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

Abstract

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.

Household preparedness motivation in lahar hazard zones: assessing the adoption of preparedness behaviors among laypeople and response professionals in communities downstream from Mount Baker and Glacier Peak (USA) volcanoes

“…For response professionals, household preparedness measures should be presented as small, easily achievable steps that will benefit their family and help them better perform their response duties. Further research could also explore the opportunities that enhanced school-based hazard education and its links to community-based public education offer as a way to increase community empowerment and participation in preparedness activities (Johnson et al 2016;Ronan et al 2016).…”

The Literation of Disaster Mitigation for Early Childhood

“…This research uses the research method of development [9], its phases are: preliminary study, collecting information and literature study, product design, design validation, design improvement, model testing, model revision and wider testing. This article is only limited to the product design.…”

“…Other research related to the development and application of disaster mitigation learning in children or at the school level has been carried out in several countries, for example in New Ireland, Bangladesh, Cuba and China [9][10][11][12][13].…”

Hazard Perception and Disaster Information of Turkish Secondary School Students*

“…Smyth (1996) suggested that the training campaigns and programs initiated for improving the information, skills, and behaviors necessary to solve environmental issues should be arranged sustainably according to target groups. Some studies demonstrate that effective training provided to students also helps to increase the DRR awareness of their families (Johnson, Ronan, Johnston, & Peace, 2016;Lidstone, Stoltman, & DeChano, 2004;Ronan et al, 2015;Ronan et al, 2008).…”

“…Furthermore, the content of the units related to disasters at primary and secondary levels (age 6-14) generally consisted of preparation and protection against disasters, while the disaster content of those at high-school level (age 15-17) was related to detailed information about the causes of disasters, civil protection, mitigation and response activities (UNICEF & UNISDR, 2011). On the other hand, it appears that the majority of the previous studies on disasters and disaster education in Turkey focused on earthquakes (for example, Aydin & Coskun, 2010;Gulay, 2010;Kirikkaya, Çakin, Imali, & Bozkurt, 2011;Öcal & Topkaya, 2011;Oral, Yenel, Oral, Aydin, & Tuncay, 2013). The literature review of Değirmençay and Cin (2016) reported that the majority of these studies were quantitative studies focused on keywords or titles such as disaster protective behavior, disaster knowledge, hazard perception, metaphoric studies on disasters, methods used in teaching disaster subjects, disaster curriculum, and emergency management.…”