About the Book
Research on driver behaviour has clearly demonstrated that the goals and motivations a driver brings to the driving task are important determinants for driver behaviour.
The objective of the book, and of the conference on which it is based, is to describe and discuss recent advances in the study of driving behaviour and driver training. It bridges the gap between practitioners in road safety, and theoreticians investigating driving behaviour, from a number of different perspectives and related disciplines.
The book is timely in its aim of defining new approaches to driver training methodology based on decades of empirical research on driver behaviour. The contributing road safety researchers and professionals consider the kinds of methods that are effective in teaching drivers the higher-level skills needed to be a safe competent driver.
The readership includes road safety researchers from a variety of different academic backgrounds, senior practitioners in the field from regulatory authorities and professional driver training organisations such as the police service, and private and public sector personnel who are concerned with improving road safety.
Table of Contents:
Contents: Preface; Part 1 Driver and Rider Testing and Education: Coaching young drivers in a second phase training programme, Erik Roelofs, Jan Vissers, Marieke van Onna and Gerard Kern; Accompanied driving from age 17 - a new scheme for young novice drivers in Germany, Walter Funk; Assessment of driver performance and perceived age of the driver, Saskia de Craen and Sebastiaan van der Zwan; Using reflecting team as a method to focus on state of mind and emotions and how it affects our actions, Kåre Robertsen and Hilde Kjelsrud; Designing developmentally tailored driving assessment tasks for formative purposes, Erik Roelofs, Marieke van Onna, Karel Brookhuis. Maarten Marsman and Leo de Penning; The driving test in Norway: an intervention study, Eva Brustad Dalland; Training system for optimal braking on a powered 2-wheeler, Giovanni Savino, Frederico Giovanni, Niccolò Baldanzini and Marco Pierini; Drive safe/drive aware: a promising new off-road test to predict on-road performance, Lynette G. Kay, Anita C. Bundy and Beth Cheal; Combined safety and fuel-saving driving courses: impact on drivers' attitudes and real-driving behaviour, Michael Geiler and Peter Strohbeck-Kuehner; Profiling motorcycle riders: the role of experience and training, Alex W. Stedmon, David Crundall, Elizabeth Crundall, Rose Saikayasit, Editha van Loon, Alex Irune, Patrick Ward and Neil Greig. Part 2 Work-Related Road Risk: Cross-cultural differences in driver behaviour at work, Lisa Dorn and Julie Gandolfi; The relationship between the tendency of young commercial drivers to take risks in daily life and accident involvement, Shingo Moriizumi, Shinnosuke Usui and Hiroshi Nakai; When non-significance may be significant: lessons learned from a study of the development, implementation and evaluation of a fleet risk assessment tool, Darren Wishart, James Freeman, Jeremy Davey, Adrian Wilson and Bevan Rowland; Fleet manager decision-making behaviour in relation to electric vehicles, Rebecca Hutchins and Emma Delmonte; Intervention programme for prevention of fatigue and sleepiness in professional driving, Maria Jose Sospreda-Baeza; Lessons learned from simulator-based training for bus drivers, Britta Lang, Cyriel Diels, Ulrich Grueneberg and Gerd Helmchen; Foundations for the development of simulator-based training for older professional drivers, Benjamin Schulz, Swantje Robelski and Rainer Hoeger. Part 3 Cognitive Factors, Individual Differences and Road User Behaviour: Memory effects in self-reports of road traffic crashes, Anders E. af Wåhlberg; Complexity measures of traffic scenarios: psychological aspects and practical applications, Rainer Höger, Marco Wiethof and Thomas Rheker; Driving distractions in Spain, Maria Eugènia Gras, Montserrat Planes, Silvia Font-Mayolas, Mark J.M. Sullman, Montserrat Jiménez and Francesc Prat; The role of denial of risk in the explanation of risky driving behaviour: variation by key demographic groups, Matthew Coogan, Sonja Forward, Jean-Pascal Assailly and Thomas Adler; Important factors which predict people’s intention to tailgate and the effect of age, Sonja Forward and Matthew Coogan; The driver behaviour questionnaire: a French study of young drivers, Chloé Freydier, Catherine Berthelon, Mireille Bastien-Toniazzo and Elodie Gigout; Driving style as a fitness indicator, Stephen Skippon, Cyriel Diels and Nick Reed; Effect of driving behaviour on fuel consumption, Sahand Malek, Chris Brace and Shibo Liu; Validation of a driving questionnaire for patients with ADHD: the Jerome Driving Questionnaire (JDQ), Laurence Jerome and Alvin Segal; Influence of trust on young and elderly cyclists’ gap acceptance, Yasunori Kinosada and Shinnosuke Usui. Part 4 Technology, Road Environment and Driver Behaviour: Driving in the era of IVIS and ADAS, Nikolaos Gkikas; Behavioural validation of the TRL driving simulator DigiCar: phase 1 - speed choice, Cyriel Diels, Ryan Robbins and Nick Reed; Texting and driving: self-imposed distraction among high school, college and adult drivers, Andrew R. McGarva, Nicholas Zumwalt and Holly Callahan; Evaluation of smart driving advisors: Smartphone apps or value added services, Stewart Birrell, Mark Fowkes and Deborah Stubbs; Analysis of the effective range of safety cameras within urban areas, Paul S. Broughton, Chris Hutchings, David Stone and Linda Walker; Effectiveness of average speed cameras on the reduction of road casualties: initial data analysis of the A77 in Scotland, Paul S. Broughton, Chris Hutchings, David Stone and Linda Walker; User requirements to model scenarios on driving simulators, Ghasan Bhatti, Roland Bremond, Jean-Pierre Jessel, Guillaume Millet and Fabrice Vienne; Statistical models to measure driver behaviour in response to an intersection collision warning system, Essam Dabbour, Said Easa and Anwar Hossain; A simulation reflecting drivers’ reactions on encountering a fixed-position photo radar, Noha M. Hassan; Developing a multidimensional assessment of in-vehicle technology, Robert Edmunds and Lisa Dorn; Index.
