1. Discussion Questions
1. Explain the meaning of the statement, “The purpose of high school driver education is NOT to teach young people how to drive.”
2. Why should the term “Driver Education” be used instead of “Driver Training?”
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2. Discussion Questions (cont.)
3. Describe specific groups in American society that may need driver education today.
4. Present ten significant statistical facts that emphasize the seriousness of the national traffic safety problem.
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3. Discussion Questions (cont.)
5. Explain why you as a driver education teacher should use available statistical evidence emphasizing the seriousness of the traffic safety problem with caution.
6. What is the one specific action you must take to effectively use accident statistics in driver education classes?
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4. Discussion Questions (cont.)
7. Name five significant statistical facts that can be used effectively in promoting safe driving. In each case explain specifically one way this can be done.
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5. Evolution of Driver Education
The need for some type of formal driver education was recognized in the early 1900’s.
A comprehensive approach to the traffic safety problem was devised as early as 1923.
Dr. Julian Harvey, Director of the Kansas City Safety Council developed the 3 E’s concept in 1923.
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6. Evolution (cont.) 3 E’s - a comprehensive approach Education
Engineering
Enforcement
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7. Evolution (cont.)
By late 1920’s, experts recognized that there was a national traffic safety problem that must be addressed:
Police officers
Insurance administrators
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8. Evolution (cont.) 2
Classroom instruction in Driver Education began in Bergen County, New Jersey in 1932.
First organized course called Driver Education began at the high school at State College in Pennsylvania in This course had both the classroom and lab phases.
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9. Evolution (cont.) 3
During 1930’s, Driver Education gained momentum. Introduced in several schools.
World War II slowed the growth of Driver Education in the schools.
Restrictions on driving
Other national defense efforts
After World War II there was a phenomenal growth in school Driver Education.
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10. Evolution (cont.) 4
Beginning in late 1920’s and 1930’s, several movements were going on at once:
A. Development of educational program of driver education for young drivers as they approach legal driving age
Herbert Stack (1932); Amos Neyhart (1933)
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11. Evolution (cont.)
B. Obtaining and preparing adequate numbers of teachers as well as instructional materials
C. Vigorous promotional campaign for D.E.
Association of Casualty and Surety Companies
American Automobile Association
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12. Professional Growth (1)
There was a gap between the time Driver Education was first introduced in high schools and the time when well-trained instructors specifically prepared for driver education took over.
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13. Professional Growth (2)
Many teachers taught driver education as part of existing courses. Early teachers were from: industrial arts, physical education, health education, social sciences, even English.
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14. Professional Growth
Early training of Driver Educators, before inclusion in college preparation programs, was carried out by other organizations:
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15. Professional Growth Association of Casualty and Surety (AETNA)
Driver Education training
Research
American Automobile Association
Instructional materials
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16. Professional Growth (3)
Colleges and Universities meanwhile began to offer teacher preparation course for prospective Driver Educators
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17. Professional Growth
Early Driver Educators saw the need for professional growth
To continue the improvement in instruction
To foster solid expansion of the driver education program
Eventually resulted in the organization of professional driver education teacher associations.
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18. Professional Growth
1st Professional organization for Driver Education was the Iowa High School Driver Education Association in 1949.
In 1956 the American Driver and Traffic Safety Education Association was formed.
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19. Professional Growth
1st national conference on High School Driver Education was at Jackson’s Mill in West Virginia - formed basic principles and policies
Later conferences revised and expanded these objectives
First state to enact driver education legislation was Delaware in 1947.
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20. Characteristics of a Profession
1. Accepted body of knowledge
2. Specific education/preparation that meets acceptable standards.
3. Code of ethics
4. Organization (s)
5. Certification or licensing procedures
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21. Characteristics of a Profession
6. Establishment of
general qualifications
specific competencies relative to trade/profession
personal qualifications
7. Active promotion of program growth, expansion and improvement
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22. The Jackson’s Mill Conference of 1949
Set minimum standards for the preparation of driver education teachers.
Set minimum standards for high school driver education programs.
Formulated four major goals for driver education.
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23. Four Major Goals of Driver Education as Formulated at Jackson’s Mill
To develop in young people a strong sense of personal and social responsibility for the common welfare, particularly as it is affected by and involved in the operation of motor vehicles.
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24. Four Major Goals of Driver Education as Formulated at Jackson’s Mill
To develop pride in maintaining high standards of performance particularly in the operation of motor vehicles.
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25. Four Major Goals of Driver Education as Formulated at Jackson’s Mill
To promote safe, efficient and enjoyable use of equipment and environment, especially of motor vehicles and highways.
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26. Four Major Goals of Driver Education as Formulated at Jackson’s Mill
To promote effective habits of cooperation in meeting problems of the common welfare, especially those concerned with the use of motor vehicles and highways.
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27. Learning Principles Involved in Teaching Driver Education
Sequential procedures - build on low-order skills; advance to more complex skills
Cumulative nature of learning
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28. Learning Principles Involved in Teaching Driver Education
Purpose of Highway Transportation System
A. To move people and goods from one place to another in a relatively safe, convenient and efficient manner.
B. Since man is an integral part of this system , his education in the safe and efficient use of this system is considered a social necessity by the public school system.
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29. Components of HTS
A. People - I.e. drivers, millions of drivers of various ages, skills and temperaments
B. Vehicle - millions varying in size, condition and performance
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30. Components of HTS
C. Highway environment - millions of miles of roadway and various roadway conditions, e.g. weather, lighting, road design and condition, etc.
The interaction of these components is continuous, generating a multiplicity of driving situations and variety of traffic environments.
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