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
Field Services Arbitration Process: Building Stronger Teachers through Facilitated Dialogue
- Presented by: Anne Price and Marcia Roach, Cleveland State University
- View Presentation and Abstract: Click Here
The Organization of American States: 100 Years of Building Bridges in the Americas
- Presented by: Presented By: Pablo Zuniga, Romina Giselle Kasman, and Marcia Bebianno Simoes
- View Presentation and Abstract: Click Here
International and National Conflict Resolution Education (CRE)
- Presented by: Jennifer Batton and Brandi Suttles
- View Presentation and Abstract: Click Here
Conflict Resolution Education in Teacher Education – Overview
- Presented by: Tricia Jones
- View Presentation and Abstract: Click Here
Report on CRETE Partners in Texas
- Presented by: Margaret Leeds
- View Presentation and Abstract: Click Here
Policy to Programs: Initiatives by the Ohio Commission on Dispute Resolution and Conflict Management
- Presented by: Sarah Wallis, Ohio Commission on Dispute Resolution and Conflict Management; Alexis Hayden, Lorain City Schools
- 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 |
|---|---|---|
| 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." | |
| Making the case for campus mediation | Pdf article originally published in The Fourth R, Vol. 55, (Feb/March 1995) presenting arguments to assist organizers of college and university mediation programs who often must make a case for their programs to reluctant administrators. | |
| Lessons from literature: Classroom manual for English literature teachers | 40-page PDF manual which provides "the framework for [teachers] to use the books and stories you're already teaching to increase awareness about the damaging effects of physical, sexual and verbal abuse. Designed to integrate easily into your existing literature curriculum, the program empowers you with resources that help your students build key academic skills and meet national education standards while also learning to recognize abusive uses of power and control and alternatives to violence. Two in-depth lessons are included in this manual." The books used in this manual are "Their Eyes Were Watching God," by Zora Neale Hurston and "Lord of the Flies," by William Golding. | |
| Participation & involvement: A community college transforms its culture | Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), which describes the key details of a two-day performance-based training program designed to teach observable skills in conflict resolution and group process to employees of Lane Community College, as well as the results and outcomes. Includes bibliography. | |
| Teaching and learning in circle | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 2, (February 2003), which "explores the impact of teaching using a circle format, both at the high school and college level." | |
| Profile of the CMHE REPORT's "Early Adopters" | Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 2, (March/April 2000), presenting a survey of users and subscribers of the Conflict Management in Higher Education Report electronic newslettter. | |
| Social and Emotional Aspects of Learning School Posters | The Social and Emotional Aspects of Learning (SEAL) materials from the UK Primary National Strategies curriculum provide seven posters for use across the school. They are available for download as pdfs (see attachments in site sidebar). The topics include the following:Feelings detective – understanding my feelings and understanding the feelings of others. These two posters support children when trying to recognise their own feelings and the feelings of others.AssertivenessThis poster uses the ideas covered in the theme sets and provides a reminder about how we might behave assertively rather than timidly, aggressively or manipulatively.Problem solvingThis poster outlines a problem-solving process that might be used in social or learning situations.Peaceful problem solvingThis poster provides a reminder of the SEAL approach to resolving conflicts within the school.Circle timeThis poster is an aid to those who use circle time and provides useful reminders for children to ensure the sessions are positive and productive.The FightThis is a copy of The Fight by L. S. Lowry. It is used as a stimulus for work in Say no to bullying | |
| Evaluation report on progress made through the OSCE's efforts to unify the Gymnasium Mostar: Summer | 51-page PDF evaluation "of the unification of the Gymnasium Mostar in Mostar, Bosnia and Herzegovina (BiH), as commissioned by the Organization of Security and Cooperation in Europe (OSCE) Mission to BiH ... the Gymnasium Mostar was an historic and premier secondary school prior to the war of 1992-1995. It was completely destroyed during the war and had become the centre of an effort to revitalize the historic Mostar downtown. An initiative to restore the multinational and high-quality nature of the school was viewed as an opportunity to use this divided school in this divided city as a model or beacon for potential reform efforts throughout the country." | |
| Celebrating African American/Black leaders in history: Their religions and their legacy | 16-page PDF lesson plan in which students, (grades 6-12) are "introduced to several Black and African American leaders and learn about the influence of their religious beliefs on their activism and contributions to society. Students will learn biographical, historical and religious information associated with these leaders, peer-teach their findings, and gain a greater understanding of the overall historical context of their work through creating a class timeline." | |
