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    <title>Transport Research International Documentation (TRID)</title>
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    <copyright>Copyright © 2026. National Academy of Sciences. All rights reserved.</copyright>
    <docs>http://blogs.law.harvard.edu/tech/rss</docs>
    <managingEditor>tris-trb@nas.edu (Bill McLeod)</managingEditor>
    <webMaster>tris-trb@nas.edu (Bill McLeod)</webMaster>
    <image>
      <title>Transport Research International Documentation (TRID)</title>
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      <link>https://trid.trb.org/</link>
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    <item>
      <title>Promoting Teachers' and Young Learners' Engagement of Transportation Issues</title>
      <link>https://trid.trb.org/View/2652184</link>
      <description><![CDATA[This project will develop, implement, and distribute standards-aligned curriculum that focuses on real-world transportation issues to include stormwater runoff and erosion mitigation and air quality issues. The curriculum will serve as educative curriculum materials (ECM) for teachers as they engage students with research-based instruction focused on Texas Transportation Institute (TTI) and transportation industry research and recommendations, science content ideas (e.g., water cycle, erosion), and non-science considerations (e.g., economic, ethical, social, legal). The curriculum will also profile the authentic work of TTI researchers, other science, technology, engineering, and mathematics (STEM)  professionals, and the characteristics of their work. Research will be conducted on how professional and curriculum development affects knowledge bases and practices, and how implemented curriculum impacts students’ knowledge of science and engagement of real-world societally important scientific issues.   ]]></description>
      <pubDate>Tue, 13 Jan 2026 14:13:31 GMT</pubDate>
      <guid>https://trid.trb.org/View/2652184</guid>
    </item>
    <item>
      <title>Public transport, social environment, and Bike Sharing System use to high school: A case study in València (Spain)</title>
      <link>https://trid.trb.org/View/2499505</link>
      <description><![CDATA[Urban cycling provides significant benefits for both health and environment. Additionally, due to the demands of contemporary society, it serves as an effective way to promote healthy habits among adolescents. Since high schools (HS) are a primary destination for this age group, the social and environmental characteristics of these institutions can play a critical role in influencing the use of Bike Sharing Systems (BSS). The authors' study aimed to determine how various sociodemographic characteristics of HS influence BSS use for active commuting to school (ACS) in the city of València, Spain. A Self-Organizing Maps analysis were applied to generate HS profiles, followed by non-parametric analysis to compare these profiles based on HS typology. Four HS profiles were identified. Results indicated a higher use of BSS for ACS in public HS compared to private HS. Lower BSS use was observed in HS lacking public transport and BSS facilities, while private schools generally had better access to public transport resources. Regardless of the socio-economic status of the HS, equal access to public transport resources and BSS stations should be provided to both public and private institutions to foster an active lifestyle for all students. HS located in neighborhoods with low-to-moderate economic status and a moderate risk of vulnerability can still promote the use of BSS for ACS. However, disparities in the availability of resources for ACS are significant, often disadvantaging public HS and schools in the poorest and most vulnerable neighborhoods.]]></description>
      <pubDate>Fri, 21 Feb 2025 17:08:03 GMT</pubDate>
      <guid>https://trid.trb.org/View/2499505</guid>
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      <title>Education, identity, and intensive youth mobility on the ferry-dependent island of Ameland</title>
      <link>https://trid.trb.org/View/2463833</link>
      <description><![CDATA[The lives of young adults on Ameland, a small island off the northern coast of Friesland (the Netherlands), are defined by a particular kind of migratory rhythm between the island and the mainland. This is because all students in the Netherlands are required by the ‘leerplicht’ (compulsory education) law to finish high school with a so-called ‘starting qualification’, but the lone school on Ameland does not offer this diploma. For this reason, each year’s graduating high school class undertakes the rite of passage of moving to the mainland to finish their education, usually in the nearby city of Leeuwarden. Most live together in Amelander houses in Leeuwarden, where they learn to live as independent adults from a young age, form friendships with Amelanders from other social networks and age cohorts, redefine and strengthen their sense of island identity, and bring these new connections home to the island each weekend. As a result, the social life of Ameland is renewed and remade through weekly acts of leaving and returning. In this multi-sited ethnographic study, the authors describe young adult mobility on Ameland and its implications for the island’s social identity.]]></description>
      <pubDate>Wed, 11 Dec 2024 16:58:32 GMT</pubDate>
      <guid>https://trid.trb.org/View/2463833</guid>
    </item>
    <item>
