|Date added||June 18, 2019|
|Category||2019 CARSP XXIX Calgary|
|Tags||Research and Evaluation, Session 4B|
|Stream/Volet||Research and Evaluation|
Background/Context: Twenty-five years ago, my family and I became road crash survivors following a collision on the wrong side of the road with a 15-year-old motorcyclist who died. Teenagers are a significantly vulnerable group of road users who deserve support to make the best safety decisions possible for all concerned and this was a chance to try and make a difference.
Aims/Objectives: Confirming what knowledge skills and attitudes were necessary for adolescents to be safe on the road, features of adolescence that would be important, learning theories that might assist development and implementation, important teacher attributes, and factors that contributed to the effectiveness of a classroom based road safety programme.
Methods/Targets: Described as an emergent methodology, method, data, interpretation and action develop simultaneously. I developed a teacher based action research programme that embraced pedagogical issues contributing to effective teaching and learning. As an "agent of change" I planned activities that effectively engaged the learner (as specified in aims above). Accordingly, cycles of Planning, Acting, Observing and Reflection on classroom based activities over three iterations were undertaken to guide and inform the programme development over two 10 weeks sessions within two years.
Results/Activities: A DE programme can assist students become more aware of danger and safer options on the road; however, populations are diverse and require a range of activities to increase learning effectiveness. Key words include appropriateness, receptivity, pedagogical skill, task development, encouraging consistent independent decision-making towards greater road safety attitudes.
Discussion/Deliverables: Positive outcomes from students, in their own words included:- better ways of thinking; safety precautions; an awareness of factors contributing to crashes, and an understanding of the consequences of crashes and outcomes from various risk-taking behaviours. While this programme did not involve exposure to traffic, benefits seemed to accrue for students by focusing on activities that engaged them in expressing and understanding "driver improvement".
Conclusions: I have unfinished business to accomplish in the field of road safety. If we continue to do what we've always done, we will continue to get what we've always got. My greatest interest is in working with (an) interested (party) parties to develop/refine an holistic community, regional or national programme that would not only build on knowledge gained in this research but would utilize my professional experience in fields of Music, Community Music, Community Education, Community Men's Sheds and Adult Education (see LinkedIN profile). In NZ, I feel no one is listening, so I am looking for a more dynamic opportunity, which could come via a conference such as this. Vision zero is a chance to aim for the stars. I feel at times like the Pied Piper with the wherewithal to "nail the rats" with no one interested in eliminating the plague. I feel positive that the creative arts have a significant role to play in embracing road safety messages through schools, communities and into the wider regional and national populations. This could be a new beginning.