIES

171 p. Department of IndustrialEducation ( Minneapolis)

Purposes of Study: To obtain the judgmentsof drafting supervisors as to the relative fre-quencies with which their mechanical drafts-men used 69 basic elements of mathematics se-lected from algebra, plane and solid geometry,advanced algebra, trigonometry, analyticgeometry, and basic calculus. Also, to ascer-tain the relative frequency with which theseelements were used by supervisors, designers,nheckers, by detail and layout draftsmen, andby those in industries employing less than 100people and in industries employing more than100 people.

Source of Data and Method of Study: Ele-ments of mathematics were determined fromcurriculums used in high schools and collegesin the area studied. Industries were selectedfrom the Minnesota Directory of Manufactur-ers. Supervisors in these industries weredetermined and selected through stratified ran-dom sample of all industries employingmechanical draftsmen. All supervisors in thesample were personally contacted and asked torespond to a amstionnaire relative to thestudy. A response was obtained from 96 per-cent of the sample.

Findings and Conclusions: Based on theresponse of drafting supervisors in 48 indus-tries it was found that : (1) Most draftsmenused a major portion of the subject matter con-tained in elementary algebra, plane and solidgeometry. More than half of the elements ofad./hoed algebra and trigonometry were notused. Iflost draftsmen never used the ele-ments of analytic geometry and calculus. (2)Drarlusc supervisors, designers, and checkersused .:11; of the 69 elements of mathematicswith a greater frequency and used 24 of theelements with the same frequency as detail andlayout draftsmen. The later group of drafts-men never used 30 of the more advanced ele-ments. (3) Draftsmen in industries employ.ing more than )0 people used more of theelements of mathematics and used them morefrequently than did draftsmen in industriesemploying less than 100 people, In all sizesof industries the more advanced elements ofmathematics were used infrequently or not atall.

4015. GLENN, HAROLD T. An Analy-aid of Safety Education in Industryand School Shops, With Specific Rec-ommendations for Auto Shop. M.A.1953, University of California at LosAngeles, 131 p. L. (Los Angeles)

Purpose of Study: To adapt industrial safetypractices to the needs of secondary schools andto present a detailed a:nroach to safety edu-cation for automotive classes.

61

Source of Data: Pertinent literature in thefield. The materials ou safety education werecompiled and analyzed for application to sec-ondary school industrial classes. Practiceswere related to education objectives, ad-ministrative organization, and techniquesfound to be effective in industry and schools.

Findings and Conclusions: A summary ofsix approaches to safety education are pre-sec tedlogical, proficiency, honor, fear, posi-tive, zpeeific with the ielative merit of each.A suggested program of safety education forthe auto shop is presented which contains aself-administered workbook, assignment sheet,review, and lesson plans.

4016. GLISMANN, LEONARD W. AStudy of the Craft Activities in Sum-mer Recreation Programs in Rela-tionship to Weber County, Utah.M.S. 1952, Utah State University, 95p. L. (Logan) *

Purpose of Study: To stimulate craft pro-grams for individuals in their own recreationalactivities, and for groups in summer programsalai other forms of recreation.

Source of Data: Recreation centers through-out the United States where handicrafts werebeing taught. An endeavor was made to re-veal the scope of the handicraft program on anational basis. The part which adult'', teens,nine- to twelve-year-olds, and six- to eight-year-olds had in recreational handicraft wasa criterion.

Findings and Conclusions: The study repre-sents the thinking of leaders from 46 States.Since the beginning of recreation in 1885 therehas been continuous advancement toward pub-lic support for recreation. The swing fromprivate to community support by local taxa-Zion has significance. Information revealsthat a 10-week program is most common.Class periods vary from 80 minutes to 6 hours,with an average of 2 hours for crafts classes.School buildings and outdoor playgroundsserve best. Teachers are chosen from trainedplayground leaders, industrial arts teachers,handicraft instructors, or willing adults whovolunteer their services. These craft pro-grams can be a medium for enriching andbroadening the field a industrial arts.

4017. GOLLER, PAUL MoDANIEL. AStudy of LapidaryA ResourceUnit in Industrial Arts. M. Ed. 1958,University of Washington, 77 p. L.(Seattle)

Purpose of Study: To develop a practicaland usable resource unit on lapidary fromwhich definite units might be developed foruse in the industrial arts classes of the seniorhigh school.


Source of Data: Literature in the fields ofeducation and lapidary, a survey of gem cut-ting in the public high schools of the threePacific Coast States, and a series of experi-ments in the conversion of common woodwork-ing equipment to lapidary uses.

Findings and Conclusions: Few high schoolshave introduced lapidary into any portionof the curriculum. Recently numerous devel-onments in gem cutting have made such in-clusion possible. Gem cutting has manyworthwhile educational possibilities in thedevelopment of skills and knowledge leadingto vocational and avocational interests, tocreative developments in appreciation andcraftsmanship, and to the motivation of alliedfields of learning. Gem cutting need not bean exp(nsive course, as the existing equipmentof the arts classroom is adaptableto the work of the lapidary.

4018 GORDON, ROBERT ALLEN. An"nmestigation of the Performance of

Five Polyvinyl -Resin Type GluesTinder Simulated Service Conditions.M.A. 19'57, University of Minnesota,72 p. 7)epartment of Industrial Ed-

ucatio*3. (Minneapolis )

Purpose of Study: To investigate the rela-tive strengths of various brands of polyvinyl-emulsion base glues under service type condi-tions such as heat, dilution, and exposure tomoisture.

Source of Data: Four sample hard-mapleblocks were used in the experiment in each offive separate tests using five randomly selectedbrands of polyvinyl-emulsion base glue.

Findings and Conclusio es: Some differencesappeared to exist among he five brands of thepolyvinyl-emulsion base glues tested. Someglues appeared to res' st heat better thanothers, and several brE nde appeared to gainstrength when subject( d to moisture and al-lowed to dry and also cihen diluted with 1 partof water to 8 parts of glue. Since all the testswere conducted wita hard-maple blocks itwould appear evidm.t that some of the glueswould give better :esults if thinned slightlybefore using them Ju hard or dense woods.

4019. GRAVES, THEODORE GEORGE.Field Pr( ctices as Basis for Evalu-ating ar ; Improving a College-LevelAir-Conditioning - Drafting Course.M.S, 1957, Oregon State College, 102

p. L. (Corvallis)Purpose of Study: To develop criteria that

could be used to evaluate and improve a col-lege-levc1 air-conditioning drafting course.

Sou, ,n1' Data: Personal interviews in se-lected I aditioning and refrigeration firmsin Los g aes.

Findings and Conclusions: Greater weightshould be given to standard and common fieldand area practices. Many occasional and in-frequent practices are essential in the indi-vidual firms concerned. Practices with broadgeneral concepts should be used as instruc-tional vehicles. A degree of standardizationof drafting practices has takes place. A fewpractices have become obsolete. The compre-hension of control circuits is beyond mastfreshmen. Sketching ability is highly desir-able.

4020. GREGORY, FRANCIS JOSEPH.A Survey to Determine the Scope ofIndustrial Arts Offerings in the Sev-enth and Eighth Grades of SelectedSchool Districts in MultnomahCounty, Oregon. M. Ed. 1959, Uni-versity of Washington, 59 p. L. ( Seat-tle)

Purpose of Study: To obtain informationand data which would be helpful in organizingand improving industrial arts courses in theelementary schools of selected districts inMultnomah County, Oregon.

Source of Data: Questionnaires, a checklist,and personal interviews. The administratorsof the selected schools were asked questionspertaining to school policy and administratioh,while all other questions were directed to theindustrial arts instructors. Pertinent obser-vations were made during a personal tour ofthe shops.

Findings and Conclusions: The scope of in-dustrial arts in the elerczlitsry schools variesto the extent that the elemeztary studentsentering the same high school always havean uneven backgrbund. A new Oregon law onunification of school districts minor one ad-ministrative unit will have a profound effectupon the curriculum offered in the future bythe county schools.

Further study should be made in the follow-ing areas where the industrial arts programis weak, according to accepted standards :Training of instructors, safety of students,facilities, and fields of exploration. Thesefactors are affected by educational philosophyand trends, and therefore improvements maybe slow in developing.

4021. GROSSMAN, GEORGE CHARLES.A Study of the Utilization of Equip-ment in Industrial Arts Woodwork-ing Show: in Selected Public HighSchools of the State of Washington.M. Ed. 1959, University of Wash-ington, 75 p. L. (Seattle)

Purpose al Study: To ascertain the usegiven the various tools and pieces of equip-ment available in industrial arts woodworking

MASTER'S STUDIES 63

shops in selected public high schools of theState rZ Wa.lhington.

Source of Data: A questionnaire sent to 200industrial erts woodworking teachers. Fromthe 177 r turned, the number and relativeutilization of the various tools and pieces ofequipment were tabulated according to thesize of the classes using the shop.

Findings awl Conclusions: Most woodwork-ing shops lack space and/or equipment, a factwhich limits the effectiveness of the shop pro-gram. The table saw is the piece of equip-ment that most often cauz.es conge.tion. Mostshop instrrctors are able to secure the handtools they consider desirable but have troubleobtaining major pieces of equipment, particu-larly planers.

Of the relatively r;w woodworking toolsavailable, the radial arm and sabre saws arereceiving acceptance in the school shop butthe electric hand saw is not, mainly becauseof the safety factor.

The problem of space could be partiallyeliminated in many shoo by 'switching from1- and 2-place benches to 4-place benches.

4022. GRUNLOH, RUDOLPH A. TheSt. Paul Vocational Evening SchoolTrade and industrial Program from1945 to 1957. M.A. 1958, Un-, ver-sity of Minnesota, 117 p. Depart-ment of Industrial Education (Min-neapolis)

Purpose of Study: To provide informationabout the development, student body, ?rope,housing facilities, instructors, and administra-tive staff, financing, equipment, working rela-tionships, and the educational services of theSt. Paul Vocational Evening School trade andindustrial program.

Source of Data and Method of Study: Acombination of descriptive and historicalmethods of analysis was employed in studyingthe files of the St. Paul public schools, theState division of vocational education and theU. Veterans Administration. Faculty, td-mi staff, advisory committees, andapprenticeship committees were interviewed,and minute of joint apprenticeship commit-t.les and advisory committee meetings were ex-amitr.d. Government publications and schoolbui:.:ins were studied for authentic informa-tion, together with textbooks dealing withresearch and vocatii:usl education.

Findings and Conehisioaa: The study re-vealed that the St. Paul Vocational EveningSchool trade and iadustrial program has, dur-ing the period from 1945 to 1957. provideda dynamic, flexible program of training withthe assistance and advice of the members ofmore than 50 apprenticeship committees :Indadvisory committees.

4023. HAGE77, JAMES THEODORE.Factors Selective Admission toIndustrial Arts Teacher Education.M.A. 19V3, The Ohio State University,98 p. L. (Columbus)

Purpose of Study: To identify some factorswhich are of the greatest importance in theselection of industrial arts teachers and todescribe present programs of selection. Torecommend a program of selection for appli-cants to industrial arts teacher educationprograms.

Source of Data and Method of Study:Literature was reviewed to discover presentthought on this subject ; a questionnaire wassent to beads of departments, supervisors.and chairmen of industrial arts programs atcolleges in the selected States ; recommenda-tions and conclusions were drawn from thesequestionnaires.

Findings and Conclusions: A recommendedprogram of selection would include specificstandards for admission based on the follow-ing items:

1. Epilepsy2. Heart disease3. Contagious disease4. Impediment of speech5. Mathematics6. Uncorrecte hearing7. Reading8. Uncorrected vision9. Writing

10. Diabetes11. Ruder Preference2. No work experience

13. History of poor health14. Flat feet15. Straw; vocational interest blank16. Varicose veins17. Personal history18. Color blindness19. Loss of a limb.

4024. HAILES, CHARLES W. Indus-trial Art* in UtahIts Introductionand Development. M.S. 1953, UtahState University, 110 p. L. (Logan) *

Purpose* of Study: To identify the more im-portant policies and practicer Ircr. the periodof the Introduction of industrial arta to 1952within the State of Utah. To encourage pro-fessional educators to in:prove their under-standing of tie industrial arts program inUtah. To assemble evideneo showing the ef-fects of the industrial arts pôgram. To as-semble pertinent information regarding thedevelopment of tutiustrial irts.

Source of Data: Material found in the officeof the State Superintendent of Public In-struction. board of education offices in countiesthroughout the State of Utah, and recordsin universities and colleges in the State. Per-

64 RESEARC'd IN INDUSTRIAL EDUCATION

sonal contact was mad,; with leadingeducators.

Figuring: on,: vonciusions: Utah first es-tablished a manual training school in 1902 inSalt Lake City ; the results were so satis-factory that strong public :entiment favoredits permanent establishment. Because of thesuccess of the schools in Salt Lake City, otherareas of the State established manual trainingprograms during the next few years. By thesummer of 1920 the program had spread tomost of the State and by 1952 all but oneschool district listen industrial arts as partof the regular school curriculum.

4025. HALE, MAURICE JESSE. Im-proving Industrial Arts ThroughGrowth in Human Relations. M.A.1957, University of Minnesota, 73 p.Department of Industrial Education(Minneapolis)

Purpose of Study: To investigate theteacher-pupil aspect of human relations inthree secondary schools in Norfolk, Virginia.

Source of D.ta: Questionnaires completedby students and teachers.

Findings and Conclusions: The personal lik-ing of a student for his teacher is one of themost powerful factors in bringing about aneffective learning relationship between theteacher and pupil. It was recommended thatteachers be mtde aware of the influence ofpersonal relationships in successful learningexperiences and that their efforts be directedtoward patterns of successful teacher-pupilrela Hour, gips.

4026. HAMARI, ROY M. A TeachingGuide and Instructional Materialsfor a Cortege Course in Integratedhandwork for Elementary Schools.M.A. 1958, University of Minnesota,243 p. Department of IndustrialEducation (Minneapolis)

Purpose of Study: To develop a teachingguide with coordinated :nstructional materialsfor a course in handwork for elementary teach-ers in training.

Source of Data: Conclusion and recom-mendations reported in a doctors: dissertationby Robert Dean Brown, entitled "IndustrialArts Competencies Needed by ElementaryTeachers." Correlated instructional materialswere used in a classroom situation and re-vised on the basis of student questionnairesand, in the use of tests, item analyses.

Findings and Conclusions: The question-naires completed by the students pertainingto the instructional materials indicated thatthese materials in their final form were satis-factory for classroom use.

4327. HAMMANS. WALTER RICHARD.Entrance Age and Achievement ofNon-Veterans at Iowa State Univer-sity. M S. 1958, Iowa State Univer-sity, 22 p. L. (Ames)

Purpose of Study: To investigate the rela-tionship between entrance age and academicachievement of male nonveterans at Iowa StateUniversity.

Source of Data and Method of Study: Thegroup selected to be studied was a sample of350 male nonveterans who were freshmen atIowa State beginning the winter quarter, 1943.and who had either graduated, dropped fromcollege, or transferred tu another institutionon or befo-e the summer session of 1953. Theyhad no other college experience. Statisticalmeasures used in the treatment of the datawere analysis of linear regression and analysisof quadratic regression.

Findings and Conclusions: The statisticallynonsignificant coefficient of correlation foundfor the quadratic regression curve and the non-significant F-value obtained from enalysingdi7erenees in achievement at the various agelevtis indicated that there is no relationshipbetween age and achievement of nonveteransattending Iowa State Univiralty.

4028. HAMMOND, HOWARD RAY. Pro-fessional Attitudes and Interests ofrolvAa hutustrial Arts Teachers. M.S.1956, Iowa State College, 47 p. L.Ames)*

Purpose of Study: To ascertain the degree ofsatisfaction of Iowa Industrial arts teacherswith the professional teachers organizationsand with the teaching profession.

Somme of Data: A questionnaire to the in-dustrial arts teachers of Iowa.

P(-:dings and Conclusions: About 50 percentof the teachers belonged to the National Edu-cation Association ; nearly 95 percent belongedto the 'Iowa State education Association. TheIowa Industrial Education Associat,n mem-bership was 120, and the membership of theIowa Industrial Arts Association, wurs 77.Nine percent were dissatisfied with the NEA,and 24 percent were dissatisfied with theISEA. Sixty-five percent of the teachers weresatisfied with teaching ; 19.8 rercent were notsatisfied with teaching.

4029. HANSON. DOD:. LAS A. DriverEducation in the /Minneapolis PublicSchool.. M.A. 1959, University ofMinnesota, 106 p. Department of In-dustrial Education (Minneapolis)

Purpose or Study: To ascertain the need fordriver education, review and describe pre

MASTER'S STUDIES

grams of driver education, and set forth de-tails of the organization and operation of thedriver education program in Minneapolis.

Source of Data: Current literature, includ-ing magazines, pamphlets, and periodicals inwhich driver-education programs were re-ported. Files and records of the Minneapolisprogram were examined.

Findings and Conclusions: The Minneapolisdriver-education program was designed aroundthe needs of the city and could serve as amodel for the development of similar programs.

4030. HANSON, WILLIAM ELMER.An BIN luation of the Industrial ArtsProgram of Clarion. Iowa, HighSchool. M.S. 1957, Iowa State Col-lege., 47 p. L. (Ames)

Purpose of Study: To ascertain whetherthere were implications for a revision of theindustrial arts curriculum in Clarion HighSchool, to find out whether the needs of thegraduates of industrial arts have been met,and to ascertain the principal weaknesses ofthe high school industrial arts courses.

Source of Data: A questionnaire sent to themale graduates. The graduates rated indus-trial arts courses as to value in their presentoccupation, in hobbies. and in home repair.

Findings and Conclusions: Mechanical draw-ing, hand and machine woodworking, weld-ing, and machine shop were reported to be ofmost value to their present occupation. Itwas indicated that additional courses in elec-tricity, motor mechanics, photography, andcarpentry would have been of much value.

4031. HARDING, LEWIS. The Profes-sional Preparation and Teaching As-signments of Industrial Arts Teach-ers in Utah, 1948-49. M.S. 1949,Utah State University, 80(Logan)*

Purposes of Study: To determine what thecertification requirements should be for the in-dustrial arta teachers of Utah. To ascertainthe qualifications of these teachers in respectto present certificatien requirements and thestandards which might be establiahed from thefirst purpose. To discover the probable causesof weaknesses in the training of industrial artsteachers and recommend procedures wherebysuch weaknesses might be strengthened.

Source of Data: Letters to leaders in in-dustrial education throughout the country toestablish the criteria by which Utah teacherswere to be judged ; also, a questionnaire tothe industrial arta teachers of Utah.

Pindissgs and Conclusions: The present gen-eral secondary requirements in the field of

65professional education seem to be satisfactory.The study showed that the requirements forthe industrial arts certificate should be raisedin order for teachers to be fully qualified incertain fields of instruction which they are at-tempting to teach, such as drawing and elec-tricity. The industrial arts teachers of Utahwere shown to be a homogeneous group whoqualified in varying degrees for the jobs whichthey occupied in the secondary schools of theState. The "average" industrial arts teacherwas shown to teach industrial arts subjects toabout 99 students per year in classes whichbud an average of 22 students ; he had hadnearly 12 years of teaching experience and hadtaught industrial arts subjects nearly all ofthese years ; he had had an average of a littleover 5 years of experience in a trade connectedwith industrial arts subjects. The averageteacher's age was between 30 and 35.

4032. HARTZELL, MARTIN A. Inter-ests and Factors Involved in Choos-ing an Occupation. M.S., 1933, ThePennsylvania State University, 54 p.L. (University Park)

Purpose of Study: To attempt to discoverthe nature and origin of the interests andother factors which influence a person in thechoice of any particular occupation.

Source of Data: The Strong Vocational In-terest Blank and a supplementary list of ques-tions were given to each of 434 freshmen andseniors in Pennsylvania State (àllege coursesin commerce and finance, liberal arts, dairyhusbandry, chemical engineering, civil engi-neering, industrial engineering, mechanicalengineering, mining engineering, and electro-chemical engineering.

Findings and Conclusions: The nature andorigin of factors and interest which influencethe choice of an occupation are difiicult to de-termine. A great percentage of the studentschose an occupation because they thought thatthey would enjoy it. If an ocir on is dis-liked it is usually considered dire at.

4033. HARWOOD, CHARLES EDWARD.A Handbook of Selected TeachingMethods. M.A. 1957, University ofMinnesota, 62 p. Department of In-dustrial Education (Minneapolis)

Purpose of Study: To orovide a handbook ofselected teaching methods in a concise formthat would be easy to use.

Source of Data: A survey of the appropriateliterature on methods.

Findings and Conclusions: The handbookprovides a ready source of ideas for the in-structor who is interested in varying his teach-ing method.


4034. HATALSAN, JOHN W. A StatusSurvey of Apprenticeship in SanDicoo, California. M.A. 1953, SanDiego State College, 128 p. L. (SanDiego, Calif.)

Purposes or Study: To develop and organizedata concerning apprentice characteristics, ap-prenticeship program operatiors and func-tions, variations in apprenticeship standardsbetween crafts, and data concerning status ofthe labor supply in apprenticeship. It is alsodesired to establish the means by which ap-prentices enter apprenticeship training and thematerial and information whict assisted theapprentices in deciding to enter apprenticeshiptraining.

Source of Data: A questiotnaire fromselected apprenticeship programs in San Diego,California.

Findings and Conclusion: Individual sum-maries, made for each craft or program sur-veyed, present a complete picture of the char-acteristics of apprentices training in the par-ticular craft. Number, percent, and meanstabulations are included where applicable.

4035. HAWKS, CHARLES M. A Studyto Determine the Content of an. In-dustrial Arts Program in the Ele-mentary Schools of Box ElderCounty. M. S. 1954, Utah StateUniversity, 52 p. L. (Logan) *

Purpose of Study: To provide a suggestedlist of activities which can be used in carryingout a more desirable program in industrialarts in the elementary schools of Box ElderCounty, Utah.

source of Data and Methods of Study: Thefirst step was to search through available ma-terials to prepare a list of aims and objectivesof education, both in general and in industrialarts education. The second step was a studyof child needs as they relate to contributionsof industrial arts. Third was to send a ques-tionnaire to parents in rural communhiesthroughout the county.

Findings and Conclusions: The informationgathered in this study indicates there is aplace in the general elementary school curricu-lum for the phases of industrial arts applica-ble to both boys and girls which lead towardthe development of a good wholesome under-standing and appreciation of the mderialsand processes of industry. The activities tobe used in an industrial arts program in theelementary schools should be chosen wiselyand be determined by a pattern of sound andtimely experiences. Formal work with elabo-rate tools and equipment should be avoided.

Industrial arts should be an integral part ofthe curriculum activities of the upper elemen-tary schools of Box Elder County and should

be taught by the regular classroom teacher.The activities in industrial arts should be cor-related with other classroom activities.Teachers should take advantage of any localfacilities which might contribute tors.rd a bet-ter understanding of industry and industriallife. An adequate program for industrial artsshould begin with the needs and interests ofthe child and his society and should recognizeindividual differences in such a relationship.

4036. HAYNER, JOHN BROOKS. /ndi-edual Instruction Sheets in Indus-trial ArtsTheir Value and Extentof Usage. M.S. 1958, Oregon StateCollege, 96 p. L. (Corvallis)

Purposes of Study: To ascertain the extentto which industrial arts instructors are usingindividual instruction sheets ; learn whetherthey aid in the problem of individual instruc-tion ; ascertain whether instruction sheets areof value to the students and whether there isa significant difference in the extent of theiruse in various sections of the United States.

Source of Data: Information forms sent toindustrial arts instructors in 26 selectedStates and controlled experimental researchconducted under actual teaching conditions inan industrial arts shop.

Findings and Conclusions: Seventy-six per-cent of the industrial arts instructors con-tacted use instruction sheets ; geographicallocation is not a factor in their use.. Teacher-prepared instruction sheets are the most pop-ular type ; information sheets are the mostcommonly used style. Ninety-two percent ofthe respondents believe students use instrucHon sheets to advantage. Effective integra-tion of itinerant students is simplified throughthe use of instruction sheets. Discipline prob-lems rhow a marked decrease when instructionsheets are properly employed. Higher aca-demic achievement and neater, more accuratepro;ects result from use of instruction sheets.Instruction sheets do allow extra time for indi-vidual assistance, but not for maintenancework or teacher preparation.

4037. HAYNES, WALTER. A Study ofthe Extent to Which. Girls Were In-cluded in Industrial Arts in GradesSeven Through Twelve in the Stateof Iowa. M. Ed. 1958, Iowa StateTeachers College, 98 p. L. (CedarFalls)

Purpose of Study: To ascertain the extentto which girls were included in industrial artsin grades seven through twelve in the State ofIowa., and the opinions, accomplishments, andmethods of implementation of such programs.

Source of Data: Questionnaires sent to asampling of schools in Iowa, and literaturepertinent to the subjects.

MASTER'S STUDIES

Findings and Conclusions: Only 13 percentof programs in the State were coeducational.Eighty percent of the respondents felt thatgirls should be offered industrial arts ; mostfelt that girls should be in separate classes.Lack of facilities is a large factor in deterringgirls from industrial arts. Programs for girlsdo not utilize enough home mechanics, metal-working, jewelry, and tool instruction. A 55-minute period was favored. Project selectionwas most often required. Oue-half the instruc-tors use tests ; one-fourth use none. Thetrend is toward including more girls iu indus-trial arts programs.

4038. HEIDENBERGER, DONALDGEORGE. A Survey of EducationalQualifications of Male Shop Teachersin Technical Vocational HighSchools. M.A. 1959, The Univer-sity of Michigan, 45 p. School ofEducation L. (Ann Arbor)

Purpose of Study: To ascertain the educa-tional qualifications of male industrial teach-ers in technical vocational high schools andthe relationship to other professional aca-demic teachers.

Source of Data: A check-list type of ques-tionnaire sent to four schools of each Stateor territory offering all-day trade and voca-tional-industrial programs.

Findings and Conclusions: The study re-vealed that 94 percent of all male shopteachers have been certified to teach. Of allthe teachers reporting, 23 percent had bache-lor's degrees, 12 percent had master's degrees,while 21 percent had no educational trainingunder the Vocational Education Acts. Fifty-nine percent of the men with bachelor's de-grees were working toward a master's degree ;less than 25 percent of the men were wore-ing toward a bachelor's degree. The mainreasons for employment ii. the technical-vocational area were the desire to teach andto obtain certification by the State board ofeducation.

4039. HELGESON, ROBERT STAN-LEY. A Study of the Organizationand Administration, of Stagecraft inthe First-class Hit,h School: in theState of Washington. M. Ed. 1958,University of Washington, 72 p. L.(Seattle)

Purpose of Study: To find what kinds ofstagecraft organisations. facilities, and opera-tional problems existed in the first-class highschools in the State of Washington, and togain information through which stagecraftprograms may be improved.

Source of Data and Method of Study: Thenormative survey method was used. Data

67

were obtained through the aid of a 5-pagequestionnaire sent to all 48 first-class highschools in the State.

Findings and Conclusilms: Ile findingsshow that : 66.6 percent of the schools of-fered stagecraft as a class ; 59.2 percent ofthe money for stagecraft came from the stu-dent body and 27.7 percent from the schooldistrict ; 75 percent of the stagecraft teach-ers received salary adjustments above thesalary schedule for stagecraft work ; and 60percent of the stagecraft teachers had sometraining in stagecraft, 52 percent in industrialarts, and 53 percent in drama and play di-rection. Prospective teachers of industrialarts, speech, and drama should be informedof the possibility of teaching stagecraft, andcorrespondence and night classes should heprovided.

4040. HESCH, EARL RAYMOND. Cor-relation of Mechanical Drawing andIndustrial Arts Shop Courses in theHigh Schools of New Mexico. M.S.1956, Oklahoma State University,100 p. L. (Stillwater)

Purpose of Study: To ascertain the extentto which mechanical drawing is being cor-related with shop courses in high schools inNew Mexico.

Sources of Data: The New Mexico State De-partment of Education, a questionnaire sentto the drawing instructors in New Mexicohigh schools, and library materials.

Findings and Conclusions: The dominantsource of drawing is the traditional textbookmethod. The least-used Method is that oforiginating drawing problems from the shopprojects. The general shop is believed to bea rich source of drawing problems due to itsvaried areas of instruction. Most of thedrawing teachers believe drawing can be cor-relattd with all or most of the industrial artsshop courses and that this correlation wouldbe of considerable value. Suggested methodsof attaining or improving correlation include:Offering drawing In the junior high schools,making drawing a corequisite or prerequisiteto shop courses, expanding the present gen-eral shop programs to include drawing andmore varied experiences, and further recog-nising the problem.

4041. HILL, DAVID E. A Study of thePossible Contributions Offered byIndustrial Arts Activities in the Pre-vention of Juvenile Delinquency.M.S. 1959, Kansas State TeachersCollege of Emporia, 80 p. White L.(Emporia)

Turpose of Study: To determine the possi-ble contributions of industrial arts and relatedactivities, as offered through the schools and


social agencies, toward the prevention ofjuvenile delinquency.

Source of Data: (1) Case records of 200recorded official elide delinquents filed in theJackson Cot.uty, Mo., Juvenile Court during1956: 2) results of 394 questionnaires of 3..elected high schools (selected according tostudent delinquency count) in Kansas City,Mo., and (3) social agencies located in KansasCity, Mo.

Findings and Conclusions: Most boys haveacquired experiences in industrial artsthrough the schools, and this type of activityis pursued by many boys in hobbies andleisure-time activities. Although the actualeffectiveness of this type of activity in delin-quency prevention is not known, there is asufficient number of children interested in in-dustrial arts to warrant the inclusion ofthese activities in programs offered by theschools and social agencies.

4042. HILL, HAROLD 1). A Survey ofDay Trade Preparatory and EveningTraining in the Duluth Area, 1948-1958 With Projection of TrainingNeeds to 1970. M.A. 1959, Universityof Minnesota, 92 p. L. (Duluth)

Purpose of Study: To provide informationwhich may be used in planning educationalservices for trade preparatory and trade ex-tension training in connection with the DuluthPuollc Schools.

Source of Data: Personal contacts with em-ployers, employees, officials of labor orgs.niza-tions, the local office of the Minnesota Em-ployment Service and the Duluth Chamber ofCommerce; also a summary of records of theindustrial commission of Minnesota (for in-dentured apprentices), health and welfare rec-ords (for ages of workers), statistical records.1 the Board of Education (for graduates),and other literature pertinent to the study.

Findings and Conclusion.. There should bean increase In the opportunities for trainingIn: (1) Day tradepreparatory classes, suchas carpentry, electricity, printirg, and draft-ing .. (2) technical training, such as industrialelectxonfcs, specialized drafting, inspection,testing, and engineering techniques: (3) in-service training on an extension basis forapprentices and other employed workers.Provision should be made to provide appro-priate counseling and guidance in order toeffectively meet personal, social, and o^m-pational needs.

4043. HILSGEN, JAMES EDMUND.An Investigation of ElectrochemicalProcesses Applicable to the Sec-ondary School Shop. M.A. 1959, Uni-versity of Minnesota, 94 p. Depart-

m e n t of Industrial Education.(Minneapolis)

Purpose of Study: Tr, investigate industrialelectrochemical processes for the purpose ofadapting them to industrial arts situations.

Source of Data and Method of Study: A re-view of electrochemical literature and visitsto selected Industries served as the basis forthe study. Experiments with the variousprocesses were conducted. The processes wereevaluated in terms of safety, complexity, equip-ment and materials required, and pupil needs.Selected industrial arts objectives were thencharacterized in terms of a unit on electro-chemistry.

Findings and Conclusions: The study showedthat it is possible to conduct certain electro-chemical processes in a school shop. In pres-ent industrial arts curriculums only one proc-ess is generally covered, i.e., cells and bat-teries. A unit on electrochemistry wouldfacilitate the attainment of industrial artsobjectives in a manner not now generallyused.

More research should be conducted of elec-trochemical unit organization, projects forelectrochemistry, and integration of Industrialarts and other school subjects.

4044. HOAGLAND, DONALD P. TheEffect of Intelligence, ArithmeticAbility and Age on the Success ofStudents in Shop Subjects. M.A.19:;9, Montclair State College, 82 p.L. (Upper Montclair, N.J.)

Purpose of Study: To ascertain the rela-tionally between the success of students In amanipulative-type shop subject and their : (1)IQ, as represented by a standardized testscore. (2) basic arithmetic r Oility, as repre-sented by a percentile score on a standardisedtest, and (3) chronological age.

Source of Data and Method of Study: Agroup of 133 tenth-year students enrolled inthe beginning wood shop course during theschool years from September 1955 throughJune 1958. The appropriate data were ob-tained from records at the high school. Sta-tistical methods were used to compute medians,means, standard deviations, coefficients of cor-relation, and standard errors of estimate.

Findings and Conclusions: Findings wereconsistent and showed that neither Intelli-gence, arithmetic ability, nor age has any pre-cise or definite effect upon success in a sop-type subject

4045. HOEYE, WYMAN, DEL00. indi-vidual Machine Workstations for Ma-chine Woodwork. M.S. 1958, OregonJtate College, 87 p. L. (Corvallis)

Purpose of Study: To find if there is any edu-cational advantage in using combination

MASTER'S STUDIES

woodworking machines as individual work-stations.

Source of Data: A 2-year experimentalstudy using one of two advanced classes inwoodwork as the experimental group (eachstudent assigned a combination machine touse alone), and the other class as the controlgroup (machines used more on the conven-tional pattern of unit machines).

Findings and Conclusions: The experi-mental students were found to have changedmacnine setups an average of 44.2 times, whilethe average control student used single-unitmachines 58 times. Average time per experi-mental student for machine changes was 42minutes per year as compared to average"waiting" time per control student of 115.5minutes per year. A difference in averagecomprehensive test scores of 7.03 was found infavor of the experimental student, while adifference of average IQ scores of 5.3 existedin favor of the experimental group. Theremay be some educational advantage to be de-rived from use of the individual machine work-station that utilizes a combination mach'assigned to a given pupil during his workperiod.

4046. HOFFERT, VICTOR F. Enrich-ment of the Architectural DraftingProgram at Herbert Hoover SeniorHigh School. M.A. 1959, San DiegoState College, 144 p. L. (San Diego,Calif.)

Purpose of Otudy: To investigate the pos-sible uses and values of selected visual aidsall they may be made to apply in the archi-tecturai drafting program.

Source of Data: Textbooks and periodicals.Findings and Conclusions: Many three-

dimensional aids are not available to schoolsbecause of the prohibitive cost, which ofnecescity would have to be paid for theirconstriction. For this reason, the instructorwill Mal it necessary to construct the majorityof these types of aids.

The possibilities of ettriching experiencesin the classroom situation are limited only bythe initiative and careful planning by theinstructor.

4047. BOHkANN, CARL JUNIOR. AnInvestigation of the Poiibilities ofSmoU Internal Com).ìust ion Enginesk- Industrial Arts Shops. M.S. 1957,Kansas States Teachers College, 72 p.L. (Pittsburg)

Purpose of Study: To analyze the possi-bilities of the small gasoline engine in theindustrial arts program.

Source of Data: Books and manufacturer'smanuals to obtain historical and technicalinformation ; information concerning the pos-

69

sibilities of small gasoline engines in indus-trial arts shops was obtained by means of aninformation form sent t9 selected industrialsupervisors and automobile mechanics.

Findings and ConclusionA: Small gas-enginework is being taught in some schools. Theopinions of the respondents indicated favor-able possibilities for the use of these engines,particularly as an area in composite generalshops or as a unit of work in automobilemechanics. The increasing use of thesesmall engines merits some attention.

4048. HONN, MAX L. The Nature ofand Need for Vocational Educationin McLean County, Illinois. M.S.1950, The Pennsylvania State Uni-versity, 82 p. L. (University Park)

Purpose of Study: To determine : (1) Howwell the secondary schools of the county pre-pare their graduates and 11- and 12-gradedropouts for the occupations they enter ; (2)how well the types of training offered in thesecondary schools correspond with the op-portunities for employment ; and i3) whatvocational education, if any, should be es-tablished to the mutual benent of both pro-spective and on-the-job workers and theemploying agencies of _he county.

Source of Data acid Method of Study: Threesurveys were made. A school survey was madeby personal interviews to determine caorseofferings of the secondary schools, occupa-tions followed by the graduates and 11-and 12-rrade ..:ropou Es, and vocationaltraining available to prospective and on-the-job workers from sources other than the sec-ondary schools. An industrial survey to de-termine the type and amount of vocationaleducation which might be needed by the vari-ous establishments and businesses of thecounty was conducted along the lines sug-gested by the American Vocational Association.The third survey used to obtain data wasone of related research.

Findings and Conclusiona: Conclusions ofthe study are presented in tabular and statis-tical form. From the data obtained andconclusions drawn recommendations are madewith tLe intention of bringing about a betterbalance between the training offered by theschools and the training necessary to tateadvantage of the opportunities for employ-ment offered by the industries of the county.

4049. HOOK, JOHN STUYVESANT.Problems Encountered in Organizinga New Industrial Arts Oeneral Metal-working Shop. M.A. 1957, SanDiego State College, 106 p. L.(San Diego, Calif.)

Purpose of Study: To present problemscommon to the organisation of new industrial


arts shops and peculiar to the organizationand operation of a new general metalworkingshop.

Source of Data: Books, government publica-tions, learned societies, and other literaturepertinent to the study.

Findings and Conclusions: An instructor'smethods of approach and solutions for theseproblems have been presented. Topics treatedin the study were : The objectives and courseof instruction, preparatory activities, begin-ning the school year, the programs in fulloperation, and ending the school year.

4050. HORNIG, THOMAS B. A Studyof the Handcraft Experierms ofthe Pre-High School Students ofOregon. M.S. 1955, Utah StateUniversity, 62 p. L. (Logan)*

Purpose of Study: To ascertain the kindand amount of handcraft instruction given toseventh- and eighth-grade students in Oregon.

Source of Data: Questionnaires sent to rep-resentative schools of junior high level andto elementary schools employing more thanthree teachers.

Findings and Conclusions: Both industrialarts teachers and arts and crafts teachersteach handcraft activities, although eachgroup teaches it differently. Administratorstend to schedule more time for handcraftswhen it is taught by specially prepared teach-ers. Large schools have a broader programthan small schools. Lack of equipment is oneof the greatest obstacles in teaching hand-crafts. The number and kind of activitiesvaried greatly in the different schools ; 10 wasthe average number taught.

4051. FIORTON, GEORGE RICHARD.Industrial Arts in a ConsolidatedSchool System. M.A. 1956, TheOhio State University, 105 p. L.(Columbus)

Purpose of Study: To record the evolutionof industrial arts at the Liberty Union LocalSchool District and to examine the status andproblems of the program.

Source of Data and Method of Study: Li-brary and documentary research used to de-scribe the setting, derive the position ofindustrial arts, and outline the subject. Ob-servations and participation formed a basisfor describing the status of the program andinfluencing some of the projections. Philo-sophical methods were used to project theprogram.

Findings and Conclusions: The communityresources of the school district were notutilized to the extent they could be, and moreattention should be given to them if the ob-jectives determined in the study are to be at-tained. Local support indicates that similar

programs would be successful !a consoll,iatedschools of Delaware County and elsewhere.The present offerings in industrial arts haveinadequate equipment, space, and staff to meetthe enrollment expected in 1957-58. An in-terpretation of the nature of industrial arts inAmerican schools and some recommendationsfor developing a comprehensive industrial artscurriculum at Liberty Union Local SchoolDistrict were included.

4052. HOWE, TREVOR GENE. Predict-ing Success in the Aviation CoreArea at Des Moines Technical High.School. M.S. 1958, Iowa State Col-lege, 36 p. L. (Ames)

Purpose of Study: To determine the pre-dictive value of various measures in the avia-tion core area at Des Moines Technical HighSchool.

Source of Data and Method of Study:The permanent records in the graduate anddrop-files were thoroughly checked for gath-ering data. The criterion used in predictingsuccess was high school graduation. The var-ious measures used as variables were: (1) TheAmerican Council on Education psychologicalexamination, (2) the Bennett Test of Mechan-ical Comprehension Text score, (3) the revisedMinnesota Paper Form Board Test score, and(4) the final grade of the 10B trade and in-dustrial orientation course.

Findings and Conclusions: A coefficient ofcorrelation was obtained by first computing apoint biserial coefficient of correlation and ad-justing the value obtained by a correctionfactor. It was found that tne value for thevariable representing the final grade receivedin the 10B trade and industrial orientationcourse exceeded the value necessary for signif-icance at the 1-percent level. The other vari-ables were not significant at the 5-percentlevel.

The discriminant equation with six variableswas used and solved by substituting the cor-rect values into the simultaneous equation. Amultiple-point biserial coefficient of correlationyielded a coefficient of 0.3368. Consideringthe percent of contribution of each of the vari-ables, further analyses and testing for signifi-cance left only the final grade received in thetrade and industrial orientation course as apredictor.

4053. HUFFMAN, FLOYD RENALDO.A Historical Study of the IndustrialArts Teacher Clubs in Minnesota.M.A. 1958, University of Minnesota,125 p. Department of IndustrialEducation (Minneapolis)

Purpose of Study: To record the history andthe character of the irservice teachers Indus-trial arts clubs in Minnesota.

MASTER'S STUDIES 71

source of Data: Memory of the "old-timers"who have been staunch supporters of the clubsover the years and existing records in esch ofthe clubs in the State.

