IDRIVESAFETY, SO YOU CAN!

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Research, Docs

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NDIS provider not for profit org (international) Aged Care provider
Platinum Client

Specialised Driver Coaching. Occupational Therapist. Drive assessment. licence Testing*

 improved daily living skills 15_046_0129_1_3 Specialised Driver Training
improved daily living skills 15_048_0128_1_3 Individual Assessment, Therapy And/Or Training (Includes Assistive Technology)
improved daily living skills 15_052_0128_1_3 Therapy Assistants (Level 1)
improved daily living skills. 15_056_0128_1_3. Assessment, recomendedation, Therapy &/or Training (incl AT) other therapy. occupational therapist
 Mr Craig Waters & team delivers highly successful rehabilitation driver coaching for TAC clients Fleet driver training client Fleet client. Colac area nursing
in home service providers Driver coaching provider. 5 star driver education program
Driving beyond the Disability Australis only driver coaching solution that is reducing the road toll Platinum Client. servicing all BCYF clients from learner to licence with idrivesafety graduated 5 star driver education program. Mr Craig Waters & Dr Ray Shuey lead developers in road smart coaching program

Research & References

  • Research papers that were used in the developement or the 5 star driver education programs*.
  • See documents at base for complaints
  1. Summala, H. (1987). Young driver accidents: risk taking or failure of skills? Alcohol, drugs and driving, 3, nr. 3-4.
  2. Vermunt, J. & Verschaffel, L. (2000). Process oriented teaching. In P.R.J. Simons, J. van der Linden & T. Duffy. New Learning (pp. 209-225). Dordrecht: Kluwer Academic Publishers.
  3. Vermunt, J.D., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257–280.
  4. Vygotsky, L.S., (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University press.
  5. Wang, M.; Haertel, G.; Walberg, H. (1993). Toward a knowledge base for school learning. Review of educational research, 63, 249-294.
  6. Whetzel, D.L, McDaniel, M.A. (2009). Situational judgment tests: An overview of current research. Human Resource Management Review, 19, 188–202.
  7. Winne, P.H., and Hadwin, A.F., (1998). Studying as self-regulated learning. In D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Hillsdale, NJ: Erlbaum
  8. Young, V. M., & Kim, D. H. (2010). Using assessments for instructional improvement: A literature review. Education Policy Analysis Archives, 18 (19). Retrieved December 12 2011, from http://epaa.asu.edu/ojs/article/view/809
  9. Anthony, G., & Walshaw, M. (2007). Effective pedagogy in mathematics. Educational practices series–19. International Bureau of Education. Retreived at: http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_19.pdf 
  10. Beanland, V., Goode, N., Salmon, P.M., Lenné, M.G. (2013). Is there a case for driver training? A review of the efficacy of pre- and post-licence driver training. Safety Science, 51, 127-137.
  11. Bennet, R. (2010). Cognitively Based Assessment of, for, and as Learning (CBAL): A Preliminary Theory of Action for Summative and Formative Assessment. Measurement, 8, 70–91.
  12. Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment Evaluation and Accountability, 21(1), 5-31. doi:10.1007/s11092-008-9068-5
  13. Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, 445-457.
  14. Boud, D, (1999). Avoiding the traps: Seeking good practice in the use of self assessment and reflection in professional courses. Social Work Education, 18(2), 121-132.
  15. Boud, D. (1995). Enhancing learning through self-assessment. London: Kogan Page.
  16. Brennan,R. L., & Johnson, E. G. (1995). Generalizability of performance assessments. Educational Measurement: Issues and Practice, 14(4), 25-27.
  17. Brophy, J., & Good, T.L. (1986). Teacher behavior and student achievement. In M.C. Wittrock (Ed.)., Handbook of Research on Teaching (pp. 328-375, 3rd ed.). New York: MacMillan.
  18. Butler, D.L., and Winne, P.H., (1995). Feedback and self-regulated learning: A theoretical syntheses. Review of Educational Research, 65(3). 245-281.
  19. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: teaching the crafts of reading, writing, and mathematics. In L.B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Erlbaum.