      <title>Longitudinal associations between the school built environment and adolescents’ physical activity: Evidence from the COMPASS study.</title>
      <link>https://trid.trb.org/View/2107384</link>
      <description><![CDATA[Examine adolescent moderate-to vigorous-intensity physical activity (MVPA) and active school travel over a four-year period; Examine associations between the surrounding school built environment and adolescent MVPA and active school travel, and whether adolescent MVPA and active school travel are moderated by the built environment over time. Data from the COMPASS project (2013/14 to 2016/17) were used. Participants were adolescents aged 13–18 (n = 20,221) from 91 schools. MVPA and active school travel were self-reported via questionnaire. The built environment (park-, recreation-, retail-densities, Walk Score®) was objectively measured. Multilevel modeling was conducted. Adolescent square root transformed MVPA (SQRT-MVPA) and the likelihood of active school travel decreased over time. Several positive associations were observed between the surrounding school built environment and SQRT-MVPA and active school travel when time was held constant. Adolescents attending schools in very walkable areas had an increased likelihood of active school travel over time. Higher park-, retail-, and recreation-densities appeared to help maintain the likelihood of active travel to school over time, though the same pattern was not apparent for active travel from school or SQRT-MVPA. SQRT-MVPA and active school travel declined over time. However, the downward trend for the likelihood of active school travel appeared to be opposite for students attending schools in very walkable areas. Schools and municipalities should work together in creating built environments around schools that are more walkable and have greater park and recreation densities. Schools in unfavorable built environments may need additional physical activity programming.]]></description>
      <pubDate>Thu, 09 Feb 2023 15:53:25 GMT</pubDate>
      <guid>https://trid.trb.org/View/2107384</guid>
    </item>
    <item>
      <title>Educational Toolkits to Help Fight Gender Stereotypes Based on the Example of the Transport Sector: Final Study Report on the Development of the Toolkits</title>
      <link>https://trid.trb.org/View/1905604</link>
      <description><![CDATA[One of the main reasons for gender imbalance in the EU transport sector — where only 22 % of the workforce are women — is the persistence of strong gender stereotypes. Gendered perceptions about specific jobs and careers are developed at a young age. They shape children’s aspirations and their awareness of, and decision to pursue, certain school subjects and careers. Challenging gender stereotypes throughout the education cycle is key to broadening individual aspirations and choices and to reducing gender imbalances in other spheres of life, such as employment. Based on the example of the transport sector, and drawing on desk research, surveys and stakeholder interviews, this study supported the development of two educational toolkits (one for primary schools and one for secondary schools) to help teachers organise discussions in class to effectively address gender stereotypes. This document describes the study’s methodological approach and key findings, and the process of developing, testing and finalising the toolkits for use in all EU Member States.]]></description>
      <pubDate>Wed, 23 Mar 2022 10:53:27 GMT</pubDate>
      <guid>https://trid.trb.org/View/1905604</guid>
    </item>
    <item>
      <title>Addressing Accessibility and Equity Along Transitways: Toward a Mixed Methods Toolkit—Part 1</title>
      <link>https://trid.trb.org/View/1841164</link>
      <description><![CDATA[This report presents the results of a transit accessibility analysis for the B, D, E, Gold, and Rush Line transitways in the Twin Cities. Census block level access to grocery stores, healthcare facilities, and high schools is evaluated in two stages. Stage one evaluates the B, D, and E Lines, while stage two builds on stage one by adding the Gold and Rush Lines to the transit network. Accessibility results are disaggregated by five worker demographic categories including age, educational attainment, monthly earnings, race, and sex. The results highlight access to two destinations, which capture some of the choice set available to workers. The D Line consistently improves travel times to grocery, healthcare, and high school destinations. Between 30% and 50% of the workers living within a half-mile of a D Line transit stop experience a 1–5-minute travel time savings. The B and E Lines also bring travel time savings to the workers living near these transit routes but to a lesser extent than the D Line. Blocks within the Gold Line corridor experience the greatest travel time reduction to high schools, while the Rush Line area experiences significant travel time reductions to grocery destinations.]]></description>
      <pubDate>Mon, 29 Mar 2021 12:05:41 GMT</pubDate>
      <guid>https://trid.trb.org/View/1841164</guid>
    </item>
    <item>
      <title>K-12 Autonomous Vehicle Challenge Summer Camp, GaTech (YR3)</title>
      <link>https://trid.trb.org/View/1715409</link>
      <description><![CDATA[The objective of this project is to develop and offer an Autonomous Vehicle Challenge Summer Camp. This effort includes four phases. 

Phase 1 ‐ Partner with Chapel Hill High School to support and provide
the expertise and hardware necessary for the team to prepare their
2019 entry into the Georgia Gravity Games Autonomous Gravity Racer
(AGR) competition. 