Findings and Conclusions: The dubs haveserved as a medium through which industrialsits teachers have been able to improve them-selves professionally and improve industrialarts in the schools in general on a statewidelevel. The esprit de corps of industrial artsteachers has been maniained over the yearsby teacher participation in club activities.Energetic and wise leadership at both the localand the State levels !_as been important inthe development and progress of the clubmovement.

4654. HURT, RONALD E. The Historyand Development of Modern Furni-ture Design in Industrial Arts. M.A.1957, San Diego State College, 100 p.L. (San Diego, Calif.)

Purpose of Study: The study concerns theapplication of good design principles in indus-trial arts, a historical review of design infurniture, and the development of designthrough each succeeding culture.

Source of Data: Books, government publi-cations, learned societies, pciodcals, and en-cyclopedia articles.

Findings and Conclusions: Modern educa-tors in industrial arts recognize the need ofdesign training. Much has been written onthe subject ; a majority of the writers havestressed the importance of understanding thehistory of early design in order to teach thesubject.

4055. HUTCHINGS, GILBERT RUS-SELL. The Need for Adequate Fin-ishing Facilities in the Modern HighSchool. M.A. 1955, The Universityof Michigan, 35 p. L. (Ann Arbor)

Purpose of Study: To ascertain what facil-ities are now in use and what facilities aregenerally recommended for an ideal woodshopfinishing room.

Source of Data: A questionnaire sent toindustrial arts and vocational education shopsin Michigan.

Findings and Conclusions: Fifteen majorrecommendations were selected, on the basisof those most often made, after giving con-sideration to teacher experience, school enroll-ment, and other facilities of the school shop.

4056. IMM, ROBERT OTTO. An In-vestigative Study of Manual ArtsTherapy. M.A. 1958. Universityof Minnesota, 124 p. Department ofIndustrial Education (Minneapolis)

Purpose of Study: To provide occupationalinformation on manual arts therapy.

Source of Data: The literature of antholi-ties in the field of occupational informationand vocational guidance. From this basicresearch an outline of occupational informa-tion was formulated and a study was con-ducted in general rehabilitation avid manualarts therapy to establish a consensus to form-ulate an inclusive occupational brief.

Findings and Conclusions: In the majorityof texts there was agreement on the formula-tion of an occupational brief. The followinginformation about an occupation was deemednecessary : Its history ; its importance inrelation to society ; the number of workersengaged in it ; the need for workers and theirduties, qualifications, and preparation ; themethod of entering the occupation, length oftime before skill is attained, and probable ad-vancement and earnings ; related occupations.There was also general agreement that : Thesequence of topics is optional, some topicshave little or no significance to some occupa-tions, and the study may begin with a histor-ical approach or a definition approach. Fromthe research in general rehabilitation andmanual arts therapy the following conclusionswere drawn : Manual arts therapy is an inte-gral part of the rehabilitation process ; underone name or another, this therapy has beenused for centuries ; it is a limited profession ;there are opportunities in the field ; industrialeducation graduates may qualify ; opportuni-ties for advancement are limited ; and thefield han a favorable outlook if recognized bythe American Medical Association.

4057. JACOBSEN, EARL DUANE. AnIntroduction to Design for theLeather Worker. M.A. 1957, Uni-versity of Minnesota, 77 p. Depart-ment of Industrial Education (Min-neapolis)

Purpose of Study: To study the principlesof design in the field of leather carving, toclarify methods of ornamentation, and todevelop various component parts of a design.

Source of Data: The literature on the prin-ciples of design.

Findings and Conclusions: A unit of designand a method of ornamentation were de-veloped.

4058. JACQUES, RICHARD IRWIN.The Basis for the Establishment of aTeacher Education Program of Off-set Printing at the Hansa." StateTeachers College of Pittsburg. M.S.1958, Kansas State College of Pitts-burg, 95 p. Porter L. (Pittsburg)

Purpose of Study: To determine whether aneed exists for offset printing in the printingdivision at Kansas State Teachers College,Pittsburg.


Source of Data: High school printing de-partments in Arkansas, Kansas, Missouri, andOklahoma and printing departments in teachereducation institutions of the United States.

Findings and Conclusions: Offset printingis taught in many high schools by teachershaving had little or no college training in off-set. It was found that Kansas State TeachersCollege is far behind other colleges in this areaand that a need for offset printing does exist.The offering should include six courses with15 semester hours of credit.

4059. JARRETT, RAY J. CustodialService Responsibilities as AffectingIndustrial Arts Facilities. M.S.1958, Utah State University, 90 p.L. (Logan) *

Purpose of Study: To ascertain the dutiesof the teacher, students, and custodian withrespect to housekeeping in industrial artsshops.

Source of Data and Method of Study:Superintendents and industrial arts teachersof each school district in Utah were sent aquestionnaire to obtain a list of custodialduties and to ascertain district policies per-taining to the assignment of responsibilityfor these duties. Department heads of in-dustrial education on the univsity levelwere sent questionnaires solid ..ng theiropinion on the problems involved.

Finding and Conclusions: Statements madeby heads of industrial education departmentsshow a definite division of custodial respon-sibilities between building custodians andstudents. Great disparity existed betweenwhat superintendents stated was schoolpolicy and what actually was being done.The custodian should have the major re-sponsibility of cleaning and dusting ; thestudents, through a definite plan, should beresponsible for maintaining a neat andorderly shop.

4060. JAY, DEWAYNE D. A Measure-ment of Attitude of ElementarySchool Teachers Toward a Programof Industrial Arts in the ElementarySchool. M.S. 1952, Utah StateUniversity, 67 p. L. (Logan)*

Purposes of Study: To ascertain which ob-jectives of education in the elementary schoolwere receiving major emphasis. To build anattitude scale which would measure the atti-tudes of teachers toward industrial arts inthe elementary school.

Source of Data and Method of Study:Writing in the field. The attitude scale wasprepared using a. somewhat modified formof the TInstone technique, and the scale wasadminist to 92 elementary schoolteachers Cache County School District,Utah.

1

Findings and Conclusions: The teachers in-cluded in this study believe that industrialarts would have real value in being able toenrich the elementary program of their schooldistrict. Industrial arts should be madeavailable to both boys and girls workingtogether, and the program shoUld be moreconcerned with creative expression than withdeveloping manual skill. Industrial arts cando a great deal in meeting special needs andcan contribute strongly to the social objec-tives of the elementary school. From Indus-trial arts the elementary school child cangain a fairly good background for under-standing his cultural and industrial environ-ment ; field trips are helpful in this. Teachersin the primary grades believe that industrialarta adds more to the elementary programthan do the teachers of the intermdiate gradelevels.

4061. JEDLUYD, HAROLD GRANT. ACourse in Art CraftsA Guide Bookfor Teaching a Ninth Grade Coursein Art Crafts at Edison High School,Minneapolis, Minnesota. M.A. 1956,University of Minnesota, 98 p. De-partment of Industrial Education(Minneapolis)

Purpose of Study: To develop a teachingguide for a course in art crafts at EdisonHigh School, Minneapolis, Minnesota.

Source of Data: A review of the literaturein art crafts, student records at Edison Highschool, and a questionnaire completed by thestudents.

Findings and Conclusions: Students en-rolled in art crafts have many problems.Methods are suggested through which an in-structor can help students cope with theirproblems.

4062. JENKINS, CHARLES DUANE.Industrial Arts Subject Areas forthe Secondary Schools as Listed inState Level Publications as ofJune 1957. M.S. 1957, OklahomaState University, 39 p. L. (Still-water)

Purpose of Study: To ascertain which Stateshad published industrial arts instructionalmaterials ; to learn what subject areas werebeing stressed in the industrial arts programsof each State ; to ascertain the type of in-dustrial arts shop that was emphasized byeach State.

Source of Data: A comprehensive and con-centrated examination of industrial arts in-structional materials.

Findings and Conclusions: A majority ofthe 27 States which published Industrial artsmaterials included a wide range of subject

MASTER' S STUDIES

areas hi their publications. These areasformed the core of a comprehesive industrialarts currier' am which may contribute to therealization of the broad goals of generaleducation. Although the subject areas listedin the published materials were of such anature as to be used in either the unit orthe general shop, the general shop wasprevalent in the majority of the States.

4063. JENSEN, MILTON HANS. indi-vidual Instruction Sheet Workbookfor Ude in Sevectth Grade GeneralShopThe Construction of a Set ofActivity Assignment Sheets. M.A.1956, University of Minnesota, 187 p.Department of Industrial Education(Minneapolis)

Purpose of Study: To develop an individualactivity assignment sheet workbook to helpthe instructor cope with individual differences,to meet the goals set forth, and to '.neet thestandards for a State-approved industrial artsdepartment.

Source of Data and Method of Study: Litera-ture on individual activity assignment sheets.Twenty-one activity assignment sheets wereconstructed with introduction, references, di-rections for completion, illustrations, car-toons, tests, and grade sheets. Student reac-tions to the s,...dy were observed.

Findings and Conclusions: Students gen-erally favored the use of the sheets, althoughthen is need for further investigation withvaried groups. The sheets proved to be es-pecially helpful to the instructor in providingmultiple activities in his shop.

4064. JOHNSON, DELTON LEE. A Sur-vey of the scope of Industrial Artsin Small Kansas High Schools. M.S.1958, Kansas State Teachers College,147 p. William Allen White Me-morial L. (Emporia)

Purpose of Study: To investigate the scopeof industrial r rtr in small Kansas high schools.

Source of es: Questionnaires were sent to109 industria. acts teachers in Kansas highschools having an enrollment of 65 or fewerstudents 'luring the 1957-58 school term.These teachers had previously indicated theirwillingness to complete a questionnaire ; 104,or 95,4 r ercent of the 199 questionnaires werereturned.

Findings and Conclusions: There is a trendtoward the general shop type of organization,which is considered most adaptable to thesmall high school. Specialized industrial artstraining for certification is inadequate ; itshould be raised to 24 hours, now common forother subjects in class "A" schools. A courseof study for industrial arts distributed by the

588265-61-6

73

State would be helpful. A well-trained Statesupervisor would be of great benefit to teach-ers of industrial arts in the small schools.Farm shops should be included in industrialarts programs in these schools to help meetthe needs of rural communities. Teachersshould teach more related information, makeuse of a good textbook, and establish andmake use of shop library facilities. Smallhigh school industrial arts programs should beexamined and revised to better meet moderngeneral education objectives.

4065. JOHNSON, GORDON EDWARD.junior High Industrial Arts SafetyTest. M.S. 1957, Iowa State College,45 p. L. (Ames)

Purpose of Study: To devise an instrumentfor use in junior high industrial arts to help inthe teaching of shop safety.

Source of Data: Data were secured by re-viewing previous work in shop safety ; by giv-ing the finished test to a group of students ;and by obtaining the opinions and ideas fromjunior high industrial arts instructors ofIowa.

Findings ant ,nclusions: A test was con-structed and given to a number of studentsin selected Iowa schools. The coefficient ofcorrelation between the odd and even itemswas found to be 0.816. This test points toareas of shop safety which should have moreemphasis in the junior high industrial artsprogram.

4066. JOHNSON, ROBERT J. T h ePrinting Notebook in a BeginningGraphic Arts Course. M.S. 1957,Kansas State Teachers College, 55 p.L. (Pittsburg)

Purpose of Study: To develop a device bywhich a student could collect and store tech-nical information permanently and efficiently.

Source of Data: Information forms sentto printing instructors and students. In-terviews with graphic arts instructors, andan investigation of records of past use of thenotebook.

Findings and Conclusions: A notebook wasdeveloped which met with the approval ofmost of the printing instructors. A suggestedoutline for the notebook was developed, alsoan explanation of its various functions andrecommendations for its use.

4067. JOHNSON, ROBERT SEVERT.Techniques of Working StainlessSteel in Se,Jondary School MetalShop. M.S. 1959, Oregon State Col-lege, 32 p. Kerr L. (Corvallis)

Purpose of fitudy: To determine in an ex-perimental way whether industry techniquesfor working stainless steel can be adapted to


the limited facilities of secondary school in-dustrial arts metal shop.

Source of Data: Manuals and booklets ;:,cftmsteel companies ; experimentation in the schoolshop with these as a guide.

Findings and Conclusions: Industry tech-niques for working stainless steel can beadapted to the limited facilities of the sec-ondary school metal shop. Equipment andtools should be of good quality, properly ad-justed, and kept sharp. Stakes must be hard-surfaced. The ductibility of stainless readilyadapts it to hollow vessel projects. Specialsupplies should be used for soft soldering andsilver brazing. Though tough, this new me-dium could well be a challenging type ofproject material for 10th-, 11th-, and 12th-grade pupils.

4068. JOHNSON, ROY P. Planning aJunior High School Comprehen^:veGeneral Shop. MA. 1957, an DiegoState College, 82 p. L. (San Diego,Calif.)

Purpose of Study: To show the need for pre-planning when new shops are to be put intooperation, to list things to be taken into con-sideration when planning a course of studyfor an industrial arts program, and to com-pile a list of equipment and tools for a gen-eral shop.

Source of Data: Books, bulletins, diction-aries, periodicals, and other pertinent material.

A. course of instruction, physical setting,equipping the shop and supply storage areaswere set up for a junior high school compre-hensive general shop.

Findings and Conclusions: There will be nocomplete agreement on planning and equippingthe shop ; however, if general principles arekept in mind, modifications can be made tonet specific needs and situations. In its0-fi.e for Planning and Equipping IndustrialArts Shops in California Schools, the Cali-fornia Industrial Arts Shop Planning Com-mittee presents a worthwhile plan, for a com-prehensive general junior high shop, which canserve as a starting point for anyone planninga shop.

4069. JOHNSON, THOMAS PAUL. Sug-gested Objectives, Expected BehaviorOutcomes, and Recommendations forthe Industrial Arts Shops in theKasson-Mantorville Schools. M.A.1957, University of Minnesc,ia, 119 p.Department of Industrial Education(Minneapolis)

Purpose of Study: To consider the objec-tives of education and develop from them. in-dustrial arts objectives that will serve thepurposes of the Kasson-Mantorville com-munity.

Source of Data: Cumulative records in theKasson-Mantorville High School, the rodgeCounty school superintendent's files, and a re-view of literature and other pertinentwritings.

Findings and Conclusions: Pressnts a guidefor better instruction in industrial arts 4n theKasson-Mantorville schools.

4070. JORDAN, EDSON DAVID. AnOccupational Therapy CurriculumStudy. M.S. 1'ri55, North TexasState College, 85 p. L. (Denton)

Forgo?: of Study: To analyze the occupa-tional therapy training program in the vari-ous schools offering a bachelor's degree witha major in occupational therapy.

Source of Data: Catalogs of 25 colleges anduniversities offering a bachelor's degree witha major in occupational therapy, the officialorgan of the American Occupational TherapyAssociation, and books dealing with occupa-tional therapy and curriculum.

Findings and Conclusions: There appearedto be a need for more colleges and universitiesoffering a curriculum of occupationel therapy,particularly in the western part of the UnitedStates. Occupational therapy majors mightselect as a minor fleld of study sociology, edu-cation, music, art, industrial arts, speech, orone of the biological sciences.

4071. KAIN, RICHARD DORWIN. Ori-entation in Industrial Arts TeacherEducation. M.A. 1956, The OhioState University, 151 p. L. (Colum-bus)

Purpose of Study! To reorgani s the orientation features of the industrial arts curricu-lum of Ohio Northerst University. To pro-vide the experiences aid outcomes necessarywith respect to present-day concepts of in-du.tirial arts

Source of Data and lifeliod of Study: Dataapplied ce7 'acting the sciidy were obtainedfrom a s vey of college orientation courses,inters ews with graduates of these courses,consulcation with professional leaders, Andbibliographical items relevant to the sabjectof this study. A philosophy of industrial artswas derived and conclusions aryl implicationswere drawn from he resulting de ta and wereprojected toward reorganizing the orientationcs.r siculum

Findings and Conclusions: The primary pur-pose of orientation in industrial arts is toprovide insight into the profession. Thisorientation period should provide experiencesin the general, technical, and professionalphases of teacher education

The laboratory, primarily a general shop,should be adequazely equipped and arranged,with much of the instruction on an individnalbasis.

MASTER'S STUDIES

Two orientation courses described in thisstudy were regarded as being highly beneficialby graduates who had experienced the 4-yearprograms in the respective schools.

4072 KAUMEHEIWA, ALSON I, andBEAL, DANIEL H. ProductionTechniques in an Industrial ArtsMetalworking Class. M.A. 1959, Uni-versity of Minnesota, 124 p. De-partment of Industrial Education(Minneapolis)

Purpose of Study: To ascertain the feasi-bility of a production unit in achieving theobjective "Interest in Industry." The studyis also designed to provide information forclassroom teachers interested in conductinga unit in mass production.

Source of Data and Method of Study: Pe-riodicals and textbooks on industrial tech-niques and types of prod' Aim Experiencegained in a course on production and auto-mation proved invaluable as a source of pro-duction experiences. The class, made up ofexperienced teachers, indicated the methods,experiences, and solutions employed in theirclasses. Finally, research data was compiledfrom a secondary school class in which a pro-duction unit was conducted.

Findings and Conclusions: A. mass produc-tion unit is a teaching technique whichnaturally involves understanang of industryby students. It is ighly motivacinr andlends itself readily to such educational ob-jectives as cooperat4on, appllratlon of prin-ciples, development of planning, andproble solving. However, mutt. studiescould be done on other techniques that :Ichievethe objective "Interest in Industry" and theirsuccess. The success .-11/2.ountered in using amass-production unit indicates a functionalmehod of n...eting objectives set up by indus-trial arts instructors. however, there is aneed for more texts in this area and also aneed for further study on evaluation materialsno):âble to this type of unit.

4073. KEETON, GERALD DEAN. Pho-togra9hy in Industrial Lets. M 3.1959, Oklahoma State Univers'.68 p. L. (Stillwater)

Purpose Study: To provide a completephotographic process which may be used asa guide to amateur nhotographers and as anaid to inr ûctors teaching photography.

Source of Data: The library of OklahomaState Univc.rsity and literature riblished bymanufacturers of photographic supplies.

Findings and Conclusions: The area of pho-tography offers appropriate content for in-dustrial arts.

75

4074. KIEFFER, THOMAS JAMES.High. School Grade Point Averageand High School Rank as Predickrsof Success fur Industrial EducationMajors at Iowa State College. M.S.1257., Iowa State College, 38 p. L.(Ames)

Purposes of Study: (1) To ascertain wheth-er an industrial education major's high schoolgrade-point average or rank in high schoolgraduating class was of more value in predict-ing academic success at Iowa State College ;and (2) to ascertain whether the size o: highschool graduating class influenced these vari-ables in any manner.

Source of Data and Method of Study:The records of 113 students who had received

degree of Bachelor of Science in industrialeducation between 1946 and 1956. Predictorswere high school average, ACE total score, andhigh school rank. After the relr. tive value ofeach of the predictors ha:", een determined,tie cases wer' stratified on t.:_e basis of sizeof high school class, and analysis of covariawas employed with the controls above to tes..significance.

Findings and Conclusions: Rank and highschool average were of about equal value aupredictors, with a correlation of 0.21 and 0.23,respectively. ACE total score and high schoolaverage produced the best two-variable com-bination for the prediction of success. Thedifferences in achievement of the subgroups,stratifies' on the basis of size and graduatingclass, were not significant.

4075. KEMP, WILLIAM HARRY. AnArts and Crafts Program. for Men-tally Retarded Children in the JuniorHigh. School. M.A. 1958, Unive_gityof Minnesota, 199 p. Department ofIndustrial Education (Minneapolis)

:urposes of Study: To define and charac-terize mental retardation, to ascertain theneeds that are satisfied through an arts andcrafts program for retarded children of chron-ological ages 12 through 15, and to develop anarts and crafts program to *provide for theseneed..

Source of Data: Primarily, a survey of theliterature on retardation. The informationand ..echnitiues employed in the instructionalunits were derived from personal experience inteaching retardea children.

Findings and Conclusions: A review of theliterature on mental retardation, arts andcrafts, the obje, Lives for the mentally re-tarded, and education in general is a necessf.ryprerequisite for the development of a normalcrafts program for mentally retarded children.


4076. KENDRICK, ALBERT CHARLES.To Make Recommeni!ations fir aProgram of Industriai Arts Tr. ,JherEducation With Special Reference toBritish Columbia. Ed. M. 1957,Western Washington College of Edu-cation, 60 p. L. (Bellingham)

Purpose of Study: To develop a basis for anew curriculum of industrial arts teacher-education to be instituted in British Columbia.

Source of Data: The survey method wasused, and data were gathered from theses,surveys, college catalogs, government bulle-tins, and a questionnaire.

Findings and Conclusions: Industrial artscotrses in high schools are desirable. Achange in British Columbia's system is indi-cated ; 492 teacher-educators in industrial artssuggest that the prograL, try equally dividedamong general education, professional educa-tion, and shop skills and that prerequisites bethe same for all teacher-educators and thesame degree granted. All persons connectedwith inauetrial arts should be consulted incurriculum building.

4077. KERPICCI, ALI KEMAL. Se-lected Instructional Materiel for thePreparation of Trade and IndustrialTeachers in Turkey. M.S. 1959,Stout State College, 86 p. L. (Me-nominie, Wis.)

Pewpose of Study: To analjze and to selectinstructional materials that may be used as aguide for the improvement of tLe educationof trade and industrial teachers in the Men'sTechnica; Teachers Training College at An-kara. Turkey.

L'ourcl of Data and Method of Study:The no native survey tape of research whichincluded documentary, interview, and observa-tion methods was used. The types of litera-ture reviewed were : (1) literature in the fieldof instructional materials and n.ethods, (2)inc.trnctional mater:Ils used at Stout StateCol'. be, (3) industrial publications selectedfor their instructional value. On the basisof the findings of the survey, the instructionalmaterials were analyzed, selected, classified,and interpreted.

Findings and Conclusions: The need of in-structional materials and methods for improv-ing trade and industrial teacher education inTurkey was apparent, based upon the analysisof various types of instructional materials andmethods used in selected vocational schools inthe United States.

The many kinds of materiahi and methodsselected and classified can only suggest fur-ther preparation of instructional aids for eachtrade and subject. These resource materialswill be effective only if the teachers under-

stand what is to be accomplished and are ableto communicate the necessary knowledge.

4078. KING, LEONARD CHARLES.Amateur Radio in the Senior HighSchool, industrial Arta Program.M.A. 1957, San Diego State College,130 p. L. (San Diego, Calif.)

Prpose of Ctudy: To make suggestions tootd in the revision of the present system ofaching electronics in order to stimulate more

interest in the field.Source of Data: Books, Brides, and courses

of study, pamphlets and bulletins, and periodi-cals pertinent to the study. A progressiveproject formulated for this study was then'raid to progress from the simple to the com-plex in both shot, v.-crlr and class siscussion.

Findings and Conclusions: The beginningelectronics program was compared with theprocesses used or steps followed by a personwho desired to become an mateur radio opera-tor or "ham." The usable and desirable con-tents a amateur radio were then integratedwith industrial arts electronics.

4079. KLEIN, LOUIS, J11. ManagementDevelopment in Selected Small Man-ufacturing Industries in the State ofUtah. M.S. 1956, Utah State Uni-versity, 45 p. L. (Logan)'

Purpose of Study: Te ascertain what isbeing done in management development inselected small manufacturing industries in theState of Utah. Emphasis is given to what isactually being done rather than to what oughtto be done.

Source V Data: A questionnaire ba ved uponthe direct results -if library researcl. p 'rtain-ing to philosophies and methods of mi nage-ment development and some research pam-phlets written by individuals considered to beauthorities in the management field. Quanti-tative aspects in relation to management de-velopment plans were considered on the aspec÷sof geographical location, industry coverage,and company size - coverage.

Findings and Conclusions: The study showedthat about one-third of the companies hadformal plans of management development andabout one-third of them had informal plans.A majority of the plans repor.,ed were designedby the companies themselves. Job experience,understudy, coaching, and individual counsel-ing, In this order, were the most frequentlyused management-development techniques incompanies with formal plans; the order wascoaching, understudy, individual counseling,and job experience for companies with in-formal plans. Larger companies were pri-marily the ones with formal management de-velopment plans. Companies with the smallestnumber of employees were interested in man-

MASTER'S

agement development but used an informal ap-proach without integrating the program as adefinite part of their organizational structure.Companies with the smallest number of em-ployees (from 20 to 119) showed the greatestinterest in management development. Formalplans of management development seemed tobe more consistent and enduring than informalplans.

4080. KUEHL, HENRY WILLIAM. Em-ployment Data for Drafting Posi-tions in Seven Northeastern IowaCities. M.A. Ed. 1958, Iowa StateTeachers College, 142 p. L. (CedarFalls)

Purpose of Study: To collect occupationaldata which would be useful for counselinghigh school students or anyone else interestedin drafting as an occupation.

Source of Data: Interviews by the writerwith representatives of all drafting depart-ments located in the area studied.

Findings and Conclusions: One hundredtwenty-eight firms were located which refl:firedsome form of drafting ; 9a draftsmen wereemployed at the time of the study -..nd 59 wereto be employed by the end of 1958. The orderin which each type of drafting was most fre-quently done is as follows : Mechanical, electri-cal, sheet metal, architectural, tool and die,heating and ventilating, plumbing, reinforcedconcrete, civil, construction, records (gas,water, heat and power), refrigeration, map,furniture, overhead, patent, aeronautical, andlandscape. Meny of the draftsmen did super-visory, experimental, field, sales, shop andclerical work in addition to drafting. Train-ing requirements varied from over 4 semestersof college for engineers to 1 semester of highschool drafting for tracers. The most commonmethods for securing draftsmen were throughcollege placement, direct application, ap-prentice training, and employment offices.Drafting positions were available only topeople who had had high school drafting.

4081. KUZNIAR, JOSEPH FRANCIS.Trends of Industrial Arts in theState of Minnesota. M.A. 1958,University of Minnesota, 67 p. De-partment of Industrial Education(Minneapolis)

Purpos. of Study: To summarize descrip-tivzx facts about the nature and extent of in-dustrlfti arts programs offered in the publicsecondary schools during the years 1945-46and 1955-511 and to indicate trends, changes,or new de -elopments that have taken placeduring this decade.

Source of Data: Analysis and tabulation offactual materials from the State departmentof education records.

STUDIES 77

Findings and Conclusions: Industrial artsprograms expanded in the following ways :enrollments of boys and girls increased ; thenumber of industrial arts departments rosefrom 193 to 354 ; industrial arts programs wereconsiderably broadened for the seventh, eighth,ninth, and tenth grades. No significantchanges were found in the eleventh-andtwelfth-grade curriculum.

4082. LAMBOUSY, JOHN G. Effective-ness of Vocational Training at theSouthwest Louisiana Vocational-Technical School. M. Ed. 1958, Colo-rado State University, 101 p. L.(Fort Collins)

Purpose of Study: To ascertain the effective-ness of the vocational education program ofthe Southwest Louisiana Vocational-TechnicalSchool with reference to job placement, jobpromotion, earnings, and follownp procedures.

Source of Data: College catalogs, letter re-quests, and questionnaires. A checklist formof questionnaire was used.

Findings and Conclusions: It was found thatthe instructors of the school were responsiblefor and instituted placement and followupservices. Each instructor had available 2hours for this activity each school day. Itwas concluded that the employment of a part-time or full-time professionally trainedguidance worker at the school would allow theprogram to be strengthened and would enablethe school graduates to be contacted morereadily.

4083. LARSEN, ELDRID S. The Rela-tionship Between IQ and GradesReceived by Students at the LoganJunior High School in IndustrialArts as Compared with Other SchoolSubjects. M.S. 1959, Utah StateUniversity, 54 p. L. (Logan)

Purpose of Study: The study sought an-swers Vi the following questions : What is therelationship between IQ and final grades inthe industrial arts classes? What is the rela-tionrhip between IQ and final grades in theacademic classes? Is there a correlation be-tween IQ and final grades received by the samestudents in the industrial arts and the aca-demic classes? Is the difference between IQand final grades received in industrial artsand the academic classes significant?

Source of Data and Method of Study: Thecumulative records were used to secure theinformation on IQ and final gr.-des. A com-parison was made between the Anal gradesand IQ in each subject area to determinewhether there was a definite correlation. ThePearson Product-Moment Method was used.Regression lines were used to show the rela-tionship between IQ and fin..l gr ides in each


subject area and to determine whether therewas a significant difference between IQ andfinal grades is these subject areas.

Findings and Conclusions: In general, boyswith a lower IQ receive higher grades in in-dustrial arts than in the academic subjects.In general, boys with a lower IQ receive lowerfinal grades in the academic subjects than inindustrial arts. The correlation between IQand fnal grades is low in industrial arts andthe academic subjects, but still significant atthe 0.01 level in both areas. The relationshipbetween IQ and final grades in ninth-grade in-dustrial arts as compared with ninth-gradeEnglish and algebra is not significant at the0.01 or 0.05 level. The relationship betweenYQ and final grades in the eighth-grade indu ;-trial arts as compared with eighth-grade Eng-lish and mathematics is significant at the 0.01level. The relationship between IQ and finalgrades in seventh-grade industrial arts as com-pared with seventh-grade English is signifi-cant at the 0.01 level and with seventh-grademathematics is significant at the 0.05 level.

4084. LARSON, CLIFTON B. A. Studyof Occupational Requirements forSpecialized Machinist, Inspector, andTool Technicians in Utah. Industry.M.S. 1959, Utah State University,81 p. L. (Logan)

Purpose of Study: To ascertain the require-ments in knowledge and skill for techniciansin machine planning, inspection, tool making,tool design, and estimating in Utah industries.To ascertain whether there is a common basiccore of information in the beckground oftraining given these technicians.

Source of Data: Personal interviews withindividuals in industry who were classed astechnicians, or with supervisors of technicianswho worked in the kinds of jobs included inthis study. An interview form was used inorder to make the interviews as similar aspossible.

Findings and Conclusions: The studyshowed that the technicians employed in thejobs included in this study were concernedwith the efficient raise of men, materials, andmachines in mass pz,luction. They worked-s liaison men between the project engineerand the production shop. l'bey laid out ma-chinery and equipment, planned the flow ofwork, analyzed production ..-os.s, and stud eddifferent production methods for the purposeof improving their own. Most of the techni-cians were employed as foremen or supervis-ors in mann, lc-taring operations.

Persons planning to work as technicians inthe areas included in this study should have abackground of practical experience in theproduction shops, coupled with education be-yond high school. Training in psychology,written and oral communication, and applied

mathematics was required of the technicians.Mathematics beyond trigonometry was gen-erally not required. Some knowledge of basicscience, principles of mechanics, heat, elec-tricity and magnetism, metallurgy, and heattreatment of metals was found to be helpful.Engineering training, as such, was a verylimited requirement. Only 25 percent of thetechnicians in tnis study did any researchwork on materials.

4085. LARSON, MILTON ERVING andO'LOUGHLIN, SIMON THOMAS.A Follow-Up Study of Selected Grad-uates of Dunwoody Industrial Insti-tute. M.A. 1956, University of Min-nesota, 122 Department of Indus-trial Education (Minneapolis)

Purpose of Study: To ascertain the reac-tions of graduates of Dunwoody IndustrialInstitute to the training received, to ascertainthe success and position of these graduates atthe time of the study in the world of work, andto invi`c suggestions that would promote moreefF- _Live vocational education.

Source of Data: A questionnaire sent to thegraduates of Dunwoody Ind:Atrial Institute,the Minneapolis Public Lib-r.ry, the Depart-ment of Industrial Education of the Universityof Minnesota, and the records of DunwoodyIndustrial Institute.

Finding,: and Conclusions: Most of thegraduates contacted were satisfied with thetraining obtained, the trade in which theywere employed and the opportunities forprogress on the job. Eighty-seven percentwere working in some capacity in the tradefor which they were trained or in a relatedfield. Nearly one-third were earning $100 aweek or over at the time of the study, and 38percent had had more than four pay raisessince graduation. The conclusions that Dun-woody Industrial Institute is successfullytraining men for positions in industry isclearly indi.:ated by this study.

4086. LEDUC, ROBERT JOSEPH. TheHistory and Present Status of In-dustrial Arts in the Public Schoolsof British Columbia. M.S. 1958,Oregon State College, 147 p. L.(Corvallis)

Purpose of Study: To outline the growthwhich has taken place in the field of indus-trial arts since its inception in 1901 in theProvince of British Columbia, and to ascer-tain the status which industrial arts presentlyholds in this pravinc,-

Source of Data: Public school reports, re-ports of commissions and surveys, biannualreports of industrial arts instructors to theDepartment of Educati_. Department of

MASTER'S STUDIES

Education publications, and interviews withmen both in the field and retired.

Findings and Conclusions: The expansionof industrial arts in the Province of BritishColumbia has been one of gradual extensionrather than one of radical change. A definiteneed exists for the demonstration of the val-ues cf industrial arts to the general public.Further study needs to be conducted in orderto ascertain the number of high school in-dustrial arts majors. Some effort should bemade by the British Columbia Shop Teachers'Association to provide information such asphotographs accessible at the ProvincialArchives in Victoria depicting the history ofindustrial arts.

4087. LEE, IVAN E. A Study and Eval-uation of the Automotive Program atthe Utah State Agricaltural College.M.S. 1955, Utah State University,73 p. L. (Logan) *

Purpose of Study: To ascertain the valueof the automotive training program at theUtah State Agricaltural College in terms ofits contributions to student success aftergraduation and its value to the automotiveindustry. To compare this program withthose of other schools offering courses in theautomotive field, including vocational schoolsas well as those teaching mechanical engi-neering.

Source of Data and Method of Study: Thequestionnaire method was used for this studybecause information had to be received frommany areas of the United States. Some per-sonal interviews and letters were also foundto be valuable in obtaining additional infor-mation and opinions.

Findings and Conclusions: Respondentsfrom industrial organizations agree thatgraduates from the Automotive Departmentof the Utah State Agricultural College arewell qualified in industrial technology. Theyrecognize the value of the type of trainingthe graduates have received and stress theneed for the type of education outlined inthe curriculum. They are willing to a-Teptapplications of such graduates for employ-ment In their organizations. The automotiveindustry is willing to accept the present pro-gram and feels it deserves a Bachelor ofScience Degree. The automotive courses of-fered at mechanical engineering schools wererated higher than the automotive coursesoffered at Utah State Agriculture College, butthe level of training was found to be higheracademically than those of vocational schoolsand would better meet the vocational andtechnical demands of industry.

4088. LEETH, JAMES C. A Study toDetermine the Need for IndustrialActivities for Enriching the Elemen-

79

tart' Curriculum in the Fort WorthPublic Schools. M.S. 1958, NorthTexas State College, 127 p. L.(Denton)

Purpose of Study: To ascertain the need ofindustrial arts activities for enriching theelementary curriculum in Fort Worth Inde-pendent School District, Fort Worth, Texas.

Source of Data: Available literature, letters,and other descriptive materials of elementaryprograms in Texas and other States, curricu-lum guides prepared for Fort Worth elemen-tary teachers, and questionnaires prepared byFort Worth elementary teachers and princi-pals.

Findings and Conclusions: Certain units oflearning now being taught at the elementarylevel can be enriched by including industrialarts activities. There is a need for an organ-ized program to assist elementary teachers inproviding industrial arts experiences. Bothteachers and principals favored the inclusionof more industrial arts activities at the ele-mentary level. Findings indicate it would bedesirable to add facilities and set up a pilotprogram in oae of Fort Worth's 62 elementaryschools to secure data for further study.

4089. LOGAN, JACKSON LEE. Indus-trial Arts at the Iowa State TeachersCollege 1904 to 1957. M.A 1957,Iowa State Teachers College, 156 p.L. (Cedar Falls)

Purpose of Study: To present the establish-ment and development of industrial arts atthe Iowa State Teachers College from 1904 to1957.

Source of Data: Annual catalogs, letters ofpast presidents, records on file with the ar-chives office, the registrar of the industrialarts department, and personal interviews.

Findings and Conclusions: The industrialarts program was first offered on the campusin 1904 and was called manual training. Thefirst courses offered were in wood, drawing,and elementary manual training. By 1957the department had a new and enlarged phy-sical plant with seven full-time instructors,facilitating both undergraduate and graduateofferings. Oyer 10 percent of the male grad-uates at the college are in the field of indus-trial arts annually.

4090. LUNDMAN, DONALD GRANT. AResource File of Test Items Intendedto Measure the Fulfillment of SpecificObjectives in Mech;nical Drawing.M.A. 1957, University of Minne-sota, 177 p. Department of Indus-trial Education (Minneapolis)

Purpose of Study: To develop a file of testitems to facilitate the construction of tests for

1


the measurement of achievement in any of theseveral areas of mechanical drawing.

Source of Data and Method of Study: A re-view of the literature on testing and on objec-tives was made, from which a composite listof common objectives and test item materialwas compiled. Test items were classified asto topic and type, and keyed to specific objec-tives for mechanical drawing.

Findings and Conclusions: Better testingcan be accomplished through the selection ofspecific test items on the basis of course objec-tives. This paper should help the instructorof mechanical drawing to construct tests thatwill actually measure the fulfillment of courseobjectives.

4091. LUTZ, LARRY LEE. CurrentPractices and Procedures of SelectedFoundries. M.A. 1959, NortheastMissouri State Teachers College,100 p. L. (Kirksville)

Purpose of Study: To ascertain the currentpractices and procedures followed in pattern-

coremaidng, molding, pouring, shakeout, and inspection.

Source of Data: Three foundries, by obser-vation : A. B. Chance, Centralia, Mo. ; Gard-ner-Denver oompany, Quincy, Ill. ; JohnDeere, Ottumwa, Iowa.

Findings and Conclusions: Foundries arebecoming more nmhanized in their materialshandling and are using newer and better pro-duction methods. Some of the methods notedwere : the use of gypsum for tooling of theplastic patterns, and the use of sodiumsilicate plus CO2 and thermosetting plasticresins for core and mold hardening. Newmethods of controlling sand consistency, metalalloys, and casting dimensions and qualitywere also evident.

4092. McARTHUR, ROSS J. A Study ofInfluential Factors in the Develop-ment and Unification of AmericanStandard Screw Threads. M.S.1953, Utah State 'University, 143 p.L. (Logan)

Purpose of Study: To clarify the situationregarding the standardization of screw threadsincluding the developments that have takenplace, where they took place, and the reasonsfor their development. Special emphasis isgiven to ascertaining the influential factorsthat brought about standardization.

Source of Data: A careful review of litera-ture In the field, personal interviews withindividuals involved in the standardizationof screw threads, and the records of organiza-tions working on the problem. Visits weremade to many cities in the United States inorder to contact key persons.

Findings and Conclusions: Through the un-tiring and persistent efforts of certain in-dividuals and groups over the past century,screw threads have kept pace with nationalrequirements. Methods of cutting threadshave had a great &al to do with thread formsused in Great Brlaiin and the United States.Canada did very little proposing of suggestedstandards, but was a steadying influence.Threads were first cut by chasing tools andlater by the rolling process and on centerlessfloating tops in the United States. Sir JosephWhitworth of England and William Sellersof the United Stat..s introduced and developedstandards. A number of organizations havebeen instrumental in bringing aboutstr ndardization.

4G:3. MoCALL, LAWRENCE DAVID.An Industrial Arts TransportationProgram for Secondary Schools.M.A. 1955, The Ohio State Univer-sity, 92 p. L. (Columbus)

Purposes of Study: To present the im-portance of transportation in the teaching oftechnology and ascertain programs which arenow emphasizing land, sea, or air transporta-tion ; to present methods used in establishinga transportation program with suitable teach-ing aids and equipment and a comprehensivelaboratory to teach transportation.

Source of Data: Surveys were ms-.1e formethods, techniques, and equipment whichmight be used in a transportation laboratoryand program. Previous research in the field,programs now in operation, industrial mu-seums, and aids from manufacturers and asso-ciations were also used.

Findings and Conclusions: Few schools in-clude elements of transportation in their pro-gram. Content for a suitable program oftransportation may be derived from an analysisof :lie transportation industry, which has avile .. range of materials, equipment, ind teach-ing aids available. Plans for a laboratoryare Included.

4094. McCLASKEY, BILLY KEITH.Suggested Information Topics andTeaching Methods and Aids forPresenting Related Information inthe Industrial Arts General ShopCourse. M.A. 1959, Northeast Mis-souri State Teachers College, 168 p.L. (Kirksville)

Purpose of Study: To formulate some ideasor suggestions relative to what related in-formation should be presented in the indus-trial arts general shop course.

Source of Data: An investigation of peri-odleals, reference books, and State courses ofstudy for general shop.

MASTER'S STUDIES

Findings and Conclusions: There has beenlittle published by authors, leaders, teachers,and State departments of education on theidentification and clarification of the informa-tion which should be covered in an industrialarts general shop course. The State coursesof study contained the most complete listingsof related in'ormation topics, teachingmethods, and aids recommended for use inthe industrial arts general shop course.

4095. McKAY, JOHN RICHMOND. The...-2eligious Aspects of Labor. M.S.1955, North Texas State College, 75p. L. (Denton)

Purpose of Study: To review the literatureconcerning religion and the attitude of re-ligious leaders toward labor, with emphasisupon crafts ; to ascertain whether industrialarts experiences contribute toward a betterunderstanding of the meaning of religic:i.

Source of Data: Studies of the eleven livingreligions and translations of the Talmud, theAvesta, the Koran, and the Bible.

