Sixty students were categorized into a stratified four-group design to ascertain the predictive value of achievement motivation as it relates to: (1) diagnostic problem solving ability, (2) diagnostic problem solving knowledge, and (3) student attitude toward the course. Each of the four groups represented varying strengths of achievement…

Designed as a foundation course for the auto body repairman, the course is organized into five blocks of instruction: (1) orientation, (2) shop safety, (3) human relations, (4) service tools and bench skills, and (5) body repair tools and equipment, followed by a post-test. Ninety hours in length, the course requires that students have an eighth…

The purpose of this federally-funded interim report is to present the results of a task inventory analysis survey of automotive mechanics completed by project staff within the Instructional Systems Design Program at the Center for Vocational and Technical Education. Intended for use in curriculum development for vocational education programs in…

In investigating communication competencies needed by beginning automotive mechanics, an attempt was made to compare the effectiveness of three occupational analysis techniques: (1) developing a curriculum (DACUM), (2) observation, and (3) extended information search. Extended information search produced a comprehensive, valid list of competencies…

Changing automobile technology means automobile mechanics classes must be kept up to date. Students need access to new diagnostic equipment and real-world repair situations; teachers need industry experience and opportunities for learning new techniques. The results can be worth the high costs. (PGD)

Sophomore and junior high school auto mechanics students were given technical instruction plus advance organizers in the form of three unit booklets. In comparison with control groups, pre/posttest and retention test results show that advance organizers facilitate the learning and retention of new complex technical content. (SK)

Article also appeared in "International Journal of the Sociology of Language," n1; and "Advances in Language Planning," The Hague, Mouton, 1973. (DD)

Mushrooming space-age industry rocketed this high school into an industrial arts program suited to a community of professional and highly skilled workers. (Editor)

Bimonthly Supplement to Ind Arts Vocat Educ; v58 n9 Nov 1969

Discussed is the automobile in terms of the Otto cycle, engine heat losses, internal engine losses, drive train losses, road power, and driving habits. Each of these topics is described and calculations are shown to aid the physics teacher in the use of the automobile in the physics classroom. (Author/DS)

An abbreviated description of design and construction of an individualized program for automotive shop courses presented as an example of what can be done with limited resources to improve program quality. (HD)

Discusses how one U.S. Army school has been successful in increasing student motivation and decreasing training time through the use of self-paced instruction. Important components of this type of instruction are outlined. (SH)

Describes work conditions, education and training needs, and salaries of the following technician careers: auto/diesel technicians, auto body repairers, general maintenance mechanics, heating/air conditioning/refrigeration, paralegals, engineering technicians, science technicians, computer repairers, and drafters. (SK)

Introduces characteristics of the sublanguage found in diagnostic messages about automotive equipment failures and discusses a system for minimizing jargon. Proposes using general knowledge sources and evaluates levels of communication accuracy, robustness and efficiency. (AEF)

Komacek discusses the importance of teaching transportation/automotive technology. Anderson provides models, content, and teaching methods that will benefit students, schools, and industry. (JOW)