Development of a higher-order instruction coding taxonomy for observational data: Initial application to professional driving instruction

Development of a higher-order instruction taxonomy, informed by best practice in driver education (Goals for Driver Education) and self-determination theory (guiding teaching strategies), was tested. Inter-coder reliability was assessed by coding 93 data elements from 5-min clips from three driving...

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Bibliographic Details
Published in:Applied ergonomics Vol. 70; pp. 88 - 97
Main Authors: Watson-Brown, Natalie, Scott-Parker, Bridie, Senserrick, Teresa
Format: Journal Article
Language:English
Published: England Elsevier Ltd 01.07.2018
Subjects:
Automobile Driving - education
Coding reliability
Driving instruction
Education, Professional - classification
Education, Professional - methods
Female
Goals
Higher order skills
Humans
Male
Motivation
Motor Vehicles
Observation
Observer Variation
Pilot Projects
Reproducibility of Results
Safety
Teaching - classification
Coding reliability
Driving instruction
Higher order skills
ISSN:0003-6870, 1872-9126, 1872-9126
Online Access:Get full text
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Summary:Development of a higher-order instruction taxonomy, informed by best practice in driver education (Goals for Driver Education) and self-determination theory (guiding teaching strategies), was tested. Inter-coder reliability was assessed by coding 93 data elements from 5-min clips from three driving instructors. Seventy-three instruction and 32 teaching approach codes were selected. Reliability between two independent coders was high (IOC = 94.6%). Application to data from 17 randomly-selected, 1-h lessons (n = 3 driving instructors) in a pilot study of professional learner driver lessons assessed taxonomy validity. Missed, taken, and untaken opportunities for higher-order instruction via 9 instruction and 19 teaching-approach categories were identified. Reliability assessment and taxonomy application demonstrates evidence to facilitate a comprehensive understanding of driving instruction content and quality, with implications for assessing and evaluating the impact of higher-order instruction in relation to driving and other safety-critical sectors requiring higher-order skills. •Reliable, valid coding tool for higher-order driving instruction guided by theory.•Development informed by GDE, self-determination theory, constructivist models.•Taxonomy tested in application to higher-order instruction for learner drivers.•Method of taxonomy creation can guide evaluation of other skill acquisition tasks.
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ISSN:0003-6870
1872-9126
1872-9126
DOI:10.1016/j.apergo.2018.02.016