Findings and Conclusions: A majority ofthe leaders in tb At:cl of religion were taughta trade and d ,ome type of work at varioustimes. Some ,und work distasteful ; othersthrived through it. It was found that eightof the religions--Hinduism, Jainism, Bud-dhism, Confucianism, Taoism, Shinto, Sikh-ism, and Zoroastrianismdid not include andpreach work as each in their doctrines.Judaism, Christianity, and Islam do preachthe doctrine of work and demand that theiradherents perform some type of work. Re-ligion and work tend to give an individual afield of self-respect and a sense of responsi-bility, and as a result. it was concluded thatindustrial arts could contribute toward thereligious development of the individual.

4096. McKINNON, MAX E. The Placeof the Genera/ Shop in. the IndustrialArts Curriculum in the SecondarySchools of Utah. M.S. 1954, UtahState Uni ..ersity, 55 p. L. (Logan)*

Purpose of Study: To ascertain to what ex-tent the general shop type of organization isneed in presenting the industrial arts programin Utah, and to show some of the influencingfactors on the development and trends of thegeneral shop idea.

Source of Data: A questionnaire sent tothe industrial arts instructors in Utah and asummarization of a general review of litera-ture on the general shop.

Findings and Conclusions: More studentscan be instructed in more areas of industrialarts by the general shop method than by anyother, and at a considerably lower cost perarea of study. In Utah there are 223 unitshops as compared to 96 general shops. The

81

general shop is being used more in the smallerschools. Only about 5 percent of the girls inthe secondary schools of Utah take industrialarts courses.

4097. McKNIGHT, ROBERT M. TheGrinding WheelA. Resource Unitfor Industrial Arts Education. M.A.1956, University of Florida, 97 p. L.(Gainesville)

Purpose of Study: To compile and evaluatedata concerning the sharpening stone for useas a resource unit.

Source of Data: Books, articles, pamphlets,and interviews with commercial producers

Findings and Conclusions: This study de-veloped a comprehensive survey of the develop-ment and uses of abrasives.

4098. McLEAN, GERALD J. IndustrialArts in Lake County, FloridaASurvey and Proposal. M. A. 1957,University of Florida, 90 p. L.(Gainesville)

Purpose of Study: To set the stage for theoverall improvement of industrial arts pro-grams in the secondary schools of LakeCounty, Florida.

Source of Data: Books and articles by lead-ers in the industrial arts field and a first-handquay of the curriculums of all Lake Countysecondary school's.

Findings and Conclusions: Industrial artsprograms should be extended to several of thejunior and senior high schools in the county,and specific improvement and expansion ofofferings in all others should be made.

4099. MoNEELY, HAROLD POWELL.Survey of Guidance Program, inTechnical Vocational High Schools.M. S. 1958, The University of Michi-gan, 49 p. Education L. (AnnArbor)

Purpose of Study: To ascertain what typesof guidance services were currently being usedin vocational high schools.

Source of Data: A questionnaire sent toschools of all sizes, in all sections of the coun-try, which offered an all-day trade and indus-trial program.

Findings and Conclusions: There were 114schools participating in the study ; 84 percenthave what they consider to be In organizedguidance program, but only 50 percent of themmaintained a full-time staff of guidance per-sons. Fifty-nine percent of the incomingfreshmen in vocational schools do not undergoa comprehensive testing program. The guid-ance service most offered is counseling, withplacement ranking second. Technical oca-

82 RESEARCH IN INDUSTRIAL

tional high schools should make available tostudents all aspects of a good comprehensiveguidance program, since the prime objectiveis gainful employment upon graduation.

4100. McROBBIE, JOHN M. Proceduresin Establishing a Mobile Shop Pro-gram at County Level. M.A. 1955San Diego State College, 335 p. L.( San Diego, Calif.)

Purpose of Study: To describe and docu-ment the operation of the mobile shop pro-gram in its role of vitalizing the social studiesand related industrial aspects of our culturefor children of rural elementary schools in SanDiego County.

Source of Data: Books, bulletins, periodi-cals, public documents, and unpublished ma-terials.

Findings and Conclusions: Initiation of asuccessful county-level mobile shop servicerequires thorough planning. Care must beused in determining the need for and feasi-bility of mobile equipment. To make a sus-taining contribution to the educational pro-gram of any school system, a service of thistype should remain highly flexible.

4101. MACK, EMANUEL. A ProposedPlan for the Teaching of IndustrialArts in the Lincoln High School, Col-lege Station, Texas. M.S. 1958,Prairie View Agricultural and Me-chanical College, 30 p. L. (PrairieView, Texas)

Purpose of Study: To propose an improvedprogram of industrial arts for Lincoln HighSchool which will be consonant with theneeds of the pupils, school, and community ofCollege Station.

Source of Data: A survey of literature, rec-ords, and reports, and an analysis of the exist-ing industrial arts program at Lincoln HighSchool.

Findings and Conclusions: The offerings ofthe existing industrial arts program are ex-tremely limited, being confined to experiencesin woodwork only. In addition, physical fa-cilities, including both space and equipment,are limited. It is proposed that the industrialarts program be revised in these respects :(1) Curriculumto include experiences inwoodwork, electricity, and drawing ; and (2)physical facilities--a new shop to be con-structed with sufficient facilities to provideexperiences in the foregoing areas with anaverage class enrollment of ten students.

4102. MANION, THOMAS OTHELLO,JR. Automation and Its Impact onSelected Industrial Education Pro-

EDUCATION

grams. M. S. 1958, Iowa State Col-lege, 130 p. L. (Ames) *

Purpose of Study: To ascertain whethereducation programs are being, or are going tobe, affected by the automation of industry.

Source of Data: A questionnaire sent toindustries using automatel installations.

Findings and Conclusions: Automation con-sists of basic component units which can betaught in the high school. Demands for in-creased programs for adult education andapprenticeship training can be directly attrib-uted to automation.

4103. MANN, JACK FAYE. A follow-upStudy of the Graduates of NortheastMissouri State Teachers College withMajors in Industrial Education 1938to 1958 Inclusive. M. A. 1959, North-east Missouri State Teachers College,80 p. L. (Kirksville)

Purpose of Study: To obtain informationconcerning the graduates of Northeast Mis-souri State Teachers College wbo received aBachelor of Science or Bachelor of Science inEducation degree with a major in industrialeducation in the years 1938 to 1958, inclusive.

Source of Data: An information form sentto 234 of the 250 graduates. Six graduateswere deceased and ten addresses could not befound. A total of 189 (80.8 percent of the in-formation forms sent out) were returnedproperly filled out.

Findings and Conclusions: A majority ofthe graduates are native Missourians andremain in Missouri after graduation. Mostof the graduates own their homes, and a sig-nificant number of them either designed orbuilt their own homes. There is a trend forthe graduates to do advanced work beyondthe bachelor's degree level. The graduatestend to advance in the same field as theirundergraduate major. Teachers tend to ad-vance beyond the bachelor's degree level morethan the nonteachers do. The average regularsalary of the nnnteacher is greater than theteacher's ; more teachers tend to supplementtheir regular salaries with part-time work.The graduates who are teachers receive ahigher average part-time salary than do thenonteachers. A large majority of the indus-trial education graduates enter the field ofeducation. The industrial education curric-ulum at the Northeast Missouri State Teach-ers College, while primarily designed forteacher preparation has also been beneficialto those who entered business, industry, orother nonteaching occupations.

4104. MARKEN, MARZALE LYNFOCH.Selected "Interest-stimulating" Gen-eral Shop Projects Which Exhibit

MASTER'S STUDIES

Good Design. M.A. 1956, Universityof Minnesota, 85 p. Department ofIndustrial Education (Minneapolis)

Purpose of Study: To provide a single-source reference of interest-stimulating proj-ects for the frequently taught areas of thesmall general shop and to present projectplans which have been designed, redesigned orselected in terms of a formulated set of cri-teria for evaluation of project design.

Source of Data: A review of the literaturepertinent to the study.

Findings and Conclusions: All projectsused in shop classes should be periodically re-evaluated to conform to :proved or newmethods of construction '1 new materialsavailable.

4105. MARSH, JAMES DAVIS. SomeProblems Encountered When Teach-ing Photography in the Area of In-dustrial Arta. M.A. 1957, San DiegoState College, 137 p. L. (San Diego,Calif.)

Purpose of Study: To review the goals andobjectives of industrial arts and determinetheir relationship to those of photographicinstruction.

Source of Data: Books, government pub--cations, learned societies, periodicals, pam-phlets, and unpublished materials ; also per-sonal interviews with teachers of photographyin the San Diego area.

Findings and Conclusions: The suggestedtotal program, the personal interview survey,and the review of literature indicated thatwhen the organization was complete and al/objectives and goals put into practice, a worth-while and highly educational experience wasmade available to the students. In manycases thi results of such work were in directproportion to the desires of the students andthe abilities of the teacher.

4106. MARSH, ROBERT HARLEY.Consumer Education in IndustrialArta. M.S. 1956, Stout State Col-lege, 140 p. L. (Menomonie, Wis.)

Purpose of Study: To ascertain the methodsof instruction and the course content whichwill best meet the consumer needs and inter-ests of senior high school students.

Source of Data: A questionnaire sent tomembers of the senior class of MenomonieHigh School and to graduate students attend-ing Stout State College in 106.

Findings and Conclusions: Menomonie HighSchool seniors are in agreement as to theirfuture needs in consumer education. The fu-

83

ture needs expressed by the Stout graduatemen and by the Menomonie High Schoolseniors are generally in agreement. Interestis quite independent of expressed needs.

4107. MARTIN, CLIFFORD DEAN.Value of Industrial Arts Courses toGraduates of the Brashear, Missouri,High School. M.A. 1959, NortheastMissouri State Teachers College, 43p. L. (Kirksville)

Purpose of Study: To ascertain the value ofindustrial arts course contrIbutious to occupa-tions and hobbies in the opinion of formerstudents of Brashear High School.

Source of Data: A questionnaire mailed tostudents who had graduated from the BrashearPublic School during the past 10 years.

Findings and Conclusions: The present cur-riculum is deficient in the fields of drafting,electricity, and metalworking. Woodworkingprojects have been greatly overemphasized,with a consequent lack of emphasis upon theacquisitm of basic woodworking skills Adefinite attempt should be made to meet theneeds cif the future farmers who comprise thelargest occupational group in the study.

4108. MATHIS, CHARLES A. A Pro-posed Program of Industrial Artafor Grades Seven Through Twelvein the Dunbar High School, MineralWells, Texas. M.S. 1958, PrairieView Agricultural and MechanicalCollege, 57 p. L. (Prairie View,Texas)

Purpose of Study: To study the existingcurriculum of industrial arts at Dunbar HighSchool of Mineral Wells, Texas, and proposea revised curriculum vhich will include amore varied offering in industrial arts.

Source of Data: Data were secured througha survey of the literature pertaining to theproblem under study. The existing industrialarts program was thoroughly studied andanalyzed, and the data secured from the litera-ture used as a basis for the proposed curricu-lum change.

Findings and Conclusions: The existingcurriculum in industrial arts at Dunbar HighSchool consists entirely of courses in wood-work which are available to students ingrades 7-12. In order to meet more fully theneeds of the students and of the community,the curriculum should be revised to includeofferings in woodwork, metalwork, and draw-ing organized on the unit general-shop plan.This will necessitate a reorganization of theexisting shop layout and provision of addi-tional equipment, tools, and machinery.

RESEARCH IN INDUSTRIAL EDUCATION

4109. MATTSON, WILLIAM LEE. AStudy of Educational Film) in theIndustrial Arts Areas of Wood,Metal, Drawing and Crafts. M.A.1956, UniverWty of Minnesota,116 p. Department of IndustrialEducation (Minneapolis)

Purpose of Study: To gather resource ma-terial in film appraisals and evaluations, in-formation concerning the methods of betterutilization of films, examples of evaluationsof basic industrial arts films, and thus estab-lish a reference library of sources of educa-tional films.

Stoirce of Data: Sample evaluation formscollected from other institutions and audio -visual departments; reference material col-lected from leading bool;s, periodicals, andother publications ; and films from the audio-visual education service and the extensionfilm library, University of Minnesota.

Findings and Conclusions: The purpose ofthe Mm and the instructor using it determinewhether the film Is worthwhile. Evaluationforms were collected, and a list of sources ofeducational Alms was compiled.

4110. MAURER, GLENN E. Instruc-tional Materials from Industry forJunior High School Industrial Arts.M.A. 1957, University of Minnesota,78 p. Department of Industrial Ed-ucation (Minneapolis)

Purpose of Study: To compile materialsfrom industry that can be used satisfactorilyin the industrial arts department of thejunior high school; to classify them as toform, grade level, and area covered ; to givea brief description of each item; and to givethe source for the purpose of obtaining addi-tional copies.

Source of Data and Method of Study: Asource criterion was established. Two indus-trial arts periodicals, School Shop and Indus-trial Arts and Vocational Education, werechosen for their lists of industrial advertisers.The Thomas Register of American Manufac-turers was consulted. Information was alsofurnished by staff members in the industrialeducation department of the University ofMinnesota.

Findings and Conclusion*: Industries dopublish materirl of considerable benefit to anindustrial arts instructor in the junior highschool; this material is important as a supple-ment to the curriculum, not as a replacement.Industries are eager to place schools on theirmailing lists for advertising materials ; morethan one-half of the industries contacted re-sponded with some type of material, but lessthan one -Lalf of the material received was

e-Taluated as a teaching aid. The rest of thematerial was either too complex for juniorhigh school, or it was not in junior highschool industrial arts area, or it was simplyadvertising and of no educational value. In-dustries have more material for metalwork-ing and woodworking than any of the tenother areas included in this study.

4111. MECHAM, ARLIN L. The Prep-aration of Activity AssignmentSheets for a Course in General MetalWork on the Junior High SchoolLevel. M.S, 1958, Utah State Uni-versity, 152 p. L. (Logan) *

Purpose of Study: To establish the ob-jectives for this course of study in juniorhigh school general metal work, and to listthe desired student behavioral changes. Todetermine the manipulative and informationalactivities to be used in the preparation of thiscourse of study. To prepare the activityassignment sheets needed for this course ofstudy.

Sonrce of Data: A thorough study of avail-able literature in the field of industrial artseducation was made to find out what contentshould be Included in such a course. A selec-tion of the manipulative and informationalactivities was made, and these served as thebasis for the course of study.

Findings and Conclusions: There is a wealthof material available to teachers of industrialarts which can be analyzed for subsequentinclusion in courses of study. Course devel-opment and course evaluation should be basedon recognized objectives. The formulation ofstatements of related facts, attitudes, andskills around the objectives of a particularcourse of study prcduces a refined product,which is useful in course planning andevaluation.

4112. MEEHAN, MICHAEL J. Audio-Visual Aids and Materials Used inIndustrial Arts Courses in SelectedPublic Secondary Schools of Mis-souri. M.A. 1958, Northeast Mis-souri State Teachers College, 69 p.L. (Kirksville)

Purpose of Study: To determine the statusand value of audiovisual aids and materialsused in industrial arts in selected publicsecondary schools of Missouri and to ascer-tain current practices in the use of audio-visual aids by the industrial arts teachers.

Source of Data: A questionnaire sent toindustrial arts teachers of selected secondaryschools. Supplementary and explanatorymaterial was taken from periodicals, text-books, pamphlets, organizational publications,and from other research papers.

MASTER'S STUDIES

Findings and Conclusions: Aids and in a to-rte's are being used by most industrial artsinstructors in the secondary schools of Mis-souri. A large percentage of the instructors,however, are not using slides, mockups, processmodels, and cutaway equipment. As "petaids," motion pictures and chalkboards rankhigh by the industrial arts instructors.They consider the majority of audiovisualaids and materials of value for industrialarts use. Free instructional materials pre-pared by industry were used by most of theindustrial arts instructors. Workshops andconferences on audiovisual methods would bebeneficial to industrial arts instructors, re-gardless of former training, as a means ofkeeping them well informed on new improve-ments or innovations.

4113. MEIXNER, G. HAROLD andSEITZ, ROY W. General Informa-tion for Metalwork in Junior HighSchool Industrial Arts. M.A. 1958,

University of Minnesota, 210 p.Department of Industrial Education(Minneapolis)

Purpose of Study: To make a collection ofshort stories, interesting and phenomenal innature, related to junior high school metalwork, which are in tended to provide enrich-ment material that can be readily used bystudents.

Source of Data: Manufacturers, industrialconcerns, and literature pertinent to thesubjects.

Findings and Conclusions: The authorshave discovered that it Is possible to writemany stories related to metal work. As newmethods and materials are developed morestories will unfold. The stories have beenread by English teachers who have givenenthusiastic support for their use.

4114. MELLMAN, ROBERT A. A Planto Develop and Empand the Voca-tional Education Program in theMetropolitan Area of Easton, Penn-sylvania. M.S. 1952, The Pennsyl-vania State University, 62 p. L.

(University Park)Purposes of Study: To : (1) learn the oc-

cupational destination of area high schoolmale graduates ; (2) determine the trade andindustrial training to be taught in the voca-tional department of the schools ; (3) examinethe area high school curriculums and maleenrollment in each ; and (4) formulate a planof operation for the vocational department ofthe schools in that area.

Source of Data and Method of Study: Allarea high school male graduates of 1947-51received questionnaires to determine their

85

nroRent hfArt

and the curriculums they would recommento students planning similar vocational o'a-jectives. Questionnaires were sent to all areaninth -grade male students to reveal Thecourses of study they plan to pursue, theirplans concerning college or work, and whatcourse of study they would pursue if it werepossible to select from a variety of voca-tional offerings. Also a questionnaire wassent to all industries in the area to secureinformation about occupations, number ofemployees, and availability of workers. TheEaston High School curriculums and enroll-ment were studied over a period of 5 years toshow the effectiveness of vocational educationin reducing the number of "general" students.

Findings and Conclusions: The 'majority ofmale graduates are employed at "factory workand trades" and now recognize the contribu-tion vocational education could have trade inpreparing them for work. For the most partgraduates who entered college felt the collegepreparatory work was adequate. Most ninth-grade boys not planiiirf; to go be;ond highschool expressed a preference for vocationaltraining. The present vocational trade andindustrial shop facilities are overcrowded.Trained workers are not available to meet theplacement opportunities in the skilled andsemiskilled trades.

4115. MILLER, SAMUEL AUSTIN, JR.

Analysis of the Adequacy of Prep-aration of Industrial Arts Teachersin Pennsylvania for Sponsorin7 Co-curricular Activities in SecondarySchools. M.S. 1956, The Pennsyl-vania State University, 63 p. L.( University Park)

Purpose of Study: To determine the ade-quacy of preparation of Industrial arts teach-ers to sponsor cocurricular activities.

Source of Data and Method of Study: Acomprehensive study of related literature andfactors involved in the preparation of indus-trial arts teachers for sponsorship. Basicfactors involved in the qualifications for guid-ing and directing activities were : (1) super-vised practice, (2) professional preparation,and (3) participation in cocurricular activi-ties. These factors were incorporated in achecklist type questionnaire and sent to acomprehensive list of industrial arts teachersin Pennsylvania.

Finding and Conclusions: Of the respond-ents, percent sponsored at least one co-curricular activity. TN. mean number ofactivities sponsored by industrial arts tenet-era was 2.83. The most common activitieswere : (a) industrial arts clubs-52 percent ;(b) homeroom-46 percent ; (c) caniemblies--40 percent ; and athletics-31 percent. No


professional preparation for guiding aid di-recting activities was claimed by 51 percentof those responding. Tabulations indicatedthat 88 percent of the sponsors had partici-pated in college activities and 92 percent hadparticipated in postcollegiate avocational ac-tivities. It is recommended that institutionstraining industrial arts teachers in Pennsyl-vania consider changing their curriculums asthey relate to the guiding and directing of

4116. MILLOY, COURTLAND TER-RELL. An Evaluative Study of theIndustrial Arts Program in theBooker T. Washington Senior HighSchool of Shreveport, Louisiana,During the Year 1958-59. M.A.1959, University of Minnesota, 157 p.Department of Industrial Education(Minneapolis)

Purpose of Study: To ascertain to what ex-tent the industzial a: to prograin may Oe al-tered to function more effectively as aneducational service.

Source of Data: (1) Study of industrial artsbulletins from other States, (2) survey ofpupils enrolled in industrial arts classes dur-ing the year 1958-59, (3) personal contactswith industrial arts teachers, (4) study of theindustrial status of the Shreveport commu-nity, (5) evaluation of the industrial artsprogram.

Findings and Conclusions: The followingsuggestions were offered for the improvementof tb,.; industrial arts program : (1) An optionof two tryout courses or one 36-week coursein the tenth grade ; (2) More specialization inthe eleventh and twelfth grades for pupilswho need and want it ; (3) A greater varietyof materials and supplies for instructionalpurposes ; (4) Adequate provisions made forproducing and utilizing certain instructionalaids ; (5) A greater amount and variety ofequipment in the following areas : generalmetals, automechanics, graphic arts, andelectricity ; (6) More work experience by in-dustrial arts teachers during the summermonths in related occupations represented intheir specific teaching areas.

4117. MOBLEY, CHARLES F. SomeProblems Encountered in Establish-ing a Graphic Arts Program at theJunior High School Level. M.A.1956, San Diego State College, 88 p.L. (San Diego, Calif.)

Purpose of Study: To devise a guide con-taining information and suggestions to be usedby beginning teachers in the junior highschool graphic arts area.

Source of Data: Books, bulletins, diction-!tries, and periodicals.

Findings and Conclusions: Each teachingassignment has specific problems that maynot parallel those in any other. Personal ad-justment to local interpretation of philoso-phies must be accomplished in order to operatesuccessfully within the local system. This ad-justment must be made in the midst of actualoperating conditions. The lack of experienceon the part of a new teacher makes carefulplanning on his part mandatory. The prob-lems of the new teacher may be resolved moreeasily through friendly cooperation with hiscolleagues and assoc1 Les.

4118. MORGAN, LEO DONALD. AnInvestigation of the Relationship Be-tween the Behavior of a Boy inSchool and His Home Life and Back-ground. M.A. 1957, University ofMinnesota, 72 p. Department of In-dustrial Education slilinilca,:ndis)

Purpose of Study: To Investigate the effectof home environment on a boy's behavior inthe school and to obtain a measure of the effect(L associations away from home upon hisbehavior.

Source of Data: A case study of a class of21 boys at the Junior High School, Hopkins,Minnesota, with the cooperation of the entireteaching staff.

Findings and Conclusions: A student's be-b Ivior in school may depend on his home en-vironment. If the home experiences are goodand upstanding, the pupil has a better chanceof being a good citizen ; if the home life provides a poor environment, the possibility of astudent's causing trouble increases. Thesestatements are dependent upon the individualdifferences within each child.

4119. MORRIS, KENNETH JUDSON.Science Implications for IndustrialArts. M.A. 1956, The Ohio StateUniversity, 125 p. L. (Colrmbus)

Purpose of Study: To ascertain the role ofindustrial arts as a curriculum area in generaleducation rather than an extension of manualarts by showing its value in the enrichment ofscience and to awaken the industrial arts pro-fession to the prominent role of science in thetechnology.

Source of Data and Method of Study; Thetechniques used were mostly biographical, witha statistical method to show the impact ofscience on technology. An inventory wasused to present the contents of typical sciencetexts, and a philosophical approach was usedto project implications of the study.

Findings and Conclusions: Industrial artseducators developing programs to reflect tech-

MASTER'S

nology need to cousiner the worth of the physi-cal sciences as a resource of technical informa-tion to many mechanisms and processes. In-formation taught in academic science classesshould be exploited in the industrial artslaimra tory. The scleetific method of develop-ment and research should be reflected iumodern industrial arts activities. Industrialarts teachers should encourage the construc-tion of science apparatus and projects with afollowup study to facilitate the implementa-tion of such projects. Teacher educatorsshould consider the physical sciences as re-quiremests at the baccalaureate level.

4120. MOWER, LEO L. Guidance Re-sponsibilities of the Industrial ArtsTeacher. M.S. 1954, Utah State Uni-versity, 80 p. L. (Logan)*

Purpose of Study: To ascertain the guidanceresponsibilities of industrial arts teachersand to find out how well these responsibilitiesare being carried out by the industrial artsteachers of Utah.

Source of Data: A thorough review of lit-erature on teacher -sponsibilities in the guid-ance program and specifically those of indus-trial arts teachers ; a questionnaire sent tothe industrial arts teachers in Utah.

Findings and Conclusions: The guidance re-sponsibilities of Industrial arts teachers wereclassed under four headings, as : (1) a reg-ular faculty member ; (2) a teacher of inetus-trial arts ; (3) a counselor ; and (4) a home-

room teacher. The study showed that theindustrial arts teacher should seek closer co-cperation with other faculty members. Heshould, whenever possible, have more indus-trial experience More guidance work shouldbe included in the homeroom program, andbetter record keeping is an essential part ofthe guidance program. Better shop librarieswould assist in carrying out guidance respon-sibilities. Additional field trips could be usedto advantage. Techniques to be used in apply-ing for and in keeping a job should be taught.Additional occupational information could beincluded in class discussions. Exploratoryexperiences for industrial arts students couldbe Improved. Better followup of studentsafter they leave school should be provided.

4121. MYERS, JOSEPH, JR. A Compar-ative Analysis of Guidance Programsand Worker Turnover. M S. 1958,

The University of Michigan. 50 p.Education L. (Ann Arbor)

Purpose of Study: To determine the corre-lation between high school graduate workerturnover and guidance programs.

Source of Data: Doctors' tbescs, books.visits, and questionnaire sheets sent to allhigh schools In the Flint, Michigan, area to

STUDIES 87

identify a high school wsth an organized guid-ance program end one with an unorganizedguidance program. Graduates from the se-lected high schools were surveyed to ascertainhow often and why they changed jobs.

Findings and Conclusions: No correlationexisted between graduates of a high schoolwith an organized program and graduates ofa high school with an unorganized programwith respect to the frequency of, or reasonfor, changing jobs. Adjustment to the meth-ods and demands of a new job was the mostdifficult for a Dew employee ; over 50 percentof the graduates indicated that teachershelped them the most to adjust to a new job.A sizable number of students indicated thelack of qualified teachers as the single itemmost deficient in the high school system tohelp the student adjust to a job.

4122. NA_SHRALLAH, SAMUEL A. His-tory of Adult and Vocational Educa-tion in Duval County (1908-1950).M.A. 1956, University of Florida,75 p. L. (Gainesville)

Purpose of Study: To investigate the trends,record the facts, and look into the past andpresent phases of 'vocational and adult educa-tion in Duval County, Florida.

Source of Data: The records of variousagencies ; the Florida Times Union, a Jack-sonville newspaper ; previous educational sur-veys ; statistical records of the State depart-ment of vocational education ; and materialsreceived from pioneers in the field of education.

Findings and Conclusions: There is a needfor a change of policy in the Duval Countyvocational education program. The need forvocational education is great, yet the publicis not taking advantage of available facilities.

4113. NELSON, ORVILLE WILLIAM.The Trends in Modern. Wood Furni-ture Design, 19474957. With Impli-cations for Teaching Design in In-dustrial Arts. MA. 1958, University,'of Minnesota, 92 p. Department ofIndustrial Education (Minneapolis)

Purpose of Study: To find the trends inline, form, and construction in order to get atrue view of the direction of modern design.

Source of Data: Leading design periodicals.books, and other pertinent writings in the area.

Findings and Conclusions: During the pe-riod studied, it was evident that moderndesign was affected by these factors : the de-signer's personality and training, the likesof the consumer, the interests of the manufac-turer, and the wants of the distributor. Thereis no positive guide to design during the periodstudied.


4124. NELSON, WILLIAM GUSTAV.A Follow-Up Study of 1946-1955Graduates of Kansas State TeachersCollege, Emporia, With TwentyHours or `-)re in Industrial Arts.M.S. 1957, Kansas State TeachersCollege, 54 p. L. (Emporia)

Purpose of Study: To obtain information onthe location and status of graduate°. to meas-ure to some degree the effectiveness of thetraining they reeelved, and to secure theirsuggestions for the imerovement of industrialarts at K.S.T.C.

Source of Data: Questionnairez completedand returned by the graduates of KansasState Teachers College who had earned 20 ormore hours of credit in industrial arts.

Findings and Conclusions: Sixty percent ofthe teachers and 79 percent of the nonteacherswere employed in the State of 1:-..nr.ts; 65percent of the graduates were in tat flee ofeduction and earned an avere.ge of $5,181.00annually as compared to an average annualearning of $6,188.00 fez the nonteachers.

4125. NEVALA, LEO RAYMOND. .4Proposed Plan of Audio-Visual Serv-ices for the Menomonie PublicSchools. M.S. 1958, Stout State Col-lege, 72 p. L. (Menomonie, Wis.)

Purpose of Study: To evaluate the audio-visual services of the Menomonie PublicSchools, Menomonie, Wisconsin, and to pro-pose a 5-year plan for a system-wide audio-vieual program that will be in accord withlatest trends and practices.

Source of Data and Method of Study:A status study was conducted with the aid ofan interview guide. The normative surveymethod was employed to determine latesttrends as suggested by acknowledged leadersand authorities in the field, and recom-mendations were made in accordance withthat research.

Findings and Conclusions: Audiovisuelpractices in the Menomonie schools are not ona par with services currently suggested byauthorities. The greatest deficiencies are : anorganized program, leadership, and sufficientfunds are not available ; classrooms are in-adequately equipped for audiovisual purposes;materials and equipment are not available insufficient quantity or variety ; consultationservice and inservice training in the use ofaudiovisual material" are not available to theteachers ; a student projectionists' club hasnot been organized ; and few teachers aretrained in the use of audiovisual materialsand equipment

4126. NICHOLS, CHARLES F. Elec-trical and Electronic Devices. ASelected Group of Electric Projectsfor Industrial Arts Students theJunior High Sc-kdol. M.A. 1958,University of llinnesota, 118 p. De-partment of Industrial EducaLioli(Minueapolis)

Purpose of Study: 10 nrovide a source ofprojects for electrical work and a bag--; forevalualine contemplated projects.

Source of Data: Eighth- end ninth -tradeelectrical classes at Jordan Junior High Schoolin which stu :eats selected, built, and eval-uated electrical devices. Devices included inthe study were these most freauently receiv-ing the highest rating.

Findings and Conclusions: Literature otherthan standard texts contain many useful andchallenging project ideas; when neithersource provides them, teachers and studentsmust develop and build peojectz and activities.

4127. NICHOLS, CORYDON ORLANDO.A Survey of College Entrance Re-quirements for Teachers of Indus-trial Arts. M.A. 1958, Universityof Minnesota, 84 p. Department ifIndustrial Education (Minneapolis)

Purpose of Study: To ascertain the en-trance requirements of colleges tilt; ingteachere of industrial arts in the areas ofhigh school achievement, testing program,and their ese of interview in the selection ofapplicants.

Source of Data: All known collegee and tai-ti -evities engaged In training teachers et in-dustrial arts.

Findings and Conclusions: State laws pre-vented a majorit- of colleges from havingselective admission practices. No standardmethod of selection was used. The moatimportant single factor in determining eligi-bility was graduatn.0 from an accredited highschool. Previous performance in high schoolwas of primary concern to schools controllingadmission. Shop training in high school hadlittle effect on consideration for admission.Recruitment was a greater problem thanselection. Test results were used for guidanceand placement as frequently as for screening.The personal interview was considered moreeffective for determining certain factors perti-nent to eligibility. The physical examinationeliminated more applicants than any oue ormore other factors except high schoolachievement

4128. NIEHAUS, LEVER'S CHRIS. In-structional Units in Industrial Arts

MASTER'S

Radio. M.A. 1955, San Diego Stat,_:College, 103 p. L. (San Diego, Calif.)

Purpose of Study: To develop instuctionalunits in industrial arty radio.

Source of Data Books, pe,-;odicals, gul,:cs,courses of study and hand,00ks.

F:adings and Conclusions: The instructionalunits attempted to provide resources whichuse an indu-trial arts "project a-roach"rather than a tneory-exper:aiental apprc...chin teaching the suoject matte:.

4129. NINSON, FRANK DERRILL, JR.The history of the Department ofIndustrial Education at the Agricut-tura/ and Mechanical College ofTeas from 1918 to Present. M. Ed.1956, Agricultural and MechanicalCollege of Texas, 91 p. IndustrialEducatli,n L. (College Station)

Purpose of Study: To collect and assembledata concerning the history of the IndustrialEducation Department at the A & M Collegeof Texas.

Source of Data: A survey of the catalogs.bulletins, brochures, and pamphlets of theA & M College and interviews with formerfaculty members.

Ptr.dings and Conclusions: The objectives,curriculum. and facilities cf the IndustrialEducation Department nave changed con-siderably since its begiunisg in 1919.

4136. OGREN, HELMEit HELARIUS,II. Otjectives for a Proposed Dratc-ing-Solid Geometry Course. M.A.1959, University of Minnesota, 188 p.Department of Industrial Education( inz eapol is )

Purpose of Studp: To investigate ths feasi-bility of combining solid geometry with an in-dustrial arts basic fundamentals course indrawing for college-hound high school students,to determine which parts e solid geometrycould be covered in such a course, and to de-s-Atop the objectives for an industrial artscourse combining solid geometry with draw -iu'

Source of DGta: Current reports end articlespublished by mathematics study groups, text-books, interviews with educators of authority,and mantes of study prepared by the Min-neapolis Public Schools Curriculum Committee.

Findings oust Conclusions: It appearsfeasible and advantageous to teach mach ofthe solid geometry now taught in a bigh schoolindustrial arts course in s course on drawingfundamentals. It should be possible to coverin the drawing course enough solid geometry

588265-41-7

STUDIES 89

to be of real benefit to the college-boundstudent4131. OHNMACHT, ALVIN E. A Study

of industrial Arts Teachers Teachingin Kansas During the Schoc1 Year19e J--59. M.S. 1959, Kansas StateUniversity, 100 p. L. (Manhattan)

Purpose of Study: To ascertain xeachers'gitz larks, training, subjects taught andhaudiing of shop finances in the Ptate ofKansas.

Source of Data: A questionnaire and princi-pale' organization reports from the State De-partment of Accreditation at Topeka, KAMM!.

Findings and Conclusions The salaries,degrees held, extra duties, and years of expert-eat.., of all teachers were ascertained and re-corded. A list of courses whicii industrial artsteachers felt should have been includse intheir training was also compiled. Methods Ifhandling shop finances were also reported.

4132. OLIVER, DANIEL RICHARD.The Problem of State Superoision ofIndustrial Arts in Kansas. M.S.1959, Kansas State College of Pitts-burg, 109 p. Porter L. (Pittsburg)

Purpose of Study: To determine whether theexisting conditions warrant employment of afull-time statewide supervisor for the indus-trial arts program in the State of Kansas.

Source of Data: Questionnaires to State edu-,mtion departments, industrial arts Statesupervisors and indestrial arta teachertrainers.

Findings and Conclusions: The survey of 49States revealed that 30.6 percent now have afull -time State supervisor for industrial arts.Among the States that did not have a full-time supervisor of industrial arts, it was foundthat the majority had a part-time supervisorof industrial arts operating through the super-visors of trade and industrial or vocationaledecation.

The State of Kansas has no statewide super-vision from either the trade and industrial ort-ocationzi feid for the industrial stts pro-gram. Current needs and weaknesses in theKansas industrial arts programs indicate thatimmediate attention should be given to secur-ing a State supervisor for industrial artseducation.

4133. OSTER, JOHN ALBERT. A Hand-book for Vocational Teachers ofTrade and Industrial Subjects. M.A.1957, University of Minnesota, 141 p.Department of Industrial Education(Minneapolis)

Purpose of Study: To ascertain the desira-bility of a handbook for vocational teachers of

90 RESEARCH LN INDUSTRIAL EDUCATION

trade are' industrial sulyieet. w select themost desirable style and content of such ahandbook.

Source of Data: handbooks, reports of work-shops, master's papers, study guides ana otherpertinent literature in the field.

F 1 ding* and Conclusions: Vint a handbookfor vocational teachers of trade and industrialiubjects would be a great help. Part II of thepaper is a handbook based on the findings asexplained in part I.

4134. OTT, ELMER M. A S,:i-vey of theEssential Industrial .iklucational Re-gairem,ents Jo-- Employees. of theKansas Aircraft Industry and theImplications fc,-; the Industrial ArtsProp sm. Offered in the RattansHigh. schools. M.S. 1957, KansasState Teachers College, 62 p. L.(Emporia)

Purpose of Study: To ascertain whether in-dustrlai arts courses offered in Kansas highschools are making the. maximum contributionto the pre-employment training of workers.

Source of Dota: Airframe producers andaircraft accessories and parts snbcontrac-tors in the State. The information was ob-tained through questionnaires and personalLuterwiews.

Fin-langs and C0nCluliOnt: The findings ofthe study seem to support the c-nclusior. thatincreased oraphasis is needed on blueprlutreeding. shop mathematics, use of m?esuringdevizes. metalworking, and mechanical draw-ing.

413E_ PARSONS, GEORGE S. A Courseof Study i7.1, Machine Drawing Basedon the Industrial Needs of the Cityof .Kaiatn,azoo. M.A. 1941, TheUniversity of Michigan, 67 p. L.(Ann Arbor)

Purpose of Study: To reor,;anizt the courseof study in senior high school machine draw-ing for the Kalamazoo Public Schools, basedon the industrial needs of the community asrevealed in an occupational survey of thedrafting profession.

Source of Data: A sure; of the draftingpractices in Kalamazoo.

Findings and Conclusions: The study re-sulted in a reorganization of the drawing pro-gram to make it more functional and practical.

4136. PATERNO KENNETH DALE.Preparation and Duties of Iowa In-

dustrial Arta Teachers. M.S. 1955,

Iowa State College, 55 p. L.A.mes).

Purpose of Study: To ascertain the prep-aration and duties of industrial arts teach-ers in Iowa and to compare the Boding: withthose of similar studies conducted in Iowa inprevious years.

Source of Data: The Iowa Educational Di-rectory, Uniform Report of Teacher Qualiti-rations, application for Iowa certificate, highschool daily program cares and an analysisof college training.

Findings and Conclusiens: Almost 76 per-cent of the Industrial arts teachers have beenin their present positions less than 5 years.There is a strong trend toward replacingteachers without college degrees with collegegraduates. There is also an increase in thenumber of full-time industrial arts teacherswho majored in industrial arts in college.There has been a sharp decline in the per-centage of teachers engaged in administrativework. The number of subjects taught in com-bination wit'. industrial arts has declined,with physical education taught in combina-tion most often and science, mathematics.and social science following.

4137. PATRICK, C. W, A Survey of Cur-rent Practice in Allowing Credit To-wards Apprenticeship for Pull-TimePre-Apprentice Training. M.A.1951, San Diego State College, 66 p.L. (San Diego, Calif.)

Purpose of Study: To ascertain currentpractices in allowing credit toward apprentice-ship for pre-employment training in theskilled trades.

Source .f Data: Questionnaires to jointapprenti'te committees and vocational super-visors and teachers and from official docu-ments of the State deparment of education.

Findings and Conclusions: Full-time voca-tional programs, designed originally as a sub-stitute for apprenticeship, have tended, asthe apprentice program has been revived andstrengthened, to prepare youth to enter ap-prenticeship in the skilled trades.

4138. PATTERSON, ELAM PUSEY. AProposed Survey Course in MachineShop Operation. M.A. 1957, Uni-versity of Florida, 68 p. L.(Gainesville)

Purpose of Study: To develop an integratedsurvey-type machine shop course to be taughtin the Engineering Department at the Univer-sity of Florida.

Source of Data: The two existing coursestaught in machine shop plus additional ma-

MASTER'S STUDIES

terial prepared and presented in a manner tobe of greater interest and value to the student.

Findings and Conclusions: A course ofstudy was developed which would allow fora variety of interests in the field of machineshop, where the student selects that portionof the offerings best suited to his needs andinterests while acquiring an insight into theinterests of his contemporaries in engineering.

4139. PAYNE, ROBERT FURMAN. AStudy of the Organization and Ad-ministration of the Industrial ArtsProgram in the Junior High Schoolsin Pert Worth, Texas, With Em-phasis Upon the Curriculum. M.S.1959, North Texas State College,133 p. L. (Denton)

Purpose of Study: To ascertain the curricu-lum pattern and the subject matter, and tomake suggestions and recommendations basedupon the findings of the study for improvingorganization and administration of the indus-trial arts program in the junior high schoolsof Fort Worth, Texas.

Source of Data: A questionnaire completedby industrial arts teachers in the junior highschools of Fort Worth, textbooks in the field,materials prepared by the Fort Worth schools,and interviews with administrators and teach-ers of the Fort Worth schools.

Findings and Conclusions: There were vari-ations in dais organization, class procedures,fees charged, and pupil requirements. Varia-tions in curriculum selection were found inall areas of the industrial arts curriculum ;less variation was found in the areas of me-chanical drawing and crafts than in others.

4140. PENNELL, JOSEPH ELLIOTT.Industrial Arts in Lenoir, NorthCarolina. M.A. 1956, The Ohio StateUniversity, 163 p. L. (Columbus)

Purpose of Study: To develop a pilot pro-gram of industrial arts education to reflecttechnology for the city of Lenoir, N.C., andto include both the philosophical and physicalphases from the elementary level to the adultlevel.

Source of Data: Personal conferences withlocal educators, architects, industrial leaders.and State and college officials.

