Barriers to the implementation of Project Lead The Way as perceived by Indiana high school principals

The history of educating youth for a career is as old as humanity. Without older generations passing on vital knowledge to younger generations humans would long ago have vanished from the Earth. As the ages progressed and careers became more specialized, career specific education followed. As the Industrial Revolution dawned there were apprenticeship programs for students who wanted to learn a specific skill or trade. Eventually, many of the programs that trained students for a skill or trade found their way into conventional high schools. In America, it was at the high school level where the training of students for a general industrial and technical career began (Scott & Sarkees-Wircenski, 2001). Industrial and technical training became a part of many schools ' curriculum, but it had many monikers including: manual arts, industrial education (IE), industrial arts (IA), industrial technology (IT), and finally the name by which it is known today, technology education (TE). TE has come to encompass many facets of curriculum, ranging from IA to integrating problem-solving and engineering concepts into the curriculum. For technology educators who have chosen the pre-engineering problem-solving route there is a curriculum calle