Policymakers and Administrators
Welcome to the Conflict Resolution Education Connection’s resources for policymakers and administrators. Our goal is to provide information that will support administrators interested in promoting or extending conflict resolution work within education. The sidebar menu to your right provides a listing of the content areas we focus on at this site.
CRE Conference Presentations
Training Veteran Educators to Be Peace Educators
- Presented by: Christa M. Tinari
- View Presentation and Abstract: Click Here
Values Education, Quality Teaching and Safe Schools (Australia)
- Presented by: Gary Shaw
- View Presentation and Abstract: Click Here
CRE and CRETE Project History
- Presented by: Jennifer Batton
- View Presentation and Abstract: Click Here
State-wide Initiative for Creating Positive Learning Environments (Ohio)
- Presented by: Mary Lou Rush, Cheryl Kish, Ohio Department of Education
- View Presentation and Abstract: Click Here
School Conflict Management Training
- Presented by: Jennifer Batton, Director, Global Issues Resource Center, Cuyahoga Community College
- View Presentation and Abstract: Click Here
The Role of Students and Student Organizations in Campus Violence
- Presented by: Jill Casten, Virginia Tech
- View Presentation and Abstract: Click Here
Sample Catalog Resources
Below you'll find a randomized listing of up to 20 related items (we may have more...) drawn from our Resource Catalog.
| Resource Title | Description | Links |
|---|---|---|
| Conflict resolution, peer mediation and young people's relationships: Technical Report | 74-page PDF technical report that investigated, "what schools could do to improve young people's relationships with each other, with teachers and with their families. This is a key question for schools, policy-makers and pressure groups; there are currently programmes and initiatives on behaviour, citizenship, healthy schools and many other areas which have relationships at their core. Within that broad area, the team looked in more detail at school programmes that encourage conflict resolution and peer mediation." Ten studies relating to conflict resolution, all completed after 1994, were reviewed in detail. | |
| Social emotional learning scenario | Web-based interactive resource which introduces social emotional learning which "refers to knowledge, habits, skills and ideals that are at the heart of a child's academic, personal, social, and civic development ... this type of learning enables individuals to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish and maintain positive relationships, and handle challenging situations effectively." | |
| Evaluation of the Truancy Prevention through Mediation Program (Ohio) | 12-page pdf presents an evaluation of the Truancy Prevention through Mediation Program developed in Ohio. "Although the Truancy Prevention through Mediation Program (TPMP) has consistently demonstrated positive results in the effort to combat truancy, absent from these evaluations has been an examination of the impact of the program on the academic performance and behavior of the children whose families participate in the program. To fill this void, the Ohio Commission on Dispute Resolution and the Supreme Court of Ohio collaborated to commission an independent evaluation to ascertain answers to these questions." This report summarizes the findings from this study. | |
| Ferdinand the bull: The story of a bull who wouldn't fight: Resource guide for teachers on NV | 23-page pdf study guide created to accompany "The Hudson Vagabond Puppets’ production of Ferdinand tthe Bull [which] can serve as a focus point for an indepth look at conflict resolution in the classroom. The performance will end with a brief lecture-demonstration developed in conjunction with ENACT, a not-for-profit organization that teaches social skills to young people." | |
| SCORE Quick Reference Guide to Peer Mediation for Students | 10-page guide for student peer mediators that reviews the mediation process and provides practice tips. Developed for use by the Student Conflict Resolution Experts (SCORE) program in Massachusetts as "a quick reference guide for students to accompany their training". | |
| Fall interreligious festivity feast: Autumn -- thankfulness at harvest time | 7-page PDF lesson plan to introduce children to, "different traditions’ fall festivity foods and use math skills to create their own menu." | |
| Licensure Report - Conflict Management Pilot Program In North Carolina | A 9-page pdf document discussing the experiences of Center for the Prevention of School Violence's "Reach In, Reach Out, Reach Over Conflict Management Curriculum" development initiative and related work done on revising statewide licensure of new teachers to include conflict management concepts and skills. Includes reports on results of focus groups with preservice teachers regarding the need for conflict management skills development. As the report indicates, "Although the goal of implementing a teacher licensure enhancement can be ambitious, there were a number of supporting factors for the initiative and foreseeable challenges that were addressed." |
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| Fitting in: Lesson and activity excerpted from the Tanenbaum curriculum passages to immigration | 6-page pdf lesson plan which explores the ideas of home, belonging and fitting in, for grades 1-6. Activities include, "The Sharing Circle," "I am, we are poems" and "Unity and diversity circles." | |
| Peace education: A pathway to a culture of peace (2nd Edition) | 209-page pdf book designed to provide educators with the basic knowledge base as well as the skill- and value-orientations that we associate with educating for a culture of peace. Although this work is primarily directed towards the pre-service and in-service preparation of teachers in the formal school system, it may be used in nonformal education. Part I presents chapters that are meant to help us develop a holistic understanding of peace and peace education. Part II discusses the key themes in peace education. Each chapter starts with a conceptual essay on a theme and is followed by some practical teaching-learning ideas that can either be used in a class or adapted to a community setting. Part III focuses on the peaceable learning climate and the educator, the agent who facilitates the planting and nurturing of the seeds of peace in the learning environment. Finally, the whole school approach is introduced to suggest the need for institutional transformation and the need to move beyond the school towards engagement with other stakeholders in the larger society. | |
