13: In the Eye of the Storm: Students' Perceptions of Helpful Faculty Actions Following a Collective Tragedy

Huston, Therese A.; DiPietro, Michele

doi:10.1002/j.2334-4822.2007.tb00483.x

Cited by 17 publications

(16 citation statements)

References 12 publications

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“…Third, teachers indicated specific classroom-wide responses and supports they provided to students. This list of supports was adapted from Huston and DiPietro (2007) and fell into three broad categories: activities/discussion (e.g., discussed facts of event), adjustment of academic activities or standards (e.g., delayed tests or quizzes), and social-emotional supports (e.g., discussed ways students might cope) (Tables 4, 5). …”

Section: Methodsmentioning

confidence: 99%

School- and Classroom-Based Supports for Children Following the 2013 Boston Marathon Attack and Manhunt

Green

Holt

Kwong

et al. 2015

School Mental Health

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School staff provide key mental health services following mass crisis events and teachers, in particular, can provide important supports within their classrooms. This study examines Boston-area teachers’ perception of classroom-wide psychiatric distress and the types of supports that schools and teachers provided following the 2013 Boston Marathon bombing and subsequent manhunt. Boston-area K-12 teachers (N = 147) in communities with varying levels of exposure to the bombing and manhunt completed an anonymous web-based survey 2–5 months after the attack. Teachers reported on students’ exposure to the bombings and manhunt, classroom-wide psychiatric distress, and the types of supports they and their schools provided students. Teacher reports of student exposure to the bombings and manhunt were significantly associated with their perceptions of greater classroom-wide psychiatric distress. Almost half indicated that their school had no formal policy for responding to the crisis, half reported no training to address events, and even the most common classroom-based support strategy—reassuring students of their safety—was provided by only 76 % of teachers. Teacher perceptions of student exposure to the manhunt, but not the bombing, were significantly associated with greater provision of these supports. In the aftermath of the Boston Marathon bombings and manhunt, teachers and schools provided supports; however, the extent and types of supports varied considerably. Working with teachers to most effectively and consistently serve in this complex role has the potential to improve school-based crisis response plans, as well as student outcomes.

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Section: Methodsmentioning

confidence: 99%

School- and Classroom-Based Supports for Children Following the 2013 Boston Marathon Attack and Manhunt

Green

Holt

Kwong

et al. 2015

School Mental Health

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show abstract

“…However, ignoring an incident can have significant costs. Students may struggle to reconnect with course material, especially when hurt, angry, or intimidated (Huston and DiPietro 2006), and they may feel resentful and disempowered by an instructor's avoidance. Microaggressions can create a hostile climate (Solórzano, Ceja, and Yosso 2000), lower students' problem-solving capacities (Dovidio 2001;Salvatore and Shelton 2007), and perpetuate stereotype threat (Steele, Spencer, and Aronson 2002).…”

mentioning

confidence: 99%

Preparing university educators for hot moments: theater for educational development about difference, power, and privilege

Harlap

2013

Teaching in Higher Education

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“…With the development of globalization and informatization of society, and especially due to the presence of mass media, more and more external (global) crises, which do not have to directly affect the participants in the teaching process, affect the teaching work and the teaching process. This is corroborated by a number of studies that emerged after the 9/11 attacks when it was shown that such major disasters leave consequences on both the emotional and cognitive aspects (Honos-Webb et al, 2006;Huston & DiPietro, 2007;Silver et al, 2002).…”

Section: Introductionmentioning

confidence: 58%

Do We Equip Teachers to Deal with Global Crisis? Case of Initial Teacher Education in the Republic of Croatia

Rajić¹,

Diković²,

Koludrović³

2021

Human, Technologies and Quality of Education, 2021

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Traditional teacher education focused on crisis teaching, crisis prevention and crisis management at the internal and external level changes require education to react to factors and contexts at meso and macro level. The aim of the research was to determine whether the learning outcomes of initial teacher education that prepare future teachers to deal with crises at meso level and macro level can be identified. Also, research aimed to identified learning outcomes with respect to the type of crisis they address and the level of revised Bloom’s taxonomy (Anderson & Kratwohl, 2001). Content analysis of initial teacher education curriculums on a national sample of the Republic of Croatia was conducted. Curricular content analysis identified learning outcomes in a broad field of society, education, ecology, technology, but there are no learning outcomes related to economy. Most learning outcomes in the area of crises in society were at the level of evaluation (27,3%), as well as the learning outcomes in the area of crisis in education (34%). Since there is no national standard for teacher education, significant differences were found in the scope and number of learning outcomes according to the year of study as well as the university. Given the results of this research, it is necessary to revise initial teacher education curriculums and develop lifelong learning programs that would provide future teachers with the development of competencies necessary to act in various situations of crisis.

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13: In the Eye of the Storm: Students' Perceptions of Helpful Faculty Actions Following a Collective Tragedy

Cited by 17 publications

References 12 publications

School- and Classroom-Based Supports for Children Following the 2013 Boston Marathon Attack and Manhunt

School- and Classroom-Based Supports for Children Following the 2013 Boston Marathon Attack and Manhunt

Preparing university educators for hot moments: theater for educational development about difference, power, and privilege

Do We Equip Teachers to Deal with Global Crisis? Case of Initial Teacher Education in the Republic of Croatia

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