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THE POLICY DEVELOPMENT OF DISASTER MANAGEMENT AND EDUCATION IN CHINA—THE COMPARISON BETWEEN POLICY EXPECTATION AND ACTUAL IMPLEMENTATION IN EARTHQUAKE PREPARATION DEMONSTRATION SCHOOLS

Song, Yuchi (2014) THE POLICY DEVELOPMENT OF DISASTER MANAGEMENT AND EDUCATION IN CHINA—THE COMPARISON BETWEEN POLICY EXPECTATION AND ACTUAL IMPLEMENTATION IN EARTHQUAKE PREPARATION DEMONSTRATION SCHOOLS. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

This dissertation explored the differences between Chinese educational policy expectations and their actual implementation during earthquakes. It reviewed disaster management literature on education policy systems in UNICEF, U.S.A. and Japan. Their sheer complexity, especially related to coordination issues can be seen as “wicked problems.” A review of wicked problems theory was included in the research.
Communications between policy makers and field workers involved complicated issues of stakeholders, frameworks and interests. Integrating disaster management policy into functioning local educational systems was crucial. Teachers’ preparation and response activities in Ya’an’s provincial and national Earthquake Preparation Demonstration (EPDS) schools were studied because of their high levels of school safety before, during and after the 2013 Lushan earthquake. Well-trained teachers made heroic achievements in saving students’ lives. Comparing to 2008 Wenchuan Earthquake with thousands of students’ deaths and injuries, no students died or were severely injured during the 2013 Lushan earthquake, which drew me great interest in researching these good stories.
Mixed methods were utilized for the research. Document analysis was used to review EPDS policy expectations. This included detailed guidelines, knowledge training requirements, drill frequencies, etc. A survey asked teachers about their actual implementation policies. A descriptive statistical analysis was conducted, including the fact on preparation and response policies, as well as teachers’ reflections. A regression analysis was then used to analyze possible statistical significant relationships between EPDS preparation and teachers’ responses. Based on the findings, local teachers creatively adapted policies to achieve success. The preparation was statistically significant on affecting evacuation responses, and female has slight advantage than male on response activities. The results suggest potential value in scaling up the EPDS project in earthquake-prone region. Organizing EPDS teacher volunteer clubs may help to build momentum for gaining more support from government, communities and individuals.


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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Song, Yuchisongyuchico@gmail.com
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairMcClure, Maureenmmcclure@pitt.eduMMCCLURE
Committee MemberComfort, Louise comfort@gspia.pitt.eduLKC
Committee MemberKerr, Mary Margaretmmkerr@pitt.eduMMKERR
Committee MemberSpaulding, Sethseths@pitt.eduSETHS
Date: 22 May 2014
Date Type: Publication
Defense Date: 2 April 2014
Approval Date: 22 May 2014
Submission Date: 18 April 2014
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 188
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Disaster and Education; Child Protecton; Education Policy; Earthquake Mitigation and Preparation; School Safety; Comparative Analysis in Education.
Date Deposited: 22 May 2014 15:55
Last Modified: 15 Nov 2016 14:19
URI: http://d-scholarship.pitt.edu/id/eprint/21332

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