This is the second edition of the bibliographic listing of reports, journal articles, conference paper presentation, dissertations or academic papers, ERIC Digests, and other documents that provide information on research and evaluation of school-based conflict resolution. The first edition was co-authored by Dan Kmitta and published as a Special Report by NIDR. This new edition includes the items listed in the first edition plus about 250 additional entries including relevant ERIC documents and dissertation abstracts. Many of the entries have annotations written by the authors, by others who have assisted with this project or by myself. This collection includes a number of unpublished project evaluation reports prepared for schools systems or for funders; in some cases, journal articles have been written based on these reports. It covers research reports beginning in 1987 to present.

Many thanks to those who have helped in various ways with this project along the way: Carolyne Ashton, Marge Baker, Juliana Birkhoff, Victoria Blakeway, Phillippe DeGuise, Cathy Diekmann, Judy Filner, Doug Harbit, Ian Harris, Stephanie Jones, Tricia Jones, Paul Kingery, Dan Kmitta, Dana Milburn, Linden Nelson, Deborah Perkins-Gough, Kathleen Shepherd, Jinnie Spiegler, Mary Starpoli, KristaTimlin and others who have graciously sent copies of their reports.

This project builds on and is a continuation the National Association of Mediation in Education (NAME) and CREnet organizational and individual projects regarding research and evaluation. Some of those events are the following:

• the publication of The impact of conflict resolution programs on schools: a review and synthesis of the evidence by Julie Lam in the late 80's;
• the collection of reports and researchers names by Kathleen Shepherd in the early 90's; the panels on research and evaluation at almost every NAME/CRENET conference, as well as at NCPCR and COPRED conferences;
• a 1994 conference at Columbia Teachers’ College gathering researchers, practitioners and educators;
• the availability of the extensive bibliography by Dan Kmitta and his reviews of research in the newsletter, The Fourth R; and
• the unpublished synopsis by NIDR Intern Mary Starpoli that included reviews of 17 research and evaluation reports, which are included in this document.

One of the difficulties of a project like this is deciding which items to include. I look for affirmative answers to these questions regarding inclusion:

1. Is the project being evaluated a school-based conflict resolution project? Is the question leading the research related to school-based conflict resolution education or practice? In my mind’s eye, I drew a circle within which I put conflict resolution projects; sometimes this circle overlaps other circles that include violence prevention, social and emotional learning, peace education, diversity education, educational reform or others. In the first edition, I fairly carefully limited the list to reports of projects in schools that include a conflict resolution or problem-solving process component that includes those with the "problem" in the decision-making process that seeks to resolve that problem. These projects include many other kinds of activities, but what makes it a conflict resolution project, in my mind, is the inclusion of mediation, negotiation, collaborative problem solving or other problem-solving process component. These parameters are not always tight: in some cases researchers or others have considered their work to be conflict resolution work when it seems to be primarily limited to anger management or communication skills - and I've included it. In this second edition, I have drawn a bigger circle to include more on peace education and other areas, as well as more on early childhood and higher education projects.

2. If the article is primarily a program report, does it include information on program evaluation or research? This list does not, in general, include program descriptions that do not include a report of evaluation or research.

3. Does this report include information practitioners and researchers might find relevant or helpful in understanding the complexities of school-based conflict resolution education and practice? Does it include relevant survey information, literature reviews, or a good bibliography?

You will find copies of many of the journal articles in university or other public libraries. Contacting the authors/principal investigators, often university-based, of these projects has always been the main way to get copies of unpublished research and evaluation work as needed. The principal investigators may also be able to give you more information about data collection instruments, etc.

ERIC Digests and ERIC abstracts of other documents are in the public domain and some of those included here are listed with web citations. ERIC's website (www.accesseric.org) is a wonderful resource - even it still seems somewhat confusing to navigate the different sites and types of documents. The information on the website is useful for navigating this huge resource. More info about the documents in this list can be found by searching the Eric database using the ERIC No. in the website search function at: http://ericir.syr.edu/Eric/.

The dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission from them. Many university libraries have the Dissertation Abstracts Index in "hard copy" volumes listing dissertation information from 1861 forward, in addition to having "on line" or in-house computer search capacity. (The Note beginning with "DAI" that is included in most of the entries is the citation for the information in the hard copy volumes.) Many universities have microfiche or paper versions of dissertations - certainly of those written by their students. Copies of dissertations may be obtained for a fee by addressing your request to Bell & Howell Information and Learning Company (formerly UMI), 300 North Zeeb Road, Ann Arbor, MI 481-6-1346 USA. Telephone (734) 761-7400; E-mail: info@bellhowell.infolearning.com; Web-page www.bellhowell.infolearning.com. In addition, the website includes abstracts for the current and past year only in a searchable format and the first 24 pages of the dissertation itself to preview. Dissertation authors and titles, etc., are listed in UPPER CASE because they are formatted that way in computer searches of the Dissertation Abstracts database.

This will continue to be a "work-in-progress". Thanks to those of you who have sent or referred me to relevant studies, this may be the most inclusive list currently available; however, it is not a complete or comprehensive listing of conflict resolution education and practice research or project evaluation. Using the figures from the National Center for Education Statistics report on school violence, my estimate is that 35,000 - 40,000 public schools have a program that includes student involvement in resolving student conduct problems, such as a dispute or conflict resolution or mediation, or student court program. [see listing: National Center for Education Statistics, 1998 #98] It seems very likely to me that there are evaluations of many more programs than the 300+ represented by this bibliography. I hope you will send me copies of your research or evaluation project results or let me know about work that is not included here, but should be. My snail mail address is 608 Fifth Street, NE, Washington, D.C. 20002; email: mblakeway@igc.org.

Overall, these reports represent the energy and truly uncountable hours of conversation, planning and caring attention by many, many program designers and implementers, evaluators and researchers, peacemakers all, who wish to make a positive contribution to the lives of children, their families, and their school communities. Best wishes to all of you who are working in this exciting field.

Marsha S. Blakeway

January 31, 2000

Compiled by Marsha S. Blakeway

Reference Type: Report

Record Number: 209

Author: Abdal-Haqq, Ismat

Year: 1998

Title: Constructivism in Teacher Education: Considerations for Those who Would Link Practice to Theory. ERIC Digest

City: Washington, D.C.

Institution: ERIC Clearinghouse on Teaching and Teacher Education

Pages: 5

Call Number: ED426986 98

Keywords: P-12 students; teacher education students

Abstract: "In recent years, constructivism has received considerable attention in education scholarship, practitioner preparation, and policy formation (MacKinnon & Scarff-Seatter, 1997; Richardson, 1997; Teets & Starnes, 1996). It has been heralded as a more natural, relevant, productive, and empowering framework for instructing both P-12 and teacher education students (Cannella & Reiff, 1994). This Digest identifies major forms of constructivism and considers issues and challenges that surface when implementing constructivist approaches to preservice and inservice teacher education. "Constructivism is an epistemology, a learning or meaning-making theory, that offers an explanation of the nature of knowledge and how human beings learn. It maintains that individuals create or construct their own new understandings or knowledge through the interaction of what they already know and believe and the ideas, events, and activities with which they come in contact (Cannella & Reiff, 1994; Richardson, 1997). Knowledge is acquired through involvement with content instead of imitation or repetition (Kroll & LaBoskey, 1996). Learning activities in constructivist settings are characterized by active engagement, inquiry, problem solving, and collaboration with others. Rather than a dispenser of knowledge, the teacher is a guide, facilitator, and co-explorer who encourages learners to question, challenge, and formulate their own ideas, opinions, and conclusions. "Correct" answers and single interpretations are de-emphasized. " Author

Notes: +

Reference Type: Journal Article

Record Number: 1

Author: Aber, J. Lawrence; Jones, Stephanie M.; Brown, Joshua L.; Samples, Faith; Chaudry, Nina

Year: 1996

Title: The Evaluation of the Resolving Conflict Creatively Program: An Overview

Journal: American Journal of Preventive Medicine. 12(5): 82-90

Keywords: conflict resolution education/training, multiple schools - 15, urban schools, students - 9000, multiple (4) models - comparison

Notes: +

Reference Type: Journal Article

Record Number: 2

Author: Aber, J.L.; Jones, S.M.; Brown, J.L..; Chaudry, N. ; Samples, F.

Year: 1998

Title: Resolving conflict creatively: Evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context.

Journal: Development and Psychopathology 10(2): 187-213

Keywords: conflict resolution education/training, multiple schools - 15, urban schools, students - 9000, multiple (4) models - comparison

Notes: +

Reference Type: Report

Record Number: 210

Author: Aber, J. Lawrence

Year: 1998

Title: Evaluation of the Resolving Conflict Creatively Program (RCCP): Project Summary

City: New York

Institution: National Center for Children in Poverty, Columbia University School of Public Health, 154 Haven Avenue, New York, NY 10032

Pages: 16

Date: October 1998, received

Type: project summary

Keywords: conflict resolution

intercultural understanding

Abstract: This summary includes program description and evaluation description. It also includes brief descriptions of and references for instruments used: Normative Beliefs About Aggression Scale (NOBAGS), What I Think (Fantasies Measure), Home Interview Measure, Social Problem-Solving Measure, Seattle Personality Inventory, Teacher Check-List, Social Competence Scale, Social Health Profile, and Teacher Post Ratings. MB

Notes: +

Reference Type: Report

Record Number: 211

Author: Aber, J. Lawrence; Brown, Joshua L.; Henrich, Christopher C.

Year: 1999

Title: Teaching Conflict Resolution: An Effective School-Based Approach to Violence Prevention: Research Brief

City: New York

Institution: National Center for Children in Poverty

Pages: 20

Date: September 1999

Reference Type: Academic Paper

Record Number: 116

Author: ALGERT, NANCY ELIZABETH

Year: 1998

Title: PEER CONFLICT: SIMILARITIES AND DIFFERENCES AMONG THREE ADOLESCENT GROUPS (CONFLICT RESOLUTION, INCARCERATED, GENERAL EDUCATION STUDENTS, EMOTIONALLY DISTURBED)

University: TEXAS A&M UNIVERSITY

Adviser: PARRISH, LINDA H.

Number of Pages: 278

Type of Work: Dissertation, Ph.D.