 
Phase 2 – Using the knowledge gained in phase one, prepare a
program outline and manual for other teams to use in constructing
their own AGR. Program outline and manual will be hosted online.  

Phase 3 – Host a 5‐day summer camp at Georgia Tech for four or five
teams from local schools. Teams will learn basic AGR design, python
programming, and hardware function. The goal of the camp is to have a
functional vehicle to demonstrate to families and visitors. This effort
will include an expo race.  

Phase 4 ‐ Provide technical support and materials for seeded teams
to continue their preparations for the November 2020 Georgia Gravity Games. Update program outline and manual.  ]]></description>
      <pubDate>Fri, 19 Jun 2020 12:25:56 GMT</pubDate>
      <guid>https://trid.trb.org/View/1715409</guid>
    </item>
    <item>
      <title>Driver education: how effective?</title>
      <link>https://trid.trb.org/View/1682726</link>
      <description><![CDATA[In the early 20th century, the numbers of motor vehicles in use grew rapidly in the USA, Canada, and many European countries. By the 1930s, the number of automobile crashes and the resulting deaths and injuries was a significant problem and various safety organizations tried to address it with education and publicity programs aimed at changing driver behaviour. It is not clear when the high crash risks of young drivers were first identified, but in the early 1930s driver education courses began to be offered in US high schools (feasible because US licensing ages were 16 or younger) and soon such courses were being touted (with no evidence) as ‘the most obvious way’ to reduce traffic crashes. Over the years many claims were made for the effectiveness of high school driver education, however, it was not until the late 1960s that competent research studies (including randomized control trials) were undertaken. The consistent findings from these studies have been that high school driver education does not reduce crashes. Furthermore, the trained students get their licenses sooner, and because teenagers have very high crash risks, the net result of high school driver education is increased numbers of crashes.]]></description>
      <pubDate>Fri, 20 Mar 2020 10:11:59 GMT</pubDate>
      <guid>https://trid.trb.org/View/1682726</guid>
    </item>
    <item>
      <title>Promoting Aviation Career Education in High Schools and Community Colleges</title>
      <link>https://trid.trb.org/View/1670421</link>
      <description><![CDATA[The focus of this report is on current practices for attracting high school and community college students to careers in aviation. Similar to what many industries are seeing, the aviation industry is experiencing a labor shortage due, in large part, to the increasing retirement rates of the baby boomer generation. To combat this decrease in the size of its workforce and to ensure that many critical positions are filled in the future, the aviation industry is pursuing partnerships to attract future workers to the many different types of jobs in the aviation industry. This study is based on information acquired through a literature review and survey results from 59 high schools and 61 community colleges from a range of geographic locations. Results of the literature review and survey are presented in this report. Case examples representing different types of existing aviation education programs and partnerships based on interviews are presented in Chapter 5 of the report]]></description>
      <pubDate>Wed, 04 Dec 2019 15:24:51 GMT</pubDate>
      <guid>https://trid.trb.org/View/1670421</guid>
    </item>
    <item>
      <title>A Comparative Study of Alternative Methods for Capturing Spatial Correlations in Discrete Choice Models through an Empirical Application on School Choice Location Modelling</title>
      <link>https://trid.trb.org/View/1572559</link>
      <description><![CDATA[This paper presents a comparison of methods for capturing spatial correlation between location alternatives. Three different methods are compared and analyzed based on their statistical performances. To test their performances, the choice of school location for high school students is examined. This analysis shows that the Spatially Weighted Error Correlation (SWEC) Model outperforms the alternative approaches (spatial autocorrelation and GEV models) with respect to its ability to capture the intricacies of spatial choices. The reasons for this are twofold. First, the model can capture patterns of spatial autocorrelation between alternatives. Secondly, the model captures spatial heteroscedasticity in decision making based on the relative distance of an alternative from the location of the choice maker. This is a substantial improvement over the existing models commonly used models within the literature.]]></description>
      <pubDate>Fri, 01 Mar 2019 15:51:03 GMT</pubDate>
      <guid>https://trid.trb.org/View/1572559</guid>
    </item>
    <item>
      <title>The relation of the road environment and bicycling attitudes to usual travel mode to school in teenagers</title>
      <link>https://trid.trb.org/View/1519748</link>
      <description><![CDATA[Although active travel to school for primary school students has been widely studied, research into the determinants of teenage active travel to school is noticeably lacking. Understanding the determinants of teen active travel to school is important given that teenage travel may have implications for the formation of habits that carry over to adulthood. The authors present evidence linking travel to school with bicycling attitudes and with road environments on plausible paths to school using data from a large cross-sectional survey of students at three high schools in Northern California. Results suggest that the relationship between attitudes and bicycling are stronger than the relationship between road environments and bicycling. Students’ perceived social pressure to bicycle has a particularly strong association with bicycling. Hypothetical intervention scenarios suggest that students would walk and bicycle to school at substantially greater rates if they had better road environments for walking and bicycling, shorter distances to school, and more positive bicycling attitudes.]]></description>
