@article {bnh-3417, title = {Improving the Impact and Implementation of Disaster Education: Programs for Children Through Theory-Based Evaluation}, journal = {Risk Analysis}, volume = {36}, year = {2016}, month = {11/2016}, pages = {2120-2135}, chapter = {2120}, abstract = {

A main weakness in the evaluation of disaster education programs for children is evaluators{\textquoteright} propensity to judge program effectiveness based on changes in children{\textquoteright}s knowledge. Few studies have articulated an explicit program theory of how children{\textquoteright}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{\textquoteright}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.

}, doi = {10.1111/risa.12545}, url = {http://onlinelibrary.wiley.com/doi/10.1111/risa.12545/abstract}, author = {Vicki Johnson and Kevin Ronan and David Johnston and Robin Peace} } @article {bnh-3462, title = {Evaluating Children{\textquoteright}s Learning of Adaptive Response Capacities from ShakeOut, an Earthquake and Tsunami Drill in Two Washington State School Districts}, journal = {Journal of Homeland Security and Emergency Management}, volume = {11}, year = {2014}, month = {09/2014}, pages = {347-373}, chapter = {347}, abstract = {

In 2012, Washington state participated in ShakeOut, an annual, one-day event that encourages residents to practice {\textquotedblleft}drop, cover and hold on{\textquotedblright} drills for earthquakes and evacuation for tsunamis. To better understand the role of school drills in improving individual and community resilience to disasters, this evaluation examined the effectiveness of the ShakeOut drills in improving or maintaining children{\textquoteright}s accurate risk perceptions and adaptive response capacities for earthquakes and tsunamis. Using matched pretest and posttest questionnaires, the analysis examined both population level and individual differences in children{\textquoteright}s knowledge and scenario-based knowledge application before and after ShakeOut. Children demonstrated high levels of correct knowledge of protective actions for earthquakes and tsunamis both before and after ShakeOut. However, the findings indicate that significant portions of children have varying levels of knowledge of the causes of injury and approximately a third of children chose an incorrect action or indicated uncertainty in scenarios not commonly practiced in school earthquake drills. Also, more than a quarter of children were not aware they practiced vertical evacuation procedures for a tsunami during ShakeOut. Children would benefit from practice for different scenarios, such as when they are outside or traveling between classes, and explicit lessons on protective actions.

}, doi = {10.1515/jhsem-2014-0012}, url = {https://www.degruyter.com/view/j/jhsem.2014.11.issue-3/jhsem-2014-0012/jhsem-2014-0012.xml}, author = {Vicki Johnson and David Johnston and Robin Peace and Kevin Ronan} } @article {bnh-3459, title = {Evaluations of disaster education programs for children: a methodological review}, journal = {International Journal of Disaster Risk Reduction}, volume = {9}, year = {2014}, month = {09/2014}, pages = {107-123}, chapter = {107}, abstract = {

The purpose of this methodological literature review was to investigate how scholars and practitioners currently measure and judge the effectiveness of disaster education programs for children through evaluation. Froma systematic search of the published and gray literature, 35 studies were identified and analyzed to develop a categorization of the operational components of the existing body of research, including the types and sources of evaluations, research methods and designs, research participants, outcome indicators, approaches to analysis, and research limitations. A significant finding is that most of what is known about the effectiveness of disaster education programs for children is based on the results of quantitative studies with children that generally focused on measuring children{\textquoteright}s knowledge of disaster risks and protective actions and child reports of preparedness actions. The majority of descriptive and quasi-experimental studies concluded that programs were effective based on the portion or positive change in children{\textquoteright}s correct answers on surveys, and most correlational studies concluded positive outcomes such as household preparedness were associated with children{\textquoteright}s participation in disaster education programs. However, many of the studies had significant methodological limitations. While there is evidence of valuable knowledge change, there is still very limited empirical evidence of how disaster education programs facilitate children{\textquoteright}s roles in household preparedness, their self-protective capacities,or their likelihood of preparing for disasters as adults. In addition to the need to identify and refine program theory and meaningful outcome indicators, the authors suggest several other opportunities for future research.

}, doi = {http://dx.doi.org/10.1016/j.ijdrr.2014.04.001}, url = {http://www.sciencedirect.com/science/article/pii/S2212420914000302}, author = {Vicki Johnson and Kevin Ronan and David Johnston and Robin Peace} } @article {bnh-3460, title = {Implementing Disaster Preparedness education in New Zealand primary schools}, journal = {Disaster Prevention and Management}, volume = {23}, year = {2014}, pages = {370-380}, chapter = {370}, abstract = {
Purpose
{\textendash} The purpose of this paper is to assess the national implementation of disaster preparedness education in New Zealand primary schools through the dissemination of\ What{\textquoteright}s the Plan, Stan?, a voluntary, curriculum-based teaching resource.

Design/methodology/approach

{\textendash} Results and findings from a focus group study with school teachers and local civil defence staff in 2011 and a nationally representative survey of schools in 2012 were analyzed to identify intervening, facilitating and deterrent factors of uptake and use of the resource.

Findings

{\textendash} The main intervening factors between resource promotion and school teachers{\textquoteright} awareness of the resource are word of mouth among school teachers and teachers{\textquoteright} proactive lesson plan research. The strongest facilitating factor was school-wide use of the resource. Lack of awareness of the resource and the perceived need for teacher training are the greatest deterrents to use of the resource.

Practical implications

{\textendash} Based on the findings, several recommendations are provided for increasing use of the resource including use of web-based technology for teacher training, integration of disaster preparedness messaging into other children{\textquoteright}s programs, ongoing evaluation and curriculum requirements.

Originality/value

{\textendash} An evaluation of the implementation of\ What{\textquoteright}s the Plan, Stan?\ adds to the limited body of knowledge on the benefits and challenges to distributing a voluntary teaching resource as a national strategy for curriculum integration of disaster education. The findings and lessons are relevant for nations meeting the Core Indicators of progress toward the 2005-2015 Hyogo Framework For Action.
}, doi = { http://dx.doi.org/10.1108/DPM-09-2013-0151}, url = {http://www.emeraldinsight.com/doi/abs/10.1108/DPM-09-2013-0151}, author = {Vicki Johnson and David Johnston and Robin Peace and Kevin Ronan} }