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Integrating vehicle control skills into the 1995 Washington State Traffic Safety Education Master Curriculum Guide.

机译：将车辆控制技能整合到1995年华盛顿州交通安全教育硕士课程指南中。

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摘要

The purpose of this study was to determine minimum performance skills, develop curriculum support, and determine assessment procedures for incorporating traction and vehicle control principles within the 1995 Washington Traffic Safety Education (TSE) Master Curriculum Guide. Benchmark performances, competence, and mastery of skills are the bases for assessment in a performance based structure. Prior to the Washington Education Reform Bill, realistic levels of effort were regulated by minimum time allotments in local school entities.; Vehicle control benchmark performances, competence, and skill mastery assessments were identified through instructor and research based priorities. Curriculum support materials were designed to meet needs of local school entities using the master curriculum guide. Field test sites were established based by curriculum revision committee criteria and instructors were trained concerning unique features of the revised curriculum. Control field sites instruction used existing 1992 curriculum, while experimental field sites used revised 1995 curriculum. The control group posttested for classroom knowledge and performance skill scores. The experimental group pre- and posttested for classroom knowledge and performance skill scores.; Analysis indicated a significant improvement for students trained using the 1995 curriculum guide compared to students trained using the 1986 curriculum guide--revised 1992. T-tests revealed the 1995 Washington TSE Master Curriculum Guide training made a significant improvement in student benchmark performances, knowledge, and skills gained from entry to exit level measurements.; Recommendations include instructor training, replication, and crash statistical analysis. Training and replication of field site studies throughout Washington may increase instructor awareness of new curriculum concepts. Statistical information in 1994 and 1995 indicated a below average fatal rate for 16 and 17 year old drivers in Washington State compared to national norms. Further study and crash records analysis may provide future needs and components for experienced as well as novice driver education curriculum.
机译：这项研究的目的是确定最低性能技能，开发课程支持并确定将牵引力和车辆控制原理纳入1995年《华盛顿交通安全教育（TSE）主课程指南》的评估程序。基准绩效，能力和技能掌握是基于绩效的结构中评估的基础。在《华盛顿教育改革法案》出台之前，实际的努力水平由当地学校实体的最短时间分配来规定。车辆控制基准性能，能力和技能掌握评估是通过讲师和基于研究的重点确定的。使用主课程指南设计课程支持材料以满足当地学校实体的需求。根据课程修订委员会的标准建立了现场测试站点，并针对修订后的课程的独特功能对教师进行了培训。控制现场站点的教学使用现有的1992年课程，而实验现场站点的教学使用1995年修订的课程。对照组对教室知识和表演技能分数进行了后测。实验组对课堂知识和表演技能得分进行了预测试和后测试。分析表明，与使用1986年课程指南（经修订的1992年）相比，使用1995年课程指南进行培训的学生有显着改善。T检验显示，1995年《华盛顿TSE硕士课程指南》培训显着改善了学生的基准表现，知识，从入门水平到出口水平的测量中获得的技能；建议包括教师培训，复制和崩溃统计分析。在整个华盛顿进行实地现场研究的培训和复制可能会提高教师对新课程概念的认识。 1994年和1995年的统计信息表明，华盛顿州16岁和17岁驾驶员的致命死亡率低于国家标准。进一步的研究和事故记录分析可能会为有经验的以及新手驾驶员培训课程提供未来的需求和组成部分。

著录项

  • 作者

    Kline, Terry Lee.;

  • 作者单位

    Texas A&M University.;

  • 授予单位 Texas A&M University.;
  • 学科 Education Teacher Training.; Education Secondary.; Transportation.
  • 学位 Ed.D.
  • 年度 1996
  • 页码 333 p.
  • 总页数 333
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;中等教育;综合运输;
  • 关键词

  • 入库时间 2022-08-17 11:49:15

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