Accession Number: AAT 9915194

Keywords: Subject: EDUCATION, EDUCATIONAL PSYCHOLOGY (0525); EDUCATION, GUIDANCE AND COUNSELING (0519); EDUCATION, SECONDARY (0533); SOCIOLOGY, CRIMINOLOGY AND PENOLOGY (0627)

Abstract: This study assessed the preferred conflict resolution (CR) modes of adolescents using the Thomas-Kilmann Conflict Mode Instrument (TKI). Specifically, three groups of adolescents, incarcerated youth (TYC), general education students (GE), and adolescents educated in a self-contained public school setting who were identified as emotionally disturbed (ED), were assessed on their responses to a peer conflict scenario. The total sample consisted of 192 subjects between the ages of 13–16 years old. Fifty-eight of the subjects were in the TYC group, 89 were from the GE group, and 45 subjects were in the ED group. Using a Demographic Data Sheet (DDS), demographic characteristics (age, gender, and ethnicity) and conflict resolution information (identified source of CR training, peer conflicts per week, formal practice in CR training, mediation participation, and experience as a peer mediator) was gathered on the subjects. Subjects also completed the TKI and their five conflict mode scores were analyzed by their group membership (TYC, GE, and ED) and by their responses on the DDS questions. Data were analyzed using descriptive and inferential statistics (i.e. t-tests, plots, multiple regression, and coefficients of determination).

Findings: The findings indicated an overall trend for the majority of the sample to have two primary TKI modes - Avoiding and Competing. These two modes indicated the subjects were low on cooperative CR behavior. Specifically, group membership was statistically significant on the Avoiding mode, with the TYC group having the highest Avoiding mean score. Next, a positive correlation was found between the number of peer conflicts per week and the Competing score for the total group, TYC group, and GE group. The ED group's scores tended to show a negative correlation. The variables of CR training (except for the ED group) and claimed source of CR training were found to be weak predictive variables of TKI mode scores. The ED group, whether they had CR practice or not, had a high TKI Competing Mode. Finally, with the GE group, gender affected the Collaborating Mode score. Ethnicity affected the Accommodating and Competing Mode scores. However all independent variables accounted for very small variances in the TKI mode scores. Author

Notes: DAI-A 59/12, p. 4356, Jun 1999. The dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission.

Reference Type: Conference Proceedings

Record Number: 212

Author: Allen, Sue Ann

Year of Conference: 1999

Title: "I Can Do It Myself!": Documenting Results in a Whole School Approach to Conflict Resolution Training

Conference Name: National Conference on Peacemaking and Conflict Resolution

Conference Location: Phoenix, AZ

Date: May 1999

Keywords: conflict resolution

Notes: King County Dispute Resolution Center, Post Office Box 21148, Seattle, Washington 98111; Phone: 206-443-1630

Reference Type: Academic Paper

Record Number: 117

Author: ALMASI, JANICE FIELD

Year: 1993

Title: THE NATURE OF FOURTH GRADERS' SOCIOCOGNITIVE CONFLICTS IN PEER-LED AND TEACHER-LED DISCUSSIONS OF LITERATURE (LITERATURE DISCUSSIONS)

University: UNIVERSITY OF MARYLAND COLLEGE PARK

ADVISER: Chair: LINDA B. GAMBRELL

Type of Work: Dissertation Ph.D.

Accession Number: AAG9327379

Keywords: DESCRIPTORS: EDUCATION, READING; EDUCATION, ELEMENTARY; EDUCATION, CURRICULUM AND INSTRUCTION; EDUCATION, LANGUAGE AND LITERATURE

Abstract: This study investigated the nature of fourth graders' sociocognitive conflicts in peer-led and teacher-led discussions of narrative text. Ninety-seven students and six classroom teachers participated in the 11-week investigation. Classroom teachers were trained to implement both peer-led and teacher-led conditions to two heterogeneous groups of average and below-average readers in their classrooms. Each group was matched on comprehension and ability to recognize and resolve sociocognitive conflicts as measured by Form A of the Cognitive Conflict Scenario Task (CCST). Treatments were randomly assigned to each group.

Teachers followed identical instructional sequences for both treatments. Story order was counterbalanced. Teachers introduced stories and students set purposes and predictions in their journals on Day One of each week. On Day Two students read the story and recorded reactions in journals. On Day Three students discussed the story according to treatment condition. Discussions were videotaped. One third were randomly selected for transcription. Episodes of sociocognitive conflict were identified and constant-comparative methods used to identify three categories of sociocognitive conflicts: Incongruencies with Self, Incongruencies with Others, and Incongruencies with Text. Each type of conflict was dimensionalized on three factors: origin of conflict, type of conflict, and type of resolution.

Results indicated that students in peer-led groups engaged in substantially more "Incongruencies with Self" that originated from student comments, were textually-implicit, and were resolved by sharing opinions. Students in teacher-led groups engaged primarily in "Incongruencies with Text" that originated from teacher questions, were textually-explicit, and were resolved by telling information. The discourse within each episode was then analyzed. Students in peer-led conditions engaged in significantly greater amounts of verbalization than students in teacher-led conditions. Peer-led discourse was characterized by greater numbers of utterances, responses that were higher in complexity, greater exposure to alternate interpretations of text, greater numbers of questions asked, and dialogue that was sustained via chained and embedded dialogue units. Posttest measures on the CCST indicated that students in the peer-led condition were able to recognize and resolve episodes of conflict better than students in the teacher-led condition. Author

Notes: DAI, VOL. 54-05A, Page 1741, 00486 Pages. The dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission.

Reference Type: Academic Paper

Record Number: 118

Author: ANTICOLI, DONALD J.

Year: 1997

Title: SCHOOL VIOLENCE INTERVENTION: THE ROLE OF PEER MEDIATION IN DIMINISHING DISPUTANT RECIDIVISM (CONFLICT RESOLUTION)

University: TEMPLE UNIVERSITY

Major Adviser: LESLIE SKINNER

Type of Work: Dissertation ED.D.

Accession Number: AAG9724208

Keywords: DESCRIPTORS: EDUCATION, ADMINISTRATION; EDUCATION, SECONDARY; EDUCATION, INTERCULTURAL; EDUCATION, GUIDANCE AND COUNSELING

Abstract: The focus of this study was to evaluate the impact of the Peer Mediation Process at Melville High School, a public urban secondary school in the southeastern quadrant of Pennsylvania. Melville High School had Approximately 3,300 students during the 1994-95 school year when the study took place. Peer Mediation was Implemented on a daily basis with the aim of reducing student conflict and helping to prevent students from engaging in repeat conflicts. The process allowed a vehicle for students to resolve their disputes before they reached a violent stage where detention, in-school-suspension, or out-of-school suspension would need to be imposed by a school administrator.

Additionally, the Peer Mediation Process put responsibility on the students to attempt to resolve their own conflicts in a controlled, non-violent alternative conflict resolution mode. The peer mediators were specially trained by Education Mediation Services (E.M.S.) and they were credited with resolving 92% of the student conflicts, without the need to engage adult administrators or disciplinarians.

The sample consisted of sixteen disputants, eight of whom completed peer mediation, and eight of whom did not. They were randomly selected from the 148 disputants who were offered peer mediation in the second semester of the 1994-95 school year. They all completed two instruments--the Piers Harris Children's Self Concept Scale and the Brown and Hammill Behavior Rating Profile for Students. Also, sixteen selected teachers of the disputants completed the Brown & Hammill Behavior Rating Profile for Teachers. The Wilcoxon Rank Sum Test as incorporated in the Stat Xact statistical analysis package was utilized to perform the analysis of covariance to test the difference between the two groups on the dependent variables--disputant self-concept and disputant aberrant behavior. Test results were analyzed at the.05 level of significance.

In summary, the results showed significant differences between the control and experimental groups on the Piers Harris Physical Appearance & Attributes subscale at the ple .05 level; the experimental group scored higher on this subscale. The Brown & Hammill Student Behavior Rating Profile showed significance at the ple .005 level on the home and school sub-tests. The peer mediation disputants fared better than the non-peer mediation disputants. Author

Notes: DAI, VOL. 58-03A, Page 0651, 00179 Pages. The dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission.

Reference Type: Report

Record Number: 320

Author: Araki, C.T., Takeshita, C., & Kadomoto, L.

Year: 1989

Title: Research Results and Final Report for the Dispute Management in the Schools Project. PCR Working Paper Series

Institution: University of Hawaii at Manoa, Program on Conflict Resolution.

Pages: 256

Type: final report, research report

Call Number: ERIC_NO: ED312750

Keywords: DESCRIPTORS: College School Cooperation; Conflict; Conflict Resolution; Elementary Secondary Education; Higher

Education; Interpersonal Communication; Problem Solving; Student Participation; Teacher Student Relationship

IDENTIFIERS: Hawaii State Department of Education; University of Hawaii

Abstract: To develop and test an experimental model of dispute or conflict management through mediation in a school complex, and to examine the basic nature of conflict in schools, the Dispute Management in the Schools Project (DMSP) was conducted. The 3-year mediation project, begun in January 1986, involved an elementary school, an intermediate school, a high school, and five additional nonproject schools for comparison. A case study model was followed. The techniques for gathering information included questionnaires, multiple interviews, three school climate surveys, and school profile reports. Results indicate that the DMSP, as it was developed and installed, had a good start in the three schools. Mediation proved to be effective in managing student/student disputes, but additional research is recommended to determine the effectiveness of mediation in student/school or school/community conflict. The majority of those involved believed that the mediation project had positive effects on the climate of the schools; however, in most cases, the school climate assessments, pattern analyses, and school profile data did not indicate any discernible changes. The project was successful in developing a mediation project model for further use or for expansion. (20 references) (Author/KM)

Notes: ERIC; Some tables may reproduce poorly due to small or faint and broken print. Also partially funded by the Wallace Alexander Gerbode Foundation.

Reference Type: Journal Article

Record Number: 3

Author: Araki, Charles T

Year: 1990

Title: Dispute Managment in the Schools

Journal: Mediation Quarterly 8(1): 51-61

Notes: +

Reference Type: Journal Article

Record Number: 4

Author: Araki, C.T. ; Takeshita, C.

Year: 1991

Title: Students helping students: Dispute management in the schools project, Honolulu, Hawaii

Journal: NASSP Bulletin 75(November): 31-37

Reference Type: Journal Article

Record Number: 321

Author: Avery, Patricia G.; And Others

Year: 1997

Title: Teaching for Tolerance of Diverse Beliefs

Journal: Theory into Practice 36(1): 32-38

Call Number: ERIC_NO: EJ546688

ISSN-0040-5841

Keywords: DESCRIPTORS: Civics; Conflict Resolution; Consciousness Raising; Curriculum Development; Democratic Values; Grade 9; High School Students; High Schools; Intellectual Freedom; Political Attitudes; Student Attitudes; Urban Schools

IDENTIFIERS: Tolerance

Abstract: ABSTRACT: Discusses research on political tolerance, noting that traditional civics curricula do little to promote tolerance, and that tolerance for diverse beliefs must be learned. The paper describes the development and teaching of a four-week curriculum for tolerance and reflects on the need for educators to foster greater tolerance among young people. (SM)

Notes: ERIC

Reference Type: Academic Paper

Record Number: 119

Author: BAILEY, GAHAN

Year: 1995

Title: A STUDY OF CHANGES IN DISCIPLINARY REFERRALS AND PERCEPTIONS OF CONFLICT AND VIOLENCE DURING A FIRST YEAR CONFLICT RESOLUTION PROGRAM IN A JUNIOR HIGH SCHOOL

Academic Dept.: THE UNIVERSITY OF SOUTHERN MISSISSIPPI

Type of Work: Dissertation Ph.D.