  20. Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58,
  21. De Craen, S., (2010). The X-factor. A longitudinal study of calibration in young novice drivers. Dissertation. Leischendam: Stichting Wetenschappelijk Onderzoek Verkeersveiligheid SWOV
  22. De Winter, J. (2009). Advancing simulation-based driver training. Doctoral dissertation, Technical University Delft.
  23. Deery, H.A.(1999). Hazard and risk perception among young novice drivers. Journal of Safety Research, 30(4), 225-235.
  24. Endsley, M.R. (2000). Theoretical underpinnings of situation awareness: a critical review. In: Endsley, M.R. and Garland, D.J. (Eds.) Situation Awareness Analysis and Measurement. Mahwah, NJ: Lawrence Erlbaum Associates.
  25. Engström, I., Gregersen, N.P., Hernetkoski, K., Keskinen, E. & Nyberg, A. (2003). Young novice driver education and training, Literature review, VTI-rapport 491A., Swedish National Road and Transport Research Institute, Linköping.
  26. Fuller, R., (2005). Towards a general theory of driver behaviour. Accident Analysis and Prevention, 37, 461-472.
  27. Grayson, G.B., Groeger, J.A., Maycock, G., Hammond, S.M. & Field, D.T. (2003). Risk, hazard perception and perceived control. Report TRL560. Transport Research Laboratory TRL, Crowthorne.
  28. Gregersen, N.P. (1996). Young drivers’ overestimation of their own skill – an experiment on the relation between training strategy and skill. Accident Analysis and Prevention 28, 243-250.
  29. Gregersen, N.P. and Bjurulf, P. (1996). Young novice drivers: towards a model of their accident involvement. Accident Analysis and Prevention 28, 229-241.
  30. Groeger, J.A. (2000). Understanding driving: applying cognitive psychology to a complex everyday task. Routledge: Psychology Press. 24
  31. Hatakka, M., Keskinen, E., Gregersen, N.P., Glad, A., Hernetkoski, K. (2002). From control of the vehicle to personal self-control; broadening the perspectives of driver education. Transportation Research Part F: Psychology and Behaviour, 5(3), 201–215.
  32. Heritage, M. (2007). Formative Assessment: What Do Teachers Need to Know and Do. Phi Delta Kappan, 89, 140-145.
  33. Isler, R.B., Starkey, N.J., Sheppard, P. (2011). Effects of higher-order driving skill training on young, inexperienced drivers’ on-road driving performance. Accident Analysis Prevention, 43, 1818–1827.
  34. Isler, R.B., Starkey, N.J., Williamson, A.R. (2009). Video-based road commentary training improves hazard perception of young drivers in a dual task. Accident Analysis Prevention, 41, 445–452.
  35. Joly, P., Gilbert, M., Paquette, M., Perraton, F., Bergeron, J. (1997). Performance in a driving simulator and intention to take risk on the road among learner and experienced young drivers. In: Brookhuis, De Waard and Weikert (Eds.) 1997. Simulators and Traffic Psychology. HFES Europe.
  36. Kappé, B., de Penning, L., Marsman, M., Roelofs E. (2009) Assessment in Driving Simulators: Where we Are and Where we Go. Paper presented at the Fifth International Driving Symposium on Human Factors in Driver Assessment, Big Sky Montana.
  37. Mc Gwin, G. and Brown, D.B. (1999). Characteristics of traffic crashes among young, middle-aged and older drivers. Accident Analysis and Prevention, 31, 181-198.
  38. McKenna, F.P. en Crick, J. (1997) Developments in hazard perception. TRL Report 297. Crowthorne, TRL Limited.
  39. Messick, S. (1996). Validity in performance assessments. In G.W.Phillips (ed.), Technical issues in large-scale performance assessments. Washington DC: National Center for Education Statistics.
  40. Mynttinen, S., et al. (2010). Two-phase driver education models applied in Finland and in Austria – Do we have evidence to support the two phase models? Transportation Research Part F: Traffic Psychology and Behaviour, 13(1), 63-70.