      <pubDate>Thu, 19 Jul 2018 14:45:31 GMT</pubDate>
      <guid>https://trid.trb.org/View/1519748</guid>
    </item>
    <item>
      <title>Permission to park: A statewide study of high school parking permits to determine compliance with graduated driver licensing law</title>
      <link>https://trid.trb.org/View/1368969</link>
      <description><![CDATA[Graduated Driver Licensing (GDL) delays full licensure to allow beginning drivers to gain additional driving experience in lower-risk situations. A parking pass application (PPA), which allows students to drive, park and transport themselves to and from school, is often required by high schools. This study examines PPA content and, particularly, looks at PPA compliance with GDL laws in the state of Connecticut.]]></description>
      <pubDate>Tue, 24 Nov 2015 09:29:27 GMT</pubDate>
      <guid>https://trid.trb.org/View/1368969</guid>
    </item>
    <item>
      <title>Lifelong Learning for Achieving Greater Road Safety</title>
      <link>https://trid.trb.org/View/1312244</link>
      <description><![CDATA[In the field of education in the Republic of Slovenia, the principle is that all citizens should obtain adequate general education and develop skills for lifelong learning. Road safety is an important part of society, so in the current education plans traffic content is included from early childhood education, elementary education and secondary education. Necessary and very important is to gain and constantly renew the knowledge and skills for safe participation in traffic.]]></description>
      <pubDate>Fri, 20 Jun 2014 09:20:34 GMT</pubDate>
      <guid>https://trid.trb.org/View/1312244</guid>
    </item>
    <item>
      <title>Analysis of the evolution of trip generation rates associated to education institutions as published by ITE</title>
      <link>https://trid.trb.org/View/1303041</link>
      <description><![CDATA[This paper reviews and analyzes the land use documentation included in various editions of the Trip Generation manual published by the Institute of Transportation Engineers (ITE) concerning Land Use: 530 (High School) and Land Use: 550 (University) and spanning an assessment period of more than 20 years. Remarks and recommendations are made on the possibility of using the rates proposed in the 2012 edition of the manual to estimate the number of automobile trips generated by high schools and universities in Brazil. Overall the study showed that such rates lead to overestimates of trips as compared to those actually observed in Brazilian institutions. Furthermore, it was found that the rates and models adopted in each successive edition of the ITE manual are obtained by aggregating the more recent studies to the database of the preceding edition without discarding the older studies so that more recent efforts to alter the modal distribution for trips generated by such sites are not fully captured in the newest editions.]]></description>
      <pubDate>Sat, 29 Mar 2014 11:13:06 GMT</pubDate>
      <guid>https://trid.trb.org/View/1303041</guid>
    </item>
    <item>
      <title>Active Transportation Environments Surrounding Canadian Schools</title>
      <link>https://trid.trb.org/View/1125704</link>
      <description><![CDATA[Walking or cycling to school is an opportunity for children to engage in physical activity. The objectives of this study were to describe active transportation policies, programs, and built environments of Canadian schools and their surrounding neighbourhoods, and also to document variations based on urban-rural location and school type (primary vs. secondary vs. mixed primary/secondary schools). 397 schools from across Canada were studied. A school administrator completed a questionnaire and responses were used to assess schools’ policies and programs related to active transportation and the safety and aesthetics of their respective neighbourhoods. Built environment features in a 1 km-radius circular buffer around each school were measured using geographic information systems. Results showed that greater than 70% of schools had passive policies (e.g., skateboards permitted on school grounds) and facilities (e.g., bicycle racks in secure area to avoid theft) to encourage bicycle and small-wheeled vehicle use. Less than 40% of schools had active programs designed to encourage active transportation, such as organized ‘walk to school’ days. Garbage in the streets, crime and substance abuse were barriers in most school neighbourhoods. Approximately 42% of schools were located on high-speed roads not amenable to active transportation and 14% did not have a sidewalk leading to the school. Secondary schools had less favourable active transportation policies/programs and neighbourhood safety/aesthetics compared to primary schools. Rural schools had less favourable built environments than urban schools. In conclusion, Canadian children, particularly those from rural areas, face a number of impediments to active transportation as a method of travelling to school.]]></description>
      <pubDate>Thu, 29 Dec 2011 11:09:40 GMT</pubDate>
      <guid>https://trid.trb.org/View/1125704</guid>
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