Findings and Conclusions: Industrial artsfacilities should be included in the regularclassroom activities of the elementary schoolas well as separate facilities in the form of apractical arts laboratory for the whole ele-mentary school with an industrial arts con-sultant employed to assist the teachers. Thesenior high facilities will have to be improved

91

in some areas. The program should involvemanufacturing, construction, industrial draw-ing and design, graphic and electrical com-munications, power and mechanics, advancedindustrial studies, handicrafts, foremanshiptraining, and diversified occupations andshould be taught by two industrial arts teach-ers and one dives. . :led occupations teacher.A critical evaluation of the program will bemade each year.

4141. PETERSEN, MOLEN LARRY.Auto Service Instruction for the Ed-ucational Needs, Interests, and De-sires of American Youth,. M.S. 1957,Utah State University, 154 p. L.(Logan)*

Purpose of fitudy: To prepare a course ofstudy which may supplement the present auto-motive -2grams in the high schools and todetermine the objectives to be used in thepreparation of the course of study.

Source of Data: 73 questionnaires distrib-uted to the following types of business housesin Logan, Utah : dealership owners, shopforemen, mechanics automotive parts men,service station attendants, and automotivesalesmen.

Findings and Conclusions: The question-naire used in this study was based upon theresults of a doctoral dissertation done at Uni-versity of Missouri in which one of the pur-poses was to furnish data upon which schoolauthorities might organize automotive in-struction in high school and in adult educationprograms. Results from the questionnairesused in the present study confirmed the re-sults of the Missouri study concerning theeducational needs of people in relation to theselection, operation, and care of automobiles.A course in automotive consumer educationwas prepared from data secured ; teachingunits were of two kinds : information assign-ment sheets and job assignment sheets.

4142. PETERSON, MELVIN ROY. ATeaching Guide for Industrial Artsin the Logan Junior High School, LaCrosse, Wisconsin. M.A. 1956, Uni-versity of Minnesota, 197 p. Depart-ment of Industrial Education (Min-neapolis)

Purpose of Study: To prepare a teachingguide that would aid the teacher in makingindustrial arts more meaningful to the stu-dents of Logan Junior High School, La Crosse,Wisconsin.

Source of Data and Method of Study: Ateaching guide for the seventh, eighth, andninth-grade program was constructed. In-cluded in the teaching guide were the follow-


ing : a short historical review of industrialarts, historical trends of industrial arts inLa Crosse, Wisconsin, general objectives of in-dustrial arts, and 34 complete instructionalunits.

Findings and Conclusions: A review of lit-erature concerning industrial arts history, ob-jectives of industrial arts, eoursa of study,and evaluation appear to be necessary in de-veloping an effective teaching guide.

4143. PHILPOTT, KENNETH GORDON.Practices of Discussing Labor-Man-agement Relations in High SchoolIndustrial Education Classes. M.A.1958, Northeast Missouri StateTeachers College, 78 p. L. (Kirks-ville)

Purpose of Study: To investigate the prac-tice of discussing the problem of labor-man-agement relations in industrial educationclasses of selected high schools in Missouri.

Source of Data: Questionnaires sent to aselected group of industrial education teach-ers (vocational industrial and industrial arts)and a selected group of leaders in the field ofindustrial education, management, and or-ganized labor.

Findings and Conclusions: Eighty-one per-cent of the responding teachers believed labor-management relations should be discussed inhigh school industrial education classes ; lessthan one-half of this group actually includedsuch discussion in their classes, the majorityof those who did being in vocational industrialeducation There seems to be general agree-ment among the representatives of manage-ment, organized labor, leaders in industrialeducation, and high school industrial educa-tion teachers as to what labor-managementrelations should be discussed. Topics gen-erally considered important were : Aims oflabor movement, advantages and disadvan-tages of union membership, effects of unionson society, current labor problems, and laborlegislation. Industrial education teacherstend to use the publications of managementmore than they do the publications of or-ganized labor.

4144. PIERCE, GUY and RUSSELL,LESTER FRANK. Learning Ac-tivities for Use in Industrial ArtsClasses at the Junior High SchoolLevel. M.A. 1956, University ofMinnesota, 125 p. Department of In-dustrial Education (Minneapolis)

Purpose of Study: To suggest, on the basisof the ability, level, and characteristics ofjunior high students and the objectives of in-

dustrial arts, activities which will aid learnersin achieving the desired goals.

Source of Data: Textbooks, periodicals,newspapers, aril industrial literature.

Findings and Conclusions: The study was apresentation of a broad list of learning activi-ties suitable for use in junior high school in-dustrial arts elapses.

4145. PRAHL, EDWARD ARTHUR.Status of Graphic Arts Education inWisconsin Public Secondary Schools:1955-56. M.S. 1956, Stout StateCollege, 77 p. L. (Menomonie,Wis.)

Purpose of Study: To ascertain the currentofferings in graphic arts in the public secon-dary schools of Wisconsin.

Source of Data: A questionnaire sent to thepublic secondary schools of Wisconsin.

Findings and Conclusions: Less than 10 per-cent of the schools offer graphic arts. Mostcourses in graphic arts emphasize letterpressover all other areas. Almost all instructorshold at least the bachelor's degree ; manyhave engaged in advanced study ; about halfhave had trade experience.

4146. PRESTON, RAYMOND C. AnAnalysis of the United States AirForce Primary-Basic Navigator Fly-ing Training Program. M.A. 1960,University of Minnesota, 271 p.Department of Industrial Education(Minneapolis)

Purpose of Study: To analyze the presentnavigator flying training program of the U.S.Air Force and to propose a new program fortraining navigators that should prove to bemore effective than the present program.

Source of Data: Current publications of theU.S. Air Force concerning the primary-basicnavigator flying training program. Therecommendations proposed in the study werebased , -- writer's observations as a navi-gation .- ctor at Harlingen Air ForceBase, Texas.

Findings and Conclusions: The primary-basic navigator flying training program of theU.S. Air Force could be improved by revisingflight mission requirements, flight missiongrade sheets and by proposing new criteriafor evaluating the successful completion of aflight mission.

4147. PRICHARD, NEAL WAYNE.Home Study Related Training, TheVocational Home Study RelatedTraining Program for Apprentices

MASTER'S STUDIES

and Veterans. M.A. 1958, Univer-sity of Minnesota, 88 p. Depart-ment of Industrial Education (Min-neapolis)

Purpose of Study: To provide a detailedreport of vocational home study relatedtraining programs which may assist otherState - related training program.

Source of Data and Method of Study: Cur-rent publications and the historical recordsfrom the Minnesota program were reviewed.Personnel from the Minnesota department ofeducation were contacted, and the relatedtraining programs developed by the writerwere described.

Findings and Conclusions: The field of homestudy for related training should be studiedfurther. Evidence indicates the program cansuccessfully provide related training forisolated trainees.

4148. QUAST, ROBERT E. A Study ofthe Local Industrial Resources,Their Availability and Extent ofUse in the Teaching of IndustrialArts in the Dallas IndependentSchool District, Dallas, Texas.M.S. 1957, North Texas State Col-lege, 142 p. L. (Denton)

Purpose of Study: To study the local in-dustrial resources, to ascertain the avail-ability of industrial resources for instructionalenrichment of industrial arts, to determinethe extent of use of available industrial re-sources in teaching industrial arts, and tomake recommendations based upon Endingsof the study.

Source of Data: Personal interviews withlocal industrial arts teachers, managerialstaffs of manufacturers, manufacturers' repre-sentatives, and publications of the DallasChamber of Commerce and the Texas Employ-ment Commission.

Findings and Conclusions: The findingsindicate that the local industries in Dallas.Texas, will cooperate in enriching the edu-cational program by making their plantsavailable for visits by students and teachers,and by providing lfterature, sample products,and human resources. The Dallas Inde-pendent School District tends to discouragefield trips by placing a maximum of 90minutes on each and limiting the number offield trips to 2 per semester. Only 5 of the47 Indus', rial arts teachers questioned hadtaken induatrial arts students to visit localindustry. However, 39 of the same teachersrepc,rted they had visited industry seeking3P 1i01111 types of information.

93

4149. RAHN, HENRY IRWIN, JR. ASurvey of the Tri-Cities to Deter-mine the Vceational IndustrialNeeds. M.I.A. 1958, North Caro-

na State College, 114 p. L.(Raleigh)

Purpose of Study: To analyze the job op-portunities and vocational training needs inthe business and industrial establishmentsand the occupational plans of high schoolstudenta in Leakeville, Spray, and Draper,N.C., to determine an adequate program ofvocational industrial education.

Source of Data: Personal interviews, ques-tionnaires, letters, and U.S. census reports.Comparisons were made of industry's needswith skilled worker supply and the occupa-tional plans of high school students. Theeffectiveness of the present educational pro-gram was analysed.

Findings and Conclusions: In view of theemployers' interest in having the school pro-vide job training, the inadequate trainingprovided for beginning workers, and thescarcity of qualified workers in several im-portant occupations, it was concluded thatthe school should provide a sound programof vocational industrial education. Recom-mendations were made for a suitable programof vocational guidance, on-the-job training.trade and industrial education, and industrialarts.

4150. RALPHS, LEE W. An Evaluationof Necessary Elements for DesirableIndustrial Arts Instruction in theElementary Schools of Utah. M.S.1951, Utah State University, 67 p.L. (Logan)*

Purpose of Study: To procure and evaluatethe opinions of industrial arts authorities andUtah school a'Ardnistrators on the necessaryelements for desirable industrial arts instruc-tion in the elementary school.

source of Data and Method of Study: Theopinions of industrial arts authorities wereused to develop four plans of instruction.These were presented in questionnaire formto Utah administrators to indicate theirpreference or opposition.

Findings and Conclusions: Under existingconditions an average of 64 percent favoredthe plan where the regular teacher handlesinstruction of all subjects, including indus-trial arts. Under "ideal" conditions approxi-mately 40 percent favored the services of aspecialist and 38 percent the use of the regu-lar teacher ; the platoon system was opposedby 67 percent ; practically all felt that indus-trial arts should be a part of the elementary


curriculum for both boys and girls. The ma-jority of the administrators favored theregular-teacher plan, whereas the majorityof industrial arts teachers favored the spe-cialist teacher.

4151. RAMEY, WALTER SCOTT. Use-fulness of the Lee-Thorpe Occupa-tional Interest Inventory for Pre-dicting Achievement and Choice ofCore Areas in Des Moines TechnicalSchool. M.S. 1955, Iowa StateCollege, 39 p. L. (Ames)

Purpose of Study: To ascertain whetherachievement and the selection of core areascan be predicted from the relationship of rawscores made on a battery of tests and thesenior core area average mark.

Source of Data: The American Council onEducation, Minnesota Paper Form Board, andLee-Thorpe Occupation Interest Inventory,which were administered to students of theDes Moines Technical High School.

Findings and Conclusions: Four of thevariables produced significant t-scores differ-entiating the- groips or core areas. The lossof the computational interest variable did notaffect the efilciency of the prediction equation.

4152. RANDALL, A. KENT. Deter-mining the Extent, in Terms of Be-havior Growth, to Which IndustrialArt* Teachers in Utah Are Achievingthe Objectives of Industrial Arts.M.S. 1954, Utah State University,62 p. L. (Logan)

Purpose of Study: To ascertain the degreeto which the objectives of industrial arts arebeing achieved in Utah in terms of desiredbehavior growth and the activities that con-tribute most to the program, in the opinionof industrial arts teachers.

Source of Data and Method of Study: Aquestionnaire was used in gathering the data.A foliowup letter was sent to insure a betterreturn. Each teacher was to indicate the de-gree or extent to which the activity was car-ried out in his school and the importance ofthe activity in his judgment. The list of ob-jectives given by the American VocationalAssociation was used in the study.

Findings and Conclusions: Three objectives"habit of orderly performance," "shop skillsand knowledge," and "health and safety,"were emphasized more than others in Utahschools. All nine activities related to the"habit of orderly performance" objective areincluded in 50 percent or more of the shopprograms. Teachers include 7 of 8 activitiespertaining to "shop skills and knowledge" inat least 50 percent of their programs, and 10out of 12 activities relating to the objective

"health and safety." "Interest in industry,""interest in achievement," and "cooperativeattitudes" receive median attention, while the"self-realization and initiative," "apprecia-tion and use," and "drawings and design" ob-jectives receive the least emphasis.

4153. RANDLEMAN, ROBERT RON-ALD. The Arts ProgramThe De-velopment and Current Status of theArts Program at the University ofMinnesota Laboratory High Schooland at Other Selected Schools. M.A.1956, University of Minnesota, 222 p.Department of Industrial Education(Minneapolis)

Purpose of Study: To determine the de-velopmental pattern of the arts program atthe University of Minnesota Laboratory HighSchool and to define that program as presentedin 1955-56, to obtain descriptions of com-parable programs at other schools, and tospecify recommendations for further develop-ment of the arts program based upon recog-nized problems and trends.

Source of Date: Appropriate publishedliterature, the administrator's files at thelaboratory school, and the personal files of in-dividuals previously connected with the pro-gram. A questionnaire was used to elicitdescriptions of 19 similar programs. A de-scriptive nonstatistical method was applied tothe study.

Findings and Conclusions: The findingspresent a description of and conclusions con-cerning the development and status of the artsprogram in the University of MinnesotaLaboratory School.

4154. RAUCH, VIRGIL ANDREW. AStudy of the Need for an Adult Weld-ing Class in the Small Community.M.A. 1958, Univ trsity of Minnesota,47 p. Department of Industrial Ed-ucation (Minneapolis)

Purpose of Study: To investigate the needfor welding classes in small communities ; howthey are promoted, financed, and handled ;their success and attendance.

Source of Data: A questionnaire sent torandom selected schools and a review of weld-ing literature.

Findings and Conclusions: Of the schoolsthat already have adult welding classes, 98percent report them successful. Many schoolswhich do not have such classes report a de-mand for them. Almost all schools are shorton equipment and have two or more studentsper unit of equipment. Many instructors rec-ommend small classes and short courses.Most schools hold classes in the winter months.

MASTER'S STUDIES

4155. RECKIN, GERALD EUGENE. AFollow-up Study of San Diego StateCollege Graduates of Industrial Arts1951 Through 1956. M.A. 1957, SanDiego State College, 138 p. L. ( SanDiego, Calif.)

Purpose of Study: To evaluate the curric-ulum offered at San Diego State College inindustrial arts in terms of the opinions andsuccess of its graduates in industrial artsand to make recommendations for possibleimprovements.

Source of Data: Books ; publications of thegovernment and learned societies ; periodicals ;and unpublished materials.

Findings and Conciusions: The young de-partment of industrial arts at San Diego StateCollege is successful in training men to be-come successful teachers.

4156. RESIDES, GEORGE H. Organiza-tion and Administration of ShopCourses for Trade and IndustrialTeachers. M.S. 1931, The Pennsyl-vania State University, 43 p. L.(University Park)

Purpose of Study: To organize a series ofshop courses and make recommendations inregard to shop electives for students who arepreparing to become Indust ial educators atPennsylvania State College.

source of Data: Conferences and inter-views were had with the various instructorswho taught the several shop courses. A ten-tative outline was made of projects, the se-quence of the operations and the time distri-bution for the various projects. The writerthen reorganized the material and submittedit to the instructors for final approval.

Findings and Conclusions: The several out-lines of courses.

4157. RICE, CHARLES MASON MAC-DOUGALL. Design As Applied toIts Uses in Industrial Arts. M.A.1939, Washington State College, 165p. L. (Pullman)

Purpose of Study: To analyze the historicaland psychological development and applica-tion of design principles in teaching industrialarts.

Source of Data: Library research, catalogs,observation of historic and contemporary ob-jects, and personal experience.

Findings and Conclusions: The develop-ment of appropriate designs in the field of in-dustrial arts may be divided into proceduralsteps for instructional purposes. The instruc-tor should build a library of instructionalmaterials concerning design which may be used

95

to develop a background for the appreciationof good design.

4158. ROBLEY, ASA AUSTIN. Useful-ness of High School Mathematicsand Science in Predicting First-Quarter Achievement of EngineeringFreshmen at Iowa State College.M.S. 1957, Iowa State College, 32 p.L. (Ames)

Purpose of Study: To investigate the use-fulness of high school mathematics and sci-ence credits in predicting first-quarter sot ;-tic achievement for engineering freshmen atIowa State College.

Source of Data and Method of Study: Asample of 956 members was taken from theclass which entered Iowa State College, in thefall of 1956. An analysis of covariance wasused to test the significance of the effect offour different stratifications of the sample,which were designated the algebra emphasis,the geometry-trigonometry emphasis, thechemistry-physics emphasis, and the fullyqualified mathematics- science emphasis.

Findings and Conclusions: The number ofcredits in high school mathematics and sciencewhich a student presents at college matricu-lation will give a significant indication of hisprobable scholastic achievement in his firstquarter as an engineering freshman. In anyplan of student selection in an engineeringcollege, serious consideration should be givento the number of semesters of high schoolmathematics and science presented by appli-cants for admission.

4159. ROWLAND, FRED K. A NationalSurvey of Industrial Arts in the Ele-mentary Schools. M.S. 1954, UtahState University, 63 p. L. (Logan) *

Purpose of Study: To aid local school per-sonnel in preparing a program of industrialarts for the elementary schools based uponinformation received from authorities on anationsl level, in order that youth might bet-ter understand industrialized society and livemore effectively in it.

Source of Data: Literature dealing withvarious aspects of the elementary level of in-dustrial arts. In addition, elementary schoolteachers and authorities in industrial artsand elementary school programs were sur-veyed by questionnaire to obtain their viewson the subject.

Findings and Conclusions: In the ele-mentary school, industrial arts experiencesare an integral part of the curriculum. Someleaders feel the program should exist in allgrades. There are differences of opinion as towhether or not industrial arts on an elemen-


tary level should be taught by the regularelementary school teacher or by a teacherspecially trained in industrial arts.

4160. ROY, MANINDRA NATH. An Ex-ploratory Investigation of the Objec-tive Type Testing Methods of theUnited States of America with Impli-cations for the Use of Such Tests inIndia. M.A. 1957, University ofMinnesota, 126 p. Department of In-dustrial Education (Minneapolis)

Purpose of Study: To gain a first-handknowledge of the educational system of Amer-ica and the measurement techniques appliedin this system in order to apply similar meth-ods in the development of the educational sys-tem in India.

Source of Data: Documents and literaturedealing with subject matter and visits to var-ious institutions in and around Minneapolis.

Findings and Conclusions: The changedconception of education and educational meas-urement takes into consideration the develop-ment of the individual more than the tradi-tional system. The better results are apparentand should be applied in India, too, for makingthe educational program more effective.

4161. RUBLIN, WILLARD GORDON.Methods of Issuing and Accountingfor Supplies in Industrial Arts Shopsin Washington. M.S. 1956, OregonState College, 84 p. L. (Corvallis)

Purpose of Study: To ascertain the mostefficient means of issuing and accounting forsupplies in industrial arts shops in Wash-ington.

Source of Data: Questionnaires distributedto 143 secondary schools of Washington.

Findings and Conclusions: Over 50 percentof the teachers handle shop money. Suppliesshould be handled by student officers, withfinancial accounts controlled by the schooloffice. The assistance of the purchasing agentis needed and a shop budget is desirable, al-though many teachers operate without one.The shop teacher should maintain business ac-counts for the shop.

4162. RUBSAM, PIERRE FERDINAND.An Overview of Audio-Visual Mate-rials for Industrial Arts Educationin San Diego County. M.A. 1956,San Diego State College, 174 p. L.( San Diego, Calif.)

Purpose of Study: To give the teachers inSan Diego County an overview of (1) avail-ability of the types of audiovisual materialsin the city and county, (2) audiovisual ma-terials they can request for use to enrich theirinstruction, and (3) the use of audiovisual

materials in the classroom for related andtechnical information in industrial artseducation.

Source of Data: Literature pertinent to thestudy.

Findings and Conclusions: Industrial artsteachers in San Diego City and County areso limited in time that their use of audio-visual materials has been curtailed to a fewmotion pictures or tilmotrips. Certain por-tions of this study, is made available to theindustrial arts teachers included in the study,would enable the teachers to make greater useof audiovisual materials.

4163. RUSSELL, LESTER FRANK andPIERCE, GUY. Learning Activitiesfor Use in Industrial Arts Classes atthe Junior High School Level. M.A.1956, University of Minnesota, 125 p.Department of Industrial Education(Minneapolis)

Purpose of Study: To suggest, on the basisof the ability, level, and characteristics ofjunior high students and the objectives of in-dustrial arts, numerous activities in the vari-ous areas which will aid students in achievingthe desired goals.

Source of Data: Textbooks, periodicals,newspapers, and industrial literature.

Findings and Conclusions: The study was apresentation of a broad list of activities suit-able for junior high school industrial artsclasses.

4164. SADECKY, RUDOLPH L. AStudy of the Philosophy of WilliamTorrey Harris and His Contribu-tions to Industrial Arts. M.S. 1955,North Texas State College, 116 p. L.(Denton)

Purpose of Study: To ascertain the philo-sophical contribution to the field of educationby William Torrey Harris as set forth in hiscontribution to industrial arts.

Source of Data: Library books and abstractsfrom U.S. Office of Education publications,journals of education, proceedings of educa-tional societies, journals of philosophy, officialreports, correspondence, addresses, and essays.

Findings and Conclusions: William TorreyHarris was instrumental in influencing super-intendents of school systems in acceptingmanual training as an integral part of thepublic school curriculum. The philosophy ofHarris contributed greatly in the acceptanceof industrial arts as general education.

4165. SANDERS, LEROY JOHN. Powerand Transportation as Applied to In-dustrial Education on the CollegeLevel. M.S. 1959, Northern State

MASTER'S STUDIES

Teachers College, 63 p. L. (Aberdeen,S. Dak.)

Purpose of Study: To determine subjectmatter and laboratory assignments for powerand transportation.

Source of Data: A questionnaire from se-lected American colleges and universities.

Findings and Conclusions: Power and trans-portation subject matter and laboratory as-signments would include those broad areascovered by automotive mechanics, power me-chanics, and transportation; courses in avia-tion, aero-technology, and aero-mechanicsmight also be included.

4166. SCHLEUSENER, ROLAND, ED-WARD. Industrial Arts in theLutheran High Schools. M.A. 1959,University of Minnesota, 83 p. De-partment of Industrial Education(Minneapolis)

Purpose of Study: To investigate thegeneral objectives of the private school andthe Lutheran school, determine the objectivesof the industrial arts programs, establishindustrial arts course offerings and programdevelopment, explore the extent of studentparticipation in these programs, studymethods used to enroll students in industrialarts programs, and investigate school policiesconcerning industrial arts.

Source of Data: A questionnaire sent to 15Lutheran high schools ; selected literature re-viewed to define the objectives of the presentLutheran and public high schools.

Findings and Conclusions: The industrialarts program in the Lutheran schools usedthe same basic objectives as those used bypublic and private schools. Most of theschools offered one shop, usually woodworkingor mechanical drawing. Although Lutheranschools usually did not follow the recom-mendations of State departments of educationrecommending the general-shop type of pro-gram, one school used it with good results.Enrollments were adequate wherever thecourse was offered. Many schools were plan-ning to increase the size of their departmentsand their offerings in new burdings. Indus-trial arts seemed to be well accepted by theleaders of the schools.

4167. SCHMELZER, KENNETH. ASurvey to Determine the Status ofWoodflnishing in the Industrial ArtsCurriculum in the High Schools ofthe State of Washington. M.S.1958, State College of Washington,63 p. L. (Pullman)

Purpose of Study: To ascertain methodsand procedures being used in finishing projectsin high school woodwork classes in Washing-

97

ton and to ascertain the wood finishingmethods and techniques taught by teachertraining institutions and the improvementsthat can be made to improve the training ofindustrial arts teachers in wood finishing.

Source of Data: 82 questionnaires filledout by high school woodworking teachers andquestionnaires answered by 6 teacher traininginstitutions in the State of Washington thatoffer a degree in industrial arts education.Results were based on percentages of re-spondents indicating instructional content,finishing materials used, and methods of ap-plication employed.

Findings and Conclusions: The field ofwood-finishing should be analyzed b, teachertraining institutions for appropriateness ofuse in the school shop. A more exhaustivestudy of modern finishes should be made, andthe teacher should select finishing methodson the basis of difficulty for the student andsuitability to the facilities available. A gen-eral upgrading of high school woodfinishingfacilities is needed and a careful analysis ofthe needs of the woodworking teachers shouldbe made by the teacher training institutions.

4168. SCHROEDER, EDWARD AU-GUST. A Comparison of TwoMethods of Teaching Industrial ArtsDrawing in the Chatham JuniorHigh School, Savannah, Georgia.M.I.A. 1956, North Carolina StateCollege of Agriculture and Engineer-ing, 69 p. L. (Raleigh)

Purpose of Study: To give the teacher ofindustrial arts drawing a better method ofteaching drawing to eighth-grade boys in keep-ing with their level of ability and present-daythinking.

Source of Data and Method of Study: Datawere secured by the equating of two groups ofeighth-grade boys on the basis of IQ, gradeplacement, chronological age, an algebra apti-tude test, and a pretest. Additional datawere secured from a posttest and from twoseries of 10 drawing plates. A series offamiliar problems, known as procedure A, wastaught to an experimental group and a seriesof abstract problems, procedure B, was taughtto a control group. Two teaching methodswere used in the presentation of subjectmatter.

Findings and Conclusions: There was verylittle difference in the effectiveness of the twoteaching methods as measured by factualknowledge. There was no significant differ-ence between the scores of the drawing platesof both groups. Significant differences werefound in the gain in factual knowledge, asmeasured by the pretests and posttests forboth groups. The behavior of the studentswas better in the experimental group than in


the control group. The slow learner in thecontrol group, on the average, turned in morework than the corresponding slow learner inthe experimental group. The superior stu-dents in the control group, on an average,turned in more work than the correspondingsuperior student in the experimental group.The grades established for work habits in-dicated the experimental group was superiorto the control group. Students in the experi-mental group made higher final grades thanin the control group.

4169. SEITZ, ROY W., and MEIXNER,G. HAROLD. General Informationfor Metalwork in Junior HighSchool Industrial Arts. M.A. 1958,University of Minnesota, 210 p.Department of Industrial Education(Minneapolis)

See Meixner, G. Harold.

4170. SEPT, EAFTON B. The Indus-trial Arts Program in the Schools ofIdaho. M.S. 1957, Utah State Uni-versity, 51 p. L. (Logan) *

Purpose of Study: To ascertain the presentstatus of the industrial arts programs in theState of Idaho, and the trends of industrialarts in Idaho compared to the trends shownby current publications in the field.

Source of Data: Questionnaires sent to oneindustrial arts teacher of each high schooland junior high school that had a programin operation in the State of Idaho.

Findings and Conclusions: Although indus-trial arts programs have existed in Idaho atleast since 1912, the State still has no or-ganized administration or supervision pro-gram for industrial arts, although efforts inthis direction are being made. The numberof school districts, having small enrollments,has been a major problem In the developmentof industrial arts programs. Many of the in-dustrial arts programs are taught by teacherswho do not have adequate training in indus-trial arts. Many administrators expressed adesire to continue the programs as they arenow. A general-type shop is recommended forexisting programs, and it is also recommendedthat new programs be established.

4171. SESSIONS, FOSS B. An Analysisof the Automotive Program at RicksCollege in Relation To Its Meetingthe Needs of the Students. M.S.1959, Utah State University, 67 p.L. (Logan)

Purposes of Study: To trace the develop-ment of the automotive program at RicksCollege. To analyze the automotive curricu-lum as to its effectiveness in meeting the em-

ployment needs of students. To analyze theautomotive curriculum as to its effectivenessin preparing students for higher education.To compare the automotive program at RicksCollege with the automotive program at UtahState University.

Source of Data and Method of Study: Per-sonal interview with garage owners in thearea served by the school and a questionnairesent to students who had completed the auto-motive program at Ricks College. The resultsof the study were presented by an analysis ofeach of the nine questions used in the inter-view. The history of the Ricks automotiveprogram was obtained by a study of the col-lege history and from the available collegebulletins. The present program and the auto-motive program at Utah State Universitywere obtained from the college and universitybulletins.

Findings and Conclusions: The increase insupport of local business firms and studentenrollment plus the technological advances inindustry and an enthusiastic attitude on thepart of the faculty and administration all in-dicate a promising future for the Ricks Col-lege automotive program. The comments andresponses of garage owners indicated a will-ingness to support the program and to hirestudents in mechanics. The students indi-cated a definite need for more and bettertraining in the automotive field.

4172. SETALA, ARNE W. Action Re-search for Trade and Industrial Ed-ucation. M.A. 1957, University ofMinnesota, 86 p. Department of In-lustrial Education (Minneapolis)

urpoae of Study: To investigate the needfo increasing the emphasis on research intr tde and industrial education with speciala tention given to action research as a method.

Source of Data: A review of current litera-t ire on action research.

Findings and Conclusions: There is a greatwed for increasing research in trade and in-iustrial education. Action research is one ofthe methods that will help to accomplish thisobjective. The study reviews the backgroundof action research, describes the steps of theprocess, outlines the positive and negativefactors which must be considered, discussesthe dynamics of effective group participation,and presents some hypothetical examples ofaction research in trade and industrial educa-tion.

4173. SHARP, J. CECIL. Certain Needsof the Refrigeration Industry daThey Relate to Content of Refrigera-tion Courses. M.S. 1951, Utah StateUniversity, 106 p. L. (Logan) *

Purposes of Study: To ascertain the needsof retail establishments selling commercial re-

MASTEirS 3TUDIES

frigeration units and problems connected withservicing, installation, etc. as they relate toeducation. To investigate education programsin refrigeration and to find out if these pro-grams are meeting the needs of industry.

Source of Data: Published and unpublishedstudies ; personal comments on the literature ;school catalogs ; questionnaires sent to refrig-eration service men. to associate members ofthe Refrigeration Service Engineers Society.and to universities and colleges.

windings and Conclusions: A basic inven-tory of service calls, types of equipmentworked on, refrigerants used, and normallyencountered servieir difficulties is presented.Refrigeration r.ervice-and-sales organizationsare usueiy small and serve local trade; largejobs which may be encountered are eoopera-the's- shared with the manufacturer whom thesmall businessman represents.

Refrigeration apparently will continue toexpand in the future. Small organizations tobe succeadul must have personnel who havemechanism' ability, technical knowledge, andmsnagerial and administrative skill. Fewstudents planning to enter the business ofselling and servicing refrigeration equipmentenroll in engmeering programs in school.

Technical institute -tyre training programsaim primarily at developing technological andmanual skill, with minor attention paid tobusiness principles but little attention givento managerial and administrative skills or topsychological background.

4174. SHAW. BERNACE L. EmphasisPlaced Upon the Unique Objectivesof Industriui Arts at Byrd and FairPark High lichools. M.S. 1959,Northwestern Siate College, 101 p.Russell L. (Natchitoches. La.)

Purpose of Study: To ascertain the uniqueobjectives of in.-N.T;t7lz! !1st?, opinionof 47 experts in the field and the emphasisplaced upon these objectivez: in the opinion of220 former industrial arts stutients at Byrdand Fair Park Hi ;h Schools, Shreve;..: La.

Source of Data and Method of Study: L.:s-lated studies were revierved; the objectivesused as a basis for this 0.4 ly were obtainedfrom the American Yoe ;" aal Associationpublication, A Guide to /improving Intl; ac-:ion to Industrial Arts. Mott.. obtainedby questionnaires accompanied by a letter ofexplanation. The questionnaires sent to theexperts were more general than the ones sentto the students, although both questionnairespresented the same objectives.

Findings and f7onelusions: Returr.s fromthe experts indicate ! that no on objective isent'rely unique to iidustriel arts ; however,they were in genera! agreement as to four ofthe oislectives being molt unique to industrialarts, eagerAy Si op Smtlls and Knowledge,

99

Drawing and Design, Interest la Inciastry,and 2:opreciation and Use. The former in-dustrial arts students were somewhat in dis-agreement with the experts. The studentsreported that the objectives Health andSafety, Appreciation and Use, Orderly Per-formance, and Dra sing and Design had beenemphasized "much" st Byrd and Fair ParkHigh Schools. The two objectives "Healthand Safety" and "Orderly Performance," asstated, could be realized equally well in othergeneral education courses in the opinions ofthe exi-rts. Thus for these two objectivesto be unique, they must be stated in directregard to industrial arts.

1173. SHAW, G. MERRILL. The Designof a Universal Projectiwt DrawingMoat'.1 and Its Application in Teach-ing Projection Drawing. M.S.Utah Staw University, 86 p. L.(Logan) *

Purpose of Study: To develop a meanswhereby the student may be aMed in studyingmany of the basic principles in several diffi-cult areas of proJection drawing, t.reby add-ing to the proficienLy of drafting instoiction.

Source of Data: A review of the literatureto Identify devices used in teaching ortho-graphic projection and to develop a universalmodel through a process of reflective study,experimentation, and of vsrious projectiondevices in classes.

Findings and Conclusions: It is possible toillustrat.. the principal planes of pro;sctionwith a ;Ingle teak:nit y aid, the Universal tro-jection Drawing Device developed in thisstudy. Although there is wide divergence ofopinion among authorities on basic terminol-ogy relative to prt-4vi.-tion drawing, the termi-nology used in this study may be ",.usideredacceptable. Little has be. done to developtearbiug aids the* will illustrate auxiliaryand oblique planes of projection. Previousstudies have proved that the use of modelsis desirable for teaching drafting. The Uni-versal Projection Drawing Device has resultedin an improved method of presenting andstudying drawing problems. It is truly ana:s'ersal device because of its many applica-tions the field of projection drawing.

4176. SHETXURNE, DARRELL WIN-STON. Survey of Audio-VisaalMateria:d for Woodworking. MA.1958. San Diego State College, 109 p.L. (San Diego, Calif.)

Purpose of Study: To ascertain the avail-ability of the audiovisual materials related towoodworking, to organize the list under suit-able headings, and to indicate what agencyhas the material available and how it may beobtained.


Source of Data: Books, unpublished mate-rials, and other pertinent literature in thefield. A survey was made to ascertain thetypes of audiovisual materials available forwoodworking.

Findings and (fonclusioN A -!.encise andsimplified listing of audiovisual materials fo.use in woodworking are presented. It shouldbe kept up to date with periodic surveys list-ing the new materials as they becomeavailable.

4177. SHERICK, ALBERT MARLIN.Factors Affecting the Amount ofCold Liquid Hide Glue Used in In-dustrial Arts Shops. M.S. 1955,Iowa State College, 66 p. L.(Ames)*

Purpose of Study: To ascertain the effect ofopen assembly time and the number of sidesglued on the strength of glue joints made withcold liquid hide glue.

Source of Data and Method of Study: Datawere obtained by gluing five species of wandand testing each of them to destruction.

Findings and Conclusions: The strongestjoints occurred at the 10-minute open assem-bly time with glue applied to both sides ofthe joints. White pine produced the strongestjoint with 5-minute open assembly time glueapplied to both sides of the joint. Walnutproduced its strongest joint with a 5-minuteopen assembly with glue applied to only oneside of the joint.

4178. SINCLAIR, JOHN ARWOOD.Coordination of Industrial Arts andAgriculture Farm Shop Work inClass "C" and "D" SecondarySchools in Michigan. M.A. 1957,Western Michigan University, 37 p.L. (Kalamazoo)

Purpose of Study: To investigate (1) thepossibility of the same person's teaching bothagriculture farm shop and industrial artsshop, (2) the advisability of having twoteachers use the same shop facilities, and (3whether class "C" and "I)" schools shouldhave separate shop facilities for farm shopand for industrial arts shop work.

Source of Data: Questionnaires sent to 123class "C" and "D'. (smaller) high schools !nMichigan involving 99 superintendents, 80agriculture teachers, and 83 industrial artsteachers.

Findings and Conclusion.: School adminis-trators were about equally divided on thequestion of having one shop teacher handleboth farm shop and industrial arts classes. Amajority of the agriculture teachers opposedthe idea, while a majority of the industrialarts teachers favored the idea. Separate shop

facilities for industrial arts and for farm shopwork was favored by a majority of therespondents.

Approximately f15 percent of the industrialarts teachers and 10 percent of the agricultureteachers studied were teaching both types ofshop programs. Opportunity should be pro-vided for training teachers for these dualprograms.

4179. SKINNER, HALVER MORGAN.An Evaluation of the Industrial ArtsProgram of Montana SecondarySchools. M.S. 1959, Utah StateUniversity, 105 p. L. (Logan)

Purpose of Study: To evaluate the indus-trial arts program in certain selected second-ary schools in Montana.

Source of Data and Method of Study: Per-sonal visits to the selected schools and anevaluation of the program using the 1950 edi-tion of "Evaluative Criteria," Industrial ArtsSection, of the Cooperative Study of Second-ary Schools. A trial run was dude in twoschools to find out the most effective way ofusing the instrument. As a result it was de-cided to use only units II and III of the Cri-teria. The selected schools also made theirown evaluation.

Findings and Conclusions: School adminis-trators and industrial arts teachers in theseleoted schools in general did not accept asa part of their philosophy the basic "needs ofyouth" as set forth in the Criteria. Few ofthe administraton have a sound philosophyof industrial arts as an integral part of edu-cation. Only 20 percent of the schools re-quire students to take industrial arts courses.and only 20 percent of the schools allowedgirls to tike industrial arts. Woodwork andmechanical drawing were the subjects offeredmost often. An average of only 4.8 instruc-tion units was offered in the industrial artsdepartments. The quality and quantity ofmaterial used in instruction and project workwas good. Storage space in the shops wasgenerally inadequate. Generally, the shopswere too small to meet student needs. Theinstructional staff as a whole showed weak-ness in professional training; teachers inlarge schools were better prepared than thosein the smaller schools. On the whole, muchof the teaching lacked some of the desirablecharacteristics of the project method, motiva-tion, thrill in producing some article withutility, satisfaction of planning, and an inti-mate acquaintance with various kinds of ma-terials. An overall evaluation showed con-siderable need for improvement.

4180. SKIRVIN, EMMETT E., Ja. AHistory of the Deveolpmeht of In-dustrial Arts et San Diego StateCollege From 1902 to 1953. M.A.

MASTER'S

1953, San Diego State College, 88 p.L. ( San Diego, Calif.)

Purpose of Study: To ascertain, in logicalsequence, the histlrical events that have ledto the present industrial arts program at SanDiego State College.

Source of Data: Available literatu-c perti-nent to the study.

Findings end Conclusions: The historycovers the development of industrial arts atSan Diego State College from 1902 to itspresent status.

4181. SLAUGH, OWEN. A Study-Guidefor a Unified College Course in Auto-motive Electricity (And Indicationsof State Acceptability). M.S. 1957,Utah State University, 151 p. L.(Logan) *

Purpose of Study: To develop a series ofstudy guides to coordinate what is beingtaught in college automotive courses involvingtransferable credit- To develop a studyguide valuable enough to a teacher to insureadoption through desire rather than per-r uasion.

Source of Data and Method of Study:Modern textbooks, a number of special publi-cations, engineering reports, and factoryschool notes were used to form a library ofsource materiaL A list of 500 of the mostessential objectives for a course in automotiveswas compiled. An appropriate examinationquestion was developed for each objective,and a mast index was compiled. A rankingwas made the master index lowed uponthe number of pages of text devoted to eachquestion. A questionnaire was developedfrom the studygnide material and sent toinstructors and directors for study and rating.

Findings and Conclusions: The data re-vealed wide variations in course content, alsoa definite willingness to cooperate in adoptinga unified course. TLe plans for unificationmet with approvaL The study guide was tobe used as the basis for the course.

4182. SMITH, ALBERT EDWARD. ASurvey of Representative Wood-working Equipment in the Cali-fornia Senior High Schools. M.A.1955, San Diego State College, 131 p.L. (San Diego, Calif.)

Purpose of Study: To ascertain the size,type and quantity of shop equipment nowbeing used for woodworking in the Californiasenior high schools and to establish a reason-able means for compiling a representativeequipment inventory for woodworking in theseschools.

Source of Date: Books, bulletins of theCalifornia State Department of Education.

STUDIES 101

manufacturers publications, periodicals, andlocal school district publications. Question-naires were sent to the different school dis-tticts of the State ; as many different typesof schools as possible were selected.

?hidings and Conclusion.: Findings fromthe survey varied widely, due in part to thedifference in plan and organization of the highschools at the local district leveL The needsexpressed for a 4-year high school are differentfrom those of a 3-year high school. SomeCalifornia high schools are primarily voca-tional-technical high schools and presentequipment needs of a highly specialieednature. However, a high degree of similarityexists in equipment needs expressed by highschools offering a 3- or 4-year program ofgeneral education. The needs for a ruralhigh school are slightly different from thosein urban areas.

4183. SMITH, HERSCHEL JOHN. AnEvaluation of Industrial Arts Pro-grams in Mimissippi Public Schoolsfor Negroes During the Year 195455. M.A. 1955, University of Minne-sota, 98 p. Department of Indus-triai Education (Minneapolis)

Purpose of Study: To ascertain the extentto which industrial arts programs in Mis-sissipi's Negro public schools are meeting theneeds of the pupils and the school community,to obtain a statewide picture of the qualifica-tions of industrial arts teachers, physicalfacilities, nature of offerings, and instruc-tional materials, and to compare departmentswith the recommendations for departmentsset forth by the Mississippi State Departmentof Education.

Source of Data: Questionnaires sent to 12teachers and personal visits to 15 of the re-sponding schools.

Findings and Conclusions: A definite needfor improvement in certain areas of the Negrohigh school industrial arts programs inclu&s:A greater variety of offerings, more auxiliaryrooms for specific areas, and a greater varietyof publications, reference materials, textbooks.and consumer literature. Physical facilitiesneed improvement. The training and experi-ence of the industrial arts teachers seemsufficient for the present ; it facilities are im-proved, broader training will be necessary.