Accession Number: AAI9606279

Abstract: This study explored seventh and eighth graders' perceptions about and responses to conflict and violence in their personal lives before and after the implementation of a conflict resolution program. Additionally, it examined the reasons for and frequency of disciplinary referrals among the subjects in the year before (1994) and the year of (1995) the fulfillment of the conflict resolution program. The average number of subjects was 414 in 1994, and 437 in 1995. For both years, approximately 50% were males and 50% were females; 50% were seventh graders and 50% were eighth graders; and 70% were African-Americans and 30% were Caucasian.

The data collection consisted of a Conflict/Violence Questionnaire that was administered in September 1994, before the conflict resolution program began, and then again in April 1995, at the conclusion of the program implementation. The discipline referral data were collected for January 25, 1994, to April 25, 1994, and again for January 25, 1995, to April 25, 1995. Results of the study indicated several significant main effects for gender and grade, but only one significant main effect for time. There were also two items that produced significant interactions for gender x grade. The discipline referral data produced results revealing a greater frequency of in-school suspension, out-of-school suspension, and general referrals after the implementation of the conflict resolution program.

It was concluded that, although the null hypotheses were accepted, there were no significant main effects over time, with the exception of one item. Conflict resolution is an educational program that should be implemented and studied for a longer period of time than one year. The examination of conflict resolution programs should be conducted as a longitudinal study in order to produce results that will show a change in behavior over time. Author

DESCRIPTORS: EDUCATION, CURRICULUM AND INSTRUCTION; EDUCATION, SECONDARY

Notes: DAI, VOL. 56-11A, Page 4261, 00105 Pages. The dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission.

Reference Type: Academic Paper

Record Number: 120

Author: BAKER, NORMA JEAN

Year: 1998

Title: IMPACT OF A PEER MEDIATION PROGRAM ON A MIDDLE SCHOOL ENVIRONMENT (CONFLICT

RESOLUTION)

Academic Dept.: EDD

University: UNIVERSITY OF LA VERNE

Adviser: CLAGUE, W. DONALD

Number of Pages: 114

Accession Number: AAT 9913981

Keywords: Subject: EDUCATION, SECONDARY (0533); EDUCATION, CURRICULUM AND INSTRUCTION (0727); EDUCATION, GUIDANCE AND COUNSELING (0519); EDUCATION, SOCIOLOGY OF (0340)

Abstract: Purpose. The purposes of this study were to: (1) determine the perceptions of administrators and teachers regarding the change in students' behavior relative to: (a) interpersonal conflict and (b) intragroup conflict, as a result of student participation in the program "Fighting Fair, Dr. Martin Luther King Jr., for Kids", in selected southern California school districts; (2) determine if there is a significant difference between the perceptions of administrators and of teachers regarding the change in students' behavior relative to: (a) interpersonal conflict and (b) intragroup conflict; (3) determine the perceptions of administrators and teachers in regard to (a) most successful and (b) least successful conflict resolution strategies in the program "Fighting Fair, Dr. Martin Luther King Jr., for Kids". (Peace Education Foundation)

Methodology. A written questionnaire, developed by the researcher, was used to gather perceptions of samples of administrators and teachers from selected southern California school districts.

Findings. (1) Administrators and teachers perceived that students, interpersonal and intragroup conflict behaviors had changed as a result of participating in the program "Fighting Fair, Dr. Martin Luther King Jr., for Kids", (2) Although administrators and teachers agreed that students' behavior had changed, there was a significant difference between their perceptions. Administrators were more in agreement that the students' behavior had changed than the teachers. (3) Problem solving was viewed as the most successful strategy in changing students behavior. (4) Smoothing and avoidance were perceived as the least successful strategies. (5) There was no significant difference between the administrators' perceptions and the teachers' perceptions of the most successful strategies in Fighting Fair in changing students' interpersonal and intragroup conflict behavior. (6) Both administrators and teachers agreed that smoothing and avoidance were the least successful strategies.

Conclusions. Some conclusions are: (1) The students' interpersonal and intragroup conflict behavior had changed. The intragroup conflict behavior had changed more than their interpersonal conflict behavior. (2) The peer mediation program "Fighting Fair, Dr. Martin Luther King Jr., for Kids" had made a positive impact on the environment of middle schools that participated in this study. Author

Notes: DAI-A 59/12, p. 4395, Jun 1999. The dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission.

Reference Type: Newspaper Article

Record Number: 213

Reporter: Banner, Randy

Year: 1999

Title: School Programs Help Reduce Violence, Study Says

Newspaper: New York Times

City: New York City, NY

Issue Date: September 15, 1999`

Abstract: Description of evaluation of Resolving Conflict Creatively Program by National Center for Children in Poverty, principal investigator - J. Lawrence Aber.

Reference Type: Conference Proceedings

Record Number: 5

Author: Barnes, Pat

Year of Conference: 1993

Title: Comparison of Gender of Students Referred to Peer Mdiation Programs and Gender of Program Coordinators

Conference Name: National Conference on Peacemaking and Conflict Resolution

Conference Location: Portland, OR

Pages: 3

Date: 1993

Notes: +Westchester Mediation Center of Cluster, 201 Palisade Ave, Box 281, Yonkers, NY 10703

Reference Type: Journal Article

Record Number: 6

Author: Barnes, Bruce

Year: 1998

Title: Research in Higher Education Conflict Management

Journal: The Fourth R, Conflict Resolution in Education Network (CRENET) Publication 82(March, April 1998): 9 ff.

Keywords: alternative dispute resolution (ADR)

Notes: +

Reference Type: Academic Paper

Record Number: 121

Author: BASTIANELLO, S.

Year: 1989

Title: IMPLEMENTATION OF A PROGRAM FOR TEACHING CONFLICT RESOLUTION STRATEGIES IN A PRIMARY CLASSROOM

City: Ft Lauderdale, FL.

University: Nova University

Type of Work: Unpublished Doctoral Dissertation

Notes: The dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission.

Reference Type: Academic Paper

Record Number: 122

Author: BAXLEY, ALBERT ANDREW, JR.

Year: 1982

Title: CONFLICT RESOLUTION IN EDUCATION: A COMPARATIVE ANALYSIS OF THE PROGRAMS OF LIKERT AND WEHR

University: UNIVERSITY OF SOUTHERN CALIFORNIA

Type of Work: Dissertation ED.D.

Accession Number: AAG0537553

Keywords: EDUCATION, PHILOSOPHY OF

Abstract: Purpose. The purpose of this study was to examine programs of conflict resolution in various disciplines in order to discover better ways of resolving conflict in education.

Procedure. Programs of conflict resolution in business, sociology, and education were analyzed for their commonalities and differences, as well as for their usability in education for resolving conflict.

Findings. Conflict resolution is an area of investigation that is growing rapidly, with new terms and insights being added continually. Opinions vary greatly; no general agreement has been reached on terminology or definitions; a definitive textbook is not yet in sight; and the field is labyrinthine. The most comprehensive, detailed, and consistent programs of conflict resolution are those of Rensis Likert and Paul Wehr. Likert's is the most thoroughly tested. Likert has incorporated his own research and that of other scientists in the program he calls "System 4." This program measures causal, intermediate, and end-result variables in the whole organization, especially in the areas of conflict. Extensive use of questionnaires insures two-way communication; gradualness of implementation helps secure the cooperation of organization members. Coordination in all directions is enhanced by the celebrated "linking pin." This program has already been successfully implemented in schools. The other program that seemed most appropriate for use in education was that of Paul Wehr. He provided a macroscopic view of conflict regulation to clarify the origin of conflict and ways of regulating conflict. The microscopic view Wehr provided contains a step-by-step procedure for mapping and regulating conflict. Skillful intervention is the focus of Wehr's program.

Conclusions. There is a general consensus that conflict can be expected at all times and places, that it can be dealt with successfully if the right procedures are used, and that it should not be avoided or suppressed. Conflict provides an organization with an opportunity for growth; a comprehensive and science-based program of conflict resolution increases the probability of success. Successful resolution of conflict requires accurate measuring, detailed planning, a consistent theory, and thorough training. The most promising programs for use in schools are those of Likert and Wehr. Author

Notes: DAI, VOL. 43-01A, Page 0104, 00001 PagesThe dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission.

Reference Type: Report

Record Number: 322

Author: Beetham, Suzanne; McLennan, Charlene; Witucke, Cheryl

Year: 1998

Title: Improving Social Competencies through the Use of Conflict Resolution and Cooperative Learning

Institution: Saint Xavier University andIRI/SkylightField-Based Masters Program

Pages: 66

Call Number: ERIC_NO: ED421271

Keywords: DESCRIPTORS: Change Strategies; Conflict Resolution; Cooperative Learning; Elementary Education; Elementary School Students; Interpersonal Competence; Program Effectiveness; Social Development

Abstract: ABSTRACT: This action research project designed and implemented a program for the instruction of cooperative learning and conflict resolution strategies in order to increase social competencies. The targeted population consisted of two multi-age, grade 2/3 classrooms and one fifth grade classroom in a stable middle class community in a large midwestern suburb. The problem of lack of social competency (showing respect, taking responsibility, and making sound decisions) was documented by means of teacher surveys, anecdotal records, behavior checklists, teacher observation, and individual behavior plans. A review of problem data and olution strategies resulted in selection of two major interventions: direct instruction of cooperation through cooperative learning strategies, and implementation of conflict resolution principles. Post-intervention data indicated that the instruction of social skills along with conflict resolution strategies resulted in improved social competencies in most areas of social interaction. Students showed an increase in respectful, responsible, and cooperative behavior in and out of the classroom. (Fourteen appendices include sample teacher survey, anecdotal record, and brainstorming solutions worksheet. Contains 37 references.) (HTH)

COMMENTS: Action Research Project, Saint Xavier University andIRI/SkylightField-Based Masters Program

Notes: ERIC

Reference Type: Report

Record Number: 323

Author: Bell, Mary; And Others

Year: 1997

Title: Improving Primary Level Interpersonal Skills through Conflict Resolution, Cooperative Learning and Children's Literature

