Implementing disaster preparedness education in New Zealand primary schools

Johnson, Victoria A.; Ronan, Kevin R.; Johnston, David; Peace, Robin

doi:10.1108/dpm-09-2013-0151

Cited by 57 publications

(63 citation statements)

References 7 publications

(5 reference statements)

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“…However, disaster risk reduction is not required to be included in American schools' curricula at national, state and local level. Schools in the USA have the freedom to use and promote disaster preparedness using educational resources of their choosing or can develop their own (Johnson, 2011). More consistency in such education may be helpful.…”

Section: Discussionmentioning

confidence: 99%

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Enhancing resilience to coastal flooding from severe storms in the USA: international lessons

Lumbroso

Suckall

Nicholls

et al. 2017

Nat. Hazards Earth Syst. Sci.

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Abstract. Recent events in the USA have highlighted a lack of resilience in the coastal population to coastal flooding, especially amongst disadvantaged and isolated communities. Some low-income countries, such as Cuba and Bangladesh, have made significant progress towards transformed societies that are more resilient to the impacts of cyclones and coastal flooding. To understand how this has come about, a systematic review of the peer-reviewed and grey literature related to resilience of communities to coastal flooding was undertaken in both countries. In both Cuba and Bangladesh the trust between national and local authorities, community leaders and civil society is high. As a consequence evacuation warnings are generally followed and communities are well prepared. As a result over the past 25 years in Bangladesh the number of deaths directly related to cyclones and coastal flooding has decreased, despite an increase of almost 50 % in the number of people exposed to these hazards. In Cuba, over the course of eight hurricanes between 2003 and 2011, the normalized number of deaths related to cyclones and coastal floods was an order of magnitude less than in the USA. In low-income countries, warning systems and effective shelter/evacuation systems, combined with high levels of disaster risk-reduction education and social cohesion, coupled with trust between government authorities and vulnerable communities can help to increase resilience to coastal hazards and tropical cyclones. In the USA, transferable lessons include improving communication and the awareness of the risk posed by coastal surges, mainstreaming disaster risk reduction into the education system and building trusted community networks to help isolated and disadvantaged communities, and improve community resilience.

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Section: Discussionmentioning

confidence: 99%

“…In the USA, FEMA and the Department of Education have been considering strategies to reach children and youth through disaster preparedness in schools and extracurricular activities (Johnson, 2011). However, disaster risk reduction is not required to be included in American schools' curricula at national, state and local level.…”

Section: Discussionmentioning

confidence: 99%

Enhancing resilience to coastal flooding from severe storms in the USA: international lessons

Lumbroso

Suckall

Nicholls

et al. 2017

Nat. Hazards Earth Syst. Sci.

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“…We used a stage step model in a process evaluation of What's the Plan, Stan? , a national, voluntary disaster teaching resource developed by New Zealand's Ministry of Civil Defence and Emergency Management (MCDEM) . What's the Plan, Stan?…”

Section: A Stage Step Model Of the Implementation Of A Voluntary Disamentioning

confidence: 99%

“…, a voluntary disaster teaching resource distributed to NZ primary schools Note . Adapted from “Implementing Disaster Preparedness Education in New Zealand Primary Schools.” Model originally adapted from “Driving Toward Theory in Program Evaluation: More Models to Choose From” (Ref. , p. 322).…”

Section: A Stage Step Model Of the Implementation Of A Voluntary Disamentioning

confidence: 99%

Improving the Impact and Implementation of Disaster Education: Programs for Children Through Theory‐Based Evaluation

et al. 2016

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A main weakness in the evaluation of disaster education programs for children is evaluators' propensity to judge program effectiveness based on changes in children's knowledge. Few studies have articulated an explicit program theory of how children's education would achieve desired outcomes and impacts related to disaster risk reduction in households and communities. This article describes the advantages of constructing program theory models for the purpose of evaluating disaster education programs for children. Following a review of some potential frameworks for program theory development, including the logic model, the program theory matrix, and the stage step model, the article provides working examples of these frameworks. The first example is the development of a program theory matrix used in an evaluation of ShakeOut, an earthquake drill practiced in two Washington State school districts. The model illustrates a theory of action; specifically, the effectiveness of school earthquake drills in preventing injuries and deaths during disasters. The second example is the development of a stage step model used for a process evaluation of What's the Plan Stan?, a voluntary teaching resource distributed to all New Zealand primary schools for curricular integration of disaster education. The model illustrates a theory of use; specifically, expanding the reach of disaster education for children through increased promotion of the resource. The process of developing the program theory models for the purpose of evaluation planning is discussed, as well as the advantages and shortcomings of the theory-based approaches.

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“…It should be noted that there is a rich body of literature available on preparedness 'curricula' (e.g. Adamson 2014;Johnson et al 2014), which focuses on 'what should be learned and taught' . It is significant to differentiate the two areas for the purpose of the discussion on 'public pedagogy' .…”

Section: Introductionmentioning

confidence: 99%

Situating preparedness education within public pedagogy

Kitagawa

2016

Pedagogy, Culture & Society

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Both 'disaster preparedness' and 'public pedagogy' have been broadly defined and diversely utilised. Preparedness has been dealt with in disciplines such as civil engineering, the sociology of disasters, public health and psychology, rather than education. Recently, inquiries into the learning and teaching of preparedness have increased in the field of education. Some position preparedness education within the field of public pedagogy. However, conceptual discussion as to how and why the two fields are associated has been limited. The primary aim of this paper is to fill this gap by drawing on public pedagogy literature that conceptualises 'publics' and 'pedagogies' . In doing so, the paper attempts to respond to call for Problematizing Public Pedagogy.

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Implementing disaster preparedness education in New Zealand primary schools

Cited by 57 publications

References 7 publications

Enhancing resilience to coastal flooding from severe storms in the USA: international lessons

Enhancing resilience to coastal flooding from severe storms in the USA: international lessons

Improving the Impact and Implementation of Disaster Education: Programs for Children Through Theory‐Based Evaluation

Situating preparedness education within public pedagogy

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