  41. Perry, N., et al. (2004). Examining features of tasks and their potential to promote self-regulated learning. Teachers College Record, 106, 1854-1878.
  42. Preusser, D.F., Ferguson, S.A., Williams, A.F. (1998). The effect of teenage passengers on the fatal crash risk of teenage drivers. Accident Analysis and Prevention, 30, 217-222.
  43. Roelofs, E.C., et al. (2008). Development of multimedia tests for responsive driving. In L. Dorn (ed.) Driver Behaviour and Training, Volume III (pp 251-264), Hampshire: Ashgate Publishing Limited.
  44. Roelofs, E.C.,Van Onna, M., & Vissers, J. (2010). Development of the Driver Performance Assessment: Informing Learner Drivers of their Driving Progress. In L. Dorn (Ed.) Driver behavior and training, volume IV (pp. 37-50). Hampshire: Ashgate Publishing Limited.
  45. Rosenshine, B. (2009). The empirical support for direct instruction. In: Tobias, S.; Duffy, T.M. (Eds.). Constructivist instruction: success or failure? New York, NY: Routledge.
  46. Ruiz-Primo, M. A., Baxter, G. P., & Shavelson, R. J. (1993). On the stability of performance assessments. Journal of Educational Measurement, 30, 41-53.
  47. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.
  48. Schuwirth, L.W.T., Verheggen, M.M., van der Vleuten, C,P,M, Boshuizen, H.P.A., Dinant. G.J. (2000). Validation of short case-based testing using a cognitive psychological methodology. Medical Education, 35, 348–56.
  49. Shavelson, R. J., Baxter, G. P., & Gao, X. (1993). Sampling variability of performance assessments. Journal of Educational Measurement, 30, 215-232.
  50. Shuell, T.J., (1993). Toward an integrated theory of teaching and learning. Educational Psychologist, 28, 291–311.
  51. Stanton, N.A., and Salmon, P.M., (2009).Human error taxonomies applied to driving: A generic driver error taxonomy and its implications for intelligent transport systems. Safety Science, 47, 227–237
  52. Stiggins, R. J., (2002). Assessment crisis: The absence of assessment FOR learning. Phi Delta Kappan, 83 (10), 758-765.
  53. Williams, A.F., & Ferguson, S.A. (2004). Driver education renaissance? Injury Prevention, 10, 4-7.
  54. Lonero LP. (2008). Trends in driver education and training. American Journal of Preventative Medicine 35(3 Suppl): S316-23.
  55. McKenna, F. (2010). Education in road safety. Are we getting it right? Report No. 10/113. London: RAC Foundation.
  56. Beanland, V., Goode, N., Salmon, P.M. & Lenne, M. G. (2013). Is there a case for driver training? A review of the efficacy of pre- and
  57. post-licence driver training. Safety Science, 51, 127-137.
  58. Lonero, L. & Mayhew, D. (2010). Review of the Literature on Diver Education 2010 Update, AAA Foundation for Traffic Safety.
  59. Washington, S., Cole, R.J. & Herbel, S. B. (2011). European advanced driver training programs: Reasons for optimism. IATSS Research, 34, 72-79.
  60. Christie, R. (1996). Driver training – What have we learned? NRMA Today, Edition 12, 20-24.
  61. Watson, B., Fresta, J., Whan. H., McDonald, J., Dray, R., Beuermann, C., & Churchward, R. (1996). Enhancing driver management in Queensland. Brisbane: Land Transport & Safety Division, Queensland Transport.
  62. Twisk, D. (2007). Trends in risk of young drivers and countermeasures in European Countries. Paper presented to National Safety Council’s International Symposium on Novice Teen Driving: GDL and Beyond, Feb. 5-7, Tucson, Arizona, USA.
  63. Senserrick, T. (2007). Recent developments in young driver education and training in Australia. Paper presented to National Safety Council’s International Symposium on Novice Teen Driving, GDL and Beyond, Feb. 5-7, Tucson, Arizona, USA.
  64. United States Government Accountability Office (GAO) (2010). Teen Driver Safety: Report to the Committee on Transportation and Infrastructure and its Subcommittee on Highways and Transit, House of Representatives. Washington DC: Author.