| Hip-hop lyrics: Lesson and activity excerpted from the Tanenbaum curriculum COEXIST | 6-page PDF lesson plan to help students (grade 6-12), "learn about Hip-Hop as a form of communication and activism. Students will also learn how to critically read lyrics and how to identify bias or influence in an author’s writing," | |
| Multi-party roommate conflict | Pdf article from Conflict Management in Higher Education Report, Volume 5, Number 1, (Sept 2004), which presents a "roleplay for a graduate course in interpersonal and small group conflict resolution, while it could be used for a mediation roleplay, it's written to be a 4-5 person small group conflict with no formal, outside intervenor, the expectation is that students can represent the characters and still demonstrate conflict resolution skills." | |
| Teaching about conflict through citizenship education | 18-page pdf article which examined "Through interviews and observations in case study primary and secondary schools in the West Midlands, we therefore explored what was understood by this notion of global citizenship, and under this umbrella, what it was that students and teachers thought should be learned, we found that the most outstanding concern for students was war and conflict – and in the current context, not just historically, after giving some detail of these concerns, this paper attempts to develop a typology of different ways that schools teach about conflict before making more general arguments about the importance of peace education within a citizenship education framework and the role of teachers in tackling both difference and indifference." | |
| 40 cases: Restorative justice and victim-offender mediation | 86-page book in PDF format which, "provides a diverse range of first hand accounts from mediators and facilitators offering some means of communication between victims and offenders. Through the authentic voices of practitioners, the cases unfold to reveal how communication was facilitated and the outcomes that followed. This publication aims to provide practitioners, policy makers and interested professionals with: - Opportunities to compare practice - An examination of the appropriateness of offering access to Restorative Justice - An understanding of the subtleties of facilitated victim-offender communication - An opportunity to see beyond our own preconceptions of victims and offenders - Clarity and inspiration." | |
| Restorative justice in the classroom: Lesson 2 class meetings | 8-page pdf lesson which "through role-play and discussion, this lesson will help students understand the motives behind offending and re-offending and to develop problem-solving consequences that will help offenders learn a better way to behave. By developing restorative consequences, the classroom community can help the offender repair the harm he/she has caused and discourage the offender from re-offending. Students practice consensus building and explore the consequence-setting aspect of justice circles." | |
| Collaboration across fields: Implementation and sustainability of SEL, CRE, PE and CE | 73-page PDF conference reader from the two-day summit, "Collaboration across Fields: Implementation and Sustainability of Social and Emotional Learning (SEL), Conflict Resolution Education (CRE), Peace Education (PE), and Citizenship Education (CE), held in Cleveland, Ohio on June 19th and 20th, 2009. The conference "brought together government representatives from among the 50 states and invited countries (Ghana, Kenya, Montenegro, Philippines) and their non-governmental organization partners. Organizations were invited because of their interest in developing legislation and policy in peace education, social and emotional learning, conflict resolution education, and/or civics education and their interest in securing ways to strengthen implementation and achieve sustainability of these efforts ... this capacity building summit offered a dynamic opportunity to develop a global infrastructure to advance the work in the fields of conflict resolution education, peace education, social and emotional learning, and citizenship education. The summit brought together policymakers, researchers and educators representing regions across the United States and select member countries of the Organization of American States (OAS) and the Global Partnership for the Prevention of Armed Conflict GPPAC). These national and international guests exchanged successful macro level policy design and implementation models at the state-wide or national level, and macro level evaluation methodology and tools for states and countries. Specific areas of focus included: Teacher education, research and evaluation, and policy implementation options for primary, elementary and secondary education at the national or state levels." | |
| Composite campus ombuds profile, A | Pdf article from Conflict Management in Higher Education Report, Volume 4, Number 1, (Oct. 2003), which presents a composite portait of a campus ombuds from, "information received from the Ombuds Profile Project survey, in the spring of 2002 questionnaires were sent out with a call for case studies to 103 campus ombuds in the United States, Canada, and Australia (65 women, 32 men, 6 to "ombuds offices" without ombuds listed), this profile blends eleven responses to the questionnaire (6 women, 5 men) that were received in time for the 2002 profile." | |
| Restorative justice for the classroom: Lesson 1 the community web | 3-page pdf lesson "to identify community roles in conflict resolution and develop understanding of the significance of each role in keeping the community safe. Through role play, students learn how each role is a part of an intricate web of community support and how a breakdown in one part of the web affects the whole. Through this lesson students develop communication skills and empathy." | |
| Virginia Tech shooting: Lessons for dismantling norms about violence | 10-page Powerpoint presentation given at the Second International Summit on Conflict Resolution Education, which "offers a Preliminary inquiry into pedagogical actions for addressing the intersections among gender, race, ethnicity, social class, mental illness, and violence, the limitations of the thinking that pervaded the recent public discourse on the Virginia Tech Shooting will be revealed and a responsive pedagogical action proposed." | |
| Changing the world: Youth mediators across the globe | 17-page Powerpoint presentation given to middle school mediators at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which discussed peer mediation programs around the world. | |
| Nonviolent communication and ombuds work | Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), which relates the author's experience using a model from "Nonviolent Communication (NVC)," created by Marshall B. Rosenberg, in her work as university ombudsman at Humboldt State University. |