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
Columbine Facilitation: Lessons Learned
- Presented by: Lisa Loescher and Myra Isenhart
- View Presentation and Abstract: Click Here
Ohio’s Truancy Prevention Through Mediation Program
- Presented by: Edward M. Krauss, Ohio Commission on Dispute Resolution and Conflict Management
- View Presentation and Abstract: Click Here
National Program of Values Education – Republic of Costa Rica (Overview)
- Presented by: Republic of Costa Rica
- View Presentation and Abstract: Click Here
How to Run a Student Mediation Conference
- Presented by: Marge Bleiweis
- 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
Developing Courses in Peace and Conflict Studies
- Presented by: Vincent D’Agostino and Patricia Golesic, Sault College
- 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 |
|---|---|---|
| New directions and issues in the teaching of conflict resolution | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 2, (Feb 2002), which "explores the issues related to understanding the effectiveness of the process and content of conflict resolution (specifically negotiation) teaching and training, it asks whether or not the right approach to training is being used and if the training "sticks," it also questions how the content of the field is evolving and if teaching methods are tracking the evolution." Includes bibliography. | |
| 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. | |
| Campus mediators and civil liability | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 2, (Feb 2003), which discusses campus mediator liability and the need for mediator immunity legislation. Includes bibliography. | |
| Evaluation report: Life skills project implementation in the Armenian education system | 45-page PDF report which "represents an evaluation of implementation of the Life Skills Project being conducted in the Armenian education system as [a] component of an overall effort in education reform ... the project was piloted in the first and fifth grades in 16 schools in 1999-2000. In 2000-2001 the project was expanded to 100 schools and to the second and sixth grades. UNICEF provided funding and some logistical support and the MOES provided administrative and logistical project support and workspace for the curriculum development team." | |
| Summary - The Positive impact of social & emotional learning kindergarten to eighth grade students | 12-page PDF report which, "summarizes results from three large-scale reviews of research on the impact of social and emotional learning (SEL) programs on elementary and middle-school students — that is, programs that seek to promote various aocial and emotional skills. Collectively the three reviews included 317 studies and involved 324,303 children. SEL programs yielded multiple benefits in each review and were effective in both school and after-school settings and for students with and without behavioral and emotional problems. They were also effective across the K-8 grade range and for racially and ethnically diverse students from urban, rural, and suburban settings. SEL programs improved students’ social-emotional skills, attitudes about self and others, connection to school, positive social behavior, and academic performance; they also reduced students’ conduct problems and emotional distress. Comparing results from these reviews to findings obtained in reviews of interventions by other research teams suggests that SEL programs are among the most successful youth-development programs offered to school-age youth. Furthermore, school staff (e.g., teachers, student support staff) carried out SEL programs effectively, indicating that they can be incorporated into routine educational practice. In addition, SEL programming improved students’ academic performance by 11 to 17 percentile points across the three reviews, indicating that they offer students a practical educational benefit. Given these positive findings, we recommend that federal, state, and local policies and practices encourage the broad implementation of well-designed, evidence-based SEL programs during and after school." | |
| Student protests, negotiation, and constructive confrontation | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 1, (Oct 2001), which "suggests a series of strategies that can be used by university administrators and students seeking more constructive ways of handling student protests." Includes bibliography. | |
| Creating harmony in the classroom: Building safe and inclusive classrooms for special populations | 231-page pdf manual designed "to assist teachers with building an inclusive and safe classroom for all students, including special needs, deaf, and visually impaired youth. Teachers who build an inclusive and safe classroom environment are encouraging all youth to excel academically and socially." Includes chapters on building self-awareness in students, enhancing student's problem-solving skills, mediation in school settings, evaluting conflict resolution education programs and a chapter on resources. | |
| Hip-Hop artists: Lesson and activity excerpted from the Tanenbaum curriculum COEXIST | 5-page PDF lesson plan in which students (grade 6-12), "will learn about stereotypes as well as how to identify and challenge their own biases. Students will also make connections to religion as an important aspect of identity and an influence within the realm of Hip-Hop." | |
| 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." | |