4184. SNYDER, DONALD EUGENE.An Analysis of Medium-Size, Power-Driven Equipment Used in IndustrialArts Composite General Shops. M.Ed., 1556, The Pennsylvania StateUniversity, 42 p. L. (UniversityPark)

Purpose of Study: To derive and illustratea method of comparing the brands of medium-


size, powerdriven equipment by the use ofliterature obtainable from the manfacturers.

Source of Data and Method of Study: Arequest sent to companies located in north-eastern United States which produce machinessuitable for use in industrial arts compositegeneral shops. As the descriptive literaturewas received, it was sorted into groups accord-ing to the item of machinery to which it per-tained. The groups of information wereanalyzed separately, and the data necessaryfor comparing the characteristics of eachbrand were deduced, to compare the most im-portant equipment features characteristic ofeach brand. The tabulated data were thenrefined and presented for 14 items of ma-chinery.

Findings and Conclusions: The manner ofpresenting the data illustrated a method foranalyzing the literature obtainable from man-ufacturers in order to compare be brands ofmachinery suitable for industrial arts use.This method of comparing the brands of ma-chinery may be employed by industrial artsteachers confronted with the problem of se-lecting equipment.

4185. SONES, ERNEST VICTOR. APetroleum Relining Vocational Tech-nical Education Program for CasperCollege. M. Ed. 1959, Colorado StateUniversity, 106 p. L. (Fort Collins)

Purpose of Study: To determine the areasof training that should be developed at CasperCollege to prepare technicians, to upgradeskilled workers, and to retrain workers for thethree refineries in Casper, Wyoming.

Source of Data and Method of Study: Datasecured by means of a personal survey of thethree refineries in Casper, Wyo. Texaco, Inc.,the Mobil Oil Company, and the Standard OilCompany of Indiana were surveyed in thoseareas or divisions where technicians, skilledand semiskilled workers were employed. Thejob classifications were analyzed in terms ofwork conditions and work performed.

Findings and Conclusions: Courses shouldbe offered in the college for technical andskilled job classifications in the area of appliedchemistry, applied physics, instruolentation,and applied mathematics. Courses in humanrelations and labor-management relations areimportant. Specific courses should be organ-ized for special job classifications ; this mayrequire another survey of allied industries.

4186. SPIES, JOSEPH PETER. Indus-trial Arts Auto Mechanics. M.A.1957, University of Minnesota, 127 p.Department of Industrial Education(?.c.inneapolis)

Purpose of Study: To compile material par-ticularly suited to the teaching of industrial

arts auto mechanics and organize this materialinto a teaching guide.

Source of Data: Periodicals, books, coursesof study, experience in auto mechanics schools,and discussions with teachers of auto me-chanics. In addition, a course in nouvoca-tional auto mechanics was taught for 5 yearsto determine the effectiveness of presentingcertain materials and methods.

Findings and Conclusions: Existing automechanics textbooks were lass motivating thaneasier-to-read printed materials supplied bythe education sections of the automobile man-ufacturing companies which were well illus-trated and supplemented with slides andmotion pictures. Discussion must be supple-mented with demonstration, comparison ofnew and worn auto parts, and actual workexperience on a shop automobile. The teach-ing of auto mechanics utilizes numerous sci-entific principles and a basic understandingof electricity, hydraulics, metal craft, physics,and chemistry. The function of industrialarts auto mechanics is to present the oppor-tunities available in the industry and to ex-plore the aptitudes of those enrolled.

4187. SPRAGUE, LARRIE T. SeniorityClauses of Selected Office Union Con-tracts. M.A. 1959, Western Michi-gan University, 67 p. Waldo L.(Kalamazoo)

Purpose of Study: To trace the develop-ment of (1) the "dignity of labor" concept,(2) the present status of so-called "white col-lar" workers in industry and big huslness, (3)the reasons why so:ne of these workers or-ganized into unions, (4) the results of unionorganization for these workers, (5) the ar-rangement, scope, and content of seniozityclause provisions in selected office union con-tracts, and (6) the degree to which unionshave organized office and technical areas.

Source of Data: The survey technique wasused in securing information from unions,manufacturers' associations, government agen-cies, industrial firms, and in limited visits.

Findings and Conclusions: Unions have notbeen too successful in organizing the officeareas, partly because of the strong sense ofloyalty office workers have for those withwhom they work closely. The advantages ofbetter working conditions have been offset,and in most instances surpassed, by gainsmade by production workers after theirunionization. Living costs have been con-stantly on the increase for the period of timecovered by this investigation. Managementwould doubtless have given substantial in-creases to their white collar help in the steelindustry had there been no union organiza-tion of the office area. Management not onlyhas to live with the production and mainte-nance workers in the shops, but also with those

MASTER'S STUDIES

with whom they "rub elbows" daily, namely,the white collar workers. The organizationof any area or facet of industry, not previouslyorganized, usually means more work, worries,and increased costs for management. Forthis reason, management has sometimes beenslow to encourage or allow the organizationof white collar workers within the businessor industry.

4188. STEGMAN, GEORGE KENNETH.A Rating Scale for Measuring theTechniques of Mechanical DrawingPlates on the Secondary SchoolLevel. M.S. 1957, Stout State Col-lege, 100 p. L. (Menomonie, Wis.)

Purpose of Study: To devise a reliablerating scale for the evaluation of mechanicaldrawing plates on the secondary school level.

Source of Data: Professional literature anda review of relevant rating scales nowavailable.

Findings and Conclusions: The scale wasfound to be reliable by the test-retest method ;correlations of from 0.78 to 0.98 wereachieved by the five raters re-evaluating thedrawing&

4189. STEVENS, DEWEESE W. AComparison of Costs of Graphic ArtsWith Other Industrial Arts Areas.M.S. 1956, Oregon State College64 p. L. (Corvallis)

Purpose of Study: To ascertain whether thecost of equipment and supplies in a graphicarts shop is excessive as compared with otherindustrial arts shops, to establish an order foradding new industrial arts shops, and to as-cert tin the reasons for the exclusion ofgraphic arts from the industrial arts program.

Source of Data: A questionnaire and per-sonal interviews with administrators, super-visors, and department chairmen of secondaryschools in the State of California.

Findings and Conclusions: The graphic artsprogram is not excessive in cost of equipmentand supplies in relation to other areas of in-dustrial arts. Evidence was found that thereis a definite order in which new industrialarts shops are established. Graphic arts isbeing excluded from the industrial arts pro-gram due to a shortage of teachers.

4190. STEWART, WALTER A. Indus-trial Arts in Continuation and Ad-justment Education in San Diego.M.A. 1959, San Diego State Col-lege, 121 p. L. (San Diego, Calif.)

Purpose of Study: To ascertain the positionof industrial arts in continuation and adjust-ment education and to denote the teaching

103

methods used in a continuation and adjust-ment school.

Source of Data: Books, periodicals, publi-cations of the government, learned societies,documents, and unpublished materials. A sur-vey was made of the industrial arts classesof the Snyder Continuation High School inSan Diego, California.

Findings and Conclusions: The adjustmentstudent resists group work or any supervisionby his fellow students. However, thereshould be further study on some type of per-sonnel system to help prepare him to take hisplace in industry.

4191. STONE, EDWIN HAROLD.Status of Iowa Industrial ArtsTeachers. M.S. 1959, Iowa StateUniversity, 65 p. L. (Ames)

Purpose of Study: To correlate latest avail-able data of Iowa industrial arts teacherswith studies made previously.

Source of Data: The Iowa Educational Di-rectory, 1958-1959, and the teacher informa-tion folders on file at the State Office Build-ing, Des Moines, Iowa.

Findings and Conclusions: A trend towardspecialization in industrial arts was apparent,over an 18-year period. There was a sharpreduction in number teaching in both indus-trial arts and other subject areas.

Iowa industrial arts teachers are leavingthe profession, the State, or the industrialarts area 30 years before retirement could beassumed.

A gradual increase in the percentage ofIowa industrial arts teachers with master'sdegrees was noted in the period from 1940 to1958.

4192. STUBBART, SHAFER FREDER-ICK. A Suggested Course of Instruc-tion for a General Metal Shop Stress-ing Pre-Engineering Preparation.M.A. 1957, San Diego State College,109 p. L. ( San Diego, Calif.)

Purpose of Study: To develop a course ofinstruction for general metal shop whichstresses pre-engineering training.

Source of Data: Available literature perti-nent to the field.

Findings and Conclusions: The course ofinstruction for comprehensive metal shopwhich was considered valuable backgroundfor pre-engineering students included thefollowing areas : electricity, machine shop,welding, engine mechanics, hydraulics, design,stress-strain studies, and foundry. Subjectmatter was grouped for presentation as ma-terials, processes, or fabrications. This group-ing provided opportunity for comparison ofone material with another or one method ofprocessing with another.


4193. SUESS, ALAN ROMAN. An Analy-sis of the School Maintenance Activ-ities of Industrial Education Teach-ers in a Selected Group of MichiganSchools. M.A. 1959, Western Mich-igan University, 74 p. L. (Kalama-zoo)

Purpose of Study: To ascertain the tool andequipment maintenance activities most fre-quently occurring in the daily work of indus-trial education instructors in Michigan andto ascertain the college preparation in main-tenance activities received by these instruc-tors.

Source of Data: Questionnaire survey of500 industrial education teachers in Michigan.

Findings and Conclusions: Respondentsrecommended that a class in school shop tooland equipment maintenance should be a partof the industrial education teacher-trainingprogram. Maintenance activities that areclosely related to manipulative skills and ma-chine operations seem to be adequately em-phasized. However, maintenance problemscommon to several mesas and/or maintenanceproblems not specifically a part of a manipu-lative operation or a machine operation needadditional emphasis at some point in theteacher-preparation program.

4194. SULENTIC, MILO NORMAN. ASurvey of Industrial Arts in the Pub-lic Schools of North Dakota. M.A.1959, Iowa State Teachers College,46 p. L. (Cedar Falls)

Purpose of Study: To determine the facili-ties, equipment, type of shops, offerings in in-dustrial activities and preparation of indus-trial arts teachers in all public school offer-ings in the State of North Dakota.

Source of Data: Personal interview of in-dustrial arts teachers located in the publicschools of North Dakota.

Findings and Conclusions: Woodwork anddrawing were offered most often. The rangein shop size was large, both in actual squarefeet and square feet per student. Adequatestorage space was generally lacking. Indus-trial arts was taught in only 25 of 62 NorthCentral approved schools. Sixty of the 74teachers had completed a major in industrialarts ; 5 teachers had completed neither amajor nor minor. Industrial arts was offeredto girls in only 8 schools. Thirty-nine teach-ers planned to add at least one area to theirprograms. Only 7 schools allotted an annualbudget for the industrial arts program. Re-organisation seems to be important for furthergrowth in industrial arts.

4195. SUMMERS, LOWELL P. ACourse of Study in Aviation Educa-tion Including a Survey of UtahHigh Schools. M.S. 1956, UtahState University, 245 p. L.(Logan)

Purpose of Study: The purpose of this studywas two-fold : (1) to ascertain the presentstatus of aviation education in Utah highschools ; and (2) to develop a course of studyin aviation education which might meet theneeds of those schools presently teaching thiscourse and schools contemplating a regularclass in aviation education.

Source of Data and Method of Study: Aquestionnaire-type information form wasmailed to each Utah high school. The re-turns were tabulated to show the number ofhigh schools in each multiple of 300 enroll-ment grouping, the number presently teach-ing aviation education, certain activities ofthe aviation education program, high schoolsnot teaching aviation education and theirreasons for not teaching this course.

Findings and Conclusions: It was foundthat of the 79 high schools cantacted, 13 wereteaching aviation education, and 9 were con-templating a course within the next 2 years.The greatest reason given for not teachingaviation education was the unavailability oftrained teachers.

The course of study was developed on theinformational outline pattern. It consists of8 units of study, each unit being divided intosections. There is a total of 59 sections in

course. The major units covered areJr Transportation, Know Your Airplane,Theory of Flight, Aircraft Model Building,

Aircraft Powerplants, Meteorology, and Navi-gation.

Recommended textbooks with chapter andpage references are listed at the beginningof each section. Class activity suggestionsand demonstrations, together with an anno-tated film listing, are presented at the endof each individual section.

4196. SWANSON, HAROLD I. An Ez-periment to Determine the RelativeEffectiveness of an Inatant-Correc-tims Type Test as a Teaching Device.M.S. 1954, The Pennsylvania StateUniversity, 74 p. L. (UniversityPark)

Purpose of Study: To ascertain the relativeeffectiveness of an instant-correction test ass. teaching device.

Source of Data and Method of Study:The experiment was conducted with an ex-perimental and control group of 118 eighth-.

MASTER'S STUDIES

ninth-, and tenth-grade boys with woodwork-ing experience from three schools. Bothsections received the same battery of threeparallel tests, with the exception of theinstant-correction answer sheet for test IIwhich was given only to the experimentalsection.

Findings and Conclusions: The instant-correction test is effective as a teaching de-vice. No clues or hints can be obtained bystudents from the chemically impregnatedanswer sheet of the test. The level of in-telligence of the students does not signifi-cantly affect the amount of learning thatoccurs while the students are taking this typeof test.

4197. SWENSON, DAN H. A Guide ToBe Used in Evaluating AudiovisualAids for Use in the Teaching of In-dustrial Arts in the Junior HighSchools of Utah. M.S. 1949, UtahState University, 109 p. L.(Logan)*

Purpose of Study: To ascertain whichaudiovisual aids can contribute most tomaking subject material meaningful in eachof the subject-matter areas included in theindustrial arts programs of the Utah juniorhigh schools.

Source of Data: Most of the junior highschool industrial arts teachers of Utah andthe department heads of industrial educationdepartments in most of the colleges and uni-versities in the Nation having industrial artsteacher-training programs. A questionnairesent to the above-mentioned persons was usedin gathering the data.

Findings and Conclusions: It was foundthat each subject-matter area requires differ-ent audiovisual aids to strengthen visualimpressions and to make teaching moremeaningful. Motion pictures were recom-mended as the first choice, in most instances,for introducing students to new subject-matter areas. The demonstration was favoredfor the teaching of basic skills.

The effectiveness of each of the audiovisusiaids considered in the study can be found, indescending order, by referring to the :Jar-graphs defiling with different RSTACt--of the subject-matter rreas.

The study deals with t:,-pes of vim's.' aidsand makes no attempt to evaluate specific in-structional materials. The author points outthe need for careful selection from among thev ast number of aids which may be included ineach of the types. An extensive appendixdealing with factors in planning for the nseof audiovisual ends in the teaching of indus-trial arts is alai, included.

5881d5-61-8

105

4198. SYRING, KENNETH R. The At-titude of Industrial Arta TeachersToward Their Program in the StateTeachers Meetings. M.S. 1958,Kansas State College of Pittsburg,75 p. Industrial Education and ArtDepartment (Pittsburg)

Purpose of Study: To study the programs ofthe Kansas State Teachers Association con-ventions for industrial arts teachers, theteachers' attitudes toward these conventions,and suggestions for future programs.

Source of Data: Questionnaires and per-sonal interviews with persons in charge of theState teachers meetings.

Findings and Conclusions: The demcnstra-tion type of program is the most popular.Displays of shop equipment and materials arealso popular types of programs. Teacherswho do not attend feel the programs do notcontribute to their work.

4199. THARPE, FRANK DOUGLAS.Usefulness of the 'ruder PreferenceRecord for Predicting Shop Achieve-ment of Senior High School Studentsin Industrial Arts. M.S. 1955, IowaState College, 46 p. L. (Ames)

Purpose of Study: To evaluate the useful-ness of the ten interests of the Kuder Pref-erence Record in the prediction of achieve-ment in industrial arts.

Source of Data: The Kuder Preference Rec-ord administered to students in the Alfred E.Beach High School, Atlanta, Ga.

Findings and Conclusions: The Kuder Pref-erence Record was not a satisfactory instru-ment for predicting achievement in industrialarts in the Alfred E. Beach High School.

4200. THOMPSON, JESSE M. James P.Hanepio Contribution to IndustrialArta. M.S. 1955, North Texas StateOorlege, 37 p. L. (Denton)

Pur2o:,e of Study: To examine the writingsof James P. Haney and to ascertain his con-trIbution to industrial arts.

Source of Data: Magazine articles and lec-tuis by Haney which portray his philosophyof industrial arts.

Findings and Conc1 :Mons: By coordinatingindustrial arts wich other subject matterareas, Haney v as the first to carry out suc-cessfully what 2roebel advocated ; namely. us-ing material things to develop the child's self-activity. Fancy devoted his life to the schoolsystem of New York City and is probably re-sponsible for gaining acceptance for industrialarts in tie total program of education.


4201. TITUS, LEWIS CLARK. A Studyof Tests Available for Use in Indus-trial Arts and Procedures Used byIndustrial Arts Teachers in As-certaining Student Progress andSemester Grades. M.S. 1956, NorthTexas State College, 125 p. L.(Denton)

Purpose of Study: To survey the types oftests generally used in educational measure-ment with emphasis upon their implicationsfor industrial arts, to identify the test mostapplicable to industrial arts, to ascertainwhat portion of the final grade is determinedby test scores, and to identify factors otherthan test scores used in arriving at a finalgrade.

Source of Data: Books and articles takenfrom professional literature pertaining totesting and grading in the field of industrialarts and questionnaires returned from 100industrial arts teachers in Texas.

Findings and Conclusions: Tests most usedby industrial arts teachers were informal-objective tests given each 6 weeks, at the endof a unit of study or the end of a process.Only a slight m' jority of the teachers hadreceived instruction in test construction.Teachers of industrial arts are in need of in-struction in the interpretation of tests havingto do with guidance.

4202. TYRREL, JERRY H. PredictingGraduation Probabilities of Utah.State University Freshman. Engi-neering Students. M.S. 1958, UtahState University, 54 p. L. (Logan) *

Purpose of Study: To establish a criterionto serve as an aid to counselors, advisors,and students in predicting student successin engineering programs at Utah StateUniversity.

Source of Data and Method of Study: Offi-cial university records of 585 graduatingengineers from 12 graduating classes, 1946through 1957, at Utah State University. Stu-dents selected entered as freshmen and hadcompleted the sequence of 4 basic engineeringcourses ; namely, mathematics through ana-lytical geometry ; freshman English, 3 quar-ters ; engineering drawing, 3 quarters ; andbeginning chemistry, 2 quarters. No trarsferstudents were used in the study.

Findings and Conclusions: Total gradepoint average by quarter, using the fourbaste engineering courses, were more valuablethan any single sequence class (such as Eng-lish 1, 2, 3) for predicting the grade-pointaverage at graduation. Grade-point averagesof these four basic engineering courses whencorrelated with the grade-point average atgraduation gave a correlation of 0.828. This

was considered to be a highly significant cor-relation. The higher the student's grades inthe mathematics sequence, the better were hischances for completing his 4-year curriculumin engineering. The grade-point average inthe four =7.= engineering courses can be usedto pref. ' ne student's grade-point averageat graduation, and in most cases it c7'1 notvary more than one-third of a grade point.Almost without exception, the grade-pointaverage at graduation was slightly less thanthe grade-poin average computed from thefour basic engineering courses.

4203. ULRICH, WALTER E., JR. Whatthe Industrial Arts Ins tractors ofthe State of Utah Consider a SoundPublic Relations Program. M.S.1954, Utah State University, 73 p.L. (Logan)*

Purpose of Study: To study the views andideas of the Utah industrial arts instructorsand to select from this material what wouldgenerally be the best, or one of the better,public relations programs.

Source of Data: Literature in the indus-trial arts field and a questionnaire sent toindustrial arts teachers throughout Utah todetermine what the teachers considered a goodpublic relations program.

Findings and Conclusions: About 50 to 60percent of the industrial arts teachers of theState of Utah have some form of public rela-tions program. The teachers considered themajority of the elements used in the studyto be good for a public relations program, butin most cases only a portion of the teachersare actually using the elements to any extent.Some instructors seemed to be doing an excel-lent job in public relations, while others werereluctant to do much of anything. An effectiveprogram in public relations helps to obtainsupport for the school from the community,wins support from the administration for thedepartment, and helps to further the totalschool program. The most effective publicrelations are generally founded on personalintegrity, common sense, initiatve, and ageneral attitude of friendliness.

4204. VAN AUSDAL, G. DUANE. AStudy To Determine the Extent toWhich Design Fundamentals AreTaught to Industrial Arts Studentsin the Secondary Schools of Utah.M.S. 1958, Utah State University,58 p. L. (Logan) *

Purpose of Study: To ascertain the extentto which industrial arts design is taught inthe secondary schools throughout the State ofUtah, and to provide data on the qualificationsof industrial arts teachers to teach funda-mentals of design.

MASTER'S STUDIES

Source of Data and Method of Study: In-dustrial arts teachers were sent a question-naire to determine the extent to which indus-trial arts design was being taught, in whatdepartments of the school it was being taught,the extent of copying permitted, and thetraining in design which teachers had received.

Findings and Conclusions: There was ageneral lack of instruction in the fundamentalsof design, and many teachers did not attemptto teach the subject. Supervision was feltto be of considerable importance. There is alack of design knowledge. It is believed thatmore emphasis should be given to instructionin design fundamentals.

4205. VANDERBERG, PAUL S. AStudy Guide for Junior High SchoolIndustrial Arts Drawing. M.A. 1941,The University of Michigan, 69 p.L. (Ann Arbor)

Purpose of Study: To develop a study guidefor the use of instructors in the junior highschool industrial arts drawing classes of theKalamazoo, Michigan, public schools.

Source of Data and Method of Study: Re-sults of a study conducted in Kalamazoo in1939 to discover the extent of employment indrafting occupations, to ascertain the needsof employers, to secure information useful invocational guidance, to obtain accurate knowl-edge about drafting equipment, and to antici-pate some of the future requirements of thedrafting field. Information obtained fromthis study was for the purpose of bringingabout closer cooperation between the schoolsand industry. Following the completion ofthe study a reorganization of the senior highschool and junior high school drawing curric-ulum was undertaken and was based uponfindings set forth in the report. It is withthis reorganization that this study guide isconcerned.

Findings and Conclusions: This study out-line is intended to serve as a guide to teachersof industrial arts drawing and as an aid indirecting the desirable growth of the pupilsin their classes in compliance with the objec-tives of general education and industrial artson the junior high level.

4206. VARLEY, JESSE LINCOLN.The Industrial Arts and the Philoso-phy of Herbart. M.S. 1956, NorthTexas State College, 71 p. L. (Den-ton)

Purpose of Study: To analyze the philoso-phy of Johann Friedrich Herbart to ascertainwhether the philosophy of present-day indus-trial arts tends to make his philosophy moremeaningful and far-reaching.

Source of Data: Books, periodicals, pam-phlets, dictionaries, encyclopedias, and otherpublished and unpublished materials.

107

Findings and Conclusions: Herbert's phi-losophy and theories of education have beenalmost completely abandoned, although thereis evidence that his philosophy did influencethe educational system in America. Evidenceindicates that if Herbert had lived today hewould have included in his philosophy anddoctrine A.reas of work closely related to pres-ent-day industrial arts.

4207. VARLEY, ROY L. The History ofthe Industrial Arts Department atNorth Texas State College from 1911to 1955. M.S. 1956, North TexasState College, 82 p. L. (Denton)

Purpose of Study: To record the beginning,growth, and changes of the industrial artsdepartment at North Texas State College.

Source of Data: Theses, school annuals,bulletins published by the college, and per-sonal interviews with administrative officers,instructors, and others who could give reliableinformation concerning the past and presenthistory of the department.

Findings and Conclusions: The industrialarts department at North Texas State Col-lege was created in 1911, as a result of a billpassed by the State legislature in 1909.Enrollment in the department was small be-tween 1911 and 1930, ranging from 52 to 137students per semester ; the greatest increasecame after World War II and reached itspeak in 1950, when 1,300 students were en-rolled. A program leading to the bachelorof science degree with a major in industrialarts was approved in 1919 and the master ofscience degree in 1944. Many changes weremade from time to time in the curriculum andin the number of hours required for a major.

4208. WAKEFIELD, JAMES CLIF-FORD. An Investigation of theEffectiveness of a Vocational Re-habilitation Training Program forthe Physically Handicapped in aProvincial Trade School. M.A.1959, University of Minnesota, 145 p.Department of Industrial Education(Minneapolis)

Purpose of Study: To ascertain to whatextent the vocational rehabilitation programoffered by the Manitoba Technical Instituteassisted physically handicapped persons.

Source of Data: After reviewing currentliterature to determine the history and extentof development of the vocational rehabilita-tion facilities available to physically handi-capped persons, a study was made of schooland social agency records en the first 50 suchpersons trained in a newly established re-habilitation program.


Findings and Conclusions: A coordinatedprogram can be effective in utilizing all thefacilities found in a community, whetherthese facilities are owned by a private or agovernment agency. Vocational rehabilita-tion greatly improved, at a very small cost tosociety, the social and financial positicns ofthe students studied.

4209. WALLIS, CARL RANSOM. Stu-dent Costs for Industrial ArtsCourses in Utah High Schools. M.S.1957, Utah State University, 90 p.L. (Logan)*

Purpose of Study: To ascertain the averageyearly cost to the student taking industrialarts courses in Utah high schools. To deter-mine the costs in different schools andwhether or not the size of school had a bearingon the per-student costs. To find the varia-tion of costs, if any, for similar materials.

Source of Data and Method of Study: Thesurvey method, using information forms,was used to gather the necessary data. In-formation forms were received from 119 Utahhigh school instructors of industrial arts and38 superintendents of Utah schoo! districts.

Findings and Conclusions: The type of pro-gram offered had an influence on the per-student costs. The average per-student costwas found to be $9.65. Costs in differentschools varied somewhat according to size,with the schools in the three largest popula-tion groups showing smaller costs to thestudents than the schools in the other groups.Prices for similar materials were found tovary considerably in some instances.

4210. WALSTON, HARRY WADE.Drafting in the Tampa AreaA Sup-plement to Mechanical Drawing In-struction. M.A. 1956, University ofFlorida, 74 p. L. (Gainesville)

Purpose of Study: To justify the objectivesof industrial arts education with reference tothe mechanical drawing program by means ofa descriptive illustration of industrial applica-tions of the subject matter.

Source of Data: The Tampa Chamber ofCommerce, the Florida State EmploymentService in Tampa, and individuals (by meansof interviews and questionnaires).

Findings and Conclusions: Industrial artsdoes not primarily train students for industrybut rather educates them for a life in whichindustry is one of the major elements. Thestudent's contact with industry is limited ;therefore, the importance of utilizing com-munity resources to supplement the industrialarts program may be justified from the stand-point of effective teaching, which demandsaccurate presentations of modern trends inindustrial development.

4211. WALTON, HOWARD RALPH. AProgram of Industrial Arts AccidentReporting For the State of Minne-sota. M.A. 1955, University ofMinnesota, 113 p. Department ofIndustrial Education (Minneapolis)

Purpose of Study: To review and analyzesignificant findings of prior studies on safetyin the industrial arts shops in an effort toprepare a listing of the data needed for theimprovement of specific instruction designedto develop safe behavior in the industrial artsstudents, and to build a concise, convenient,effective data collecting instrument whichwould provide this needed data for the entireState of Minnesota.

Source of Data and Method of Study: Datawere secured from writings on industrial, vo-cational, and industrial arts safety, and fromselected master's and doctoral theses. Theconclusions of these studies were analyzed todetermine the knz:"^n Isoturo indicatedaccident proneness. From this list it wasconcluded what information was still :seededto detect poor behavior patterns. Thus aninstrument was designed which would collectthe desired data.

Findings and Conclusions: The major causalor contributory factor to accidents was theacts of the individual. Further improvementof the industrial arts safety program is inthe understanding of the psychological factorsoperative in accident proneness. It seemedreasonable to assume that the detection of ac-cident proneness and the development of safework habits and attitudes on the part of theindividual industrial arts student will reducethe number and severity of shop accidents.Education can and should assume a leadingrole in safety and accident prevention. Itseemed reasonable to assume the safety con-ditions existing in other States of the UnitedStates are equally pertinent to the State ofMinnesota. An effective accident reportingprogram for the entire State can collect datawhich will provide the means for improvingMinnesota's industrial arts shop safetyprogram.

4212. WARD, TRAVIS CLIFFORD.Status and Offerings of IndustrialArts Courses in the Junior HighSchools of Missouri. M.A. 1958,Northeast Missouri State TeachersCollege, 47 p. L. (Kirksville)

Purpose of Study: To ascertain the currentstatus and offerings of industrial arts in thepublic junior high schools of the State ofMissouri.

Source of Data: Questionnaire's mailed tothe teachers of industrial arts in the juniorhigh schools of Missouri.

MASTER'S STUDIES

Findings and Conclusions: Both the generalshop and 'nit shop courses were offered inthe junior high schools of Missouri ; however,the general sbop was found to be the mostpredominant. The areas which were coveredin the general and unit shops were metalwork,woodwork, crafts, drawing and planning, andelectricity. Crafts ranked first in the unitshops. Electricity was the area least offeredin both general and unit shops. Most in-structors favored girls taking industrial artscourses ; however, many of the administratorsof the schools were against th:s practice. Inschools which permitted girls to enroll in in-dustrial arts, only a few girls actually wereenrolled. Average class size consisted of from20 to 24 students.

4213. WATANABE, HERBERT S. TheSignificance of High School Mathe-matics, Science, and Industrial Artsin Hawmii's Technical Schools. M.S.1953, Stout State College, 196 p. L.(Menomonie, Wis.)

Purpose of Study: To provide knowledge ofthe value attached to related subjects in thetechnical schools of Hawaii by instructorsand students so as to develop a guide for theimprovement of such work. To serve highschool students and counselors as a guide inplanning high school work for those intendingto go to technical schools.

Source of Data: Questionnaire replies from664 trade and industrial students and 34 tradeand industrial instructors in 4 area technicalschools in Hawaii.

Findings and Conclusions: General mathe-matics and algebra I and H and general sci-ence and physics were the two mathematicsand the two science Courses which technicalschool students and instructors indicated mostfrequently as being valuable and important tothe various trades. These courses were alsosuggested to high school students planning toenter the technical schools.

4214. WATKINS, JOHN WILLIAMS.The Forest Products IndustriesAResource Study for Use in the Indus-trial Arts Curriculum. M.A. 1959,Ohio State University, 129 p. L.(Columbus)

Purpose of Study: To develop a resourcestudy of the forest products industries for usein the industrial arts curriculum.

Source of Data: Librar sources ; corre-spondence with the industries, associations,and companies ; and a review of the free andinexpensive teaching material on the subject :books, pamphlets, charts, and films.

Findings and Conclusions: The forest prod -acts industry has influenced the Nation's his-tory and economy ; it should be taught as a

109

unit by industrial arts teachers. The indus-trial arts teacher with the use of suggestedinformation and material can have a programof more depth and breadth, a program thatintroduces more about the industries and aprogram that comes closer to the present ob-jectives of industrial arts education.

4215. WEBB, MYRTLE ROARK. Indus-trial Arts Activities for an Elemen-tary School. M.A. 1956, Universityof Florida, 115 p. L. (Gainesville)

Purpose of Study: To select and test in theelementary classroom certain industrial artsactivities.

Source of Data: Books, articles dealing withindustrial arts in elementary schools, and ex-periments in handcraft work in various media.

Findings and Conclusions: Many industrialarts activities were found to be highly effec-tive in the fourth- and fifth-grade curriculums.Particularly important were the elements ofmotivation and the implementation of otherareas of learning.

4216. WEEKS, WILLIAM R. A Study ofthe Predictability of High SchoolGrades and the Differential AptitudeTests for Predicting Success in a TwoYear Terminal Program at WesternMichigan University. M.A. 1957,Western Michigan University, 63 p.L. (Kalamazoo)

Purpose of Study: To explore the degree towhich high school grades and the DifferentialAptitude Tests could be used as predictors ofpossible success in the 2-year terminal techni-cal program at Western Michigan University.

Source of Data: The Registrar's Office, West-ern Michigan University, pertaining to thehigh school and college grades of 106 2-yearvocational technical students to whom theDifferential Aptitude Test Battery wasadministered.

Findings and Conclusions: High schoolgrade-point averages do not show any sig-nificant relationship to grades made by thesame students in the 2-year terminal technicalprogram at Western Michigan University. Al-though the correlations between the grade-point averages in high school subjects and cer-tain areas in college were in all ce--s positiveand in some instances above 0.50, the factthat college grades ranged from a low of E(failure) to a high of A for those studentswho had C averages in high school would indi-cate that caution should be employed in usinghigh school grades as predictors of success incollege. Comparisons of means, standard de-viations, coefficients of correlation, and criti-cal ratios between college grade-point averagesand test results show rather conclusively that

110 RESEARCH TN fl` DUraRTAL EDUCATION

scores made on the verbal, numericc1, ribstract,and spacial sections of the Diffa.ential Apt'.hide Test may be used as prci)ictors of successhi college.

4217, WEIDMAN, BURTON ELWIN.Industrial Art3 as a Medium f Pub-lic Relation's in Secondary Educa-tion. M.S. 1957, Oregon r.3tE,,te Col-lege, 99 p. L. (Corvallis)

Purpose of Study: To semi- le opinion andpractice in Oregon secondary education rela-tive to the use of Industrie', arts as a publicrelations medium, and to Yarn ho this scnoolsubject can be used more advaotageously inthis capacity.

Source of Data: questionnaire sent toadministrators awl .ndustrial arts teachersin selected secondary schools in Oregon.

Findings and Conclusions: More coopera-tive school planin ; is needed relative to schoolpublic relations. A wider range of public re-lations technigv as should be used more con-sistently by inc ustrial arts teachers.

4218. WHIM , NORBERT EUGENE. Se-lecting 7 extbooks for Industrial Arts.M.A. 1656, University of Minnesota,109 p. Department of Industrial Ed-ucatioi (Minneapolis)

Purpose f Study: To design an appraisalscale according to accepted criteria as revealedin the literature on appraisal of textbooks, toevaluate a number of textbooks in industrialarts according to the scale, and to help indus-trial arts teachers to select industrial artstexts.

Source of Data: A study of textbook ratingscales found in the library.

Findings and Conclusions: Criteria mostimportant in selecting industrial arts text-books are : recent copyright, authoritative au-thor, many photographs, job sheets and relatedinformation sheets provided, and reasonablecost.

4219. WELBURN, WAYNE. ProjectEvaluation for General Metal andGeneral Woodwork Industrial Arts.M.S. 1959, Utah State University, 65p. L. (Logan)

Purpose of Study: To ascertain the varia-tions found in the grades of a group of woodsand metals projects when graded by a group ofqualified industrial arts teachers. An effortwas made to find out if the ape of a projectrating scale would aid in more consistent eval-uation of student-made projects.

Source of Data and Method of Study: Arepresentative collection of projects wasgraded. The participants were asked to listthe items they had considered in grading the

projectn. From this list and from current in-dustrial education material a rating scale wasdevised. The projects were again graded,on this scale. The results of the two gradings

ere compared statistically to determine ifthere had been a significant change in thegrades as a result of using the rating scale.

Findings and Conclusions: Tables of grades,graphs of grades, photographs of projects used,and the rating scale ar: included in the com-pleted study. The study shows which itemswere considered to ba the most important ingrading projects. Such items as design, qual-ity of workmanship, and quality of finish wereshown to be important. In most cases the useof the rating scale resulted in much more con-sistent evaluation of student-made projects.In these cases the differences were statisticallysignificant.

4220. WENDT, DagALD DEAN. A Sur-vey of State Courses of Study forIndustrial Arts Electronics in SeniorHigh School. M.A. 1959, NebraskaState Teachers College, 71 p. L.(Peru)

Purpose of Study; To ascertain the extentand content of electronics in State courses ofstudy for industrial arts electronics in thesenior high school.

Source of Data: A systematic examinationof available State courses of study in indus-trial arts electronics.

Findings and Conclusions: More attentionis being given to the aspects of electronics cen-tered around radio and television. A courselength between 18 and 36 weeks seems to bedesirable to provide suitable experience in elec-tronics. Instruction can be achieved moreefficiently through use of kits. There seems tobe adequate source material available for elec-tronics. A course in electronics should in-clude radio, television, computers, control cir-cuits, and electrical devices. In the teachingof electronics the relationship and responsi-bilities between the industrial arts departmentand the physics department should be clarified.

4221. WHIGHAM, FRANK FREDER-ICK. A Survey of the Junior HighSchool Drafting Program in SanDiego. M.A. 1958, San Diego StateCollege, 159 p. L. (San Diego,Calif.)

Purpose of Study: To ascertain the adequacyof the San Diego junior high school draftingdepartment in teaching the various aspects ofdrafting.

Source of Data: Books, periodicals, bulletinsof educational organizations, previous re-search, and a questionnaire sent to eachdrafting instructor in the San Diego CitySchools.

MASIER'S STUDIES

Findings and Conclusions: It Is evident thatthere are many variations in the drafting pro-gram in the San Diego junior high :.hools rela-tive to the time devoted to the various aspects.Some of the variations are extreme. One in-structor reported that his students spend 40percent of their time on sketching whileaLother zeorted that his studer4s spend 40percent of their time on measuring. Thesereports, whether high or low, contribute to amean time that in every case is acceptablein the opinion of this writer. The recom-mended courses of study for both the seventhand ninth grades can be used by draftingteachers to evaluate their pre ent program.4222. %7HITFIELD, THERON WAYNE.

An Investigation of EducationalClosed-Circuit Television and ItsAdaptability to the Industrial ArtsField. M.A. 1958, University of Min-nesota, 93 p. Department of Indus-trial Education (Minneapolis)

Purpose of Study: To investigate closed-circuit television applications in education, toascertain the quality and quantity of televisionteaching, and to assimilate the most desirablecharacteristics of TV teaching for future ap-plications in the industrial arts field.

Eissrce of Data: Reports of studies by lead-ing educational institutions on teaching closed-circuit* television and books by noted authorsin the field.

Findings and Conclusions: The ability oftelevision to teach skills and the effectivenessof narration and demonstration through tbizmedium indicate ti-ott within the n mt sew yearsan increasing numoer of arts teach-ers will =vb.! ..re of closed-circuit televisionacs 5t zuedium of instruction, a teaching aid, ora nubile relations device. Television has beenfound to be psrticularly effective in present-ing close-up demonstrations. Experiencedtelevision teachers believe that interest in theuse of the medium Is growing. Prevision forinstallation it included in most new construc-tion.

4223. WHI1''EN. BENJAMIN C. Certi-fication. Training and Employmentof Industrial Arts :radiates ofNegro Teacher Training Institutionsin Ten Selected Stones. M.S. 1948,The Pennsylvania State University,85 p. L. (University Park)

Purpose of Study: To determine the trainingopportunities, certification problems, and em-ployment opportunities of industrial arts grad-uates of Negro teacher training institutionslocated in 10 States, namely Delaware, Ken-tucky, Maryland. Missouri, Nor.t. Carolina.Ohio, Pennsylvania, Tennessee, Virginia, andWest Virginia.

111

Source of Data and Method of Study: In-formation on the requirements for cent ificr.-tion was obtained from officials of deor..ktmentsof education and public instruction and bystudying certification tuiletins of the 10States. The teach.: training institutions weresent A quest-ism:mire concerning curriculumofferings s.ad requirements, enrollment, andestimated number of graduates for the period1948 co 1951. The demand for Negro indus-trial arts teachers, was determined through aquestionnaire to each principal of a Negrosecontiary school located in the States beingstudied.

Findings out Conclusions: Certain institu-tions included it the study will graduate moreindustrial arts teachers during the 1948 to1951 period than will uz needed by t *e Negrosecondary schools located in the same States.The teacher training programs otTfred by somecf. the institutions will not enable their gradu-ates to meet minimum certification require-ments in some of the States studied.

4=4. WILKES, DORAN F. A Surveyof Industrial An: Programs inWyoming Schools. M.S. 1955, UtahState University, 57 p. L. (Logan)

Purpose of Study: To ascertain the differ-ences and the courses in industrial artsprograms of Wyoming, to construct a repre-sentative industrial arts program from resultsobtained, and to determine attitudes and poli-cies of school administrators toward theprogram_ in relation to their other school

ograms.

Source of Data: Questionnaire replies fromschool superintendents and industrial artsteachers.

and Conclusions: Industrial wetsby, developed slowly in Wyoming. There areno unifying factors, no organized industrialarts supervision and no standardization inthe separate programs. Lack of funds and theexistence of vocational agriculture shops arethe major reasons for not having industrialarts programs. Instructional areas listed asmost desirable were woodwork, drawing, andmetalwork. The unit shop was favored byteachers while the general shop was favoredby the superintendents. Superintendents re-ported a desire for a balance between indus-trial arts and other szhcol contaes andindicated that no significant* expansion wasbeing planned.

4225. WILLEY, LYNN IL Growth andDevelopment of the Present Divisionof Technllogy at Uta.t State Agri-cultural College. M.B. 1954, UtahState University, 135 p. L. ( Logan)

Purpose of Study: To trace, mainly throughanalysis of causes and effects, the develop-


ment of the Division of Technology at UtahAgricultural College (now Utal State Univer-sity) from its beginning as a proposed Me-chanic Arts DeArtment in 1890 to its statusin 1952. Particular attention was given toconditions in the national scene that gave riseto new developments in such fields as automechanics, aeronautics, and radio.