Institution: Saint Xavier University and IRI/Skylight

Pages: 100

Type: Master's Action Research Project

Call Number: ERIC_NO: ED410059

Keywords: DESCRIPTORS: Behavior Change; Childrens Literature; Conflict Resolution; Cooperative Learning; Elementary School Students; Interpersonal Competence; Interpersonal Relationship; Intervention; Primary Education; Problem Solving; Program Evaluation; Social Behavior; Social Development; Teacher Surveys

IDENTIFIERS: Teacher Journals

Abstract: ABSTRACT: This research project devised and evaluated a program for improving primary grade students' interpersonal skills to reduce their inappropriate behaviors when interacting with others. Teacher surveys, journals and observations of children's behavior were used to document poor interpersonal skills in kindergartners through third graders in four classrooms. The intervention consisted of direct instruction of interpersonal skills through 9 weeks of instruction in conflict resolution and communication skills with ongoing reinforcement, cooperative learning techniques, and the use of children's literature emphasizing interpersonal skills. Evaluation results indicated that some activities and expectations needed modifications for the kindergarten level. Post-intervention data collected from behavioral checklists revealed that there was a decrease in the number of incidents of inappropriate behavior, such as verbally abusing others, interrupting speakers, or being off-task while someone was speaking. There was a marked decrease in inappropriate behavior outside the classroom with a large drop in the number of students involved in inappropriate behavior. Teachers noted significant growth in verbal communication of feelings, the use of open-ended problem solving, and increased awareness of conflict resolution, although the degree to which conflict resolution strategies were used depended on the child's age. (Seventeen appendices include the behavior checklist, teacher survey, children's conflict resolution literature, and sample lesson plans and classroom materials. Contains 24 references.) (KB)

Notes: ERIC

Reference Type: Academic Paper

Record Number: 123

Author: BELLACE, ROSEMARIE

Year: 1997

Title: THE IMPACT OF CONFLICT RESOLUTION TRAINING ON FACULTY PERCEPTIONS OF TEACHER SATISFACTION AND SCHOOL CLIMATE DURING THE INITIATION OF A MEDIATION PROGRAM IN A GRADE 3-5 INTERMEDIARY ELEMENTARY SCHOOL (THIRD-GRADE, FOURTH-GRADE, FIFTH-GRADE, STUDENT BEHAVIOR)

University: WIDENER UNIVERSITY

Type of Work: Dissertation ED.D.

Accession Number: AAG9724484

Keywords: DESCRIPTORS: EDUCATION, SOCIOLOGY OF; EDUCATION, GUIDANCE AND COUNSELING; EDUCATION, ADMINISTRATION; EDUCATION, TEACHER TRAINING; PSYCHOLOGY, INDUSTRIAL

Abstract: Numerous critical reports have delineated the problems facing America's educational system. Through the seventies and eighties, the goal of improved educational outcomes has been commonly demanded. Many educators spend substantial time managing classroom conflicts (Amsler & Sadella, 1987). Therefore, the call for improved educational services also includes proactive approaches to intervention used by schools in respect to student behavior. Educators have responded in many ways to meet these behavioral challenges and changes regarding intervention. A study of school climate has been useful in analyzing human behavior in school settings. However, a preliminary review of the literature shows that climate studies frequently neglect the topic of school violence. One method of intervention with school violence is known as conflict resolution. This method has been used to help meet the need to improve both student behavior and school climate.

This study focused on the impact of conflict resolution training on faculty perceptions of teacher satisfaction and school climate during the initiation of a mediation program in a grade 3-5 intermediary elementary school in a New Castle County, Delaware school district. A School Climate Survey, an Organizational Health Inventory and a Teacher Satisfaction Survey were administered in the fall before staff and student training and at the close of school after implementing the program. The impact of conflict resolution training on school climate, organizational health and teacher satisfaction as measured by the National Association of Secondary School Principal's School Climate and Teacher Satisfaction Surveys was examined in this study. Quantitative measures were used for evaluation. Author

Notes: DAI, VOL. 58-03A, Page 0812, 00172 The dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission.

Reference Type: Academic Paper

Record Number: 124

Author: BENENSON, WAYNE ALAN

Year: 1988

Title: ASSESSING THE EFFECTIVENESS OF A PEER BASED CONFLICT MANAGEMENT PROGRAM IN ELEMENTARY SCHOOLS

University: UNIVERSITY OF IDAHO

Major Professor: MAYNARD YUTZY

Type of Work: Dissertation Ph.D.

Accession Number: AAG8819263

Keywords: DESCRIPTORS: EDUCATION, GUIDANCE AND COUNSELING

Abstract: The purpose of this study was to determine the effectiveness of a Conflict Manager program in elementary schools. The foundation of the program asserts that a collaborative, problem-solving approach to conflict, labeled constructive conflict, is the preferred mode in dealing with disagreements. It was assumed that given a specific curriculum of conflict awareness exercises and a formalized training of peer mediators, students could become aware of basic knowledge concerning constructive conflict. Further, they would use these skills during school conflicts. The study's population consisted of 8 elementary classrooms with a total of 210 students from grades four, five and six. The treatment group received: (1) a six hour teacher training session, (2) a six week, eighteen lesson curriculum concerning cooperation and communication skill building for the students and (3) a six hour mediation training for 24 peer-nominated student mediators. When trained, pairs of student mediators would mediate playground disputes.

A 24 item survey instrument was designed to test knowledge and application of constructive conflict behaviors. A pretest and a posttest were given to both control and experimental groups; the treatment phase lasted three months. A before and after record of conflict incidents reported to the principal was also used to assess behavior change.

The study found a significant difference (F (2,181) = 22.8, P <.01) in the knowledge of constructive approaches to conflict management favoring students who were exposed to the classroom conflict curriculum. Students trained as Conflict Managers achieved significantly better scores in conflict knowledge and perception of effectiveness in managing conflict (F (1,180) = 18.24, P <.01) than either classroom trained or control groups. No significant behavioral difference in constructive conflict could be determined. Author

Notes: DAI, VOL. 49-07A, Page 1700, 00074 Pages. The dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission.

Reference Type: Report

Record Number: 214

Author: Benken, Don

Year: 1997

Title: Reducing Violence in Schools Using Peer Mediation: Panacea or Pointless?

City: Atlanta

Institution: Consortium on Negotiation and Conflict Resolution

Pages: 27

Date: September 1997

Report Number: Working Paper Series #97-1

Abstract: Part I examines the problem of violence in schools. Part II considers the epidemiological data that justifies planning and implementing a CR/PM program in the school setting. Part III examines the literature describing the effectiveness of CR/PM programs in the schools setting. Part IV critically examines the findings from CR/PM peer reviewed research studies to identify specific strategies for implementing programs and developing protocols for evaluating the effectiveness of CR/PM programs in the school setting. Part V summarizes the research and available commentary to help school administrators develop a needs assessment for CR/PM programs in their school, determine measurable criteria for evaluating the program, and select strategies for implementing a reputationally strong CR/PM program. From the author's Introduction p. 3-4. MB

Notes: To order, write or call Carolyne G. Benne, Consortium on Negotiation and Conflict Resolution, Georgia State University, College of Law, P. O. Box 4037, Atlanta, Georgia 30302-4037. (404/651-1588) A nominal fee is charged.

Reference Type: Report

Record Number: 7

Author: Bergman, A.B.

Year: 1989

Title: Results of Conflict Resolution Goal at Maugham School

City: Tenafly, NJ

Institution: Tenafly Public Schools

Pages: 4

Date: June 1989

Type: Unpublished manuscript

Abstract: This Children's Creative Response to Conflict (CCRC) elementary school program included one-day of teacher inservice, classroom workshops for students, and a peer mediation program. The evaluation was based on pre- and post- tests of all third, fourth, and fifth grade students using the "How I respond to Conflicts" questionnaire which was administered in October and May. A trend toward more positive resonses to conflict occurred. Anecdotal interview with teachers and students indicated enthusiasm for the program. MB

Notes: +

Reference Type: Conference Proceedings

Record Number: 8

Author: Berlowitz, M.J. ; Kmitta, D.M.

Year of Conference: 1993

Title: Pilot project research on conflict resolution training in an urban school setting

Conference Name: American Educational Studies Association Convention

Conference Location: Chicago, IL

Pages: 23 plus appendices

Date: November, 1993

Keywords: inservice workshops for teachers,conflict resolution education/training

Abstract: From the report abstract: This paper emphasizes a research method that can be reproduced to examine the effects of a school-based conflict resolution training program in an urban environment. The researchers investigated behavioral outcomes as measure by archival discipline referral and suspension data. A matched comparison treatment/control group utilizing a hierarchical nest design was use to address issues surrounding internal and external validity. Descriptive and inferential statistics were employed to analyze the data. The results of correlation analysis demonstrated that there was not statistical relationship between discipline referrals and suspensions, thus making discipline referrals the superior outcome variable to measure program efficacy. The use multivariate trend analysis demonstrated that the conflict resolution training had no overall effect in reducing discipline referrals or suspensions. Descriptive statistics demonstrate that experienced and inexperienced conflict resolution trainers had divergent results in discipline referral outcomes. The more experience trainer had fewer discipline referrals originating from her classroom workshops than the inexperienced trainers. Alternative hypotheses regarding program ineffectiveness include the sociological consideration of structural violence and oppression. The research model promises to be useful in future conflict resolution research." Authors.

Notes: +

Reference Type: Report

Record Number: 9

Author: Berlowitz, M.J. ; Kmitta, D. M.

Year: 1994

Title: Evaluation of the Center for Peace Education Programs for 1992 - 1993: final report.

City: Cincinnati, OH

Institution: Center for Peace Education

Pages: 100 plus appendices

Type: analysis, program evaluation report

Notes: +

Reference Type: Journal Article

Record Number: 324

Author: Bickmore, Kathy

Year: 1998

Title: Teacher Development for Conflict Resolution

Journal: Alberta Journal of Educational Research; 44(1): 53-69

Call Number: ERIC_NO: EJ564441

ISSN-0002-4805

Keywords: DESCRIPTORS: Case Studies; Change Strategies; Conflict Resolution; Discipline; Educational Change; Educational Environment; Elementary Education; Elementary School Teachers; Elementary Schools; Faculty Development; Participative Decision Making; Resistance to Change; School Based Management; Teacher Attitudes; Urban Education

IDENTIFIERS: Comer School Development Program

Abstract: ABSTRACT: In an urban elementary school, teachers trained in the Comer school development approach attempted to reform school discipline practices and plan conflict resolution efforts for students. Time constraints and teachers' aversion to coping with conflicting views inhibited the open democratic discussion needed as a foundation of change and limited the effectiveness of teacher reform efforts. Contains 49 references. (SV)

Notes: ERIC

Reference Type: Conference Proceedings

Record Number: 325

Author: Bickmore, Kathy

Year of Conference: 1998

Title: Integrated Elementary Curriculum about Conflict Resolution: Can Children Handle Global Politics?

Conference Name: Annual Meeting of the American Educational Research Association

Conference Location: San Diego, CA

Pages: 24

Date: April 13-17, 1998

Call Number: ERIC_NO: ED421588

Keywords: DESCRIPTORS: Comprehension; Conflict Resolution; Diversity (Student); Elementary Education; Elementary School Curriculum; Elementary School Students; Elementary School Teachers; Foreign Countries; Global Approach; Integrated Activities; Interdisciplinary Approach; Politics; Program Implementation; Teaching Methods; World Affairs

Abstract: ABSTRACT: This paper explores the ways diverse elementary school students may be taught to understand and respond constructively to social and interpersonal conflict, by studying the implemented curriculum in one public elementary classroom. In this urban Canadian classroom, well over half of the 33 students were recent immigrants with diverse language and cultural backgrounds. Conflict education was integrated with other academic subject matter, especially language arts and social studies. The lessons were organized around key ideas for understanding conflict, based on conflict resolution theory, using familiar and unfamiliar examples of conflict at various stages, including wars and political disputes. A series of vignettes illustrates particular lessons and the student work the lessons inspired. The analysis focuses on the processes and subject matter through which students developed understandings about conflict and conflict resolution. The study substantiates the idea that young children are indeed able to handle complex political and international conflicts. In fact, their conceptual sophistication for handling interpersonal conflicts seems to be enhanced by their understanding of intergroup conflicts. (Contains 73 references.) (SLD)

Notes: ERIC

Reference Type: Report

Record Number: 10

Author: Blakeway, M.

Year: 1992

Title: Conflict management and peer mediation as an approach to reducing drug and alcohol use and abuse in the schools. An overview of CCRC: Capital Area participation.

City: Arlington, VA.

Institution: CCRC: Capital Area

Date: April, 1992

Type: project description

Keywords: alcohol/drug abuse, comprehensive, conflict resolution education/training, multiple schools - 4, peer mediation, suburban schools, whole school

Notes: +

Reference Type: Report

Record Number: 11

Author: Blakeway, Marsha S.; Kmitta, Daniel M.

Year: 1998

Title: Conflict Resolution in Education Research and Evaluation Synopsis and Bibliography - 1998

City: Washington, D.C.

Institution: National Institute for Dispute Resolution/ Conflict Resolution Education Network

Type: research review, bibliography, annotations

Notes: +

Reference Type: Report

Record Number: 12

Author: Blakeway, Marsha

Year: 1998

Title: Report of Survey of Conflict Resolution Programming in District of Columbia Public Schools

City: Washington, DC

Institution: National Peace Foundation

Pages: 25

Date: April, 1998

Type: survey report

Keywords: conflict resolution education/training, peer mediation

Abstract: Key findings: About 20 volunteer or professional service-provider organizations provide conflict resolution, peer mediation, or related programming in D.C. schools. Service provider organizations fit loosely into several different categories: lawyer sponsored programs; peacemaking, conflict resolution and nonviolence programs; university-sponsored programs; literacy-based program; peer diversity program (ADL); violence prevention programs. Community interest and extensive efforts among community-based organizations exist to provide conflict resolution training, peer mediation training or program support, and other violence prevention programming to the school system. MB

Notes: +

Reference Type: Report

Record Number: 13

Author: Blechman, Frank

Year: 1996

Title: Evaluating Conflict Resolution Programs in Schools

City: Fairfax,VA

Institution: Institute for Conflict Analysis and Resolution, George Mason University

Pages: 4

Date: November 1996

Type: evaluation designs/strategies

Abstract: This paper outlines broad categories and framing questions to assist in program design and evaluation of school-based conflict resolution or peer mediation programs. MB

Notes: +

Reference Type: Book

Record Number: 14

Author: Bodine, Richard J.; Crawford, Donna K.

Year: 1998

Title: The Handbook of Conflict Resolution Education: A Guide to Building Quality Programs in Schools

City: San Francisco

Publisher: National Institute for Dispute Resolution, Jossey-Bass Publishers

Number of Pages: 218

ISBN: 0-7879-1096

Abstract: This book contains an eleven page chapter "Research Findings on What Works" that include a review of research by Johnson and Johnson. Program evaluations are also summarized: Ohio; Clark County, Nevada, RCCP, Project S.M.A.R.T. in New York, and others.

Notes: +

Reference Type: Academic Paper

Record Number: 125

Author: BONNER, JAMES HOLIDAY

Year: 1997

Title: VIOLENCE PREVENTION AND CONFLICT RESOLUTION EDUCATION IN UNITED STATES PUBLIC SCHOOLS: A FIFTY STATE SURVEY (CHARACTER EDUCATION, MORAL DEVELOPMENT)

University: UNIVERSITY OF LOUISVILLE

ADVISER: Director: STEPHEN K. MILLER

Type of Work: Dissertation ED.D.

Accession Number: AAG9831570

Keywords: DESCRIPTORS: EDUCATION, ADMINISTRATION; EDUCATION, CURRICULUM AND INSTRUCTION; institutionalization

Abstract: Due to an alarming increase in the incidence of violence both within schools and in society in general, a government commitment to providing for safe schools has resulted. At the federal level, Title IV--the "Safe and Drug-free Schools and Communities Act of 1994" has afforded funding for all states meeting minimum compliance standards. As of January 1, 1996 all states and the District of Columbia were in compliance.

The purpose of this research is to survey the fifty states and the District of Columbia to determine the extent to which each has made a commitment to VP/CR education and to attempt to draw some conclusions regarding what, if any, demographic and/or political factors might influence their respective and collective commitment. Of the fifty-one departments of education surveyed, forty-six participated in the survey.

The results are that all states are engaged at least at the minimum compliance standards of the federal Title IV requirements, and many are building progressive programs of excellence. A desire for progressive VP/CR education has been reported by many of the respondents to this research. All of the respondents recognized the magnitude of the school violence problem and the importance of addressing it. A lack of sufficient funding is the most frequently expressed frustration of those agencies who desire to be doing more than they are at present, which was a preponderance of those participating in the study.

Recommendations from both the research and policy perspectives include: evaluate existing programs to determine value added; understand the nature of violence in the broader community and to find ways to address the problem; fund programs sufficiently to meet real and demonstrated needs; build a more effective process of VP/CR education information sharing. Author

Notes: DAI, VOL. 59-04A, Page 1016, 00275 Pages. The dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission.

Reference Type: Patent

Record Number: 215

Author: Borah, Kimberly

Year: 1992

Title: The Effectiveness of School-Based Mediation Programs

Pages: 29

Date: Fall 1992

Keywords: administrators, conflict resolution education/training, mediation, peer mediation, school-based, violence prevention

Reference Type: Report

Record Number: 326

Author: Brawarsky, Sandee

Year: 1997

Title: Carnegie Corporation's Youth Intergroup Relations Initiative

City: New York, NY

Institution: Carnegie Corp. of New York, NY.

Pages: 39

Date: October 15-17, 1997

Type: Report of a Meeting Convened by Carnegie Corporation of New York

Call Number: ERIC_NO: ED426165

Keywords: DESCRIPTORS: Conflict Resolution; Educational Research; Elementary Secondary Education; Equal Education; Grants; Intergroup Education; Intergroup Relations; Multicultural Education; School Role; Social Change; Teacher Education; Teacher Role; Track System (Education)

IDENTIFIERS: Carnegie Corporation of New York

Abstract: ABSTRACT: The Carnegie Corporation's initiative, established in 1996 to create a "new generation of tolerance," included grants to 16 institutions for cutting-edge research in various social science disciplines. Some themes are presented from the second meeting of project leaders for these research efforts. Most of the themes relate to the roles of schools and teachers. Changes in U.S. society mean that schools, communities, and even families are more diverse than they were decades ago. In spite of the new diversity, there remains a sort of "conspiracy of silence" surrounding issues of race. A national dialog about race is as necessary in the schools as in the larger society, since schools have enormous potential as the locus for improving intergroup relations. Current research supports the value of multicultural and antiracist teaching and the importance of cooperative activities in building positive race relations. Because schools play an important role in communicating values, the practice of tracking must be examined in light of the effects on student self-esteem and the limited opportunities for intergroup interaction that research suggests it provides. Teachers generally have little experience in fostering positive intergroup relations, and for this reason, they need skills in conflict management and sensitivity training. Like teachers, parents have great potential to influence their children in learning tolerance, and efforts to support parents in this task must be encouraged. Other themes discussed were the importance of media as an agent for social change, some international approaches to the study of intergroup relations, the possibility of integrative work between researchers in intergroup relations and those in conflict resolution, and the need for establishing a stable, well-funded research base. In discussing improving intergroup relations, war metaphors were frequently used, which is appropriate because the meeting participants agreed that the country must fight against inequities that block full participation in American life. The conference agenda and a list of participants are attached. (SLD)

Notes: ERIC

Reference Type: Journal Article

Record Number: 15

Author: Brener, Nancy D.; Krug, Etienne G.; Dahlberg, Linda L; Powell, Kenneth E.

Year: 1997

Title: Nurses' Logs as an Evaluation Tool for School-Based Violence Prevention Programs

Journal: Journal of School Health 67(No. 5): 171-174

Abstract: This article describes a data collection method used in the PeaceBuilders violence prevention program in Tuscon, AZ This program does not appear to include a problem-solving component. Children learn five simple principles: praise people, avoid put-downs, seek wise people as advisors and friends, notice and correct hurts, and right wrongs. This article is included in this list as being of interest to researchers and evaluators. The authors conclude that nurse's logs should be used in conjunction with other methods. MB

Notes: +

Reference Type: Report

Record Number: 16

Author: Brion-Meisels, Steven; Selman, Robert L.

Year: 1992

Title: Fight, Flight or Collaboration: Individual and Institutional Development in the School Draft

City: Cambridge, MA

Pages: 32

Date: March, 1992

Type: draft, research analysis,

Abstract: The authors use a developmental approach to understand both interpersonal and institutional negotiation strategies in the school context.

Notes: +

Reference Type: Academic Paper

Record Number: 126

Author: BROWN, ENORA ROSALYN

Year: 1990

Title: THE TRANSACTIONAL NATURE OF CHILDREN'S COOPERATION AND CONFLICT RESOLUTION BEHAVIOR UNDER VARYING RESOURCE CONDITIONS

University: THE UNIVERSITY OF CHICAGO

Type of Work: Dissertation Ph.D.

Accession Number: AAG0569607

Keywords: DESCRIPTORS: EDUCATION, EARLY CHILDHOOD

Abstract: Conflict is a natural, healthy part of a child's cognitive and emotional life, can facilitate children's developing social competence. Cooperation and conflict are typically studied as mutually exclusive behaviors across diverse settings. Wilensky's theory (1983) guides this study's examination of children's goal-states and action-plans during the conflict resolution process under varying resource conditions. Experimental game-research (Nelson & Madsen, 1969) reveals demographic differences. Observational research documents children's interactional competence (Eckerman & Stein, 1982; Goldman & Ross, 1978) and prototypic features of conflicts (Shantz, 1987). Sociolinguists identify their verbal conflict resolution strategies (Garvey, 1981). Few have conducted controlled naturalistic observations. Theorists (Deutsch, 1949; May and Doob, 1937; Wilensky, (1983) present the complexity of cooperation and competition, and posit resource availability as a critical precondition. This study was designed to examine the effect of abundant/scarce resources on children's cooperative/competitive goal structures; to identify the goal-plans and strategies that emerge during conflict; and to illustrate the dynamic effect of competing goal-plans on conflict management.

Forty-eight, same-sex, same-age familiar dyads, aged 3.2 to 5.2, were videotaped in a limited (one brush and paper) and plentiful (two brushes and papers) resource painting activity. Children's verbalizations and gestures in two conflictual (Resource Directed and Exchange) and non-conflictual categories (Social and Paint Task) were coded. Dyads were observed in one of four counter-balanced conditions: Limited-Limited, Limited-Plentiful, Plentiful-Limited, or Plentiful-Plentiful.

The Limited Condition produced more (p <$.05) conflictual and the Plentiful Condition, more non-conflictual behavior. Immediate and Delayed Goal Reinstatement Cycles emerged; the latter producing more brush Exchanges, through Offers and Direct Attempts after Goal Abandonment. Grasps were more successful than Requests, produced cooperative and competitive outcomes; Requests and Alternate Behaviors generated Offers and deescalated conflict. Indirect Attempts kept the Non-Possessor involved, and deterred Subsequent Attempts. Right-of-possession rules and the Possessor's power influenced the interaction.

Results suggest that conflict management is an unfolding cooperative/competitive process, mediated by resources and children's interacting goal-plans. The effects of dominance, partners, and Goal Abandonment on conflict resolution may guide future work. Author

Notes: DAI, VOL. 51-10A, Page 3324, 00001 Pages. The dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission.

Reference Type: Academic Paper

Record Number: 127

Author: BROWN, RICHARD BRADLEY

Year: 1992

Title: CONFLICT RESOLUTION: A STRATEGY FOR REDUCING PHYSICAL CONFRONTATION IN PUBLIC SCHOOLS

Academic Dept.: WAYNE STATE UNIVERSITY

ADVISER: Adviser: RONALD V. URICK

Number of Pages: 90

Type of Work: Dissertation ED.D

Accession Number: AAG9225871

Keywords: DESCRIPTORS: EDUCATION, ADMINISTRATION; EDUCATION, GUIDANCE AND COUNSELING

Abstract: A study was conducted in 1991 to determine if there was a difference in the attitudes of two groups of pupils and teachers toward the resolution of conflicts, especially physical confrontation. One of the groups of pupils and teachers, four schools--the treatment group (TG), had been exposed to a conflict resolution program based on mediation as a partial solution. The other group of four schools the control group (CG), had not participated in a conflict resolution program. Other studies throughout the United States have indicated a high rate of success of mediation and conflict resolution programs.

Hypothesis 1, which states that there are significant differences in the responses of the two groups of pupils, with those in the treatment group (TG) favoring more peaceful solutions to conflict situations, was strongly supported by elementary pupils, weakly supported by middle school pupils, and not supported by high school pupils. Additional support for hypothesis 1 was noted in the response to fill-in questions which recorded pupils' methods of dealing with conflict. Using "conflict resolution techniques" is the most popular method of handling conflicts among elementary TG pupils and was high on other pupils' lists.

Hypothesis 2, which states that teachers/administrators (T/A) in the TG schools had opinions that their schools had a more peaceful atmosphere, was highly supported by elementary T/A's. It was mildly supported by middle and high school T/A's. One of the key questions posed was "Do the data indicate that the amount of fighting is less in schools where there has been some CR training?" Data indicate that the treatment group had much lower percentages of fight related discipline problems. Causes for fighting as indicated by T/A's pointed to the number one cause as being "lack of CR skills" which is further support for a strong CR program in schools. The number two cause was "rumor spreading/name calling/talking too much." Question number 18 on the T/A survey asked for the causes of increased violence in the city and schools. The top two causes were (1) poor parenting skills and (2) poor morals, ethics, values.

The National Association for Mediation in Education (NAME) is a strong organization that publishes, sponsors, trains and conducts workshops and seminars. They may be consulted whenever information on school-based mediation and conflict resolution is needed (NAME, 425 Amity Street, Amherst MA 01002). Author

Notes: DAI, VOL. 53-04A, Page 0995, 00090 Pages. The dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission.

Reference Type: Report

Record Number: 216

Author: Brown, Robert S., and others

Year: 1994

Title: An Evaluation of Conflict Resolution Programs at the Secondary Level at the Toronto Board of Education 1993-1994: The Evolution of a Model

City: Toronto

Institution: Toronto Board of Education

Notes: Reference from P. Deguise

Reference Type: Journal Article

Record Number: 217

Author: Burrell, Nancy A; Sally M. Vogl

Year: 1990

Title: Turf-Side Conflict Mediation for Students

Journal: Mediation Quarterly 7(3): 237-249

Keywords: administrators, conflict resolution, conflict resolution education/training, peer mediation, school-based, students, system-wide, teachers

Reference Type: Report

Record Number: 17

Author: Caliber Associates

Year: 1998

Title: Save Our Streets Outcome Evaluation Report

City: Fairfax, VA

Institution: National Institute for Dispute Resolution (NIDR), Street Law

Pages: 14 + appendix

Date: February, 1998

Type: program evaluation report

Keywords: conflict resolution education/training, law-related education

Abstract: The Save Our Streets (SOS) Program is a 14 week course for youths age 13-17 who have been taken into custody for gun possession, but have not yet committed a violent offense. The program was developed jointly by Street Law, Inc. and the National Institute for Dispute Resolution with support from Metropolitan Life. The law related education (LRE) component was designed to build conceptual and practical understanding of the law and legal processes. The conflict resolution training builds skills in the following areas: communication, impulse control, problem solving, and anger management.

Evaluation Methodology: Data was collected using survey instruments developed for the SOS program: Knowledge Assessment Survey; Skills Assessment Survey; Attitudinal and Behavioral Assessment Survey.

Findings: Program participants' knowledge regarding the court and legislative systems, police roles, gun possession, and conflict resolution improved substantially during program participation. Participants, on average, showed significant improvement in all five conflict resolution areas; most improvement was shown in ability to generate and evaluate options and prepare for negotiation. Regarding attitudes and behaviors towards the court system, gun possession, and violent behaviors, in general, participants tended to report a slight increase in their negative behaviors; this could be a function of increased willingness to self-report. However, a substantial proportion of participants showed improvement in: frequency of delinquent behavior, acceptance of rule breaking rationalizations, and attitudes toward the court. Court records were examined to determine the short-term impact on participants' return to court: a significantly smaller proportion of graduates was rearrested for delinquent offenses and weapons-related charges than youth who never entered the program or attended fewer than 3 classes. MB

Notes: +Contact: SOS Program Director, Street Law, Inc. 202-293-0088

Reference Type: Conference Proceedings

Record Number: 218

Author: Cardella, Lucille A.; Slyck, Michael Van

Year of Conference: 1999

Title: Peace Education and Conflict Resolution Curricula for Middle School Students

Conference Name: American Psychological Association

Conference Location: Boston, MA

Pages: 23

Date: August 22, 1999

Abstract: This is a critical review of six peace education and conflict resolution curricula for middle school level which was done by the Working Group of Division 48 of the American "Psychological Association". It is a follow-up of the review of high school curricula reviewed by the same group - included here as Nelson, Van Slyck and Cardella (1999) - two citations.

The reviewers used "a set of educational objectives to be met by these curricula including knowledge and understanding, competencies, attitudes and values, and efficacy and outcome expectancies with regard to the principles and practice of social conflict and dispute resolution. In addition, such factors as grade appropriateness, interest, and difficulty were rated. " (Abstract)

Curricula reviewed are as follows:

Conflict Resolution in the Middle School, Kriedler, 1997

Creating Peace, Building Community, Bachay, 1997

Creating the Peaceable School, Bodine, Crawford, & Schrumpf, 1994

Making the Peace, Kivel & Creighton, 1997

Productive Conflict Resolution, Colorado School, Mediation Project, 1997

Viewpoints: A Guide to Conflict Resolution and Decision-Making for Adolescents, Guerra, Moore, & Slaby, 1995 MB

Notes: Michael Van Slyck, Research Institute for Dispute Resolution, P. O. Box 14044, Albany, NY 12212.

Reference Type: Journal Article

Record Number: 219

Author: Carlsson-Paige, Nancy; Diane E. Levin

Year: 1991

Title: Making Peace in Violent Times: A Constructivist Approach to Conflict Resolution

Pages: 9

Keywords: conflict resolution education/training, social and emotional learning, violence prevention

Reference Type: Report

Record Number: 18

Author: Carpenter, John N.; Parco, Maureen A.

Year: 1993

Title: Clark County Social Service School Mediation Program Evaluation Report 1993

City: Las Vegas, NV

Institution: Clark County Social Service Neighborhood Justice Center

Pages: 16

Date: September 1993

Type: evaluation report

Keywords: peer mediationt

Notes: +

Reference Type: Report

Record Number: 19

Author: Carpenter, John N.; Kotchka, Karen L.; Parco, Maureen A.

Year: 1994

Title: Clark County Social Service School Mediation Program Evaluation Report

City: Las Vegas, NV

Institution: Clark County Social Service Neighborhood Justice Center

Pages: 11

Date: November 1994

Type: evaluation report

Notes: +

Reference Type: Report

Record Number: 20

Author: Carpenter, John N.; Parco, Maureen A.

Year: 1995

Title: Clark County Social Service School Mediation Program Evaluation Report

City: Nevada

Institution: Clark County Social Service Neighborhood Justice Center

Pages: 15

Date: September 1995

Type: evaluation report

Keywords: peer mediation

Notes: +

Reference Type: Journal Article

Record Number: 327

Author: Carruthers, William L.; And Others

Year: 1996

Title: Conflict Resolution: An Examination of the Research Literature and a Model for Program Evaluation

Journal: School Counselor 44(1): 5-18

Call Number: ISSN: 0036-6536

ERIC Identifier: EJ538835

Keywords: Descriptors: Antisocial Behavior; Arbitration; Conflict; Conflict Resolution; Educational Environment; Peace; Problem

Solving; Program Evaluation; Secondary Education; Social Cognition; Social Problems

Identifiers: Peer Mediation

Abstract: Summarizes some of the common findings in the professional literature pertaining to conflict resolution (CR) curricula

and peer mediation (PM) programs. Discusses theoretical, methodological and operational considerations that are relevant to

conducting research and evaluation in school settings. Proposes a model to guide educators' decisions on how to conduct an

evaluation of CR and PM programs. (KW)

Reference Type: Report

Record Number: 21

Author: Carter, Susan

Year: 1990

Title: Evaluation Report on New Mexico Mediation in the Schools: 1989-90

City: Albuquerque, New Mexico

Institution: University of New Mexico

Type: evaluation report

Pages: 20

Keywords: mediation, statewide

Abstract: This paper reports on the statewide educational Mediation in the Schools Program (MISP) of New Mexico in which students and teachers are trained as mediators to help resolve school-based disputes. Using eight schools in four school districts, an evaluation was conducted of MISP in the years 1989-1990. The bulk of the data for this evaluation was derived from two pre- and post-test survey instruments. The first was the COST (Conflict Opinion Scale for Teachers) and the second SAAC (Student Attitudes About Conflict). Information was also obtained from interviews with students, teachers, administrators, and parents following the program. The results of these methods of evaluation were analyzed by a professional outside evaluator.

Conclusions: The COST and SAAC surveys revealed no statistical evidence of any difference between pre- and post-tests, and the evaluator poses several possible causes of this outcome. The interviews, however, produced evidence, too complex and extensive to mention here, regarding the following:

1) Changes in students' approaches to and attitudes toward conflict; 2) Changes in teachers' approaches to and attitudes toward conflict; 3) Changes in mediators' self-concept; 4) The degree and nature of conflict within the school before and after implementation of the program; 5) Attitudes of parents, school boards, and other in the community regarding MISP; 6) The transfer of school conflict management to home conflict management; 7) Student mediators' attitudes about school before and after the program; and 8) The strong and weak points of the program as viewed by students, teachers, administrators, and parents. MS

Notes: +

Reference Type: Report

Record Number: 22

Author: Carter, Susan Lee

Year: 1995

Title: Evaluation Report for the New Mexico Center for Dispute Resolution: Mediation in the Schools Program 1993-94 School Year.

City: Albuquerque, NM

Institution: National Resource Center for Youth Mediation

Type: evaluation report; spiral bound

Keywords: peer mediation, statewide

Abstract: Four program-designed instruments for obtaining information regarding various aspects of the Mediation in the Schools Program from administrators, teachers and students were used to produce this in-depth report. A Mediation in the Schools Statistics Sheet, based on surveys completed by 104 schools currently using the program, provided basic demographic and descriptive statistical information. An evaluation of the program, based on surveys from 116 schools, identified the level of implementation and program impact as perceived by school administrators and program coordinators. A survey completed by 232 teachers provided a comparison of the level of use and impact of the program between "program" and "non-program" schools. Finally, a multiple choice survey completed by over 1300 students illustrated the different levels of competency in conflict resolution skills by non-program and program students as well as trained and untrained students.

Recommendations: Based on the information derived from these instruments, the consultant hired by the MIS Program to evaluate the results recommended that the MIS Program: 1) Increase training opportunities for program and non-program schools; 2) Expand the use of the curriculum to include more of the student body; 3) Keep students actively engaged by offering the opportunity to more students and providing consistent practice for those already involved; 4) Involve parents more to encourage the use of conflict resolution skills outside the classroom in homes and neighborhoods; and 5) Provide more adequate resources for implementation of the program. MS

Notes: +National Resource Center for Youth Mediation, 800 Park Avenue SW, Albuquerque, NM 87102; 1-800-249-6884, 505-247-0572

Reference Type: Academic Paper

Record Number: 128

Author: CARTER, CANDICE CHERIE

Year: 1998

Title: CONFLICT MEDIATION AT SCHOOL: THE INFLUENCE OF STUDENT CHARACTERISTICS INTERVENTION, NONVIOLENCE)

University: UNIVERSITY OF CALIFORNIA, RIVERSIDE

Adviser: ORTIZ, FLORA IDA

Number of Pages: 97

Type of Work: Dissertation, Ph.D.

Accession Number: AAT 9909574

Keywords: Subject: EDUCATION, BILINGUAL AND MULTICULTURAL (0282); PSYCHOLOGY, COGNITIVE (0633); EDUCATION, SOCIOLOGY OF (0340); EDUCATION, GUIDANCE AND OUNSELING (0519)

Abstract: The purpose of this study was to identify the relationship between students' characteristics and formal-conflict resolution. Conflict resolution style (CRS) and satisfaction with the mediation intervention were the criterion variables. This study employed a multi-method procedure to identify factors that influenced students' experiences in conflict mediation (CM) at school. Analysis of quantitative data collected from school records and the participants' self-reports about their characteristics as well as their conflict behaviors provided one method of investigation. The other method consisted of analysis of observational data that the researcher collected to confirm the quantitative data and to add information that instruments did not measure. The subjects were all the middle school students at two schools in one district of Southern California who participated in conflict mediation during one school year. About half of the subjects were Caucasians and 30 percent were Latinos including English Language Development students.

Methods: Published and developed measures were used for instrumentation including the Thomas-Kilmann Conflict Mode Instrument (1997) and the Piers-Harris Children's Self-Concept Scale (1996). In a path analysis, the characteristics that directly associated with CRS were ethnicity, gender, and self-pride. English fluency had a strong indirect influence on CRS and a direct influence on access to participation in CM. In an exploratory factor analysis, one factor was retained that represented the smoothing mode of conflict communication. The nominal and interval levels of the data allowed for chi-square procedures in tests of associations.

Results: Students with higher levels of happiness and pride were more satisfied with CM. Students' satisfaction levels with conflict mediation associated with cultural identity; ethnic minorities as a whole had lower satisfaction than Caucasians. The non-violent resolutions that CM participants made were often avoidance, 'Stay away from each other.' The CM process needs to help students attain a productive resolution; one that is just for both disputants and will improve their relations. Conflict-mediation programs should include more collaboration between school staff and families, especially when students' conflicts have the potential for reoccurrence. Author

Notes: DAI-A 59/10, p. 3718, Apr 1999. The dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission.

Reference Type: Book

Record Number: 223

Author: Catalano, R.; Hawkins, J. D.

Year: 1995

Title: Communities That Care: Risk-Focused Prevention Using the Social Development Strategy

City: Seattle, WA

Publisher: Developmental Research and Programs, Inc.

Notes: Reference from D. Crawford

Reference Type: Newspaper Article

Record Number: 224

Reporter: Celis, W.

Year: 1993

Title: Suburban and rural schools learning that violence isn’t confined to the cities.

Newspaper: New York Times

City: New York, NY

Pages: p. B11

Issue Date: April 21, 1993

Notes: Reference from Heinecken and Gromko

Reference Type: Report

Record Number: 225

Author: Centers for Disease Control and Prevention

Year: 1993

Title: The Prevention of Youth Violence

City: Atlanta, GA

Institution: U. S. Department of Health and Human Services - Public Health Services,

Pages: 96

Abstract: This manual is designed to help concerned individuals and community-based organizations to reduce violence and prevent injuries and deaths from violence among youths in their community. Two main sections: Activities to Prevent Youth Violence and Program Management. Includes list of 20 conflict resolution programs in Appendix. MB

Reference Type: Book

Record Number: 328

Author: Charney, Ruth Sidney

Year: 1997

Title: Habits of Goodness. Case Studies in the Social Curriculum: With Case Studies by Six Elementary School Teachers.

City: Massachusetts

Number of Pages: 177

Call Number: ERIC_NO: ED415157

ISBN-0-9618636-5-X

Keywords: DESCRIPTORS: Caregivers; Case Studies; Citizenship; Citizenship Responsibility; Conflict Resolution; Democracy; Educational Philosophy; Elementary Education; Helping Relationship; Qualitative Research

Abstract: ABSTRACT: Expanding on Ruth Sidney Charney's ideas in "Teaching Children to Care," this book addresses the question of adding a caring dimension to classroom practice. The book draws on case studies from six elementary classroom teachers as they incorporate some aspect of a caring curriculum to their students. The book is divided into three parts with the case studies portion authored by practicing teachers. Part 1, "The Case Study Process and the Social Curriculum," includes: (1) "Dignifying the Struggle: Teachers as Problem Solvers"; and (2) "Social Curriculum: Shared Assumptions." Part 2, "The Case Studies," contains: (1) "Ritual and Real: Developing Language in a Kindergarten Classroom" (Eileen Mariani); (2) "Getting Underneath: Caring and Sharing Among Fives and Sixes" (Arona McNeill-Vann); (3) "Letting the Spill Grow: Conflict Resolution in a First Grade" (Linda Mathews); (4) "Outer Structures/Inner Supports: Teaching Respect to Fourth and Fifth Graders" (Cathy Jacques); (5) "How Are You Going to Unbore Yourself? Active Learning in the Fifth Grade" (Colette Kaplan); and (6) "Moving the Teacher's Desk: Democracy in a Fifth/Sixth Grade" (Dorothy McCaffrey). Part 3, "Common Insights and Problems," offers: (1) "Common Insights"; (2) "Common Problems"; and (3) "Reflective Practice: A Conclusion of Sorts." An appendix contains a case study outline for teacher use, notes, and 27 references. (EH)

Notes: ERIC; Northeast Foundation for Children, 71 Montague City Road, Greenfield, MA 01301; phone: 413-772-2066; toll-free: 800-360-6332

Reference Type: Academic Paper

Record Number: 129

Author: CHEN, DORA WU

Year: 1998

Title: TEACHER INTERVENTIONS IN THE PEER CONFLICTS OF PRESCHOOL CHILDREN: THE EFFECTS OF CHILDREN'S AGE AND CONFLICT BEHAVIORS (CLASSROOM MANAGEMENT)

University: UNIVERSITY OF MARYLAND COLLEGE PARK

Adviser: FEIN, GRETA G.

Number of Pages: 174

Type of Work: Dissertation, Ph.D.

