Analyzing Postcrisis Challenges and Strategies Associated With School Shootings: An Application of Discourse of Renewal Theory

Thompson, Blair; Jerome, Angela M.; Payne, Holly J.; Mazer, Joseph P.; Kirby, E. Gail; Pfohl, William

doi:10.1080/10510974.2017.1373370

Cited by 10 publications

(6 citation statements)

References 16 publications

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“…Rigorous empirical evidence is critical as a responsible basis for strategic action to address the effects of the quarantine recess on students and teachers. Without such evidence, school systems globally are relying on a small body of literature that focuses primarily on internal school and system crises such as school shootings (Thompson et al 2017) and environmental disasters including fires, hurricanes, earthquakes and tornadoes. Much of this research focuses on individual school closures (Alvarez 2010;Convery et al 2010;Ho et al 2012;Trethowan and Nursey 2015) rather than the recent system-wide transition to online learning, an unprecedented occurrence.…”

Section: Introductionmentioning

confidence: 99%

The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study

et al. 2021

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The COVID-19 pandemic produced widespread disruption to schooling, impacting 90% of the world’s students and moving entire school systems to remote and online learning. In the state of New South Wales, Australia, most students engaged in learning from home for at least eight weeks, with subsequent individual and intermittent school closures. However, while numerous claims have circulated in the popular media and in think tank reports, internationally, about the negative impacts on learning, there is limited empirical evidence of decreased student achievement. Drawing on data from more than 4800 Year 3 and 4 students from 113 NSW government schools, this paper compares student achievement during 2019 and 2020 in a sample of matched schools to examine the effects of the system-wide disruption. Somewhat surprisingly, our analysis found no significant differences between 2019 and 2020 in student achievement growth as measured by progressive achievement tests in mathematics or reading. A more nuanced picture emerges when the sample is examined by dis/advantage (ICSEA) and Year level. The Year 3 cohort in the least advantaged schools (ICSEA < 950) achieved 2 months less growth in mathematics, while the Year 3 students in mid-ICSEA schools (950–1050) achieved 2 months’ additional growth. No significant differences were identified for Indigenous students or students located in regional locations. These results provide an important counter-narrative to widespread speculation about alarming levels of ‘learning loss’ for all students. While the lower achievement growth in mathematics for Year 3 students in lower ICSEA schools must be addressed as a matter of urgency to avoid further inequities, most students are, academically, where they are expected to be. Our findings are a testament to the dedicated work of teachers during the 2020 pandemic to ensure that learning for most students was not compromised, despite unusually trying circumstances.

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Section: Introductionmentioning

confidence: 99%

The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study

et al. 2021

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“…Second, there is limited research on what can be rebuilt for the second theme in discourse of renewal. Researchers have focused on rebuilding physical structures (Seeger & Ulmer, 2002), however the current study posits that this theme can be applied to non-physical structures, like an organization's image (Thompson et al, 2017), stakeholder confidence in the organization (Ulmer & Sellnow, 2002), trust, policies, training programs, and more. Lastly, scholars have restricted the utilization of one strategy in post-crisis discourse of renewal.…”

Section: Limitations In the Current Conceptualizationmentioning

confidence: 99%

“…To practice post-crisis discourse of renewal, organizations "connect with [their] core values 'to reconnect the past to the present, to rediscover the old in the new'" (Hurst, 1995, p. 3;Seeger & Ulmer, 2002, p. 127). This involves reiterating a commitment to stakeholders, to rebuild, and to organizational renewal (Thompson et al, 2017).…”

Section: Discourse Of Renewalmentioning

confidence: 99%

“…To do this, the author entered the field with two broad questions in mind; however, a third question quickly emerged during data collection: , is a parishioner who has not participated in any formal paid work for or with the Catholic Church. 2 While the number of participants may appear small, this approach mirrors previous research on discourse of renewal (Seeger Thompson et al, 2017;Wastell et al, 2007) and was necessary given the study's purpose and the type of insider historical information that is needed in order to answer the questions posed (Merriam, 2009). For example, Seeger and Ulmer (2002) interviewed two CEO's along with an undisclosed number of "staff and .…”

Section: Post-crisis Communication and The Catholic Sexual Abuse Crisismentioning

confidence: 99%

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Stakeholder-Formed Organizations and Crisis Communication: Analyzing Discourse of Renewal with a Non-Offending Organization

Morehouse

2020

JICRCR

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Scholars have examined the ways organizations practice post-crisis communication strategies, including deny, diminish, and rebuild. The current study explores the extent to which a stakeholder-formed organization utilizes post-crisis discourse of renewal to rebuild, recover, and renew the Catholic Church after allegations of sexual abuse of minors publicly surfaced in the United States. Open-ended semi-structured interviews with founders and executive committee members of Leadership Roundtable revealed stakeholders practiced discourse of renewal to help the Catholic Church, an offending organization, recover from a crisis. This study also assessed the extent to which God and religion motivated stakeholders’ responses. Results suggest religion is a critical motivating factor in stakeholders’ responses to a crisis.

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“…While the methods in which schools and educators have responded to crises have been documented (Carpenter et al, 2020;Greenhalgh & Koehler, 2017;Mazer et al, 2015; 2 Thompson et al, 2017), K-12 school districts' social mediabased communications-specifically their crisis responseshave been previously investigated mainly about school shootings (Mazer et al, 2015;Payne et al, 2018) and for outbreaks of the H1N1 influenza strain (Nasrullah et al, 2012). Consequently, there is the need to understand their communication surrounding a very different-and salient-type of crisis, a long-term, gradually unfolding challenge around a global pandemic.…”

mentioning

confidence: 99%

“We Are Trying to Communicate the Best We Can”: Understanding Districts’ Communication on Twitter During the COVID-19 Pandemic

Michela¹,

Rosenberg

Kimmons

et al. 2022

AERA Open

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While educators’ uses of social media for purposes such as professional learning and networking are now well-established, our understanding of how educational institutions use social media—including to engage key stakeholders during periods of crisis—is limited. In this study, we used a public data mining research approach to examine how K–12 school districts in the United States used Twitter as a communication tool during a critical period of the COVID-19 pandemic, March-April, 2020. Through a three-step grounded theory approach of 1,357 district tweets from 492 school districts, we found that districts worked to build community and share time-sensitive announcements in alignment with social media crisis communication recommendations. Announcements were more common during the early stages of the pandemic (and were engaged more collaboratively), with community-building posts more common later on. This study demonstrates how researchers can use publicly available (social media) data to understand districts’ communication priorities and strategies during and beyond periods of crisis.

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Analyzing Postcrisis Challenges and Strategies Associated With School Shootings: An Application of Discourse of Renewal Theory

Cited by 10 publications

References 16 publications

The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study

The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study

Stakeholder-Formed Organizations and Crisis Communication: Analyzing Discourse of Renewal with a Non-Offending Organization

“We Are Trying to Communicate the Best We Can”: Understanding Districts’ Communication on Twitter During the COVID-19 Pandemic

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