  65. Elvik, R. (2010) Why some road safety problems are more difficult to solve than others. Accident Analysis and Prevention, 42, 1089–1096.
  66. Vachal, K., Malchose, D. & Benson, L… (2010) Safety insights and indicators for North Dakota’s teen drivers. Fargo: Upper Great Plains Transportation Institute, North Dakota State University,
  67. Twisk, D. (1994). Experiences from countermeasures, including the role of driver instruction and training. In Proceedings – FERSI/OECD Driver Education and Training Workshop, October, Warsaw, Poland.
  68. Mayhew, D. R. & Simpson, H.M. (1996). The Effectiveness and Role of Driver Education and training in a Graduated Licensing System. Ottawa, Ontario: Traffic Injury Research Foundation.
  69. Engström, I., Gregersen, N.P., Hernetkoski, K., Keskinen, E. and Nyberg, A. (2003). Young novice driver education and training: Literature review. VTI-rapport 491A. Linköping. Swedish National Road and Transport Research Institute.
  70. Kinnear, N, Lloyd, L., Helman, S., Husband, P., Scoons, J., Jones, S., Stradling, S., McKenna, F., & Broughton, J. (2013). Novice Drivers: Evidence Review and Evaluation. Published Project Report PPR673, TRL
  71. Rafferty, S.J. & Wundersitz, L.N. (2011). The Efficacy of Road Safety Education in Schools: A review of current approaches. CASR Report Series CSR077. The University of Adelaide.
  72. Levy, D.T. (1990). Youth and traffic safety: The effects of driving age, experience and education. Accident Analysis and Prevention, 22(4), 327-334.
  73. Potvin, L. (1991). The Evaluation of a compulsory driver training policy: Quebec 980-1984. In Proceedings – New to the Road Symposium: Prevention Measures for Young or New Drivers, Halifax, Nova Scotia, Canada.
  74. Woolley, J. (2000). In-car driver training at high schools: A literature review. Report No. 6/2000. Adelaide: Transport SA.
  75. Roberts, I., Kwan, I., & The Cochrane Injuries Group Driver Education Reviewers. (2001). School based driver education for the prevention of traffic crashes (Cochrane Review). In: The Cochrane Library, Issue 3, 2001. Oxford: Update Software.
  76. Williams, A.F. (2006). Young driver risk factors: Successful and unsuccessful approaches for dealing with them and an agenda for the future. Injury Prevention, 12, 1, 14-19.
  77. Mayhew, D. (2007). Driver education and graduated licensing in North America: Past, present, and future National Safety Council’s International Symposium on Novice Teen Driving: GDL and Beyond, Feb. 5-7. Tucson, Arizona, USA.
  78. Clinton, K., & Lonero, L. (2006). Guidelines for evaluating driver education programs. Washington, D.C: AAA Foundation for Traffic Safety.
  79. Glad, A. (1988). Phase 2 Driver education: Effect on accident risk. Oslo, Norway: Transport Institute.
  80. Lynam, D. (1995). Prospects of improving driver training in Europe. In H.S. Simpson (Ed) (1996). New to the Road: Reducing the Risks for Young 7
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  82. Gregersen, N. P. (1996). Young drivers’ overestimation of their own skill: An experiment on the relation between training strategy and skill. Accident Analysis & Prevention, 28, 2, 243-250.
  83. Council, F. M., Roper, R. B. & Sadof, M. G. (1975). An evaluation of North Carolina’s multi-range program in driver education: A comparison of driving histories of range and non-range students. Chapel Hill, NC: University of North Carolina Highway Safety Research Center.
  84. Dreyer, D. & Janke, M. (1979). The effects of range versus non-range driver training on the accident and conviction frequencies of young drivers. Accident Analysis & Prevention, 11, 3, 179-198.
  85. Strang, P. M., Deutsch, K. B., James R. S., and Manders S. M., (1982). A comparison of on-road and off-road driver training. Report No. 1/82 SR. Hawthorn, Victoria: Road Safety & Traffic Authority.
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