A Resource Curriculum in Driver and Traffic Safety Education [electronic resource]
Secondary school driver education courses should provide the student with cognitive and affective learning experiences as well as psychomotor skills. Developed through the cooperation of an advisory committee, workshop group, and other consultants, this curriculum guide is intended to help teachers,...
Saved in:
| Online Access: |
Full Text (via ERIC) |
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| Corporate Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1970.
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| Subjects: |
MARC
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| 110 | 2 | |a Automotive Safety Foundation. | |
| 245 | 1 | 2 | |a A Resource Curriculum in Driver and Traffic Safety Education |h [electronic resource] |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1970. | ||
| 300 | |a 180 p. | ||
| 500 | |a ERIC Document Number: ED059372. | ||
| 500 | |a Availability: Automotive Safety Foundation, c/o Highway Users Federation, 1776 Massachusetts Avenue, N.W., D.C. 20036 (Single Copies $1.50; discount for quantity). |5 ericd. | ||
| 500 | |a Educational level discussed: Secondary Education. | ||
| 520 | |a Secondary school driver education courses should provide the student with cognitive and affective learning experiences as well as psychomotor skills. Developed through the cooperation of an advisory committee, workshop group, and other consultants, this curriculum guide is intended to help teachers, supervisors, program administrators and teacher educators do just that. Included in the guide are sections on the need for driver and traffic safety education, curriculum rationale, teaching-learning interaction, and a 107-item bibliography. The curriculum contains objectives, content and learning activities divided into these major sections: (1) Introduction, giving an overall picture of the highway transportation system, (2) On Highway Tasks, (3) Readiness Tasks, and (4) Improvement Tasks. Human functions--identify, predict, decide, and execute--involved in performing traffic-related tasks serve as reference points throughout. Behavioral objectives emphasize student-environment interaction. Fundamental concepts are repeatedly stressed, but the material attempts to lead the student through an enquiry process which results in the student discovering these concepts for himself. (CD) | ||
| 650 | 0 | 7 | |a Bibliographies. |2 ericd. |
| 650 | 1 | 7 | |a Course Content. |2 ericd. |
| 650 | 1 | 7 | |a Curriculum Guides. |2 ericd. |
| 650 | 1 | 7 | |a Driver Education. |2 ericd. |
| 650 | 0 | 7 | |a Educational Objectives. |2 ericd. |
| 650 | 0 | 7 | |a Instructional Materials. |2 ericd. |
| 650 | 1 | 7 | |a Learning Activities. |2 ericd. |
| 650 | 0 | 7 | |a Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Traffic Safety. |2 ericd. |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED059372.pdf |z Full Text (via ERIC) |
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