Source of Data: College records, news-papers, letters. board of trustees minutes,catalogs, and personal interviews. Extensiveuse was also made of material from books onthe national development of industrial educa-tion, esnecially as it is related to the nationalland-grant program. Data were analyzed andcompiled in order to give a year-by-year pic-ture of the growing complexity and multiplefunctions of the Division of Technology.

Finding* and Conclusions: The expanding-needs of the Nation in its industrial develop-ment were closely reflected in the program inthe field of technology at Utah State Agrfml-tural College. Technology has played a vitalro:e both locally and nationally since itspioneer beginnings. War demands met by thedivision of technology brought about abruptand significant changes and developments re-lated to the automobile, airplane, radio, andgrowth of technology. Fxpansion in tech-nology was in keeping with the major inten-tions of the Land-Grant Act. The history ofthe Division of Technology furnished manyinteresting sidelights on the general develop-ment of Utah State Agricultural College.

4226, WILTSIE, WILLARD LEE. JobPlacements of Industrial EducationGraduates at Iowa State CollegeFrom 1945-19.55. M.S. 1956, IowaState College. 41 p. L. (Ames)*

Purpose of Stud- survey industrial edu-cation graduates ot . wa State College from1945 to 1955.

Source of Data: A questionnaire sent to277 industrial education sta.7.ente who hadgraduated between 1945 and 1955.

Findings and Conclusions: Approximately47 percent of the graduates were teachingand 42 percent were in industry. Th wivevocations were represented by the industrygroup, with engineering accounting for 47percent of this group. Thirty-one percentchanged from teaching to nonteachiug, withonly 9.4 percent going from industry toteaching. The average salary of the teach-ing group was $4,313 ; of the group in in-dustry, $5,899.

4227. WINDERL, LAWRENCE WIL-FRED. An Historical Study of thePuget Sound Naval Shipyard Ap-prentice School. M. Ed. 1955, Uni-

versity of Washington, 95 p. L.(Seattle)

Purpose of Study: To record the beginning,growth, and results of apprenticeship in thePuget Sound Naval Shipyard during theperiod from 1901 to 1955.

Source of Data: Government records, cor-respondence files of apprentice supervisors,the personal collection of papers of the firstapprentice supervisor, John Lindberg, aweekly paper, The Navy Yard Salute, andformer apprentices.

Findings and Conclusions: The first ap-prentices were employed in the shipyards in1901, ten years after the establishment of thePuget Sound Naval Shipyard. The numberof apprentices has increased from 6 to ap-proximately 500. The first related trainingwas provided in 1914 by naval officers. Theearly requirements for eligibility were: 15years of age and the equivalent of a fourth-grade education, plus the recommendation offive people. In 1928 the requirement waschanged to having a passing grade on aUnited States Civil Service examinationLieutenant Commander 0. D. Adams was ap-pointed in 1940 as the first Training Officer.In 1946 a civilian supervisor was appointedhead of the training department. Instructorsfor the academic subjects have been providedfor the Apprentice School since 1922 by theBremerton Public Schools. Twenty highschool credits may be obtained for success-fully completing a 4-year apprenticeship.Olympic Junior College grants 45 creditstoward an Associate in Technical Artsdiploma.

4228. WINEGARDEN, JAMES FRANK-LIN A Learning hides fin theMidget Wiggly Block Test for Me-chanical Ability. M. Ed. 1958, IowaState Teachers College, 31 p. I.(Cedar Falls)

Purpose of Study: To ascertain whether arelationship exists between the learning indexas computed from information derived fromthe Midget Wiggly Block Tont and selectedfactors of pupil performance: mental ability,grade-point average, and pupil ratings byteachers.

Source of Data and Method of Study: In-formation was secured on 100 ninth grade boysenrolled in industrial arts in West Junior HighSchool in Waterloo, Iowa. Records were kepton name, age, case number, classification,grade-point average, score" from Midget Wig-gly Block Test and California Short-FormTest for Mental Maturity. Material was usedfrom teacher rating forms on which studentswere rated in routine computation facility,perception of abstraction, and problem oak-

STAFF STUDIES

ing. Relationships were compared with testrcsults.

Findings and Conclusions: There were nosignificant relationships established betweenthe criteria presented is the problem.

4229. WOFFORD, THOMAS BUSHROD.The Establishing of Nom: it and theDetermination of Validity of CertainPsychological Tests Used in the Guid-ance Centers of the Louisiana StateTrade Schools. M.S. 1957, North-western State College, 130 p.(Natchitoches, La.)

Purpose of Study: To establish performancenorms for use with the testing program in theLouisiana State-operated trade schools' guid-ance centers and to determine the validity ofusing certain psyhcological tests to predictsuccess in the day trade courses offered by theState-operated trade schools as indicated bygrades given by instructors.

Source of Data: Data were collected fromselected trade schools in Louisiana on indi-vidual cards which provided psychological testscores and the students' shop marks. Thesedata were statistically treated to present, by

113

shop, the following information : (1) the dis-tribution of test scores, (2) the distribution ofstudents' marks, (3) coefficients of correlationbetween students' marks and students' testscores, and (4) charts showing the quartiledistribution of students' shop marks comparedto their test scores.

Findings and Conclusions: A mythical tradeschool student was pictured, on the basis ofthe average weighted mean scores for allshops. This student ;3 slightly below averagein intelligence when compared with the gen-eral population, but in most cases he has thesame intelligence range as the tradesmen inthe occupational group which he plans to en-ter. His achievement is at the eighth-gradelevel and his mechanical aptitude is eleventh-grade level. His manipulative skill is abovethe average industrial applicant's and his me-chanical interust is above the average of thegeneral population. Less than 1 percent fail-ure was reported. Coefficients )f correlationranged from 0.20 to 0.40 :or the various tests.Probability charts further substantiated thisrelationship. It was felt that the tests have adefinite diagnostic value but are not the pre-dictive instruments desired. Use of shopmarks as success criteria was felt to be aweakness of the study.

STAFF STUDIES

4230. BROWN, WALTER C. DiversifiedOccupations Graduates of 1951: AFollow-up Study. Staff Research,195 p. Department of IndustrialEducation, University of Missouri(Columbia)

Purpose of Study: To aseertain the rela-tion of training received to employment status5 years after graduation ; the effectivene ,s ofinstruction in diversified occupations ; andsuggestions of graduates for improvement ofthe program.

Source of Dago: An Information form from491 graduates representing 52 schools. Men-tal ability and scholastic achievement scoreswere obtained from the University of Mis-souri's College Aptitude Testing Office.

FindfAsge end Conclusions: Five years aftergraduation 39 percent of the graduates weir(employed in the occupation for which theywere trained and 14 percent were employedin a related occupation, a total of 53 percent.Findings were also recorded on geographicmobility of graduates, mental abilities andscholarship achievements, amount of diversi-fied occupations training received, and addi-tional training received beyond high school

graduation. It was concluded that thereshould be more emphasis upon selection andplacement procedures and broader job andrelated vocational training.

4231. FLESHER, M. A., W. R. FLESH-ER, R. M. REESE, et al. PublicVocational-Technical Education inOregon: Report of a Survey Madefor the Oregon State Board of Edu-cation. Staff Research, 1958, 368 p.Oregon State Board of Education(Salem)

Purpose of Study: To evaluate all publicvocational education within the Stab, tostudy needs, and to propose recommendationsfor subsequent action by the Stab of Oregonwhich would result in an optimum prop em ofvocational-technical education to meet theneeds both of Oregon's employers and youth.

Source of Data: A wide variety of both layand professional social and economic groupswithin the State. Qestionnaires and per-sonal contacts by members of the survey teamwere used to collect data.

Findings and Conclusions: Basically, thefinal recommendations involved the adoption

Cl


of a master plan for the legal establishmentof seven districts within the State, each ofwhich could develop one or more centralizededucational centers. These centers were tobe authorized to offer vocational, technical,business, and distributive programs as wellas 2-year college transfer programs wheneverthe need war evident It was further recom-mended that for Oregon, all agriculture andhome economics day-school classes remain inthe secondary schools, but that all prepara-tory trade and industrial, technical and dis-tributive classes be operated only at theeducational centers. Ili addition, due to thepeculiarities of the State, the few engineering-related curriculums now operating at Oregontechnical institutes be placed under control ofthe State board of higher education.

4232. ROBINSON, WALTER J. Trendsin Industrial Arts Teacher-Training.Staff Research, 1959, NorthwesternState College, 33 p. Industrial Edu-cation Department, NorthwesternState College (Natchitoches, La.)

Purpose of Study: To ascertain significantchanges that have occurred in industrial artsteacher training during the last decade andchanges to be made within the next 5 yearsconcerning curriculums, methods, students,teachers, and related smitten.

Source of Data: Questionnairesof 129mailed to institutions offering a teacher-training program in industrial arts. 84 werereturned in time for tabulation.

/finding* and Conclusions:1. Electricity, electronics, plastics, andgraphic arts were most frequently added to

the industrial arts curriculums.2. There is a definite trend toward making

industrial arts curiculums more technicalthrough adding more skill courses or by intse-ducing spedai technical curieuluma

8. No change will be made to ir crease pro-fessional courses.4. There is a trend toward req tiring more

'lettuce and mathematics courses for industrialarts majors.

5. Contrary to the thinking of many people.more industrial arts graduates are choosingteaching today than 10 years ago.

6. Eighty-six percent of the respondentsfeel that the demand for industrial arts teach-ers will increase within the next decade.

7. Only the departments have a specialscreening device for selecting potential Indus-teal arts majors.

8. Attainment of the master's degree waslisted as the minimum educational requirementfor employment in 83.3 percent of the institu-tions.

4233. TOWERS, EDWARD R., and RAY,WILLIS E. The Status of IndustrialArts in the Public Secondary Schoolsof Ohio. Staff Research, 1959, 78 p.Willis E. Ray, 2047 Neil Avenue,The Ohio State University, Columbus10, Ohio.

Purposes of Study: To discover character-istics of industrial arts teachers in Ohio suchas professional preparation, salaries, age,teaching experience, teaching combinations,extracurricular duties, and other attributes.To obtain information on shop organization,curriculum offerings, teaching load, class size,requirement of industrial arts, supply and de-mand, new facilities, etc.

Source of Data: Questionnaire returns from1,533 of the 1,877 industrial arts teachers inpublic secondary schools.

Findings and Conclusions: A summary ofthe findings is included in the study, togetherwith 10 recommendations offered by the

.(Findings too extensive to sels:4,t etr-'n ones for notation here.)

4234. WENRICH, RALPH C. The Roleof the Administrator in the FutureDevelopment of Trade and IndustrialEducation. Staff Research, 1959, 15p., Department of Vocational Educa-tion and Practical Arts, The Univer-sity of Michigan (Ann Arbor)

Purpose of Study: To validate a number ofassumptions about the nature, extent, andorganization of trade and industrial educa-tion programs in the future as a heals for pre-dictions regarding administration.

Source of Data and Method of Study: Arandom sample of the membership of the Na-tional Council of Local Administrators of Vo-cational Education and Practical Arts and ofprincipals of high schools with an enrollment of1,000 or more in the North Central Associationof Secondary Schools and Colleges was sent aquestionnaire listing a number of assump-tions and supporting reasons for each. Re-spondents were asked to indicate degree ofagreement or disagreement with these state-ments.

Findings and Conclusions: The followingassumptions were con; ".ered valid on the basisof reactions from t...,uitional administratorsand high school principals : (1) that therewill be an expansion of the trade and indus-trial education programs in the public schoolsof the United States ; that the growth will beboth in quantity and in quality ; (2) that thisexpansion will take place mostly in largerunits of school administration, including

STAFF STUDIES

county, area, and, in some cases, State-oper-ated schools ; (3) that the expansion in tradeand industrial education programs will comein both the large comprehensive high schoolsand in specialized vocational and technicalschools, with the trend in the direction of thelatter, and these same schools will not onlyprovide trade and industrial education foryouth but will also serve adult tradesmen andindustrial workers; (4) that the major em-phasis in trade and industrial education willbe on the post-high school level, includingpart-time and evening trade preparatory andextension classes, part-time technical pro-grams, and full-time programs for thepreparation of technicians in community andjunior colleges and in technical institutes.

4235. WRIGHT, LAWRENCE S. An Ex-periment in 83:10, General Drawing(An Attempt to Find Ways to MakeMore Efficient Use of the Instructorand to Improve the Course of Instruc-tion). Staff Research, 1959, 158 p.L. Iowa State Teachers College,(Cedar Falls)

Purposes of Study: To investigate the pos-sibility of teaching more students in generaldrawing, with less time devoted to the super-vision of students in the drawing room thanhad been the practice in the past. To use aqualified graduate assistant in the supervi-sion of some sections of thiscourse to ascer-tain whether his services in this regard wouldcompare favorably with those of the regularinstructor.

115

Source of Data and Method of Study: Theparallel or matched-group method was used,with an experimental factor of one 50-minuteperiod per week of supervised laboratory timebeing compared with a control factor of three50-minute periods per week of supervisedlaboratory time. The effectiveness of a grad-uate student and a regular instructor werecompared with respect to supervising thelaboratory groups. Student achievement, stu-dent attitude, and instructor attitude wereexamined. In Addition to grades assigned,data were gathered from responses made bystudents to a student-reaction sheet and byinstructors to an instructor-reaction sheet.Average weighted ratings were derived fromthe responses to the reaction sheets.

Findings and Conclusions: Na significantdifferences were found between the experi-mental and control factors when grades on alldrawing problems were compared, when gradeson all examinations were compared, or whenfinal grades based on both drawing problemsand examinations were compared. Attitudesof the control and experimental groups werefound to be significantly different on only Sof the 32 items on the student reaction sheet.Instructor reaction appeared to be that al-though there are both advantages and disad-vantages in one period per week of supervisedlaboratory work, there were also advantagesand disadvantages peculiar to three suchperiods per week. Either plan may be usedwith success. NAther the achievement northe attitude of students who had the graduateassistant as their laboratory supervisor wasfound to ;le iignificantly different from thatof students supervised in the laboratory bythe regular instructor.

i

PART II

Authors of Doctoral Studies, 1930-55

NOTE : The abstract of each study can be found in the 1930-55edition of Research in Industrial Education: Summaries ofStudies, in which it is listed according to the number appearingat the end of the entry in the following list. L. indicates availa-bility in the library of the institution mentioned; * indicatesavailability on microfilm.

ABRAMSON, BERNARD. Ph. D. A

comparison of two methods of teach-ing. 1950, New York University L.*1798

ADAMS, JOHN 70SE. Ed. D. Sciencedemonstration for the industrialarts shops. 1947, New York Univer-sity, School of Education. 1799

ADAMS, ORVILLE D. Ed. D. A planfor vocational education in SanFrancisco. 1952, Stanford Univer-sity (Stanford, Calif.) L. 412

ADAMS, ROBERT WAYNE. Ed. D.Educational needs of residents ofelectrified farms concerning the useflf electricii. 1947, University ofMissouri. 1145

ALLEN, WILSON S. Industrial educa-tion for Negroes in secondary schoolsin Florida with special reference toindustrial arts education. 1936, TheOhio State University. 2529

ANDERSON, HERBERT ADOLPH.Ed. D. Analysis of content of wood-working textbooks based on re-search findings of the forest prod-ucts laboratory. 1953, University ofMissouri (Columbia) L. 3236

ANDERSON, RAY N. Ph. D. The dis-abled man and his vocational ad-justment: A study of the types ofjobs held by 4,404 orthopedic casesin relation to specific disability.1932, Teachers College, ColumikaUniversity. 3734

ANDERSON, W. CARLISLE. Ph. D.Student teaching in industrial artseducation. 1954, University of Min-nesota (Minneapolis) L.* 2533

AKEY, WAYNE WILBUR. Ed. D. Stu-dent opinions which underlie the se-lection of a vocation. 1952, Univer-sity of California (Berkeley) L.

2527

ANDERWALD, CARL JOSEPH. Ph. D.National defense training programfor preemployment machine shoppractice in central New York State.1947, Cornell Univeisity. 1453

ARNOLD, FRANK J. Ph. D. Is voca-tional cooper ative work in New YorkCity schools a success or a failure?1932, New York University School ofEducation. 3602

-/117

,..,.


ASHBROOK, WILLIAM D. Ph. D. Thedevelopment of industrial educationin the schools of Pennsylvania.1944, University of Pittsburgh. 803

ASHLEY, LAWRENCE F. Industrialarts education in teacher education.1936, The Ohio State University.2999

ATTEBERRY, PAT H. Ed. D. Natureand amount of preemployment train-ing needed for entry occupations inthe Kansas City labor market area.1954, University of Missouri (Co-lumbia) L. 2912

AXELROD, AARON. Ed. D. A courseof study in applied science formachine-shop apprentices. 1951,New York University (New York)L. 3536

BAAB, CLARENCE T. Ed. D. Anal-ysis, development and organizationof a program for the preparation ofindustrial arts teachers at ColoradoState College of Education. 1950,Pennsylvania State College (StateCollege) L. 139

BADER, LOUIS. Ph. D. Survey ofcourse construction for sates train-ing in the electrical industry. 1932,New York University, School of Edu-cation. 3672

BAIL!, ATHOL ROMAYNE. Ed. D.Evolving concepts of industrial edu-cation in the thinking of organizedindustrial management, 1949, Uni-versity m: Missouri (Columbia) L.3382

BAKER, ALFRED ELMORE. Ed. D.A survey and analysis of senior highschool practical and applied arts of-ferings to determine the contentwhich may be utilized in pre-employ-ment trade education. 1943, Uni-versity of California (Berkeley).3003

BARLOW, MELVIN L. Ed. D. A his-tory of trade and industrial educa-tion in California. 1949, Universityof California at Los Angeles. 804

BARNETTE, W. LESLIE, JR. Ph. 1).Occupational aptitude patterns ofcounseled veterans. 1949, New YorkUniversity (New York), and Libraryof Congress. 673

BASKIN, SAMUEL. Ph. D. The grad-uate of the college work-study pro-gram. 1954, New York University(New York) L. 3788

BATESON, ROBERT EDWARD. Ed. D.A. study of the growth and develop-ment of the Teacher Training Pro-gram for vocational-industrial edu-cation in Connecticut. 1951, NewYork University (New York) L.806

BATESON, WILLARD M. Ph. D. Thedetermination of standards for industrial-arts laboratories. 1954, Uni-versity of Michigan (Ann Arbor) L.2051

BAUER, CARLTON EDWARD. Ph. D.A study of the arts and crafts move-ment and of art nouveau in relationto industrial arts design. 1955, NewYork University (New York) L.807

BEACH, CHARLES KENNETH. Ph. D.A study of certain factors whichhave bearing upon the prediction ofsuccess in shop courses in a technicaland industrial scitco/. 1141, CornellUniversity. 2Z-48

BEDNAR, ERNEST G. Ed. D. Publicschool maintenance, installation, andconstruction jobs pert rmed by orunder the direction of industrial artsteachers. 1955, University of Mis-souri ( Columbia) L. 2777

BERGENGREN, ROY F., JR. Ed. D.Some components of current leader-ship in industrial arts teacher educa-tion. 1953, University of Florida(Gainesville) L. 140

BERGVIN, PAUL EMILE. Ed. D. Anevaluation of corporation-independ-ent and public school - corporation co-operative apprentice schools. 1945.Indiana University. 3539

[

.- . ... __ ... . .AUTHORS OF DOCTORAL STUDIES

BIBB, HERMAN LEON. Ed. D. Pri-vate trade schools operating in A Ps-souri from 191,4 through 1951. 1952,University of Missouri (Columbia)L. 403

BICKNELL, WILLIAM CLARENCE.Ed. D. Constructional activities inthe elementary schoolsTheir de-velopment and use. 1942, Universityof Missouri. 7

BILLINGS, DONN. Ed. D. Industrialco-operative education and trainingfor New York State high schools.1953, New York University (NewYork) L. 3603

BING, KENNETH L. Ed. D. Success ofstudents presenting practical artscredit for entrance to the Universityof Missouri. 1941, University of Mis-souri. 3009

BIRNBACH, SIDNEY B. Ed. D. A com-parative study of accident-repeaterand accident-free pupils. 1948, NewYork University (New York) L andLibrary of Congress. 2234

BLACKBURN, SAMUEL ALFRED. Ph.D. The development of vocationaleducation in Texas. 1930, The Uni-versity of Texas. 814

BLAKELEY, THOMAS A. Ed. D. Anevaluation. of the administration ofthe education program at San Quen-tin Prison. 1949, University of Cali-fornia (Berkeley) Lange Library,Haviland Hall. 8

BLOCK, MURRAY H. Ed. D. An eval-uation and recommendations for theadministration of the technical pro-gram of the evening and extensiondivision of the Institute of AppliedArts and Sciences at New York City.1953, Columbia University. Teach-ers College, (Columbia University,N. Y.) L. 9

BORRI, ROBERT. Ed. D. The or-ganization, content, and teaching ofgeneral industrial arts in selectedAmerican secondary schools. 1942,Pennsylvania State College. 819

119

BOWMAN, ERNEST LAVERN. Ph. D.Content and method in the teachingof blueprint reading for five selectedbuilding trades. 1932, The OhioState University. 1057

BOWERS, VICTOR LEE. Ph. D. Amer-ican housing and industrial arts ed-ucation. 1941, The Ohio State Uni-versity. 87

BRANDON, GEORGE LOUIS. Ph. D.An appraisal of the preparation ofindustrial education supervisors inOhio colleges for teacher education.1952, The Ohio State University (Co-lumbus) L. 2004

BRASTED, F. KENNETH. Ph. D. Astudy of the extent, nature, rand prob-lems of the relationships between in,dustry and education in Connecticutduring the first half of the twentiethcentury. 1953, New York University(New York) L.* 821

BRIGHAM, ELDEN L. Ph. D. The re-lative effectiveness of incidentalguidance and a program of intensi-fied education and vocational guid-ance on the adjustment and voca-tional success of a class of Flint,Michigan High School students fiveyears after the graduation of theclass. 1950, the University of Mich-igan (Ann Arbor) L. 692

BROADHURST, JOHN CHRISTIAN.Ph. D. A differential prediction ofsuccess in vocational-technical andvocational-industrial courses in avocational high school. 1949, NewYork University (New York) L andLibrary of Congress. 2356

BROOKING, WALTER JESSE. Ed. D.A critical analysis of the problems inproviding vocational-technical educa-tion in existing institutions; espe-cially junior colleges. 1948, Univer-sity of Texas. 344

BROPHY, JOHN M. Ph. D. Educationand trainiag in the industries of up-state New York. 1947. Cornell Uni-versity (Ithaca, N.Y.) 3676


BROWN, MILTON T. Ed. D. Occupa-tional studies of selected skilledtrades in the Philadelphia area.1948, University of Pennsylvania.2918

BROWN, NATHAN. Ph. D. A historyof the development of education forthe apparel industry in New YorkCity. 1954, New York University(New York) L.* 825

BROWN, ROBERT DEAN, Ph. D. In-dustrial arts competencies neededby elementary teachers. 1955, Uni-versity of Minnesota GraduateSchool, (Minneapolis.)* 3018

BROWN, WALTER C. Ed. D. Hiring,advancement, and training practicesin selected St. Louis area industries.1954, University of Missouri. (Co-lumbia). L. 3678

BUNTEN, CHARLES A. Ed. D. Se-lecting, purchasing, issuing, financ-ing, and accounting for industrialarts supplies in ....,,e secondaryschools of Missouri. 1955, Univer-sity of Missouri. (Columbia) L.*105

BURDETTE, WALTER ELBERT, Jr.. D. The contribution of indus-

trial arts instruction to the conatimorknowledge possessed by students ofcentral Minnesota. 1955, Universityof Missouri. (Columbio ) L. 3360

BURGHARDT, WILLIAM F. Ed. D.Safety education in the teachers col-leges of West Virginia, 1950, NewYork University (New York) L andLibrary of Congress. 2235

CALLAN, LOUIS J. Ph. D- Indus-trial arts teacher education pro-grams: A comparative analysis andevaluation of selected teachers andcolleges. 1952, The Ohio StateUniversity. (Columbus). L. 146

CAMBRIA, SOPHIA T. Youth in Phila-delphia labor market: A study of thevow :,:oral problems of youngwork:-: and related vocationalservices. 1945, Bryn Mawr College.598

CAMPION, HOWARD ARTHUR. Ed.D. An edperimenial determinationof criteria for the establishment ofnew vocational courses. 1941, Uni-versity of Southern California. 429

CANTOR, ROBERT LLOYD. Ph, D.A. study of the industry and field ofplastics as a creative medium foravocationut eu-4 vocational uses ofthe layman. 1952, New York Uni-versity. L. 1586

CAPRON, JOHN HUGH. Ed. D. Woodlaminating and its implications forindustrial arts. 1955, University ofFlorida (College of Education,Ga._ ..sville ) . 1614

CASNER, DANIEL. Ph. D. Certainfactors associated with success andfailure in personal adjustment coun-seling. 1950, New York University(New York) L and Library ofCongress. 674

CASSIDY, EDWARD A. Ph. D. Amethod for developing a written testto measure essential elements intrade ability. 1953, University ofPittsburgh. L. 2361

CHAMBERLAIN, DUANE GLEN. Ph.D. Factors relating to teaching ofpractical arts activities in the ele-mentary schools of Michigan.1954, University of Michigan. (AnnArbor) L. 3027

CHATFIELD, WILLIAM D. Ph. D.An evaluation of the curriculum forindustrial arts teacher education inConnecticut. 1955, University ofConnecticut. (Storrs) L. 2060

CHAVOUS, ARTHUR MELTON. Ph.D. Industrial education for Negroesin Ohio. 1945, Ohio State Univer-sity. 2576

COMBS, STANLEY LaQUATCE. Ed. D.A study of terminal vocational stu-dents in three California puoiicjunior colleges; implications forgeneral education. 1948, University

i of California at Los Angeles. 343

1

AUTHORS OF DOCTORAL STUDIES 121

COOKE, ROBERT LOCKE. Ed. D.Trade and industrial education forgirls and women in California. 1932,University of California, Berkeley.1307

COOVER. SHRIVER L. Ed. D. Thenature and measurement of certainmechanical abilities. 1941, Univer-sity of Pittsburgh. 2367

COTTON, GEORGE R. Collegiate tech-nical education for Negroes in Mis-souri with proposed plans for devel-opment. 1944, The Ohio State Uni-versity. 156

CRAWFORD, JOHN EDMUND. Ed. D.Measurement of some factor," uponwhich is based achievement in ele-mentary machine detail drafting.1941, University of Pittsburgh. 2372

CRESSMAN, PAUL L. Ed. D. Safetyeducation in Pennsylvania industrialschool shops. 1934, PennsylvaniaState College. 2211

CRUDDEN, PAUL BERNARD. Ed. D.The training of production super-visors at the Philadelphia Navy Yardduring World War II. 1944, Univer-sity of Pennsylvania. 3683

CRUMPTON, CHARLES R. Ed. D. Acomparison of day-trade with von-day-trade male students in the La-fayette high school. 1952, IndianaUniversity (Bloomington) L.* 2375

CUONY, EDWARD RICHARD. Ph. D.An evaluation of teaching job find-ing and job orientation. 1953, NewYork University (New York) L. 698

CUTLER, THEODORE HAROLD.Ph. D. In-service training programswithin industry in Denver. 1948,University of Colorado. 3684

DALTON, FRANCIS WARREN. Pb. D.The development of industrial edu-cation in Michigan. 1937, Universityof Michigan. 843

DANAHER, EUGENE I. The Federaltraining - within - industry program.1946, Stanford University. 3685

5SS2C5-61--9

DANIELS, BLAIR E. Technical and in-dustrial education in the publicschools of Mexico. 1937, TempleUniversity. 2589

DARDEN, BYRNES L. Ph. D. A studyof the industrial arts departments ofthe university and colleges of Ten-'wane which offer sufficient cte-ricu-Wm for teacher certification in thatfield at the baccalaureate level. 1951,The Ohio State University. (Colum-bus) L. 3328

DAS GUPTA, DEBENDRA CHANDRA.Ed. D. The place of vocational edu-cation in modern educational theoryfrom the sixteenth to the twentiethcentury. 1932, University of Califor-nia, Berkeley. 3393

DAS RUDHA C. Ph. D. An analyticalstudy of electrical curricula in se-lected technical institutes of north-eastern United States. 1950, CornellUniversity. (New York State Schoolof Industrial and Labor Relations,Cornell University, Ithaca) L. 1684

DAVIS, WARREN C. The philosophicalelement in a technical program: Astudy of the philosophy course at theRochester Athenaeum and Mechan-ics Institute. 1936, University ofBuffalo. 3394

DAVISON, HAROLD J. State integra-tion of practical arts and vocationaleducation. 1931, The Ohio StateUniversity. 20

DEAN, C. THOMAS. Ph. D. Predictionof achievement of native students inengineering at Iowa State College.1951, Iowa State College. (Ames)L. 2379

DECK, WILLIAM LUTHER. Ph. D..4. resource research. in electricity.1955, The Ohio State University.(Columbus) L. 1160

DECKER, GEORGE CLARKE. Ph. D.An industrial arts master's degreeprogram: with particular referenceto the State of New York. 1943, TheOhio State University. 158


DECKER, HOWARD S. Ed. D. Re-lated information in the generalshop. 1953, Columbia University.(Teachers College, Columbia Univer-sity, New York) L. 1267

DINGMAN, ERWIN. Ph. D. A historyof vocational guidance in Hesse, Ger-m a ny, during the United States Oc-cupation., May 1945-1948. 1949, NewYork University, and Library ofCongress. 856

DITZLER, WALTER E. Ph. D. A re-view of the influences bearing on thedevelopment of prcivrams in indus-trial education. 1953, University ofIowa. (Iowa City) L. 857

DODGE, ARTHUR FARWELL. Ph. D.Occupational ability patterns. 1935,Columbia University. 2383

DOUGHERTY, DORA. J. Ph. D. Theuse of primary contact flight train-ers: A comparison of two methods ofpre-flight instruction. 1955, NewYork University. (New York) L.:842

DOWNING, DALLAS LUKE. Ed. D.Professional in-service improvementof trade teachers in Ohio. 1941,Indiana University. 3047

PRAZEK, STANLEY J. Ph. D. Fieldexperiences is teacher education withrecommendations for industrial artsteacher preparation. 1950, Univer-sity of Maryland. (College Park)L. 3048

DUNCAN, GLENN SPENCER. Ed. D.Practical arts activities employed byelementary classroom teachers andtheir desirability for teacher educa-tion. 1950, University of Missouri.(Columbia) 3049

DYKEHOUSE, JAY. Ph. D. Dualism inAmerican public education since1908, with special reference to thevocational educational movement.1950, University of Michigan. (AnnArbor) L. 3895

EARHART, CECILIA RUTH. Ed. D.Requirement for vocational teachertraining and certification in tradesand industries in the various Statesand territories. 1946, University ofCincinnati. 3333

EATON, MERRILL THOMAS. Ed. D.A curriculum in home piatming,building and maintenance. 19r..2, In-diana University. 93

EISENBERG, WILLIAM L. Ed. D.Supervisors' evaluations f4 the quali-ties essential to her positions.1947, Temple University. 2011

EISS. ALBERT F. Ph. D. A determi-nation of the relative importance ofknowledge., of science to the dutiesof hotel managers. 1954, New YorkUniversity (New York) L. 3689

ELDER, WALTER TREADWAY. Ph. D.A study of industrial arts in Penn-sylvania. 1941, University of Pitts-burg. 2G14

ELLINGTON, MARK. Determining theprofessional courses in a technicalinstitute curricula. 1936, The OhioState University. 350

ELLIOTT, CHARLES ARTHUR. Ed. D.Audio-visual materials used in indus-trial education in the secondaryschools of Illinois. 1953, Universityof Missouri (Columbia) L.* 1847

ENGLISH, ROBERT W. Ed. D. A guidefor the planning of school buildingsfor vocational industrial and voca-tional technical programs of educa-tion, 1950, Pennsylvania State Col-lege. L. 2130

ERICKSON, JOHN HOWARD. Ed. D.Recommended equipment require-ments for comprehensive generalshops based on certain industrialarts activities for the junior highschool. 1953, The PennsylvaniaState University (University Park)L. 247

F kSTABROOKE, EDWARD C. Ed. D.Safety ,ind health instruction andpractice in school shops. 1939,Pennsylveula State College. 2247

AUTHORS OF DOCTORAL STUDIES

EVANCHO, MICHAEL. Ph. D. Pre-dicting training and employmentsuccess of electric arc welders.1947. University of Pittsburgh.3690

EVANS, HARRY LEO. Ed. D. 3lexicanailversmithing: a study of his-torical and contemporary contribu-tions pertinent to industrial arts.1953, University of Florida (Gaines-ville) L. 866

EVANS, RUPERT NELSON, Ph. D. Astudy of psychological factors affee-ing micrometer measurement. 1950,Purdue University (Lafayette, Ind.)L. 1708

EVANS, WILSON ARNOLD. Ed. D.Increasing the educational values ofthe Berea College work program.1954, Columbia University (TeachersCollege, Columbia University, NewYork) L. 3791

FAGAN, RAYMOND. E. B., Ed. D. Col-lege preparation for teaching ma-nipulative activities in the elemen-tary achool. 1954, Oregon StateCollege (Corvallis) L. 163

FALES, ROY G, Ed. D. industrialarts in general educatie a. 1948,New York University (New York)L. and Library of Congress. 3398

FARMER, JOE HAROLD. Ed. D. Theteaching of industrial arts in thesecondary schools of Texas. 1950,New York University (New York)L. 2019

FAWCETT, CLAUDE W. Administra-tion of education for vocational re-adjustment. 1943, Yale University.24

FEATHER, DON B. Ph. D. The re-ration of personality maladjustmentor five hundred t;'?ree University ofMichigan atudents to their occupa-tional interest!. 1949, Universityof Michigan (Ann Arbor) L. 608

FEE, EDWARD MEREDITH. Ph. D.The origin and growth of vocationalindustrial education in PiVladelphiato 1917. 1938, University .1 Penn-sylvania. 870

123

FEIRER, JOHN LOUIS. Ed. D.Research leading to advanced de-grees in industrial arts in thirty-thrce colleges and universities.1946, University of Oklahoma. 166

FLAHERTY, HUGH. Ed. D. Trainingwar ?corkers for the aircraft indus-try. 1944, New York UniversitySchool of Education. 3487

FLEMING, JOSEPH WILLERTON.Ed. D. Predicting trade school suc-cess. 1937, University of Pittsburgh.2400

FOLTMAN, FELICIAN F. Ph. D. Fac-tors bearing on supervisory moraleAn analysia of a training program,the phi!oaophy of management, andcertain personnel practice,. 1950,Cornell University. (New YorkState School of Industrial and LaborRelations, Cornell University,Ithaca) L. 3692

FORKNER, HAMDEN LANDON. Ph.D. Equalization of Federal aid forvocational education. 1039, Uni-versity of California (Berkeley). 26

FOWLER, EWELL WELDON. Ed. D.Operation sheets versus processmodels in shop teaching: An experi-mental comparison. 1949, Univer-sity of Missouri (Columbia) L. 2195

FRANKLIN, MARION EDMUND. Ed.D. A history of industrial educa-tion up to 1950. 1952, University ofOklahoma (Norman) L. 876

FRANKSON, CARL EDWARD. Ph. D.Industrial arts teacher education inMaineAnalysis and projection ofprogram. 1948, The Ohio State Uni-venity. 168

FRELERICK, LAWRENCE MONT.Ed. D. Origin and develoament ofindustrial education in New Mexico.1955, University of Missouri (Co-lumbia) L. 877

FRYKLUND, VERNE C. Ph. D. Theseection and training of modern,factory workers. 1933, Universityof Minnesota. 3694

124 RP3EARCH LNT INDUSTRIAL EDUCATION

FURIA, JOHN J. The plant school as aform of vocational education. 1930,Teachers College, Columbia Univer-sity. 3695

FUZAK, JOHN ALEXANDER. Ed. D.Evaluation of cooperative attitudesin industrial arts classes. 1948,University of Illinois. 2405

G. 'RTES, THOMAS R. Ed. D. Rela-tion of work experience in industryto industrial arts teaching practicesand success. 1955, University ofMissouri (Columbia) L. 3792

GALLINGTON, RALPH 0. Ed. D.Teacher education in industrial artswith special emphasis on evaluativecriteria. 1947, George WashingtonUniversity. 169

GARBEE, EUGENE EMMETT. Ed. D.A guide for conducting craftscamps. 1949, New York University(New York) L and Library of Con-gress. 2134

GELINAS, PAUL JOSEPH. Ed. D. Avocatiu.ka guidance program forsupervisory District Number 2, supfolk County, New York. 1954, NewYork University (New York) L.612

GIACHINO, JOSEPH W. Ed. D. Ananalysis of the success qualities thatshould be emphasized in the train-ing of candidates to become compe-tent teachers of industrial arts.1949, the Pennsylvania State Col-lege. 170

GILLILAND, LONNIE, Sr. Ed. D.Practices in safety education in thepublic schools of selected cities inthe United States. 1955, Universityof Oklahoma (Norman) L. 2253

GRANEY, MAURICE R. Ph. D. Theconstruction caul standardization ofthe Purdue Mechanical AssemblyTests. 1912, Purdue University.2415

GROIEMAN, CHRIS H. Ed. D. A crit-ical evaluation of the development ofjunior (model) aviation instruc-tional programs for schools, recre-atignal centers and model enthusi-asts. 1950, the Pennsylvania StateCollege. 1040

GRUBER, HERBERT H. Ed. D. AState plan for subsidizing vocationaleducation in Pennsylvania. 1942,Pennsylvania State College. 31

GUNDERSON, B. HARRY. Ed. D.Mathematical applications for themachine shop trade extracted fromtrade blueprints. 1949, IndianaUniversity (Bloomington) L. 1480

GUNTHER, THERESA CHARLOTTE.Ph. D. The manipulative participa-tion in the .;.114dj of elementary in-dustrial at ts. 1931, Columbia Uni-versity. 1863

HACKETT, DONALD F. Ed. D. Thestatus and need for industrial ed-ucation in Georgia. 1953, Univer-sity of Missouri (Columbia) L 2645

HAHN, BRUCE JACKSON. Ed. D. Astudy of State associations for in-dustrial arts teachers, with recom-mendations for the ColoradoAssociation. 1953, Colorado StateCollege of Education (Greeley) L.2646

HALL, CLYDE WOODROW. Ed. D. Asurvey of industrial education forNegroes in the United States up to1917. 1953, Bradley University(Peoria, Illinois) L.* 887

HALT,, JAMES F. Ed. D. Principles andpolicies of technical institute edu-cation including a study of thepresent program at the Institute ofApplied Arts and Sciences, NewYork City. 1954, Columbia Univer-sity (Teachers College, ColumbiaUniversity, New York) L. 353

HAMILTON, ALLEN THURMAN. Bd.D. Trade teacher training in theUnited States under State Plana of19e7. 1941, Indiana University.3072


HAMMER, GARLAND G. Ed. D. Therelation of trade and industrialschool education to apprenticeshiptraining. 1951, University of Mis-souri (Columbia) L. 3553

HAMPTON, THOMAS EDGAR. Ph. D.A survey of technical occupations inLouisiana with implications fortechnical education. 1950, CornellUniversity (New York State Schoolof Industrial and Labor Relations,Cornell University, Ithaca, N.Y.) L.1721

HANEY, PHILIP HELLER. Ed. D. Theneed for vocational training in thebaking indutries of Essex County.1949, Rutgers University (NewBrunswick, N.J.) L 3492

HANKAMMER, OTTO ALFRED.Ph. D. Graduate programs in indus-trial arts education with specialreference to the master's degree.1936, The Ohio State University.173

NANKIN, EDWARD K. Ed. D. 4study of the relationships betwecthe characteristics and the educa-tional attainments of pupils in threemechanical curriculums. 1947, Uni-versity of Pennsylvania. 2419

HANSBURG, HENRY. The use of theprint shop in the improvement ofspelling, reading and visual percep-tion. 1935, Teachers College, Co-lumbia University. 1353

HARLAN, OWEN. Ed. D. Compari-son of scholastic records of studentsfrom academic, vocational, and tech-nical high schools in the industrialarts dtdision of a teachers college.1953, University of Missouri(Columbia) L. 2650

HARPER, HERBERT DRUERY. Ph.D. The development and presentstatus of the metal trades and theirtraining programs with special ref-erer,:e. to the metropolitan area.1934, New York University. 1723

HARRISON, ELTON C. Ph. D. Anevaluation of indu _ trial educationalprograms in secondary schools forNegroes in Louisiana. 1948, TheOhio State University (Columbus)L. 2068

HARRISON, OVAL STANLEY. Ed. D.The development of industrial edu-cation in Missouri. 1940, Univer-sity of Missouri. 892

HARRISON, PAUL E., Jr. Ph. D. Prob-lems of beginning industrial artateachers. 1955, University of Mary-land (College Park) L.* 3075

HASTINGS, JAMES ROBERT. Ed. D.An in-service education program forteachers of industrial arts in NewYork State. 1953, New York Uni-versity (New York) L. 3076

HAUER, NELSON A. Ph. D. Compara-tive analysis of curriculum patternsin the New York State Institutes ofApplied Arts and Sciences. 1949,Cornell University (New York StateSchool of Industrial and Labor Rela-tions, Cornell University, Ithaca) L.1724

HAWKINS, LESLIE V. Ed. D. Ananalysis of the contributions of in-dustrial arts to the general educa-tion of all college students. 1953,The Pennsylvania State University(University Park) L. 2657