Accession Number: AAT 9908928

Keywords: Subject: EDUCATION, EARLY CHILDHOOD (0518); EDUCATION, EDUCATIONAL PSYCHOLOGY (0525)

Abstract: The frequency, latency and strategies of teacher intervention in the peer conflicts of 2, 3, and 4 year-olds were examined in relation to the age of children and their conflict behaviors in the naturalistic classroom setting during freeplay time. 400 children from 25 classrooms (eight 2 year-old, nine 3 year-old, and eight 4 year-old classrooms) were videotaped for up to two 5-minute time blocks. Only the first peer conflict event generated by each target child observation was included in the analysis. Of the 400 children observed, 322 generated a conflict event. Teachers intervened in 31.4% of these events.

Results: While the issues, insistence and resolution of conflict significantly changed with children's age, the incidence and escalation of conflict, as well as child solicitation of teacher assistance did not. Although significant age effects were found for the frequency and latency of intervention, teacher intervention strategies were not affected by the children's age or specific child conflict behaviors. Mediation strategies were infrequently used, especially with 4 year-olds. Additional analyses revealed that teachers' level of education and the NAEYC accreditation status of the centers are significant predictors of teacher strategy. Problems for future investigation are described. Author

Notes: DAI-A 59/10, p. 3730, Apr 1999. The dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission.

Reference Type: Conference Proceedings

Record Number: 329

Author: Cochrane, Lorna J.; Saroyan, Alenoush

Year of Conference: 1997

Title: Finding Evidence To Support Violence Prevention Programs

Conference Name: Paper presented at the Annual Meeting of the American Educational Research Association

Conference Location: Chicago, IL

Pages: 23

Date: March 24-28, 1997

Call Number: ERIC_NO: ED409359

Keywords: DESCRIPTORS: Comparative Analysis; Conflict Resolution; Educational Environment; Elementary School Students; English; Evaluation Methods; Foreign Countries; French; Grade 5; Intermediate Grades; Interviews; Pretests Posttests; Prevention; Program Evaluation; Questionnaires; Self Concept; Skill Development; Social Cognition; Urban Schools; Violence

IDENTIFIERS: Canada; Francophone Education (Canada)

Abstract: ABSTRACT: The effects of a conflict resolution program on school climate, student self-image, and the use of conflict resolution skills were studied in urban schools in Canada. Benefits and limitations of conflict resolution in comparison with other types of violence prevention programs and methods of evaluating violence prevention programs were also studied. The context was grade-5 classrooms of 3 French and 4 English elementary schools in 2 urban areas of a large Canadian city, for a total of 140 students and their teachers. The evaluation design was based on the Key Features Model of J. S. Renzulli (1975) using a quasi-experimental pretest-posttest control group design. Data sources included student and teacher questionnaires and structured interviews with students and teachers. The conflict resolution program, which featured accepting and respecting difference and skills for self-control and communication, was delivered over 10 weeks. Observations supported the positive effects of the program on school climate. Students reported increased self-confidence and an increase in the use of skills specific to conflict resolution. Teachers reported a decrease in interference with teaching, but the value perceived by teachers for the program did not change with the intervention. Implications for future evaluations of violence prevention programs are discussed. (Contains 5 tables and 39 references.)(SLD)

Notes: ERIC

Reference Type: Academic Paper

Record Number: 130

Author: COHEN, CYNTHIA EAMES

Year: 1997

Title: A POETICS OF RECONCILIATION: THE AESTHETIC MEDIATION OF CONFLICT

University: UNIVERSITY OF NEW HAMPSHIRE

Director: BARBARA HOUSTON

Number of Pages: 388

Type of Work: Dissertation Ph.D.

Accession Number: AAG9819673

Keywords: DESCRIPTORS: EDUCATION, PHILOSOPHY OF; EDUCATION, INTERCULTURAL; FOLKLORE

Abstract: This dissertation, a philosophical inquiry into the significance of the aesthetic domain for reconciliation, addresses the following question: What is the nature of reconciliation, and what is the nature of the aesthetic domain, that aesthetic forms and processes should be uniquely well-suited to the educational tasks and challenges inherent in the work of reconciliation? The question is answered through the methods of conceptual analysis, with examples from the author's practice of conflict resolution, oral history and cultural work.

Results: The first section of the dissertation identifies 'reconciliation' as an ethical and educational concept. The educational tasks of reconciliation--through which former enemies must come to understand their own and each others' suffering, acknowledge injustices, and become trusting and trustworthy--are made difficult by challenges created by violent conflict. The challenges result from the ethical and epistemic interembeddedness of individuals and their groups; the ethical and epistemic interrelatedness of enemies; and the extent to which violence itself impairs necessary capacities. The second section proposes an original conception of the aesthetic domain, based on Western philosophical theories and their feminist and Africanist critics, analysis of expressive patterns of pre-literate collectivities, and two Eastern theories. The definition builds on categories that emerge from Western philosophy--the integration of the sensuous and the rational; apprehension of formal qualities; and non-utilitarian response--and corrects for cultural bias. The aesthetic domain is defined by the pleasurable reciprocity between the organization of elements in a formal structure and the perceptual capacities and sensibilities of perceivers. The third section of the dissertation demonstrates that aesthetic forms and processes are uniquely well-suited to accomplish the educational tasks and meet the educational challenges inherent in reconciliation. Both reconciliation and aesthetic transactions involve transformations that also respect the integrity of all parties. Aesthetic forms and processes cultivate the precise sensibilities--receptivity, respect, empathy, creativity, vitality, and metacognitive self-awareness--that are required for reconciliation. Finally, rituals and other collective expressive forms offer non-violent but viscerally compelling means through which human communities might substantiate large-scale framing assumptions, including new relationships imagined and created through efforts at reconciliation. Author

Notes: DAI, VOL. 58-12A, Page 4594, 00388 Pages. The dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission.

Reference Type: Academic Paper

Record Number: 131

Author: CORDASCO, BARBARA ANN

Year: 1996

Title: CONFLICT RESOLUTION THROUGH PEER MEDIATION: AN ASSESSMENT OF POSSIBLE SIGNIFICANT DIFFERENCES IN EFFECTIVENESS OF APPLICATION/INTERVIEW AND/OR SOCIOMETRICALLY SELECTED MEDIATORS (LEADERSHIP)

University: SETON HALL UNIVERSITY

Mentor: MEL SHAY

Number of Pages: 213

Type of Work: Dissertation ED.D.

Accession Number: AAG9708037

Keywords: DESCRIPTORS: EDUCATION, GUIDANCE AND COUNSELING; EDUCATION, ADMINISTRATION

Abstract: This study attempted to determine if the method by which a mediator is selected has any bearing on his/her effectiveness as a mediator. The methods of selection that were researched and compared were the application and interview method and the sociometric method. The specific indicators of effectiveness measured were the mediator's communication, conflict resolution and leadership skills as they were demonstrated during actual mediations. Three sources, the mediators themselves, the disputant, (individuals who underwent a mediation), and the advisory committee, (staff members trained in mediation skills) evaluated effectiveness. Three different instruments, two developed by Dr. Julie Lam for NAME and adapted for the study, and one developed by the researcher were used to measure mediator effectiveness. All three instruments are included in the appendices. School discipline records were used to verify whether the mediators were effective.

Results: Although the results indicated that there was no significant difference in the overall effectiveness of the mediator regardless of the method of selection, there were some anomalies cited. One source reported a significant difference in two areas of effectiveness of the mediators who were sociometrically selected. According to the disputants, the sociometrically selected mediators were more effective in communication and leadership skills. The results may be helpful in assisting one who is about to implement a program in their school. A method of selection, the CRS system was developed. This method provides a vehicle for categorizing students into their own social groups. As a result of this grouping technique, a sample population that represents a true cross section of the larger population can be selected. The results suggest that the use of this method was the main reason why no significant difference was found in the mediators' effectiveness. It is strongly suggested that this method be utilized to insure the selection of students who represent their peers and develop into effective mediators. This method which is based on suggestion from experts in the field of selection for peer help groups is fully explained in the study. Author

Notes: DAI, VOL. 57-10A, Page 4272, 00213 Pages. The dissertation citations and abstracts contained here are published with permission of Bell & Howell Information and Learning Company. Further reproduction is prohibited without permission.

Reference Type: Report

Record Number: 330

Author: Cornell, Dewey G.

Year: 1998

Title: Designing Safer Schools for Virginia: A Guide to Keeping Students Safe from Violence. Building Blocks to Better Learning Series.

Institution: Virginia Univ., Charlottesville. School of Education.

Pages: 53

Date: 1998

Call Number: ERIC_NO: ED426570

Keywords: DESCRIPTORS: Audits (Verification); Conflict Resolution; Crime Prevention; Elementary Secondary Education; Evaluation Methods; Policy Formation; Prevention; School Safety; School Security; Violence

Abstract: ABSTRACT: In 1997, the Virginia General Assembly passed legislation requiring local school boards to conduct school safety audits for each school under their jurisdiction. Guidelines for helping educators conduct these audits are presented here. This guide is designed to help administrators chart an informed, responsible, and proactive course toward maintaining and promoting a safe environment in Virginia's schools. It opens with a brief overview of the nature and scope of violence in schools today, particularly the significant problem of juvenile violent crimes, and reviews 10 components of a school safety audit. The text offers detailed assessments of school safety needs, such as the development and enforcement of policies, procedures for data collection, and the role of law enforcement. It also lists standards for safety and security personnel. The last section provides some effective violence prevention strategies, including conflict resolution, early intervention programs, drug-education programs, and community-based programs. The conclusion notes that educators should incorporate violence prevention and school security as routine considerations in all aspects of educational design and maintains that school safety audits can contribute to the fulfillment of this responsibility. (Contains approximately 90 references and lists sample items for a school safety survey.) (RJM)

Notes: ERIC; Thomas Jefferson Center for Educational Design, Curry School of Education, University of Virginia, 405 Emmet St., Charlottesville, VA 22903-2495.

Reference Type: Journal Article

Record Number: 24

Author: Crary, D. R.

Year: 1992

Title: Community benefits from mediation: a test of the "Peace Virus" hypothesis.

Journal: Mediation Quarterly 9(3): 241-252

Keywords: mediation

Notes: +

Reference Type: Report

Record Number: 25

Author: Crawford, Donna; Bodine, Richard

Year: 1996

Title: Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings

City: Washington, DC

Institution: Office of Juvenile Justice and Delinquency Prevention - U.S. Department of Justice, Safe and Drug-Free Schools Program - U.S. Department of Education

Pages: 88 plus Appendices

Date: October 1996

Type: programming guide

Report Number: NCJ 160935

Keywords: conflict resolution education/training, peer mediation

Reference Type: Academic Paper

Record Number: 132</