| Community-Based Institutes on Peace Education (CIPE) organizer's manual: A peace education planning | 78-page pdf manual "designed to assist formal, non-formal and grass-roots educators and educational planners by providing ideas and tools for the development of community-based peace education learning projects that might contribute to the reduction of violence at all levels of the global social order. More specifically, it has been developed to aid in the planning of "Community-Based Institutes on Peace Education (CIPE)," a special community-centered initiative of the International Institute on Peace Education (IIPE) ... As you explore the contents you will see that this manual is arranged like a workbook. It is organized around inquiries into practical considerations for designing peace education initiatives in multiple and varying contexts. These inquiries are designed to engage you - the educator/planner - in reflections upon your own unique situation and possibilities for affecting change through education." | |
| Model for resolving conflict | 1-page pdf flow chart which diagrams a model for resolving conflict based on a similar model in "Skills for Resolving Conflict," by E. Wertheim, A. Love, C. Peck, and L. Littlefield. | |
| Building for the future: Connecting up with high school mediation program alumni | Pdf article from Conflict Management in Higher Education Report, (Volume 1, Number 1, Jan/Feb 2000), which puts a call out to people and organizations interested in helping to build a national networking system for high school mediation program alumni as they continue their eduacation often at colleges and universities with no mediation programs. | |
| SACSC Elementary unit and lesson plans | Web site developed by the Society for Safe and Caring Schools and Communities in Edmonton, Alberta, Canada whose mission "is to encourage home, school and community practices that teach, model and reinforce socially responsible and respectful behaviors, so that living and learning can take place in a safe, caring and inclusive environment. Achieving this mission requires the involvement not only of parents, teachers, and children, but of all the important adults in children’s lives." The site houses a number of lesson plans and educational units "focusing on adult modeling, the SACSC programs prevent negative social behavior through character education, conflict management training and building respect for diversity. They promote a problem-solving approach to discipline that encourages positive social behavior by expecting young people to fix the wrong they have caused, thereby learning from their mistakes." They focus on 5 topics: Living Respectfully; Developing Self-Esteem; Respecting Diversity and Preventing Prejudice; Managing Anger and Dealing with Bullying and Harassment; and Resolving Conflicts Peacefully for grades K-6. | |
| Restorative Practices: Fostering Healthy Relationships and Promoting Positive Discipline in Schools | As educators partner with districts to move away from zero tolerance discipline policies and ramp up e orts to strengthen safe and supportive schools, address con ict, improve school climate, and build a positive school culture that students are connected to, many campuses are looking to implement alternative, restorative approaches. This toolkit was developed to illustrate how restorative strategies can be seamlessly integrated into the classroom, curriculum, and culture of schools. It de nes what restorative practices are, explains why they are a transformational tool for fostering healthy relationships in schools and shows how they can be useful processes for students, educators, and learning communities. This toolkit is intended for all educators who support the growth and health of students in schools. It is an introduction for those new to the concepts and will help support and enhance the work of teachers already implementing these practices in their classrooms. e toolkit includes digestible models, frameworks, and action steps for school-wide implementation, accompanied by guiding questions to support re ection for practitioners looking to make restorative methods part of the fabric of daily life in schools. It also recognizes the signi cant role all education professionals play in maintaining a school community that models respectful, trusting, and caring relationships. | |
| Public policy and conflict resolution in education project: Final report, July 2002 | 17 page pdf report of the The Western Justice Center Foundation, Pasadena, California, in partnership with the Association for Conflict Resolution (ACR), which "undertook a project funded by the Compton Foundation to develop recommendations for integrating conflict resolution education (CRE) throughout California public schools. We interviewed and met with relevant practitioners, educators, policymakers and others to assess needs and gather their views with respect to CRE and public policy." | |
| Bullying prevention | On-line learning module which teaches the user to "State definitions and types of bullying, list the short and long-term effects of bullying, describe places where bullying happens, state examples of effective and appropriate bullying interventions, describe the roles of parents, siblings and others in preventing bullying, recognize the requirements of a school bullying prevention program and locate resources for bully prevention." | |
| Similarities and differences between campus ombudsing and mediation | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 1, (Oct 2002), which "identifies and discusses some of the similarities and differences between mediation centers and ombuds offices on college and university campuses." | |
| Podcast audio resources for conflict studies | Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), which introduces the concept of podcasting and its use in conflict resolution education, it also provides basic start up information and sites of interest. | |
| Building effective peer mentoring programs in schools: An introductory guide | 54-page PDF guide which, "provides a framework for designing a peer mentoring program, where older youth (typically high school students) mentor younger students (elementary or middle school) in a school setting. The guide incorporates the latest research on peer mentoring, and provides solutions to the common challenges faced in implementing a peer mentoring model." | |
| What's in a name?: Capturing the essence of campus mediation | Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 4, (Nov/Dec 2000), which discusses the work of the Campus Mediation Center (CMC) at Syracuse University. |