Industrial Arts/Technology Education. Alabama Course of Study. Bulletin 1990, No. 56.

Institution	Alabama State Dept. of Education, Montgomery.
Titel	Industrial Arts/Technology Education. Alabama Course of Study. Bulletin 1990, No. 56.
Quelle	(1990), (53 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Behavioral Objectives; Communications; Construction Industry; Construction (Process); Core Curriculum; Course Content; Electronics; Employment Potential; Energy; Engineering Graphics; Graphic Arts; Industrial Arts; Intermediate Grades; Job Skills; Leadership Training; Manufacturing; Metal Industry; Middle Schools; Power Technology; Secondary Education; State Curriculum Guides; Student Organizations; Technical Illustration; Transportation; Woodworking; Alabama + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Nachrichtenwesen; Baugewerbe; Aufbau; Konstruktion; Kerncurriculum; Kursprogramm; Elektronik; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Energie; Grafik; Grafisches Gestaltung; Industriekultur; Kunstgewerbe; Mittelstufe; Produktive Fertigkeit; Führungslehre; Herstellung; Metallindustrie; Middle school; Mittelschule; Mittelstufenschule; Antriebstechnik; Sekundarbereich; Rahmenlehrplan; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Technische Darstellung; Verkehrswesen; Holzbearbeitung
Abstract	This course of study provides the framework for the content of a program in industrial arts/technology education. An introduction describes industrial arts/technology education, lists goals, and presents suggestions for meeting the needs of special populations. A conceptual framework is provided that organizes required minimum content for the program into five core courses at the junior high or middle school levels (exploring technology; construction cluster; communications cluster; manufacturing cluster; power, energy, and transportation cluster) and nine core courses at the high school level (graphic arts; technical drawing; engineering graphics; construction industry; power mechanics; power and energy; electronics technology; metal technology; and wood technology). A diagram summarizing the conceptual framework follows this section. The next section provides outcomes for the core courses along with corresponding topics. Brief descriptions of two optional courses are then given. The course of study concludes with information on vocational student organizations and benefits of student participation in them. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC