The objective of this textbook is to provide an understanding of the components of the various laboratory phases that are consistent with the driving task philosophy of curriculum construction. Another objective is to guide supervisors, teachers, and administrators in the organisation, administration, and teaching of laboratory programs. The organisational structure of the text moves from a general discussion of the driving task and its application to laboratory instruction to the more specific consideration of laboratory curriculum development, lesson planning, and teaching. Part I contains discussions on laboratory instructional planning, vision, perception, and driver performance. One chapter includes a detailed discussion of the driving task. Part II develops the dual-control program including content, lesson plans, teaching methods, and instructional media. Part III is devoted to a comprehensive treatment of simulation systems, teaching methods, and instructional technology. Discussed in Part IV is the Multiple-car method, including course content, lesson plans, methods of teaching, and instructional materials and equipment. Part V contains a discussion of motorcycle rider education, teaching the handicapped, and course-scheduling practices. The last chapter deals with the various evaluation methods that are useful for laboratory program improvement.
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