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|Title: ||Conflict Resolution Education: A Case Study Analysis|
|Author(s): ||Kennedy, Timothy G.|
|Keywords: ||conflict resolution education|
social and emotional learning
|Issue Date: ||29-Oct-2010|
|Abstract: ||Research focusing on conflict resolution education (CRE) programs has
established causal links between academic achievement and students who have received
conflict resolution training in school. Conflict resolution education programs help
students develop toolkits of conflict resolution skills such as communication, active
listening, and problem solving skills in order to develop integrative approaches to conflict
resolution based on cooperative negotiation and mediation procedures, as well as develop
more positive attitudes towards conflict. Not only will implementation of such programs
lead to higher academic achievement but will help students deal with conflict, both in and
out of school, in a more positive and constructive manner.
The purpose of this research study is to understand how three specific conflict
resolution education programs came into existence, how they were designed and
implemented, and how they have been evaluated and sustained. With respect to the
overall field of conflict resolution education, the goal will be to shed light on how and
why conflict resolution education came to be an important component of these three
educational settings so as to provide insight into how the practice of conflict resolution
education can be adapted to fit the needs of other educational institutions. Ultimately, the
goal will be to provide justification for the expansion of conflict resolution education
throughout the education sector, both domestically and globally, and to establish best
practices in the design and implementation of new programs.
Analysis of the three programs will be based on the following central themes:
• Understanding the theory behind the conception of the program.
• Seeking to understand the development and implementation of the programs.
• Learning how the programs have been evaluated and sustained.
• Assessing how effective the programs have been in terms of the impact they
might have made on the overall school climate and the extent to which
correlations can be drawn between the operation of the programs and dependent
variables such as academic achievement, communication skills, discipline
referrals, suspension rates, school violence, and attendance/drop out rates.|
|Appears in Collections:||School for Conflict Analysis and Resolution|
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