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A study of administrative practices and policies for high school driver education in IllinoisErickson, Carl Oscar. Egelston, Elwood F. January 1970 (has links)
Thesis (Ed. D.)--Illinois State University, 1970. / Title from title page screen, viewed Sept. 8, 2004. Dissertation Committee: Elwood F. Egelston (chair), Roger J. Champagne, Francis C. Kenel, Stanley Rives, Clayton Thomas. Includes bibliographical references (leaves 163-167) and abstract. Also available in print.
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A study of the costs of driver education programs in the public schools of IllinoisBudig, Ronald L., Edwards, Charles William, January 1976 (has links)
Thesis (Ph. D.)--Illinois State University, 1976. / Title from title page screen, viewed Nov. 22, 2004. Dissertation Committee: Charles Edwards (chair), G. Alan Hickrod, Laurance Quane, Clayton Thomas, Joe Talkington. Includes bibliographical references (leaves 139-149) and abstract. Also available in print.
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The educational evolution of instructional programs of driver education in the United StatesWarner, William Laurtes, January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. Description based on print version record. Includes bibliographical references.
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A feasibility study of establishing a driving instruction company in Hong Kong: research report.January 1979 (has links)
Abstract also in Chinese. / Thesis (M.B.A.)--Chinese University of Hong Kong. / Bibliography: leaf 64.
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Improving driver recognition of and response to collision producing situations through tachistoscopic instructionBarenklau, Keith Edward, January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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A study of the effectiveness of the Oregon DUII (driving under influence of intoxicants) mandated educational program in changing knowledge and attitude concerning driving after drinkingConkey, Judith A. 26 April 1984 (has links)
The primary purpose of this study was to determine the
effectiveness of the Oregon Level I Diversion Program in changing
knowledge and attitude concerning driving after drinking.
A secondary purpose was to determine the effect of the eight
different class-time schedules used to teach the required 12-hour
curriculum on the clients' test scores. An additional purpose was to
determine if a significant correlation existed between gain in
knowledge scores and selected instructional variables.
The 61 Item Drinking and Driving Inventory was administered to
all 965 individuals in the sample. Pretest and posttest scores were
analyzed using a Paired T and Analysis of Covariance. Data from
questionnaires administered to teachers in the Oregon Diversion
Program were correlated with students' gains in knowledge scores.
The Pearson r and Spearman rho were used in the correlation analyses.
Results of the statistical analyses at the .05 level of
significance were:
1. There was a significant difference in pretest and posttest
scores for all four dependent variables (knowledge score, two
attitude scores and the behavioral intention score).
2. There was a significant difference in the adjusted means
among the eight time spans for three of the dependent
variables (knowledge score, one attitude score and the
behavioral intention score).
3. The instructional variable identified as Cultural Differences
on the questionnaire correlated significantly with students'
gains in knowledge scores.
An additional finding was gathered from the Oregon Department of
Motor Vehicles' statistics. There was a lower re-arrest rate for the
clients who completed the Level I Diversion Program than for the
persons who chose to be processed through the court system.
Selected recommendations included:
1. A long range study of recidivism to include correlation of
personal and demographic variables of clients should be conducted.
2. A demographic analysis of program instructors, including
their educational background correlated with
performance, should be undertaken. / Graduation date: 1984
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The learning driver meeting traveller information needs /Karl, Charles A. January 2003 (has links)
Thesis (DBA) -- Swinburne University of Technology, Graduate School of Entrepreneurship, 2003. / Submitted for the degree of Doctor of Business Administration, Graduate School of Entrepreneurship, 2003. Typescript. Includes bibliographical references (p. 212-224).
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DCarS driving rules training software for handheld devices /Haque, Md Moynul. January 2008 (has links)
Thesis (M.S.)--University of Nevada, Reno, 2008. / "August, 2008." Includes bibliographical references (leaves 67-71). Online version available on the World Wide Web.
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Mobility training and driver educationFlax, Marshall Elliott. January 1982 (has links)
Thesis (M.S.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 59-61).
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A semester course in motor safety for California high schoolsBarron, Beverly Crocker 01 January 1941 (has links) (PDF)
The need for developing proper habits, attitudes, and skills on the part of motorists is being continually and convincingly impressed on the public mind by the tremendous daily accident toll. Great strides have been made in engineering, both with respect to the construction of motor vehicles and the construction of highways. Traffic law enforcement agencies have become increasingly effective in recent years. Both good engineering and proper law enforcement are necessary, but to secure a very appreciable reduction in traffic accidents authorities are agreed that there must be an effective driver-education program. There have been many analysis of the causes of traffic accidents and all of them clearly indicate that human factors--wrong attitudes, bad habits, lack of skill, and ignorance--account for the majority of accidents. Certainly education must play the major role in any program which aims to eradicate these causes.
Good driving is far from an instinctive accomplishment. It must be learned through close application, constant practice, and perhaps most important, a sincere desire to be a good driver
A systematic plan of driver education should not only prepare students to drive safely, but should imbue them with a sense of their responsibilities as pedestrians and, by giving them an understanding of the purpose behind traffic laws, develop into a willingness to observe traffic rules and regulations.
Driving training schools and traffic courses are being given in many of our secondary schools today as a vital answer to the growing need "teaching by experience those who are about to take their place on the 'open highway'."
Driver education and driver training do not rest entirely upon the need for better mechanical operation of motor cars. It is not enough to each a student merely how to manipulate a vehicle. Other habits, are just as important. Courtesy on the highway is of the same nature as courtesy anywhere, and, cultivated in one sphere of activity, tends to carry over into other spheres. The same can be said for respect for law and order, good sportsmanship, and all the other desirable attitudes which these courses foster.
The main purpose of safety education is to teach people what knowledge is necessary to prevent accidents, to develop the skills and habits necessary to make this knowledge of safety function automatically in emergencies, and equally important to develop attitudes and appreciations of importance in safe driving.
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