| Conflict resolution: Citizenship education for young people with special needs | 27-page PDF document which aims to, "develop positive models for dealing with conflict and to practise appropriate responses to deal with conflict." Includes examples of use of universal access symbols to increase retention and understanding when working with low literacy participants and students in special education classrooms. | |
| Restorative Justice: A Working Guide for Our Schools | The purpose of this publication, available as a 43-page pdf, is to provide support and guidance for teachers, health workers, community leaders, and school personnel who seek to implement Restorative Justice in their schools. The guide introduces Restorative Justice concepts, articulates what is new about the approach, explores benefits, outcomes and impacts and provides guidance on initiating Restorative Justice at the school or district level. Also included are listings of resources for additional information and support. | |
| Peace education curriculum: Programa pendidiken damai | 92-page word document translation of the Indonesian "Kurikulum Pendidikan Damai" which "was the first of its kind to be developed in Indonesia, representing peace education from an Islamic and Acehnese perspective. It promotes a positive, comprehensive peace encompassing peaceful relations with God the Creator, with oneself, with one's fellow humans, and with the environment. The curriculum teaches communal peace in accordance with the positive Islamic approach, namely the absence of war and discrimination and the necessity of justice in society. This manual emphasizes that peace is neither a subjugation to situations nor a passive acceptance of injustice, discrimination, and war, but rather a recognition of these problems and addressing them in a peaceful manner. The curriculum also stresses the importance of process and ends, since peace is both process and results, as reflected in active involvement of students in a system of learning by doing ... The materials and learning activities were authored in such a manner to allow the students dominant roles in the learning process. The students are guided to observe, analyze, and seek for solutions to existing conflicts. We feel that this strategy can better improve the students' knowledge on conflict and peace, build their skills in managing conflicts without violence, and actualize them all in their real life." | |
| Curriculum in mediation, A: Lesson plans gateway | 5-page pdf document which presents a teacher's guide for training peer mediators, provides links to workbook lesson plans for conflict management, communication skills, role playing exercises and agreement writing. | |
| Reducing youth crime | 4:50 podcast discussing "school-based violence prevention programs [which] have been proven effective at reducing violence, truancy, drug abuse, and delinquency." | |
| Programmes scolaires de prévention de la violence: Manuel de documentation | 199-page pdf manual in French which "provides practical research- and expert-based information on school-based programs to prevent interpersonal violence. We review 79 prevention programs (18 in the French version). Each has research evidence, addresses unique "at-risk" populations, such as children with disabilities, or uses innovative approaches to engaging youth." | |
| Emergence of campus mediation systems, The: History in the making | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 1, (Oct 2001), which "explore[s] historical changes in the campus context as it relates to mediation and conflict resolution, and make[s] note of apparent trends in the writing and research on campus conflicts and conflict resolution." Includes bibliography | |
| Inter-agency P.E.P.: Skills for constructive living: Teacher training manual 3 | 50-page pdf manual which "is one of the components of the Inter-Agency Peace Education Programme, the programme is designed for education managers of ministries dealing with both formal and non-formal education and for agencies which implement education activities on behalf of the government ... the manual looks at ‘good teaching’ and the skills required to develop ‘good teaching’, these skills are useful not just for a Peace Education Programme but also for all aspects of the professional life of the teachers whom you are training." | |
| All equal in diversity: International campaign mobilizing schools against racism, discrimination... | 13-page PDF booklet which, "is part of the "All Equal in Diversity†International Campaign Kit comprising a poster and stickers promoting the campaign, an Application Form, a Report Form and Evaluation Questionnaire ... Some 100 schools in Africa, the Americas/Caribbean and Europe participate in the TST [Transatlantic Slave Trade] Education project. Their opinions and commitment have formed the basis of the “All Equal in Diversity†International Campaign. By deepening their understanding of the past, these schools work towards a better understanding of the present so as to build a brighter future based on mutual respect and unity in diversity, thus contributing substantially to the quality of education in the twenty-first century." | |
| New national conflict resolution information initiative launched | Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 1, (Jan/Feb 2000), introducing the Conflict Resolution Information Project (CRInfo), a cooperative effort to strengthen the conflict field's information infrastructure. | |
| 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." |