About the Author :
Dr Lisa Dorn is Director of the Driving Research Group at Cranfield University. She is President-Elect of the International Association of Applied Psychology: Traffic and Transportation Psychology Division and an Associate Fellow of the British Psychological Society and Chartered Psychologist. Dr Dorn has published a number of journal papers on driver behaviour, driver stress and risk and is a regular contributor to the public debate at major conferences. Currently, Dr Dorn is working with global organisations to improve driver education and training. Erik Roelofs, Jan Vissers, Marieke van Onna , Gerard Kern, Walter Funk, Saskia de Craen, Sebastiaan van der Zwan, Kare Robertsen, Hilde Kjelsrud, Karel Brookhuis. Maarten Marsman, Leo de Penning, Eva Brustad Dalland, Giovanni Savino, Frederico Giovanni, Niccolo Baldanzini, Marco Pierini Lynette G. Kay, Anita C. Bundy, Beth Cheal, Michael Geiler, Peter Strohbeck-Kuehner, Alex W. Stedmon, David Crundall, Elizabeth Crundall, Rose Saikayasit, Editha van Loon, Alex Irune, Patrick Ward, Neil Greig, Lisa Dorn, Julie Gandolfi, Shingo Moriizumi, Shinnosuke Usui, Hiroshi Nakai, Darren Wishart, James Freeman, Jeremy Davey, Adrian Wilson, Bevan Rowland, Rebecca Hutchins, Emma Delmonte, Maria Carmen Lloret-Catala, Francisco Toledo-Castillo, Maria Jose Sospedra-Baeza, Britta Lang, Cyriel Diels, Ulrich Grueneberg, Gerd Helmchen, Benjamin Schulz, Swantje Robelski, Rainer Hoeger, Anders E. af Wahlberg, Marco Wiethof, Thomas Rheker, Maria Eugenia Gras, Montserrat Planes, Silvia Font-Mayolas, Mark J.M. Sullman, Montserrat Jimenez, Francesc Prat, Matthew Coogan, Sonja Forward, Jean-Pascal Assailly, Thomas Adler, Chloe Freydier, Catherine Berthelon, Mireille Bastien-Toniazzo, Elodie Gigout, Stephen Skippon, Nick Reed, Sahand Malek, Chris Brace, Shibo Liu, Laurence Jerome, Alvin Segal, Yasunori Kinosada, Nikolaos Gkikas, Ryan Robbins, Andrew R. McGarva, Nicholas Zumwalt, Holly Callahan, Stewart Birrell, Mark Fowkes, Deborah Stubbs, Paul S. Broughton, Chris Hutchings, David Stone, Linda Walker, Ghasan Bhatti, Roland Bremond, Jean-Pierre Jessel, Guillaume Millet, Fabrice Vienne, Essam Dabbour, Said Easa, Anwar Hossain, Noha M. Hassan, Robert Edmunds.
Review :
'This book presents a wealth of practical, down-to-earth advice from music history teachers at a variety of institutions. It's just the kind of book I wish I had had as a first-year faculty member, and one that I know I will dip into as I continue to refine my teaching approach in the coming years and decades. From managing one's first semester on the tenure track to creating strategies for renewal in every semester thereafter, the essays collected here can serve as a jumping-off point to reflect on the reasons why we musicologists do what we do and how we can do it better.' Marie Sumner-Lott, Georgia State University, USA'This collection is an important, if long overdue, handbook that will be of use to both beginning and experienced teachers. Readers will find themselves enlightened by these contributions no matter what classes they teach, from non-major classes to graduate seminars. They will find specific, concrete ideas to improve their teaching from revising entire courses to tweaking specific class presentations. Many of the ideas presented in The Music History Classroom can be integrated into the current structure of the class a teacher is using, and the volume can be referred to again and again over time for specific ideas as one's teaching evolves.'Matthew Balensuela, DePauw University, USA'Music history pedagogy in the classroom is always a challenge - to find the right mix of lecture, discussion, listening, and score analysis so as to be able to impart a relevant mix of essential facts and historical signposts without swamping our students, and to instill a set of critical and interpretive strategies they can make part of their skill set for life-long learning. The Music History Classroom fills a long-standing need, providing sage, practical advice - from a distinguished roster of experienced teachers who are also active research musicologists - on the nuts and bolts of course design, out-of-class assignments, lecturing and other classroom-based activities, grading, and more. Such material will be of the greatest value, as well, to an additional audience: the adjuncts and part-timers, and the uncredentialled (by whom I have in mind professional performers and applied studio teachers) who are doing an ever increasing amount of the teaching of music history in higher education today.' Peter M. Lefferts, University of Nebraska-Lincoln, USA
