What can school principals do to support students and their learning during and after natural disasters?

Fletcher, Jo; Nicholas, Karen

doi:10.1080/00131911.2015.1114467

Cited by 36 publications

(53 citation statements)

References 15 publications

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“…In developing organizational relationships, each entity must define each other's roles, expectations, missions, styles of operation, capabilities, and limitations (Perry & Lindell, 2003;Schnobrich-Davis & Terrill, 2010 Building principals have the responsibility of ensuring their respective school site plans are not only in place, but also maintained through meetings, training, emergency drills, and regular audits. The enormity of establishing school safety is one that cannot be completed without assistance (Cray & Weller, 2011;Fletcher & Nicholas, 2015;Trump, 2011 (Coon & Travis, 2012). This study showed different results from these two studies.…”

Section: Empirical Foundationsmentioning

confidence: 65%

“…This enormous task cannot be completed without assistance (Fletcher & Nicholas, 2015;Trump, 2011;Cray & Weller, 2011). Similarly, school principals are tasked with raising student test scores, graduation rates, and preparing students to become productive members in society (Glickman, Gordon, & Ross-Jordan, 2014).…”

Section: Role Of School Administrationmentioning

confidence: 99%

“…Sindhi (2013) posited that a safe school environment is the responsibility of school leadership by providing the necessary guidance for teachers and students. According to Fletcher and Nicholas (2015), in many communities, school leaders are looked upon as significant leaders and must have the ability to effectively communicate with students, staff, parents, and the community. May, Fessel, and Means (2004) reported that in the case of a disaster, the building principal and teachers are expected to take a significant lead role in dealing with the response activities to prevent or reduce harmful effects.…”

Section: Role Of School Administrationmentioning

confidence: 99%

“…Both principals and teachers play a dominant role in dealing with the short-and longterm effects on students, parents, and the local community created by a disaster (Roher & Warner, 2006;Seyle et al, 2013). Additionally, principals play a key role in dealing with the psychological effects on students and teachers from an extreme emergency by preparing and returning the school to some type of normalcy as soon as possible (Fletcher & Nicholas, 2015).…”

Section: Role Of School Administrationmentioning

confidence: 99%

“…Building administrators need to embrace the importance of school safety management. This enormous task cannot be completed without assistance (Cray & Weller, 2011; Fletcher & Nicholas, 2015; Trump, 2011). Simultaneously, school principals are tasked with raising student test scores, graduation rates, and preparing students to become productive members in society (Glickman et al, 2014).…”

Section: Interorganizational Relationshipsmentioning

confidence: 99%

See 4 more Smart Citations

A Multiple Case Study of the Interagency Relationship Between School Administrators and Law Enforcement Personnel in the Creation, Implementation, and Sustaining of School Emergency Management Plans

Lopez

Swezey

Claxton

2019

Journal of School Leadership

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The purpose of this qualitative multiple case study was to examine how the interorganizational relationship between school administrators and law enforcement personnel in the Midwest, South, and Southwest regions of the United States with diverse cultures, missions, and objectives to collaborate to create, implement, and sustain emergency management readiness. The theoretical concept that guided this study involved interorganizational theories as they relate to two or more organizations working together toward a common goal. This study used purposeful sampling of 12 participants from three school districts from the states of Alabama, New Mexico, and Illinois. A within-case and cross-case analysis along with interviews, documents, and artifacts, such as school safety plans, school safety drills, safety audits, and Safe School rubrics were analyzed as part of the data collection process and were used to investigate interorganizational relationships between schools and law enforcement in relation to school emergency management readiness. Results indicated that the creation of emergency management plans is primarily the work of district administrators. The implementation process included district administrators and building principals with minimal input of law enforcement personnel. However, the process of sustaining school emergency plans is a joint effort between school and law enforcement personnel. Analysis of data affirmed the importance of having an effective interorganizational relationship between school and law enforcement personnel in the context of school safety to create an effective emergency management plan in the school.

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Section: Empirical Foundationsmentioning

confidence: 65%

Section: Role Of School Administrationmentioning

confidence: 99%

Section: Role Of School Administrationmentioning

confidence: 99%

Section: Role Of School Administrationmentioning

confidence: 99%

Section: Interorganizational Relationshipsmentioning

confidence: 99%

See 3 more Smart Citations

A Multiple Case Study of the Interagency Relationship Between School Administrators and Law Enforcement Personnel in the Creation, Implementation, and Sustaining of School Emergency Management Plans

Lopez

Swezey

Claxton

2019

Journal of School Leadership

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Equity in teaching science during times of crisis: a study with Portuguese science teachers

Baptista

Costa

Martins

2023

Cult Stud of Sci Educ

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This work aims to examine how science teachers ensured equity during the COVID-19 pandemic. The participants are six science teachers who were teaching in different middle schools within the Lisbon district. Their classes were heterogeneous, with students from different socio-economic backgrounds and ethnicities, and with diverse levels of motivation to learn science and in their academic performance in science. Data were collected through written reflections and interviews. In a crisis context such as COVID-19, which affected schools worldwide, the study contributes to deepening our knowledge about equity during crisis, presenting several measures taken by teachers to deal with the pandemic. Teachers gave instructions to their students to attend classes through public television, which was accessible to the entire population, and developed complementary materials on it. Also, they created moments of individualized support to face situations of inequity, using distance learning platforms or other means of communication. Teachers built and implemented activities that value hands-on and problem solving, enabling their students to achieve academic success. We believe this paper allows the science education community to reflect on possibilities to ensure equity in the context of unpredictable crises.

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Learning disruption or learning loss: using evidence from unplanned closures to inform returning to school after COVID-19

Harmey¹,

Moss²

2021

Educational Review

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Throughout the COVID-19 pandemic, the immediate and longerterm effects of school closures and ongoing interruptions on children's learning have been a source of considerable apprehension to many. In an attempt to anticipate and mitigate the effect of school closures, researchers and policymakers have turned to the learning loss literature, research that estimates the effect of summer holidays on academic achievement. However, school closures due to COVID-19 have taken place under very different conditions, making the utility of such a literature debatable. Instead, this study is based on a rapid evidence assessment of research on learning disruptionextended and unplanned periods of school closure following unprecedented events, such as SARs or weather-related events. We argue that this literature provides clearer evidence on what helps children return to learning under similar conditions, and in this sense has more direct relevance for schools after COVID-19. A narrative synthesis of key recommendations is presented. Key findings are as follows: (i) that school leaders' local knowledge is pivotal in leading a return to school, (ii) the curriculum needs to be responsive to children's needs and (iii) that schools are essential in supporting the mental health of students. A discussion of the applicability and utility of these findings is provided in light of emerging evidence of challenges faced by schools in the context of an ongoing global pandemic and the disruption to education it continues to create.

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What can school principals do to support students and their learning during and after natural disasters?

Cited by 36 publications

References 15 publications

A Multiple Case Study of the Interagency Relationship Between School Administrators and Law Enforcement Personnel in the Creation, Implementation, and Sustaining of School Emergency Management Plans

A Multiple Case Study of the Interagency Relationship Between School Administrators and Law Enforcement Personnel in the Creation, Implementation, and Sustaining of School Emergency Management Plans

Equity in teaching science during times of crisis: a study with Portuguese science teachers

Learning disruption or learning loss: using evidence from unplanned closures to inform returning to school after COVID-19

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