HEARN, ARTHUR ROBERT GORDON.Ph. D. The training of discussiongroups: An experimental study.1948, Massachusetts Institute ofTechnology. 3700

HEE?, RICHARD H. The CivilianConversation Corps; A new kind ofeducational and vocational train-ing. 1939, Fordham University. 33

HEJKAL, OTTO CHARLES. Ed. D.Life and work of Robert W. Sel-vidge. 1950, University of Missouri(Columbia) L. 901


HENDRIX, SAMUEL DAVID. Ed. D.The educaticnal values of the Na-tional Your!' Administration Work-program in Texas. 1942, Universityof Texas. 3793

HENRY, GEORGE F. Ed. D. Tech-niques for selection and guidance ofgraduate students in industrial artseducation. 1954, University of Flori-da (Gainesville) L. 781

HILL, CHARLES RANDALL. Ed. D.A study of the status and need forindustrial education in Missouri.1950, University of Missouri. (Co-lumbia) L. 2662

HILL, FREDERICK WILLIAM. Ed. D.A plan for the administration of aprogram of occupational adjustmentfor the youth of Rockland County,New York. 1942, Columbia Univer-sity. 35

HILL, JAMES LEVAN. Ed. D. A studyof the various aspects of industrialarts as influenced by the changir-gconditions of our American civiliza-tion from 1880 to 1P50. 1953, ThePennsylvania State University. (Uni-versity Park) L. 903

HOLLINSHEAD, MERRILL T. Ph. D.The prediction of mechanical abilityin older mentally retarded boys.1952, New York University. (NewYork) L. 2433

HOIRROP, WILLIAM F. Ed. D. Thedevelopment and present status ofvocational education fn the Nether-lands. 1948, University of Californiaat Los Angeles. 2668

HORNBAKE, R. LEE. Ph. D. Indus-trial arts in the elementary school.1942, The Ohio State University.1874

HOROWITZ, IRVING LEWIS. Ph. D.The metal machining trades in Phil-adelphiaAn occupational survey.1939, University of Pennsylvania.2942

HOSLER, FRED W. Ed. D. The ad-ministrative organization for the ap-prenticeship learnership program inthe Reno= Canal Zone. 1938,Teachers College, Columbia Uni-versity. 3558

HOSTETLER, IVAN. Ed. D. An analy-sis of opinions on industrial educa-tion with their indications for a pro-gram in the public schools. 1945,University of Missouri. 40

HUBBARD, LOUIS HERMAN. Theplace of vocational training as an ob-jective of the woman's college. 1930,University of Texas. 2673

HUGHES, WAYNE PHILO. Ed. D.Safety procedures in the school shop.1942, New York University. 2262

HUMBLE, MILFORD KEITH. Ph. D.Practices and provisions for protect-ing pupils in school shops. 1937, Uni-versity of Missouri. 2263

HUNT, DeWITT TALMADGE. Ph. D.Shopwork in engineering divisions ofState universities and land grant col-leges. 199, The Ohio State Univer-sity. 178

HUNTINGTON, HAROLD A. Ph. D.Industrial vocational teacher educa-tion. 1'49, The Ohio State Univer-sity. 3085

HUXOL, ROBERT LYON. Ed. D. Therelationship between the contempor-ary philosophy of industrial arts ed-uca:ton and current practice inselected Indiana schools. 1954, In-diana University. (Bloomington) L.*3411

IV INS, WILSON HOWARD. Ed. D. Ob-jectives and principles of high schoolwork experience. 1947, University ofColorado. 3794

JACKET, DAVID F. Ph. D. An evalu-ation of the basic ourricuium of vo-cational teacher training in tradeand industrial education in the Stateof California. 1933, University ofPittsburgh. 3338


JARVIS, JOHN A. Ph. D. Studentsurvival factors in the Stout Insti-tute. 1953, University of Minnesota.(Minneapolis) L. 2439

JENKINS, JAMES, Jr. Ed. D. Thecontent of required industrial artsfor boys. 1955, the PennsylvaniaState University. (UniversityPark) L. 3091

JETTER, EVERETT VAIL. Ph. D. Asurvey of Morris County, New Jer-sey, for the purposes of secondaryvocational education. 1932, NewYork University. 2944

JOCHEN, ALBERT EDWARD. Ed. D.The history and development ofState- and federally-aided day tradeand industrial schools in New Jetveyfrom their inception to 191.5. 1947,Rutgers University. 915

JOHNSON, RUFUS C. Ed. D. A study,f election and guidance proceduresfor students in the program of indus-trial arts teacher education at theState Teachers College, Cheyney,Pennsylvania. 1949, PennsylvaniaState College. L. 783

3RDAN, THOMAS F. Ph. D. Theproblem of vocational education andthe Catholic secondary school. 1942,Catholic University of America.1736

JULIAN, LESTER JOHN. Ph. D.Fleet air craft service squadrontraining in the United States Navy.1953, the Ohio State University.(Columbus) L. 2143

KAFFER, FRED C. Ed. D. Syracuseoccupational survey, Syracuse, NewYork. 1941. New York UniversitySchool of Education. 2946

KARNES, JOHN W. Jr. Ed. D. Theorganization and administration ofindustrial education on the Statelevel. 1951, University of Missouri.(Columbia) L. 44

KARNES, M. RAY. Ph. D. Evolvingconcepts of industrial education inthe thinking of organized labor1948, University of Missouri. 78

127

KENT, RONALD W. Practical curricu-lum revision for the Essex Countyvocational schools. 1931, New YorkUniversity. 1739

KING, HOMER PARNELL. Ed. D. Ahistory of Federal legislation relat-ing to sub-collegiate vocational edu-cation from 1900-1933. 1934, Uni-versity of Southern California. 387

KINI, KULAI HARAYANA. Proposalsfor a program of vocational educa-tion for Mysore, India, based uponexperiences in Mysore and theUnited States of America. 1933,Columbia University. 458

KINKER, H. ROBERT. Ed. D. An au-tomotive curriculum for the State ofOhio. 1949, New York University.(New York) L. and Library of Con-gress. 1740

KJOS, OSCAR E. Ed. D. Occupationalexperience and success of day-tradeversus general high school graduates.1954, University of Missouri (Colum-bia) L. 2704

KLEHM, WALTER ALLEN. Ed. D. Amethod of determining equipment re-quirements in industrial arts basedupon teaching objectives. 1937, Uni-versity of Missouri. 253

KLEIN, CHARLES T. Ed. D. Courseof study in related science for begin-ning machine shop practice in nation-al defense courses and vocationalschools. 1942, New York UniversitySchool of Education. 1490

KLEINTJES, PAUL LEO. Ed. D. In-dustrial arts transportation: Theevaluation, selection, and organiza-tion of activities, problems, and in-formation on the secondary schoollevel. 1953, The Pennsylvania StateUniversity (University Park) L.2705

KOCH, NORBERT. Ed. D. Vocationalrehabilitation in Missouri, 1945.50;Its nature, extent, cost, and effectiveness. 1951, University of Missouri(Columbia) L. 3756


KOHL, ERNEST 0. Ed. D. A study ofthe factors which influence pupils toapply for entrance and to continuetheir secondary education in the Ed-ward Bok Vocational TechnicalSchool. 1949, University of Pennsyl-vania (Philadelphia) L. 626

KOHLER, RICHARD CHARLES. Ed.D. Arts activities integrated withthe teaching of reading, science, andarithmetic in the elementary school.1951, University of Missouri (Colum-bia) L. 3254

KOHLER, RODERICK GEORGE. Ed.D. Status and trends in graduateindustrial teacher education in theUnited States. 1952, University ofMissouri (Columbia) L. 186

KOHRMAN, GEORGE E. Ed. D. Ananalysis of the activities, training,and opinions of coordinators of coop-erative education. 1952, 'Universityof Missouri (Columbia) L.* 2042

KItUBECK, FLOYD EARL. Ed. D. Re-lation of units taken and marksearned in high school subjects toachievement in the engineering col-lege. 1954, University of Missouri.(Columbia) L. 2714

KRUMBIEGEL, WALTER OTTO. Ph.D. A history of recent developmentsin the activity movement in theUnited States, 1900-1950. 1955, NewYork University (New York) L.931

KURTH, EDWIN L. Ed. D. Certaindevelopments and trends in indus-trial arts teacher education. 1955,University of Florida (Gainesville)L. 188

LAMBERT, JAMES HOWARD. Ph D.An analysis of some factors whichare significant in the :raining and ex-perience of teachers of shop subjectsin vecat:onal industrial education.1940, Cornell University. 3107

LAND, SUMTTPL L. Trade associa-tion' Their services to education.1931, New York University. 2150

LANDERS, FREDERICK W. Pewteras medium in industrial arts educa-tion and leisure time activities. 1937,New York University. 316

LANDIS, RUSSELL HENRY. Ed. D.Teacher education programs and thepreparation and tea ,:.,:ing positionsof industrial education teachers inIllinois. 1940, Pennsylvania StateCollege. 3108

LANG, EDWARD HILL. Ed. D. The or-ganization and administration of theprogram of vocational education fornational defense in New York State.1942, New York University Schoolof Education. 47

LANMAN, RICHARD WARREN. !II. D.The construction of a forced-choicetest for industrial trainers. 1953,Purdue University. (Lafayette,Ind.) L. 3705

LAPIDUS, GEORGE. Ph. D. A corn-parii on of education and non-educa-tion students with respect to theirchoice of vocational objectives.1955, New York University. (NewYork) L. 2444

LARSON, RAYMOND H. Ph. D. Suc-cess patterns in industrial education.1951, University of Minnesota.(Minneapolis) L. 189

LEAN, ARTHUR EDWARD. Ph. D.The organization of post high schooleducation in Flint, Michigan. 1948,University of Michigan. 359

LEONARD, 'GIS L. Ph. D. Experi-ences of certain vocational highschool graduates in occupational af-filiation. 1950. University of Pitts-burgh. (Pittsburgh, Pa.) L. 717

LESTER, SEELIG LESTER. Ed. D. Amanual for use in supervision of vo-cational industrial education. 1944,New York University School of Ed-ucation. 2024

LEVENSON, WILLIAM B. The train-ing of radio personnel: An analyticalapproach. 1937, Western ReserveUniversity. 1896

AUTHORS OF DOCTOR :L STUDIES 129

LINDAHL, LAWRENCE GAYLERD.Ph. D. Movement analysis as an in-dustrial training method. 1944, Pur-due University. 3707

LINNICK, IDA. Ph. D. Effect of in-structions and resulting vocationalclassifications on a vocational inter-est inventory as related to responsepatterns of college women. 1949,

New York University (New York)L. and Library el Congress. 2450

LUX, DONALD G. Ph. D. Industrialcooperative vocational teacher edu-cation with special reference to theprojection of a program in the Stateof Illinois. 1955, the Ohio State Uni-versity (Columbus) L. 3114

LONDON, HOYT H. Ph. D. Writteninstruction in industrial arts teach-ing: an experimental comparison ofthe job-sheet and the operation,sheetmethods. 1934, the Ohio State Uni-versity. 1:48

LOULITHLIN, RICHARD LAWRENCE.Ph. D. An historical study of con,valescent reconditioning and rehabil-itation in United States Army hos-pitals. 1948, New York University.(New York) L. and Library of Con-gress. 937

LOWENSTLIN, NORMAN. Ph. D. Theeffect of an occupations course inhigh school on adjustment to collegeduring the freshman year. 1955,New York University (New York)L.* 757

LUDINGTON, JOHN ROBERT. Ph. D.Industry and education--A study ofcertain policies and practices of or-ganized American industry with im,plications for education. 1940, TheOhio State University. 3416

MAoDONALD, 14IANLEY ELROY. Ph. D.A study of changes in the employ-ment status of youth in Detroit.1944, University of Michigan. 631

MADDOX, MARION ERROL. Ed. D.Educational needs of youth andadults of Moberly, Missouri. 1951,University of Missouri (Columbia)L.* 721

MALEY, DONALD. Ph. D., Studentteaching ?n industrial arts: A studyof selected problems with recommen-dations for their treatment. 1949,

University of Maryland (CollegePark) L. 3116

MALLARY, BENJAMIN ELISHA. Ed.D. The use of objective techniquesin the selection of trade and itu/us-trill teachers. 1932, University ofCalifornia at Berkeley 2455

MARBURGER, EDWARD F. Ed. D.Instructional units for the profes-sional courses in vocational indus-trial teacher education. 1948, Penn-sylvania State College. 3118

MARSHALL, THOMAS C., Jr. An inter-view study of adjustment of recentgraduates with withdrawals of NewYork State high schoolin voca-tional, citizenship, and leisure timeactivities. 1941, Harvard University.634

MAYER, HERBERT C. Democratic vo-cational education. 1941, HarvardUniversity. 3418.

MAYS, WILLIAM A. Ph. D. The jun-ior achievement movement: An ex-amination of its psychological,economical, political and educationalsignificance. 1954, The Ohio StateUniversity (Columbus) L. 3124

MARCY, ELLIS 0. Education in indus-try. 1941, Yale University. 3709

MeARTIAJR, ROSS J. Ed. D. Selec-tion and management of industrialarts equipment in the secondaryschools of Missouri. 1955, Universityof Missouri (Columbia) L. 259

McGAW, SIDNEY EDWIN. Ed. D.Equipment needs for vocational ma-chine shop classes. 1952, Universityof California (Berkeley) L. 261

MEIERHENRY, WESLEY C. A voca-tional education program for thesmall high school utilizing supervisedcorrespondence study and work ex-perience. 1946, University of Ne-braska. 3798


MENEGAT, PAUL ANTHONY. Ed. D.History of trade and industrial edu-cation. in Oregon. 1953, Oregon StateCollege (Corvallis) L. 952

MEYER, HARVEY KESSLER. Ed. D.Curriculum deeign, in technics : 4 con -

cept with industrial arts its origin.19b1, University of Florida (Gaines-ville) L. 3420

MICHEELS, WILLIAM J. Ph. D. Statesupervision of itulust ial arts educa-tion. 1941, University of Minnesota.2027

MILLER, JOHN G. Ed. D. The evolu-tion of machines and equiptrentstudied in the industrial -arts cotn-prehensive general shop. 1954, NewYork University (New York) L.*265

MILLER, L. PAUL. Ph. D. State reg-ulation of entrance into occupationin the State of New York. A study ofState legislation in the State of lieu)York which has placed requirementsof personal qualifications upon in-dividuals for legal entrance into cer-tain occupations in the State. 1939,New York University, School of Edu-cation. 390

MILLER, MURRAY LINCOLN. Ph. D.Development of factors relating toindustrial arts education in schoolsurveys. 1947, University of Pitts-burgh. 954

MONROE, LYNNE C. Ed. D. The pres-ent status of co-operative educationin America. 1939, University ofMissouri. 3616

MOORE, ALFRED H. Ed. D. Prac-tices and opinions relative to practi-cal arts education for mentallyretarded secondary school youth.1954, University of Missouri. (Co-lumbia) L. 3765

MORGAN, JACK WARD. Ed. D. Fac-tors influeneing the passage of Fed-eral legislation for vocational educa-tion. 1951, University of Missouri.(Columbia) L. 392

MORTON, BERRY EZELL. Ed. D.A comparison of day-trade and non-vocational high school seniors.1950, University of Missouri. (Co-lumbia) L. 2462

MOSS, LOUIS QUENTIN. Ed. D. Theproject method applied to curricu-lum construction in the apprenticeschools of United States NavyYards. 19d8, Temple University.3572

MOUTOUX, ALFRED CARL. Ed. D.The selection of students for trade-preparatory courses. 1948, IndianaUniversity. 788

MURBACH, NELSON JACOB. Ed. D.The development of area vocationalschool programs in New York State.1949, New York University (NewYork). L. and Library of Congress.363

MULLER, ERWIN T. Ph. D. A com-parison of two methods of teachingrepresentational drawing in a sec-ondary school. 1938, New York Uni-versity. 1921

NAGLE, ROLAND FRANK. Ed. D.Status and opinions of adult educa-tion in the public schools of Missouri.1952, University of Missouri. (Co-lumbia ) L. 3507

NAIR, RALPH KENNETH. Ed. D.Predictive value of standardizedtests and Inventor:Ps in industrialarts teacher education. 1950. Uni-versity of Missouri. (Columbia) L.2464

NEALIS, MICHAEL FRANCIS. Ed. D.The development of a tentative vo-cational education training programfor the Mount Vernon (N.Y.) publicschools based upon a survey of theoccupational distribution of residentsof that community. 1951, New YorkUniversity. (New York) L.* 474

NEFF, WILLIAM L A study of fed-erally reimbursed vocational educa-tion *n the State of North Dakota.1941, Stanford University. 2774


NELSON, A. FRANK. Ed. D. Follow-up study of industrial arts graduatesof North Texas State College. 1955,University of Missouri. (Columbia)L.1 732

NELSON, HOWARD FREDERICK. Ed.D. The relationship between a meas-ure of general industrial arts infor-mation and selected factors residentin the teacher, in the pupil, and inthe school. 1953, University ofKansas. (Lawrence) L. 2466

NEWKIRK, LOUIS VEST. Validatingand testing home mechanics content.1929, University of Iowa. 2467

NICHOLS, DWIGHT WILSON. PK D.Resource units in industrial artsteacher education, with speciai refer-ence to the development and use ofa graphic arts unit on book publish-ing for junior high schools. 1955,The Ohio State University (Colum-bus) L. 3142

NICHOLSON, DAVID HULL. Ed. D.Why adults attend school. --An anal-ysis of motivating factors. 1948,

University of Missouri. 3508

NICKERSON, PAUL SUMNER. Ed. D.The use of radio and sound equip-ment in secondary school instruction.1947, New York University. 2162

NIEMELA, ALBERT WESTON. Ed. D.Industrial apprenticeship in ContraCosta County, California. 1949,Stanford University (Palo Alto,Calif.) L. 3574

NILSON, KENNETH. Physically dis-abi'd persons in Minnesota and anan(Llysie of certain factors in theireCuoation and vocational rehabilita-tion. 1931, University of Minnesota.3768

NORMAN, RALPH PAUL. Ph. D. Anexperimental investigation to deter-mine the relative effectiveness of twodifferent types of teaching methodsin engineering drawing. 1955, Uni-versity of Minnesota (Minneapolis).L. 1932

OAKLEY, HUGH L. Ed. D. The rela-tion of guidance and concomitantattitudes to specialized trade and in-dustrial school training in KansasCity. 1954, University of Missouri(Columbia) L. 762

OHLSON, ELI E. Ed. D. A comparisonof the aucrices of cooperative and non-cooperative vocational high schoolelectrical students in employment.1943, University of Pittsburgh. 3617

OLIVO, C. THOMAS. Ed. D. An eval-uation of the adequacy of the pro-gram of vocational education in ErieCounty, New York. 19$4, New YorkUniversity (New York) as 2086

OLSEN, EDWARD G. Ed. D. Socialeconomics for industrial workers.1937, Columbia University. 3470

O'NEILL, JACK HENRY. Ph. D. Ananalytical survey of personnel prac-tices in fifty-seven industries in In-diana. 1954, University of Michigan(Ann Arbor) L. 3715

OSBURN, BURL NEFF. Ph. D. Adulteducation in handicrafts in theUnited States. 1939, The Ohio StateUniversity. 3510

PAGE, CHARLES BRADLEY. Ed. D.Facilities required to meet future de-mands for industrial arts teachersin California. 1953, Colorado St- '<.tCollege of Education (Greeley) L.2784

PAINE, HARRY W. Ed. D. Revision ofa curriculum in a vocational highschool by means of the trade andanalysis approach. 1943, Universityof Michigan. 1770

PAINE, OLIVE. An experimental studyof two methods of teaching manualarts in the first grade. 1930, YaleUniversity. 1937

PARKES, GEORGE H. Ed. D. Thecomparative cost of vocational indus-trial education in certain second-class school districts in "ennsyl-yank-. 1939, Pennsylvania StateCollege. 125


PARKHILL, GEORGE DEWEY. Ed. D.The genesis, the present status, andpossible development of vocationaleducation in the City of New York.1938, New York University. 968

PARNES, SIDNEY J. Ph. D. A studyof general books published forsupervisors in industry between1920 and 1950. 1954, University ofPittsburgh (Pittsburgh, Pa.) L.3716

PAWELEK, ALAN R. Ph. D. Air ageeducation. 1950, University of Min-nesota (Minneapolis) L. 1789

PAWELEK, STANLEY J. Ed. D. Ananalysis and evaluation of certainfunctional training characteristicsof teacher preparation in industrialarts. 1941, Pennsylvania State Col -legem 3149.

PEIFFER, HERBERT CLAIRE, Jr.Ed. D. Vocational education inCalifornia under the first Commis-sioner of Industrial and VocationalEducation. 1939, Stanford Univer-sity. 970

PEITHMAN, ROSCOE EDWARD. Ed.D. The preparation of teachers ofindustrial arts in the area of elec-tricity and electronics. 1955, Ore-gon State College (Corvallis) L.3153

PERDUE, SAUL MARTIN. Ed. D.Proposed program and organizationfor Baltimore's Carver Vocational.Technical high School. 1954, Co-lumbia Uni versity (Teachers CollegeLibrary, Columbia University, NewYork) L. 481

PHILLIPS, AUGUSTUS C. Ph. D. In-dustrial arts for Negroes in theSouth Atlantic Region. 1941, theOhio State University. 2971.

P ETILLIPS, JOSEPH WARREN. Ph. D.Mechanical devices as aids in theteaching of aviation, described endillustrated. 1935, New York Uni-versity. 1942

PINCKNEY, CHARLES WHITNER.Ed. D. Liabilities of shop teachersand school districts for pupil in-juries in school shops resulting incourt cases in the United States.1953, the Pennsylvania State Uni-versity (University Park) L. 396

PORTER, HAROLD WILLIAM. Ph. D.An investigation of instructionalmaterial needs for machine shoptraining. 1948, Purdue University.3160

POWER, ANDREW T. Ed. D. A sug-gested guide for use of the relatedarts in an integrated curriculum atthe elementary level in Bloomfield,New Jersey, Public Schools. 1955,New York University (New York)L. 2164

PRICE, DENNIS HENRY. Ed. D. Ananalysis of current practices in Meevening trade extension classes inthe largest ten cities in each of fiveMtdwestern States. 1955, IndianaUniversity (Bloomington) L. 3517

PRITCHARD, MIRIAM C. Ph. D.The mechanical ability of sulrnormalboys. 1937, Columbia University.3772

QUICK, OTHO JAMES. Ph. D. Teach-ing and non-teaching baccalaureatedegree graduates with industrialarts majors. 1954, University ofMinnesota (Minneapolis) L. 208.

RAY, T. EDGAR. The graphic methodof teaching architectural drafting inthe senior high school, vocationaland adult schools, and teacher-train-ing institutions. 1944, New YorkUniversity. 1945

REED, HOWARD ODIN. Ed. D. Evcttcation of industrial arts in sec-ondary schools of Illinois. 1948, Uni-versity of Illinois. 2808

REED, WILLIAM T. Ed. D. A partialselection of curriculum content forthe improvement of industrial teach-er education in colleges for Negroes.1947, University of Pittsburgh. 1780


REESE, ROBERT MAX. Ph. D. Anevaluation of the Ohio reacher edu-cation program for trade and indus-trial education teachers. 1954, TheOhio State University (Columbus)L. 2092

RELYEA, GLADYS MILDRED. Ed. 11The clinical laboratory technician:An occupational analysis. 1937,Stanford University 764

RICHAItDS, MAURICE FRANCIS. Ph.D. Effect of emphasizing time inthe teaching of engineering drawing.1950, University of Missouri (Colum-bia) L. 1948

RISHER, CHARLES G. Ed. D. Bela-tk, &ship of scholastic attainment torated success as a beginning indus-trial arts teacher. 1953, Universityof Missouri (Columbia) L. 3165

ROBBINS, EVELYN GOOD. Ed. D.The handcrafts: A. manual for teach-ers and prospective teachers of art.19'k9, New York University (NewYork) L. and Library of Congress.2168

ROBINSON, CLARK NORVAL. Ed. D.A. method for obtaining occupationalinformation of value to the school.1947, Stanford University. 765

ROBINSON, FRANK E. Ed. D. Back-ground of prospective elementaryteachers in selected industrial artsactivities. 1955, University of Mis-souri (Columbia) L. 2818

ROBINSON, WALTER JULIUS. Ed. D.Origin and development of industrialePtcation in Louisiana. 1950, Mis-sr,uri University ( Columbia ) 981

ROSS, BENJAMIN P. The origin, de-velopment and administration of therural-community vocational schoolsin Pennsylvania. 1944, Pennsylva-nia State College. 57

ROWNTREE, URWIN. Ed. D. Guidingprinciples of vocational industrialrelated instruction. 1951, Universityof Pittsburgh (Pittsburgh, Pa.) L.

133

RUBIN, MORRIS MAURI. Ed. D. Pro-cedures in evaluating private tradeschools. 1950, University of Penn-sylvania (Philadelphia) L. 2093

RUDIGER, ELMER ROBERT. Ed. D.Educational needs and interests ofpeople concerning the selection, op-eration, and care of the automobile.1952, University of Missouri (Co-lumbia) L. 1245

RUMPF, EDWIN L. Ed. D. A. basis forthe selection of vocational industrialeducation teachers for employmentin Pennsylvania. 1954, the Pennsyl-vania State University (UniversityPark) L. 3171

RUSSELL, ELLSWORTH M. Ed. D.An analysis of areas, units, opera-tions and related information of in-dustrial arts - metalwork for teachereducation. 1950, Pennsylvania StateCollege. L. 3172

RUTEN, WILLIAM HENRY. Ed. D.Manual of metal working processesfor engineering students. 1953, Co-lumbia University. (Teachers Col-lege, Columbia University, NewYork). I. 2170

SALTEN, DAVID GEORGE. Ph. D.The construction of achievementtests for related technical subjects invocational high sch,00ttA. new testin cosmetology. 1944, New YorkUniversity, School of Education.2482

SANDERSON, HERBERT. Ph. D. Therelationship between emotional ad-justment and spatial visualizationamong high, school students. 1948,New York University (New York)L. and Library of Congress. 2483

SAYOVITZ, JOSEPH JOHN. Ph. D.Certification status and proceduresfor industrial arts teachers in theUnited States. 1955, University ofMinnesota ( Minneapolis) L. 3349

SCHMIDT, FRED JULIUS, Jr. Ed. D.The evaluation of an arta workshop.1941, Indiana University. 3438

134 RES.% t.Rr i1 IN INDUSTRIAL EDUCATION

SCHMITT, MARSHALL LANGDON.Ed. D. A study to determine coursecontent in consumer education for in-

dustrial arts based on selected dur-obi, goods. 10;3. the PennsylvaniaState University ( University Park)L. 3373

SCEORLING, HORACE OREN. Ed. D.Survey of industrial arts supervisionin selected States. 1950, OregonState College (Corvallis) L 2031

SCHtYIT, WILLIAM JOSEPH. Ed. D.The development of a plan for super-

visor-teacher coordination in t h epreparation of instructional mate-rials for t; cationa Undustrialcourses of less than college grade.1954, New York Jniversity (NewYork) L. 2032

SCHULTZ, IRWIN J. Ed. D. Predic-ting success in trades and groupingof trades. 1949, University of Pitts-burgh ( Pittsburgh, Pa.) L. 2488

SCHURE, ALEXANDER. Ph. D. Theprivate trade school in New YorkState, 1937-1949, 1950, New YorkUniversity (New York) L. 410

SCOBEY, MARY-MARGARET. Ed. D.Industrial arts for elementary teach-ers. 1952, Stanford University(Stanford, Calif.) L. 3185

SCOTT, CHARLES PALMER. Ed. D.Predicting vocational industrialteaching success. 1943, Universityof Pittsburgh. 2489

SEARS, WILLIAM P., Jr. Ph. D. Theroots of vocational education. 1930,New York University School of Edu-cation. 989

SECUREST, CIILRLIIS H. Ed. D. Thesupervision of industrial arts: Ef-fective practices for selected majorproblems. 1953, Wayne University(Detroit, Mich.) . 2033

SEEFIELD, KERMIT A. Ed. D. Thecompetence* of industrial arts teach-

ers. 1949, Stanford University (PaloAlto, Calif.) L. 2830

SEEHOFF, JESSE. Hand craft cur-rioulurs for dull normal pupils: Itsimportance in crime prevention.1942, New York University. 3775

SEIDEL, JOHN JACOB. Ed. D A planstudying vocaiionai-industrial andvocational-technical education pro-grams. 1951, University of Mary-land (College Park) L. 2173

SELLON, WILLIAM A Ed. D. A studyof methods of evaluation and theirapplication to industrial arts withsuggestions for the content of acourse in techniques of evaluation.1950, Bradley University (Peoria,Ill.) L. 2095

SENTENEY, GEORGE W. Ed. D. Fac-tors relating to the choice of indus-trial education teaching as a careerand the retention of there teachersin tAto profession. 1955, Universityof Missouri (Columbia) L. 2832

SHACKELFORD, RICHARD W. Ed. D.Problems of the beginning industrialarts teacher. 1955, University ofFlorida (Gainesville) L. 3189

SHIBLER, HERMAN L. Co-operativevocational education in the pagichigh school. 1941, Ohio State Uni-versity. 2048

SHANTHAMALLAPPA, B. L. Pb. D..4 plan for the development of voca-tional e:iscation in the State of My-sore, India. 1950, University ofMichigan (Ann Arbor) L. 490

SILVEY, WRAY D. Ed. D. Ability andscholastic success in high school andcollege G t diversified occupationsstudents veraus non- diversified oc-cupations students. 1950, Universityof Missouri (Columbia) L. 3065

SILVIUS, G. HAROLD. Ed. D. In-structional units for professionalcourses in undergraduate industrialarts teacher education. 1946, Penn-sylvania State College. 216

8180, EINAR E. Ph. D. Preparationand up-grading of industrial educa-tion personnel. 1949, University ofMinnesota (Minneapolis) L. 3193

AUTL'ORS OF DOCTORAL STUDIES

SMITH, HERBERT EDWARD. Pb. D.The historical devftopment of teek-nical education in the first ninecolleges fondded in the United States,1636 -1862. 1940, New York Univer-sity, School of Education. 998

SMITH, ROBERT E. A study of thehabit* acquired by students of indus-trial arts in measuring or judging.1928, The Ohio State University.3196

SEITZ, RUBEN HERMAN. Ph. D. Ananalysis of the sheet-metal worker'stract and a curriculum for the train-ing t., teachers of sheer -metal wortit industrial arts courses. 1931, In-diana University. 2981

SPAULDING, ROLAND HARVEY. eh.D. A contribution to the techniqueof curriculum making for the train-ing of pilots of airplanes. 1936, NewYork University School of Educa-tion. 1050

SPEER, HUGH WILSON. Ph. D. Eval-uation of general education industry. 1950, University of Chicago(Chicago, Ill.) L. 2097

STANTON, MILDRED BACON. Ph. D.The mechanical ability of deaf chil-d ren. 1938, Columbia University.arT9

STEVENSON, JAMES E. Ed. D. Shopmanagement in industrial arts teach-er preparation. 1953, Stanford Uni-versity (Stanford, Calif.) L 579

STOMBAUGH, RAY MERTON. Ph. D.A survey of the movements culminat-ing in industrial arts education insecondary schools. 1936, ColumbiaUniversity. 1006

STONER, WILLIAM D. Industrial artsteacher education in Ohio. 1940, TheOhio State University. 219

STOUGHTON, ROBERT W. Ph. D.The differential predictive values ofthe differential aptitude tests in theConnecticut technical schools. 1955,University of Connecticut (Storrs)L.* 2502

135

STUART, HARLAND. The improve-ment of vocational education in thePhilippine Islands. 1933, HarvardUniversity. 3203

STUART, IRVING R. Ph. D. A studyof factors associated with inter-group conflict in the ladies garmentSdustry in New York City. 1951,New York University (New York)L*. 84

TAGGART, R. Ed. D. Principlesant: practices in the use of produc-tive work in the public vocationalschools. 1953, University of Pitts-blugh (Pittsburgh, Pa.) L. 2229

THOMPSON, ROBERT LONG. Ed. D.Related information for the compre-hensive general shop in the functional ju:sior high school industrial artsprogram in New York Stlte. 1947,New York University, School of Edu-cation. 1297

THOR:. JOHN HENRY. Ed. D. Ahands's:sok in industrial arts for Connecticut condary schools. 1945,New York 1:n. mrsity School of Edu-esti( n. 2181

TIERNE Y, WILLIAK FRANCIS. Ed.D. Education for in,:zetry: A col-lege level progra»! conphatizing tech-nical and ere-supervision prepara-tion manufacturing and selectedservit inasizfries. 1952, Universityof Maryland (College Park) L. 3728

TILLEY, TRUMAN E. Synthesis ofacademic work and industrial educa-tion as a means of improving generaleducation. 1945, Northwestern Uni-versity. 3450

TREGILGUS, EARL PERRIN. Ed. D.A survey and evaluation of the em-ployee training programs in thelaundry and dry cleaning industriesin Indiana. 1954, Indiana Univer-sity (Bloomington) L. 2009

TRICHE, ANDREW, Ja. Pb. D. Voca-tional education: A comparativestudy of vocational education in theforty-eight States. 1933, Pennsylva-nia State College 2871


TURNER, BRIDGES ALFRED. Ed. D.Objectives and problems of industrialeducation in Negro colleges. 1941,Pennsylvania State College. 223

URGELL, FRANCISCO C. Ph. D. Thedevelopment and contemporary prob-lems of vocational education inPuerto Rico. 1941, PennsylvaniaState College. 1020

USDANE, WILLIAM MILLER. Ph. D.A comparative study of vocationalrehabilitation legislation for thesevere; f handicapped orthopedic ci-vilian in Great Britain and theUnited States. 1955, New York Uni-versity (New York) L. 3782

VANDEBERG, LOYD WALLACE. Ed.D. Educational needs of prospectivehome owners concerning the acquisi-tion and ownership of a house. 1955,University of Missouri (Columbia)L. 2877

V &N DUSEN, EDWARD B. Ph. D.Apprenticeship in western NewYork StateA study of the develop-ment and present status of appren-tice training programs, and ofindentured apprentices. 1918, Cor-nell University. 3588

VAN 00T, BENJAMIN HENRY. Ph. D.The optimum qualifications for ap-prenticeship in certain allied trades.1932, Columbia University. 3589

VanTASSEL, RAYMOND. Ed. D. Toolsfor the general shop: A backpround

story of the origin and developmentof the hand tools used in the in,dustrial arts comprehensive generalshop in the junior high school. 1948,New York University (New York)L. and Library of Congress. 2217

WALKER, LLOYD R Ed. D. Relativeeffectiveness of four supervisorytraining methods in the automotiveindustry. 1946, Temple University.2038

WALL, GUSTAVE S. Ph. D. Dualpurpose industrial education at thecollege level. 1951, University ofMinnesota (Minneapolis) L. 227

WARDWELL, .k7AYNE D. Ph. D. Aneducational program for technicalhigh schools in India. 1950, TheOhio State University (Columbus)L. 497

WEIR, THOMAS STEPHEN. Ed. D.A graphic arts program at the col-legiate level. 1955, Oregon StateCollege (Corvallis) L. 1381

WHITESEL, JOHN A. Industrial artsleadership programs in the States.1940, The Ohio State University.22ft

WIEHE, THEODORE, E. Ed. D. Afollow-up of engin "ering drop-outs,University of Missouri, 1947-1952.1954, University of Missouri (Colum-bia) L. 752

WIGHTWICK, BEATRICE FRANCES.Ph. D. The effect of retesting onthe predictive power of aptitudetests. 1949, New York University(New York) L. and Library of Con-gress. 2519

WILBER, GEORGE 0. Evaluation inindustrial arts teacher education: Aplanning study to develop a compre-

hensive program of appraisal in theupper division of an institution en-gaged in the preparation of indus-trial arts teachers. 1941, The OhioState University. 233

WILBUR, LOUISE. Ed. D. Vocationsof the visually handicapped: A studyof the need of vocational guidancein residential schools for blind.1931, University of California,Berkeley. 3785

WILMOTT, JOHN NELSON. Ph. D.High school boys electing industrialarts: A study of certain factors di:-ferentiating the industrial arts groupfrom the group not electing indus-trial arts, New York. 1941, Colum-bia University. 71

WILSON, WADE. Ed. D. Selectedrecommendations for industrial artseducation: A study based on the ex-pressed occupational experiencesand needs of the graduates of the


State teachers colleges in the Com-monwealth of Pennsylvania. 1954,New York University (New York)L. 234

WREN, HAROLD A. Vocational as-piration levels of adults. 1941,Teachers College, Columbia Univer-sity. 3534

WRIGHT, LAWRENCE SYDNEY. Ed.D. Relation of units taken andmarks earned in high school subjectsto Navy school achievement. 1954.University of Missouri (Columbia)L. 3232

WRIGHT, OSCAR WILDE. Ed. D. Theformulation of a resource unit ofteaching aids for the industrial artswoodworking shop on the high schoollevel in New York City. 1954, NewYork University (New York) L.1678

588265 61--10

137

WRIGHT, WELCOME E. Ed. D. Ex-perimental determination of thevalue of the mirror as an aid indemonstrating operations in indus-trial arts. 3953, The PennsylvaniaState University (University Park)L. 1999

YOUMANS, CHARLES VINCENT. Ed.D. The role of the public secondaryschool in the genercl and occupa-tional preparation of youth enteringskilled and semiskilled jobs in themanufacturing industries. 1955, Uni-versity of Kentucky (Lexington) L.3234

YOUNG, TALMAGE BRIAN. Ed. D.An analysis of textbook emphasis inindustrial arts education. 1953, Uni-versity of Florida (Gainesville) L.3282

iI

PART III

Subject Index

Nom: Included are the studies summarized in part I of thispublication and studies 1 through 3801, which were published

in Vocational Bulletin No. 264, Research in Industrial Educa-

tion: Summaries of Studies, 1930-1955. Studies significant

to more than one subject are cross-referenced.

ADMINISTRATION ANDSUPERVISION

Doctor's1939-55 : 9, 24, 26, 44, 47, 344, 2004,

ADULT EDUCATIONDoctor's

1930-55: 3507, 3508,1956 -59: 3825, 3913

3510, 3534

2011, 2024, 2027, 2031, 2032, 2033, Master's3410, 3692 1930-55 : 42, 298, 405, 471, 507, 511,

1956;9: 3804, 3816, 3870, 3872. 659,1009, 2101, 3474, 3476, 3477, 3479,

3880, 3882, 3888, 3895, 3897, 3901, 3482, 3485, 3497, 3499, 3501, 3503,

3911, 3916 3506, 3512, 3513, 3514, 3515, 3519,

Master's 3522, 3523, 3524, 3527, 3532, 3564,

1930-55 : 2, 4, 5, 10, 11, 12, 13, 14,15, 17, 19, 22, 23, 25, 27, 28, 30, 34, 36,39, 42, 46, 50, 51, 53, 54, 55, 56, 61, 62,65, 68, 72, 74, 75, 81, 85, 89, 92, 98, 99,

1956-59 : 3996, 4122, 4147. 4154.

