Education

The author has attempted to assess attitude change of elementary teachers toward career education, industrial arts, and vocational education due to participation in implementation of new instructional units in the Mesa (Arizona) Public Schools. A stratified random sampling technique was used to select experiwental and control groups of 100 subjects each. Pretesting of all participating teachers was done before the Comprehensive Career Education Model units were implemented and posttesting was done at the end of the 1972-73 school year. To measure connotative meanings of the three concepts, thirteen semantic differential bipolar scales were developed using factorial composition, relevance, and semantic stability. From the thirteen scalar scores three factor scores and a total concept score were obtained by simple addition and rated for evaluative potency and activity directional reactions. Positive changes in the potency, activity, and total concept scores for industrial arts accompanied participation in the units. There is evidence that all three concepts were viewed more positively by teachers involved in career education activities, that career education and industrial arts were viewed more positively by male than female teachers, and that industrial arts were viewed more positively by intermediated than primary teachers. (MS) FILMED FROM BEST AVAILABLE COP