APPRENTICESHIPDoctor's

1930 -,55: 3536, 3539, 3553, 3558,100, 103, 104, 106, 107, 110, 111, 117, 3574, 3588, 3589

119, 120, 126, 127, 128, 129, 131, 133, 1956 -59: 3822, 3847

134, 135, 136, 337, 364, 377, 379, 386, Master's393, 394, 398, 401,505, 506, 507, 509,

405, 427, 502, 503.511, 512, 513, 514,

1930-55 :3537, 3538,

10, 1466, 2107, 3518, 354,3541, 3543, 3544, 3545,

552, 971, 1273, 1274, 2003, 2005, 2006, 3546, 3548, 3550, 3551, 3554, 3555,2008, 2010, 20U,, 2013, 2014, 2018, 3556, 3557, 3559, 3560, 3561, 3562,

2020, 2021, 2023, 2026, 2030, 2035, 3563, 3564, 3565, 3566, 3567, 3568,

2036, 2037, 2039, 2040, 2041, 2044, 3569, 3570, 3571, 3573, 3575, 3576,

2047, 2117, 2144, 2598, 2601, 2625, 3577, 3578, 3579, 3581, 3582, 3583,

2632, 2666, 2801, 2883, 2958, 3035, 3584, 3587, 3590, 3591

3039, 3041, 3101, 3226, 3325, 3353, 1956-59 : 3921, 4034, 4137

3389, 3519, 3659, 3668, 3698, 3742 COOPERATIVE EDUCATION1956-59 : 3970, 4132, 4139, 4178 Doctor's

Staff 1930 -55: 2042, 2048, 3539, 3602

1956-59: 4234 1956 -59: 3823, 3868

139

140 RESEARCH

COOPERATIVE EDUCATION-Con.Master's

1930 -55: 62, 109, 809,2043, 2047, 2106, 2110,2154, 2814, 3321, 3542,3604, 3605, 3606, 3607,3612, 3613, 3619, 3621,3639, 3640, 3641, 3642,3645, 3646, 3647, 3648,3651, 3652, 3653, 3654,3657, 365S, 3662, 3663,3670

INDUSTRIAL EDUCATION

DESIGN

Master's1025, 1930 -55: 898, 1345, 1672, 1792,2147, 2809, 3088, 3102, 3187, 3191, 32103592, DRAFTING3610,

Doctor's3638,3644, 1930-55 : 1057

3650, 1956-59 : 3884

3656, Master's3669, 1930 -55: 53, 644, 830, 890, 942,

947, 1070, 1082, 1083, 1084, 1085,

IN

902,2139,3544,3609,3622,3643,3649,3655,3668,

Staff 1086, 1087, 1083, 1089, 1092, 1003,1956 -59: 4230 1094, 1100, 1101, 1102, 1103, 1105,

CURRICULUM 1106, 1107, 1108, 1110, 1111, 1113,1115, 1116, 1117, 1118, 1119, 1120,

AERONAUTICS 1121, 1122, 1123, 1124, 1125, 1130,Doctor's 1131, 1134, 1135, 1136, 1137, 1138,

1930-55 : 1050, 2705 1139, 1140, 1141, 1142, 1144, 1182,

Master's 1382, 1735, 1772, 1810,1826, 1837, 1890, 1941,

1816,1954,

1S20,1961,

1930-55 : 373, 489, 1038, 1043,1045, 1962, 1966, 1967, 1971, 1982, 1991,1048, 1049, 1051, 1052, 1053, 1225, 2138, 2174, 2182, 2206, 2210, 2218,1679, 1696, 1703, 1722, 1742, 1749, 2399, 2456, 2473, 2643, 2786, 2791,1777, 2161, 2795, 2808, 2838, 2902, 2960, 3113, 3144, 3225, 3238, 3251,31523263, 3266, 3276, 3280, 3320, 3365,

1.956-59 : 4195 3488, 3677, 3769AUTO MECHANICS 195659: 3943, 3956, 4046, 4080,

Doctor's 4135, 4205, 4210

1930-55 : 1740 Staff

Master's 1930-59 : 4235

1930-55 : 768, 1206, 1208, 1210, DRIVER EDUCATION

1212, 1213, 1214, 1215, 1216, 1217, Doctor's1218, 1219, 1220, 1221, 1222, 1227, 195659: 38931230, 1231, 1234, 1236,1240, 1241, 1242, 1244,

1238,1147,

1239,1248,

Master's

1251, 1255, 1257, 1258, 1376, 1685, 193055: 1209, 1249, 1250, 1252,

1956, 2146, 2180, 2931, 2990, 3258, 1253, 1254

3357, 3408, 3509 Eixerniffrr1956-59 : 3960, 4047, 4141, 4181, Doctor's

4186 1930-55: 1160, 1684BUILDING TRADES 195659: 3820, 3825, 3837, 3850,

3907Master's Master's

1930 -55: 83, 95, 1058, 1060, 1063, 1930-55: 187, 582, 1146, 1147, 1148,1069, 1072, 1074, 1077, 1078, 1081, 1149, 1150, 1151, 1152, 1154, 1155,1098, 1466, 1607. 1617, 1660, 1668, 1156, 1158, 1159, 1161, 1162, 1164,1710, 1778, 1832, 2124, 2148, 2177, 1165, 1168, 1170, 1172, 1174, 1175,2935, 2987, 3074, 3151, 3183, 3184, 1176, 1177, 1179, 1180, 1181, 1183,3213, 3261, 3264, 3544, 3552, 3578 1186, 1187, 1188, 1189, 1190, 1191,

1956-59 : 3974 1192. 1193, 1194, 1196, 1197, 1198,

1199, 1200, 1201, 1204,1262, 1773, 1846, 1909,2156, 2169, 2202, 2209,2989, 3141), 3295, 3318,3537, 3565, 3719

1956 -59: 4043, 4078,4181, 4220

Staff

1930 -59: 2393

GENERAL CURRICULUM

Doctor's1930 -55: 7, 429, 1724,

1863, 2164, 2181, 3027,3420

1956 -59: 3803, 3844,3865, 3866, 3877, 3899

SUBJECT INDEX

GENERA': SHOP

141

1205, 1215, Doctor's1981, 1990, 1930 -55: 807, 1'267, 1297, 2134,2283, 2332, 2168, 37753371, 3502, Master's

4126, 4128, 1930 -55: 294, 317, 897, 926, 1045,1080, 1261, 1262, 1264, 1266, 1269,1275, 1276, 1279, 1281, 1284, 1289,1292, 1295, 1298, 1305, 1311, 1313,1317, 1318, 1320, 1325, 1326, 1328,1388, 1389, 1390, 1392, 1394, 1397,1400, 1404, 1415, 1419, 1421, 1424,1425, 1427, 1430, 1432, 1433, 1436,

1770, 1780, 1438, 1439, 1442, 1452, 1598, 1601,3091, 3360, 1688, 1761, 1766, 1856, 2137, 2671,

3052, 3287, 3405, 3447, 3465, 35133846, 3861, 1956 -59: 3976, 4061, 4096

Master's1930-55 : 16, 185, 311, 355. 357, 362

368, 417, 426, 434, 436, 453, 461, 465,473, 485, 508, 756, 758, 810, 818, 910,

GRAPHIC ARTS

Doctor's1930 -55: 1381, 3142

1956-59 : 3834

975, 1073, 1235, 1263, 1265, 1306, 1310, Master's1312, 1316, 1319, 1323, 1409, 1444, 1930 -55: 440, 531, 987, 1283, 1329,1447, 1448, 1450, 1550, 1590, 1662, 1331, 1333, .i334, 1335, 1336, 1337.1680, 1683, 1691, 1694, 1699, 1700, 1338, 1342, 1343, 1344, 1345, 1348,1704, 1706, 1709, 1711, 1713, 1717, 1349, 1350, 1351, 1352, 1354, 13a,1718, 1719, 1723, 1726, 1731, 1741, 1359, 1360, 1361, 1364, 1365, 1366,1743, 1746, 1748, 1751, 1752, 1753, 1367, 1369, 1370, 1371, r.;72, 1373,1759, 1768, 1769, 1771, 1776, 1785, 1374, 1375, 1377. 1'7e, 1380, 1383,1793, 1854, 1857, 1873, 1877, 1902, 1384, 1385, 1386, 1460, 1461, 1833,1919, 1940, 1952, 2007, 2109, 2111, 1935, 2157, 2185, 2193, 2216, 2813,2116, 2120, 2123, 2127, 2145, 2151, 2815, 3008, 3122, 3162, 3461, 35852158, 2160,2465, 2570,

2228,2582,

2304,2608,

2396,2609,

242%2615,

1956-59 : 4010, 4066

2617, 2626, 2628, 2651, 2655, 2685, METAL

2697, 2699, 2711, 2742, 2743, 2745, Doctor's2780, 2781, 2803, 2920, 2921, 2925, 1930-55 : 1490, 2170, 31722933, 2949, 2952, 3012, 3014, 3038,3044, 3064, 3097, 3100, 3106, 3135, Master's3139, 3143, 3157, 3246, 3247, 3249, 1930 -55: 239, 273, 351, 374, 491,3260, 3261, 3265, 3267, 3269, 3286, 541, 938, 957, 1039, 1299, 1300, 1301,3289, 3291, 3294, 3299, 3300, 3303, 1387, 1414, 1420, 1424, 1435, 1455,3304, 3306, 3307, 3310, 3312, 3330, 1456, 1458, 1459, 1460, 1462, 1463,3359, 3362, 3368, 3388, 3396, 3417, 1464, 1465, 1467, 1468, 1469, 1470,3428. 3442, 3448, 3451, 3464, 3466, 1472, 1474, 1475, 1477, 1478, 1479,3480, 3530, 3653, 3654, 3658, 3738, 1481, 1483, 1484, 1485, 1487, 1488,3741, 3752, 3780, 3795 1491, 1495, 1496, 1498, 1499, 1500,

1956 -59: 3944, 3952, 3994, 4026, 1503, 1504, 1507, 1508, 1509, 1510,4035, 4037, 4077, 4088, 4101, 4102, 1511, 1512, 1513, 1514, 1516, 1519,4110, 4119, 4142, 4144, 4148, 4163, 1520, 1521, 1522, 1524, 1526, 1527,4213, 4214, 4215, 4218 1745, 1788, 1859, 1889, 1943, 1964,

142 RESEARCH

CURRICU LUM-ContinuedMETAL-Continued

Master's-Continued

INDUSTRIAL EDUCATION

MISCELLANEOUS

Doctor's

1930 -55: 33, 34, 87, 125, 178, 229,

IN

1965, 2167, 2172, 2178, 2465, 2876, 403, 698, 1145, 1245, 1353, 1480, 1586,3245, 32r3, 3255, 3256,d324, 3455, 3486, 3528,

3296,3576,

3298,3583,

1708, 1896, 2143, 2150, 2375, 2439,2877, 3196, 3470, 3689, 3695, 3700,

3763 37161956 -59: 3933, 3992, 4009, 4113, 1956 -59: 3810, 3812, 3818, 3821,

4138, 4169, 4192 3826, 3838, 3853, 3858, 3864, 3865,PHOTOGRAPHY 3861, 3873, 3875, 3876, 382, 3898,

Doctor's 3899, 3902, 3904

1956 -59: 3886 Master'sMaster's 1930-55 : 6, 30, 37, 43, 48, 224, 244,

1930 -55: 300, 1562, 1563, 1564, 246, 254, 256, 262, 271, 277, 295, 312,1565, 1566, 1567, 1568, 1570, 1571, 318, 323, 338, 388, 400, 496, 510, 526,1572, 1573, 1575, 1576, 1577, 1578, 532, 570, 649, 657, 702, 802, 841, 842,1579, 1583, 1584, 3279 881, 898, 911, 913, 921, 923, 929, 933,

1956 -59: 3963, 4073, 4105 960, 991, 992, 994, 1011, 1013, 1030,1041, 1044, 1046, 1055, 1056, 1059,

PLASTICS 1066, 1067, 1075, 1095, 1096, 1114,Master's 1127, 1185, 1216, 1285, 1346, 1355,

1930-55 1580, 1535, 1587, 3588, 1356, 1396, 1402, 1403, 1418, 1426,1589, 1592, 1593, 1594, 1595, 1597, 1428, 1445, 1449, 1461, 1473, 1486,1598, 1599, 1600, 1601, 1602, 2113, 1493, 1494, 1501, 1502, 1505, 1517,2114 1518, 1525, 1529, 1530, 1532, 1533,

PROJECTS 1535, 1539, 1541, 1545, 1547, 1552,Doctor's 1553, 1554, 1555, 1576, 1581, 1582,

1930-55 : 3572 1596, 1611, 1612, 1615, 1628, 1629,1631, 1634, 1635, 1640, 1641, 1644,

Master's 1645, 1663, 1716, 177-, 1764, 1802,1930-55 : 298, 320, 1068, 1155, 1510, 1835, 1838, 1858, 1867, 1880, 1892,

1624, 1648, 1738, 2114, 2795, 3159, 1910, 1916, 1974, 1977, 1983, 1996,3296 2000, 2056, 2098, 2100, 2115, 2166,

1956 --59: 3992, 4104 2171, 2175, 2226, 2250, 2278, 28x20,WOOD 2325, 2334, ei358, 2411, 2421, 2452,

Doctor's 2578, 2588, 2636, 263), 2658, 2659,1930-55 : 1381, 1614, 3236 2664, 2686, 2695, 2698, 2703, 27(7,

Master's 2723, 2735, 2739, 2821, 2836, 2859,

1930 -55: 236, 280, 763, 961,1071, 1143, 1606, 1608, 1609,

1000,1610,

2886, 2950, 2986,3030, 3040, 3065,

2997, 2298, 3016,3093, 3102, 3126,

1613, 1616, 1618, 1619, 1620, 1621, 3134, 3163, 3173, 3198, 3230, 3233,

1624, 1625, 1626, 1627, 1632, 1633, 3235, 3237, 3259, 3268, 3284, 3287,16-36, 1638, 1639, 1642, 1643, 1646, 3288, 3290, 3304, 3311, 3322, 3358,1647, 1650, 1651, 1652, 1653, 1654, 3361, 3363, 3375, 3376, 3436, 3462,1655, 1656, 1657, 1658, 1659, 1661, 3498, 3511, 3520, 3525, 3531, 3594,1664, 1665, 1667, 1669, 1670, 161'4, 3597, 3598, 3674, 3682, 3688, 3708,1675, 1686, 1787, 1812, 1865, 2133, 3724, 3727, 3732, 3733, 3736, 3744,2159, 2163, 2204, 2211, 2355, 2389, 3787, 3789, 36002812, 2870, 3010, 3022, 3066, 3200, 1956 -59: 3948, 3951, 3954, 3958,3239, 3240, 3242, 3252, 3257, 3272, 3964, 3971, 3973, 3977, 3978, 3982,3301, 3314, 3370 3990, 3995, 4001, 4007, 4013, 4018,

1956 -59: 3918, 3931 4019, 4021, 4025, 4027, 4028, 4039.

SUBJECT INDEX 143

4040. 4041, 4047, 4049, 4050, 4057, 1956 -59: 3928, 3930, 3937, 3942,

4067, 4091, 4092, 4095, 4097, 4118, 3998, 4022, 4024, 4053, 4054, 4086,

4123, 4157, 4172, 4173, 4177, 4182, 4089, 4122, 4129, 4153, 4180, 4200,

4184, 4187, 4189, 4193, 4209, 4217 4207, 4225, 4227

Staff INSTRUCTION METHODS AND DE-

1930-59 : 1914VELOPMENT

Doctor'sEXTRACURRICULAR ACTIVITIES

Doctor's

1930 -55: 3161956-59: 3837, 3875,

Master's

1930 -55:1898, 1921,1948, 1999,3517, 3707

1056-59 :3848, 3860,

1798,1932,2038,

3808,3874,

1799,1937,2162,

3833,3881,

1842,1942,2195,

3840,3885,

1847,1945,3254,

3845,3886,

1930 -55: 245, 246, 287, 288, 289, 3894, 2915

290, 292, 294, 300, 301, 305, 306. 307, Master's308, 309, 310, 313, 315, 321, 322, 325, 1930 -55: 237, 238, 268, 519, 521,

327, 328, 329, 331, 332, 333, 334, 335, 523, 539, 548, 572, 999, 1068, 1109,

336, 340, 381, 404, 1097 1406, 1431, 1126, 1128, 1157, 1163, 1166, 1167,

1437, 1451, 2929, 3514 1188, 1224, 1246, 1371, 1482, 1537,

1956 -59: 40161568, 1574, 1578, 1591, 1682, 1690,

1800, 1801, 1803, 1804, 1805, 1806,

HISTORY 1807, 1808, 1810, 1811, 1814, 1815,

Doctor's 1816, 1817, 1818, 1819, 1820, 181.2,

1930-55 : 57, 265, 363, 387, 392, 803, 1823, 1825, 1827, 1828, 1829, 1830,

804, 806, 814, 821, 825, 843, 856, 866, 1831, 1834, 1836, 1839, 1840, 1411,

870, 876, 877, 892, 901, 903, 915, 931, 1843, 1844, 1845, 1848, 1851, 1852,

937, 952, 968, 970, 981, 989, 998, 1006, 1853, 1855, 1859, 1860, 1861, 1862,

1723, 2217, 33931864, 1866, 1869, 1870, 1872, 1875,

1956 -59: 3805, 3827, 3862, 3869,3893, 3903, 3917

1878,1885,1891,

1879,1886,1893,

1881,1887,1894,

1882,1888,1895,

1883,1889,189r

1884,1890,1899,

Master's 1900, 1901, 1903, 1904, 19(5, 1907,

1930 -55: 194, 304, 360, 367, 391, 1908, 1911, 1912, 1913, 1915, 1917,

397, 399, 478, 796, 797, 799, 800, 801, 1918, 1920, 1923, 1925, 1326, 1927,

809, 811, 812, 813, 816, 817, 823, 824, 1928, 1929, 1930, 1931, 14.=,

826, 827, 828, 834, 835, 836, 837, 838, 1939, 1941, 1943, 1944, 1946, 1949,

839, 840, 842, 844, 845, 846, 847, 848, 1950, 1951, 1952, 1953, 1955, 1958,

849, 850, 851, 853, 854, 858, 860, 861, 1959, 1960, 1963, 1965, 1967, 1968,

863, 865, 867, 868, 873, 878, 879, 882, 1969, 1971, 1973, 1975, 1976, 1978,

883, 884, 886, 888, 891, 893, 895, 896, 1979, 1980, 1982, 1984, 1985, 1986,

900, 902, 904, 906, 909, 912, 914, 916, 1988, 1991, 1992, 1993, 1994, 1995,

918, 919, 920, 924, 925, 928, 930, 932, 1997, 1998, 2002, 2078, 2122, 2126,

933, 934, 935, 938, 940, 941, 942, 943, 2135, 2141, 2146, 2165, 2184, 2185,

944, 945, 948, 950, 953, 955, 956, 958, 2186, 2187, 2188, 2189, 2190, 2191,

959, 969, 972, 973, 974, 977, 978, 979, 2192, 2194, 2196, 2197, 2198, 2199,

980, 982, 983, 984, 988, 993, 996, 997, 2200, 2201, 2202, 2203, 2205, 2206,

1000, 1001, 1002, 1004, 1007, 1008, 2207, 2208, 2209, 2210, 2211, 2212,

1009, 1014, 1018, 1021, 1022, 1023, 2213. 2214, 2215, 2218, 2219, 2220,

1024, 1025, 1026, 1028, 1033, 1034, 2295, 2299, 2307, 2314, 2317, 2322,

1035, 1341, 1363, 1391, 1398, 1821, 2325, 2326, 2328, 2331, 2332, 2335,

1908, 1938, 2242, 2442, 2532, 2625, 2336, 2337, 2340, 2377, 2491, 2508,

2792, 3071, 3270, 3313, 3397, 3403, 2537, 2896, 3046, 3059, 3081, 3104,

3412, 3423, 3429, 3571, 3575 3122, 3132, 3152, 3244, 3297, 3307,


INSTRUCTION METHODS AND DE-VELOPMENT-Continued

Master's--Continued3318, 3337, 3367, 3371, 3526, 3655,3691, 3712, 3729, 3745

1956 -59: 3918, 3919, 3920, 3949,3950, 3957, 3961, 3962, 3985, 3989,4005, 4033, 4036, 4045, 4063, 4066,4072, 4094, 4104, 4105, 4109, 4110,4111, 4112, 4113, 4125, 4162, 4168,4169, 4175, 4176, 4196, 4197, 4215,4222

Staff1930-59 : 4235

OCCUPATIONAL SURVEYSDoctor's

1930 -55: 390, 721, 764, 2918, 2942,2PA4, 2946, 2981, 3492, 3715

Master's1930 --55: 375., 457, 769, 772, 822,

862, 872, 1062, 1099, 1116, 1123, 1229,1309, 1763, 1970, 2128, 2406, 2526,2562, 2689, 2727, 2777, 2816, 2913,2914, 2915, 291G, 2917, 2925, 2928,2934, 2936, 2937, 2939, 2940, 2943,2945, 2947, 2953, 2954, 2955, 2959,2963, 2965, 2970, 2972, 2973, 2975,2976, 2977, 2978, 2979, 2980, 2985,2992, 3136, 3494, 3496, 3540, 3543,3637, 3660, 3693, 3701

1956-59: 3969, 4084PHILOSOPHY AND OBJECTIVES

Doctor's1930 -.55: 40, 78, 223, 857, 3360,

3382, 3393, 3394, 3395, 3398, 3411,3418, 3794

1956 -59: 3807, 3836, 3851, 3872.3873

Master's1930 -55: 13, 32, 41, 75, 77, 82, 152,

330, 339, 415, 418, 810, 858, 864, 885,908, 920, 955, 963, 964, 967, 980, 993,1088, 1128, 1296, 1322, 1400, 1471,1789, 1876, 2000, 2079, 2543, 2550,2577, 2592, 2633, 2649, 2672, 2693,2735, 2808, 2840, 2887, 2926, 3021,3030, 3033, 3054, 3068, 3082, 3134,3145, 3150, 3156, 3161, 3207, 3211,3215, 3248, 3250, 3293, 3358, 3359,33( 9366, 3369, 3372, 3377, 3378,338, 31, 3383, 3384, 3385, 3386,3387, 3390, 3391, 3392, 3400, 3401,

3402, 3403, 3491, 3406, 3407, 3412,3415, 3419, 3421, 3422, 3424, 3425,3426, 3427, 3431, 3432, 3433, 3435,3440, 3441, 3449, 3454, 3457, 3458,3459, 3460, 3468, 3493, 3632, 3720.7980

1956 -59: 3935, 4003, 4005, 4028,4060, 4069, 4095, 4106, 4107, 4130,4152, 4164, 4174, 4203, 4206

PLACEMENT AND FOLLOWUPDoctor's

1930-55 : 634, 732, 752, 29121956-59 : 3859, 3861

Master's1930 -55: 142, 190, 198, 594, 601,

602, 603, 606, 619, 625, 650, 665, 683,684, 685, 688, 689, 690, 691, 693, 694,695, 696, 697, 699, 700, 701, 703, 704,705, 706, 707, 708, 709, 710, 71i, 712,713, 714, 715, 716, 720, 722, 723, 724,727, 728, 729, 731, 733, 734, 735, 736,737, 738, 740, 741, 742, 745, 746, 747,748, 749, 750, 751, 753, 773, 774, 778,732, 784, 786, 787, 790, 791, 794, 832,2065, 2067, 2155, 2309, 2561, 2622,2631, 2794, 2829, 2906, 2911, 2970,2988, 3055, 3069, 3127, 3147, 3219,3515, 3708, 3731, 3740, 3748, 3755,3799

1956 -59: 3922, 3927, 3934, 3939,3975, 3984, 3987, 3991, 4000, 4002,4011, 4042, 4085, 4103, 4124, 4155,4226

Staff1930-59 : 719, 726, 4230

PROGRAM EVALUATIONDoctor's

1930 -55: 8, 2097, 2173, 2657, 3203,3450, 3793

1956-59 : 3871, 3891, 3900Master's

1930 -55: 63, 73, 83, 104, 222, 255,264, 434, 739, 743, 962, 1019, 103X.1133, 1143, 1237, 1256, 1259, 1327,1411, 1671, 1676, 1772, 1786, 1851,1972, 1989, 2009, 2079, 2080, 2084,2085, 2088, 2089, 2090, 2091, 2101,2102, 2104, 2312, 2509, 2623, 2692,2760, 2769, 2827, 2843, 2845, 2847,2851, 2863, 2872, 2892, 2919, 2993,3095, 3178, 3197, 3437, 3443, 3620,

SUBJECT

3640, 3664, 3666, 3675, 3725, 3726,3777, 3778

1956 -59: 4116, 4179

PROGRAM PLANNINGDoctor's

1930 -55: 20, 26, 31, 71, 158, 186,227, 247, 261, 350, 359, 412, 458, 474,481, 490, 857, 1020, 1736, 2673, 2784,3124, 3234, 3416, 3765, 3791, 3798

19556 -59: 3826, 3S,5, 3837, 3842,3844, 3866, 3888, 3890, 3896, 3900,3907, 3909, 3914

Master's1930-55 : 1, 18, 66, 67, 86, 91, 96, 97,

100, 122, 123, 177, 202, 210, 213, 225,249, 266, 283, 291, 299, 314, 341, 342,349, 362, 365, 368, 378, 385, 408, 413,416, 419, 420, 421, 423, 425, 431, 432,433, 435, 436, 437, 438, 439, 441, 442,443, 444, 445, 446, 447, 449, 450, 451,452, 453, 454, 455, 456, 459, 460, 462,465, 466, 467, 468, 469, 470, 471, 473,475, 476, 477, 478, 479, 480, 483, 484,485, 486, 487, 488, 491, 493, 495, 498,499, 501, 524, 528, 553, 556, 558, 574,646, 375, 818, 852, 874, 907, 932, 946,986, 995, 1037, 1072, 1079, 1171,1202, 1211, 1260, 1270, 1271,1277, 1278, 1280, 1282, 1284,1288, 1290, 1291, 1293, 1302,1304, 1314, 1316, 1324, 1362,1411, 1412, 1437, 1441, 1443,1515, 1531, 1534, 1603, 1649,1693, 1695, 1697, 1725, 1728,1732, 1733, 1734, 1747, 1750,1755, 1757, 1758, 1760, 1762,1774, 1776, 1782, 1784, 1790,1795, 1796, 1846, 1866, 2045,2431, 2530, 2531, 2536, 2538,25 2550, 2579, 2584, 2590,2 , 2667, 2674, 2683, 2696,2710, 2712, 2750, 2775, 2800,2828, 2839, 2899, 2907, 2930,2938, 2941, 2948, 2957, 2961,2964, 2968, 2977, 3045, 3067,3123, 3125, 3141, 3143, 3146,3180, 3202, 3204, 3209, 3216,3222. 3223, 3228, 3229, 3305,3379, 3409, 3420, 3444, 3452,3454, 3467, 3472, 3481, 3497,3521, 3529, 3532, 3533, 3607,3618, 3636, 3661, 3723, 3735,3760, 3771, 3784, 3786

1184,

1272,1286,1303,1391,1447,

1681,1730,

1753,1765,

1794,2046,2542,2603,2701,2811,2932,2962,3099,3151,3217,

323,3453,3501,3611,3759,

INDEX

1956-59 :3997, 4012,4108, 4114,4i89

3946,4051,4117,

3955,4015,4134,

39bJ,4093,4165,

145

3993,4100,4185,

Starr1930-59 : 4231

PROGRAM STATUSDoctor's

1930 -55: 156, 219, 346, 353, 410,497, 887, 954, 1040, 1307, 1453, 1684,1874, 2068, 2086, 2529, 2576, 2589,2614, 2619, 2645, 2662, 2668, 2774,2807, 2871, 2911, 3003, 3328, 3553,3603, 3616, 3672, 3788, 3793

1956 -59: 3819, 3821, 3828, 3849,3868, 3879, 3884, 3890, 3891, 3903,3905, 3906, 3909, 3914

Master's1930 -55: 3, 21, 29, 38, 59, 76, 138,

141, 144, 149, 151, 157, 160, 161, 164,165, -1, 181, 195, 196, 197, 200, 201,205, J, 212, 214, 215, 217, 230, 231,248, 260, 278, 293, 302, 303, 326, 343,345, 347, 348, 354, 356, 357, 358, 361,369, 370, 371, 372, 376, 383, 389, 402,405, 406, 407, 411, 414, 422, 424, 428,430, 448, 463, 464, 472, 482, 494, 500,527, 531, 557, 640, 642, 658, 676, 711,798, 808, 820, 829, 831, 833, 840, 859,863, 869, 880, 889, 891, 899, 905, 908,927, 936, 939, 940, 949, 965, 976, 985,990, 1005, 1015, 1017, 1027, 1029, 1042,1047, 1054, 1065, 1091, 1132, 1148,1153, 1169, 1195, 1203, 1207, 1223,1228, 1232, 1233, 1287, 1308, 1315,1321, 1368, 1379, 1393, 1407, 1410,1423, 1440, 1455, 1492, 1511, 1569,1604, 1701, 1707, 1712, 1715, 1744,1752, 1767, 1771, 1779, 1783, 1883,2049, 2050, 2053, 2058, 2062, 2063,2064, 2066, 2071, 2072, 2074, 2075,2076, 2077, 2082, 2096, 2119, 2528,2539, 2541, 2545, 2548, 2552, 2553,2554, 2559, 2560, 2563, 2564, 2566,2569, 2572, 2573, 2574, 2575, 2580,2583, 2585, 2586, 2587, 2591, 2593,2594, 2595, 2596, 2597, 2599, 2600,2602, 2604, 2605, 2606, 2607, 2610,2612, 2613, 2616, 2618, 2620, 2624,2627, 2629, 2630, 2634, 2637, 2638,2640, 2641, 2647, 2648, 2652, 2653,2654, 2660, 2665, 2669, 2670, 2671,


PROGRAM STATUS-Continued 2233, 2236, 2237, 2238, 2239, 2240,Master's- Continued 2243, 2244, 2245, 2246, 2248, 2249,

2675, 2676, 2681, 2682, 2687, 2690, 2251, 2252, 2254, 2255, 2256, 2257,2691, 2694, 2700, 2702, 270C, 2708, 2258, 2259, 2260, 2261, 2264, 2265,2715, 2716, 2718, 2720, 2721, 2722. 2266, 2267, 2268, 2269, 2270, 2271,2725, 2726, 2728. 2730, 2731, 2734, 2272, 2273, 2274, 2275, 2276, 2277,2736, 2737, 2738, 2740, 2741, 2744, 2279, 2280, 2281, 2282, 2283, 2284,2746, 2747, 2748, 2751, 2752, 2753, 2285, 2286, 2287, 2288, 2289, 2290,"4",754, 2755, 2758, 2759, 2761, 2762, 2291, 2292, 2293, 2294, 2295, 2296,2764, 2765, 2766, 2767, 2770, 2771, 23062772, 2773, 2776; 2778, 2780, 2782, 1956 -59: 3932, 3988, 4006, 4015,2783, 2786, 2787, 2796, 2798, 2799, 4065, 42112804. 2805, 2806, 2814, 2817, 2819,2820, 2822, 2823, 2824, 2826, 2831, SHOP ORGANIZATION AND MAN-

AGEMENT2833, 2834, 2835, 2837, 2841, 2842,2844, 2846, 2848, 2849, 2850, 2852, Doctor's2853, 2854, 2855, 2856, 2857, 2861, 1930 -55: 105, 247, 259, 579, 2051,2862, 2864, 2865, 2866, 2868, 2869, 2130, 2222, 2229, 31602874, 2875, 2879, 2880, 2885, 2888, 1956-59 : 3809, 3817, 38712889, 2890, 2891, 2893, 2894, 2895, Master's2898, 2901, 2903, 2905, 2908, 2910,

1930-55 : 49, 56, 64, 69, 98, 101, 102,2923, 2924, 2927, 2951, 2956, 2960,108, 112, 113, 115, 116, 118, 121, 124,2966, 2969, 2974, 2982,

3000, 3015, 3029, 3032,3087, 3121, 3128, 3167,

2983, 2984,3061, 3079,3176, 3199,

130, 132, 252, 270, 285, 492, 515, 516,517, 518, 520, 525, 529, 530, 533, 534,

3212, 3214, 3227, 3342, 3413, 3414, 535, 540, 544, 547, 549, 550, 551, 554,3432, 3445, 3469, 3478, 3490, 3504, 555, 561, 564, 565, 566, 567, 573, 578,3505, 3506, 3549, 3573, 3584, 3593, 583, 584, 805, 875, 1061, 1178, 1226,3596, 3599, 3614, 3615, 3624, 3625, 1268, 1339, 1347, 1476, 1605, 1775,3627, 3630, 3633, 3635, 3656, 3667, 1809, 1868, 2221, 2223, 2225, 2227,3699, 3713, 3717, 3743, 3747, 3764, 2300, 2303, 2305, 2310, 2327, 2329,3797 2330, 2336, 2338, 2339, 2352, 2537,

1956 -59: 3924, 3925, 3926, 3929, 2688, 2768, 2793, 2797, 3154, 3169,3937, 3"38, 3947, 3953, 3959, 3960, 3262, 35003965, 3968, 3980, 3981, 3983, 3986, 1956 -59: 3987, 4049, 4059, 4079,3999, 4008, 4020, 4029, 4037, 4048,

4156, 4161, 4209, 42114051, 4055, 4062, 4064, 4081, 4082,4087, 4098, 4116, 4125, 4140, 4143, SHOP 1 LANNING4145, 4146, 4149, 4150, 4153, 4154,

Doctor's4159, 4166, 4167. 4170, 4171, 4179,4188, 4190, 4194, 4204, 4212, 1930-55 : 253, 21304221, 4224 Master's

Staff 1930 -55: 86, 90, 94, 97, 239, 240,1930 -59: 4231, 4233 242, 243, 244, 246, 250, 251, 257, 258,

SAFETY EDUCATION 263, 266, 267, 269, 272, 274, 275, 276,Doctor's 278, ' , 280, 281, 282, 283, 284, 286,

1930 -55: 396, 2234, 2235, 2241, 420, 526, 530, 536, 537, 538, 543,2247, 22.53, 2262, 2263 545, 546, 556, 559, 560, 562, 563, 569,

1956-59: 3852, 3912 571, 575, 576, 577, 580, 585, 587, 588,Master's 805, 917, 1332, 1536, 1573, 1781, 2118,

1930-55 : 45, 377, 380, 382, 384, 395, 2125, 2176, 2224, 22781243, 1947, 2136, 2230, 2231, 2232, 1956 -59: 3972, 4068

SUBJECT INDEX

TEACHER EDUCATIONDoctor's

1930 -55: 139, 140, 146, 163, 166,168, 169, 170, 173, 188, 189, 208, 216,1'19, 233, 234, 819, 1780, 2060, 2092,2455, 2489, 2533, 2646, 2818, 2830,2832, 2999, 3018, 3047, 3048, 3049,3072, 3075, 3076, 3085, 3107, 3108,3114, 3116, 3118, 3142, 3149, 3153,3171, 3185, 3189, 3193, 3333, 3338,3349, 3792

1956-59: 3802, 3806, 3811, 3814,3817, 3820, 3824, 3829, 3830, 3831,3839, 3841, 3843, 3853, 3855, 3863,3871, 3877, 3882, 3887, 3897, 3898,3905, 3908, 3910

Master's1930-55 : 52, 114, 137, 143, 145, 147,

148, 150, 153, 154, 155, 159, 161, 162,174, 175, 176, 179, 180, 183, 184, 187,191, 192, 193, 199, 203, 204, 206, 207,209, 211, 218, 220, 221, 226, 228, 235,296, 297, 301, 302, 319, 380, 384, 622,678, 680, 798, 855, 966, 967, 1012,1016, 1031, 1036, 1457, 1705, 1729,1811, 1821, 1871, 1922, 1957, 2009,2015. 2016, 2017, 2019: 2022, 2025,2028, 2029, 2035, 2054, 2061, 2112,2125, 2131, 2132, 2140, 2153, 2179,2298, 2323, 2333, 2360, 2534, 2544,2546, 2547, 2565, 2567, 2568, 7.512,2591, 2613, 2621, 2622. 2629, 2635,2642, 2644, 2656, 2666, 2676, 2677,2678, 2687, 2709, 2719, 2724, 2729,2732, 2733, 2149, 2757, 2763, 2785,2788, 2790, 2802, 2858, 2860, 2867,2873, 2882, 2991, 2995, 2996, 3000,30('.1.. 3004, 3005, 3C06, 3008, 3011,3016, 0017, 3019, 3020, 3028, 3031,3034, 3036, 3037, 3042, 3050, 3051,3053, 3056, 3058, 3062, 3065, 307",3077, 3080, 3084, 3086, 3090, 3094,3096, 3103, 3105, 3109, 3110, 3111,3112, 3115, 3117, 3128, 3129, 3130,3133, 3137, 3138, 3139, 3140, 3146,3148, 3155, 3164, 3166, 3168, 3175,3177, 3181, 3182, 3186, 3188, 3201,3205, 3208, 3218, 3220, 3221, 3224,3231, 3306, 3317, 3325, 3327, 3329,3331, 3332, 3334, 3335, 3336, 3339,3340, 3341, 3343, 3344, 3345, 3346,3350, 3351, 3352, 3354, 3355, 3356,

3383, 3384, 3484, 3495,3710, 3711, 3754, 3796,

1956-59: 4023, 4031,4071, 4076, 4077, 4115,4133, 4136, 4152, 4156,4198, 4223

Staff1930-59: 4232

147

3681, 3703,3801

4038, 4058,4127, 4131,4191, 4193.

TESTING AND EVALUATION MATE-RIA L

Doctor's1930-55: 412, 2093, 2095, 2348,

2361, 2367, 2372, 2379, 2400, 2405,2415, 2419, 2433, 2464, 2466, 2467,2482, 2483, 2650, 3009, 3438, 3690,3705, 3772

1956-59: 3810, 3813, 3815, 3E32,3839, 3841, 3843, 3855, 3857, 3874,3911

Master's1930-55:

1630, 1737,2069, 2073,2302, 2308,2318, 2319,2341, 2346,2354, 2365,2374, 2378,2390, 2391,2409, 2414,2435, 2437,2446, 2447,2463, 2468,2473 , 2474,2484, 2487,2495, 2496,2504, 2505,2'7, 2518,2571, 2906,3190, 3308,

1956-59:3949. 4004,4074, 4083,A 88, 4196,4219, 4228,

1340,1961,2083,2311,2321,2347,2366,2381,2392,2416,2438,2449,2469,2475,2490,2197,2511,2525,3043,3326,

3923,4030,4090,4199.4229

1378,2052,2268,2313,2324,2349,2369,2382,294,2424,2440,2457,2470,2476,2492,2498,2512,2522.3070,3337,

3924,4044,4151.4201,

1446, 1454,2055, 2059,2297, 2301,2315, 2316,2326, 2333,2351, 2353,2370, 2373,2384, 2385,2403, 2408,2428, 2434,2443, 2445,2460, 2461,2471, 2472,2478, 2480,2493, 2494,2499, 2500,2514, 2516.2!_72?, 2525,

3098, 3170,3586

3936, 3941,4052, 4060,4158, 4160,4202, 4216,

riAINING WITHIN INDUSTRYDoctor's

1930 -55: 2038, 2097, 2099, 3487,366, 3678, 3683, 3684, 3685, 3694,3709, 3728

1956-59: 3850, 3878, 3889, 3896

148 RESEARCH IN 1147DUSTRIAL EDUCATION

TRAINING WITHIN INDUSTRY-Con. 3302, 3316, 3321, 3347, 3348, 3404,Master's 3434, 3463, 3473, 3483, 3550, 3580,

1930-55 : 412, 2081, 2540, 3309, 3595, 3600, 3601, 3646, 3687, 3735,3475, 3489, 3535, 3547, 3582, 3590, 3749, 3750, 3766, 3776, 37903671, 3673, 3679, 3680, 3666, 3696, 1956 -59: 3951, 3979, 4032, 4080,3697, 3702, 3704, 3706, 3714, 3718, 4099, 4120, 4121, 42293720, 3721, 3722, 3723

VOCATIONAL REHABILITATION1956-59 : 4014

Doctor'sVOCATIONAL GU IDANCE

Doctor's1930-55 : 35, 598, 608, 612, 626, 631,

673, 674, 692, 717, 757, 762, 781, 783,788, 2356, 2383.2444, 2450.2462, 2488,

1930-55 :3779, 3782,

1956 -59:

1930 -55:

937, 3734, 3756,3785

3838

Master's613, 725, 906, 951,

3768,

2108,2502, 2519, 2527, 2704, 2714, 3165, 2611, 3623. 3626, 36:-, 3629, 3631,3232, 3617, 3665, 3690 3634, 3737, 3739, 3746, 3750, 3751,1956-59 : 3856. 3883 3752, 3753, 3757, 3758, 3761, 3762,

Master's 3767, 3769, 3770, 3773, 3774, 3781,1930 -55: 117, 171, 324, 366, 589, 3783

590, 591, 592, 593, 595, 596, 597, 599, 1956 -59: 3940, 4056, 4070, 4206600, 604, 605, 607, 609, 610, 611, 613,614, 615, 616, 617, 618, 620, 621, 623, MISCELLANEOU3

624, 627, 628, 629, 630, 632, 633, 635, Doctor's636, 637, 638, 639, 640, 641, 643, 644, 1930-55 : 58, 93, 316, 765, 1739,645, 647, 648, 651, 652, 653, 654, 655, 3282, 3373656, 660. 661, 662, 663, 664, 666, 667, 1956 -59: 3807, 3811, 3842, 3854,668, 669, 670, 671, 672, 677, 678, 679, 3857681, 682, 686, 687, 702, 704, 710, 718, Master's725, 736, 744, 755, 758, 759, 760, 761,766, 767, 770, 771, 775, 777, 779, 780, 1930-55: 15, 352, 542, 586, 687, .,15,785, 787, 789, 792, 793, 1090, 1104, 871, 1046, 1064, 1173, 1212, 1358,

1112, 1369, 1489, 1637, 1713, 1714, 1395, 1399, 1401, 1405, 1408, 1413,

1756, 1785, 1024, 2057, 2070, 2087, 1416, 1417, 1422, 1429, 1434, 1442,2103, 2152, 2342, 2343, 2344, 2345, 1474, 1506, 1523. 1538, 1540, 1542,

2350, 2351, 2357, 2359, 2360, 2362, 1543, 1544, 150, 1548, 1549, 1551,

2363, 2368, 2370, 2371, 2378, 2378, 1556, 1557, 1558, 1559, 1560, 1561,

2380, 2382, 2386, 2387, 2388, 2391, 1622, 1623, 1666, 1673, 1677, 1689,

2395, 2397, 2398, 2404, 2407, 2410, 1698, 1702, 1754, 1791, 1797, 1813,

2412, 2413, 2417, 2418, 2420, 2422, 1824, 1849, 1850, 1987, 2105, 2121,2423, 2425, 2427, 2428, 2429, 2430, 2129, 2142, 2149, 2183, 2280, 2661,2432, 2436, 2441, 2442, 2448, 2451, 2680, 2816, 2825, 3057, 3192, 3241,

2453, 2454, 2458, 2459, 2477, 2479, 3243, 3244, 3257, 3271, 3273, 3274,

2481, 2485, 2486, 2501, 2503, 2505, 3275, 3277, 3278, 3281, 3283, 3285,

2506, 2507, 2510, 2513, 2515, 2521, 3315, 3319, 3374, 3399, 3439, 3456,2535, 2779, 2881, 2900, 2904, 2967, 3471, 3491, 3516, 3577, 3608, 3719,

2994, 3001, 3060, 3078, 3083, 3089, 3730

3092, 3119, 3158, 3194, 3195, 3206, 1956-59: 3945, 4017

0