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
Accessing Free Web-based Conflict Resolution Education Resources
- Presented by: Bill Warters
- View Presentation and Abstract: Click Here
Conflict Resolution Education and Peace Education: Proven Impacts
- Presented by: Tricia S. Jones
- View Presentation and Abstract: Click Here
Cyberbullying: What the research is telling us…
- Presented by: Amanda Lenhart
- View Presentation and Abstract: Click Here
Conflict Management Skills as Leadership Competencies: A Higher Ed Success Model
- Presented by: Harry Webne-Behrman
- View Presentation and Abstract: Click Here
Creating and Promoting Positive School Climate in Ohio’s Schools
- Presented by: Ohio Department of Education
- View Presentation and Abstract: Click Here
Hemispheric Course on Evaluation of Policies and Programs in Citizenship Education
- Presented by: Adriana Cepeda-Organization of American States, Washington, DC, USA
- 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 |
|---|---|---|
| Promoting better resolution of conflict with "learn for free!" | Pdf article from Conflict Management in Higher Education Report, Volume 5, Number 1, (Sept 2004), which presents a project at Dalhousie University College of Continuing Education in Halifax, Nova Scotia called "Learn for Free! ... a day of one-hour sessions -- each of which provides a glimpse into the content of our workshops, the expertise of our instructors, and the skills we seek to develop, the objectives of Learn for Free! are to expand our reach with an alternative approach to handling conflict, to boost our profile within the community, to provide a service to the community in which we live, and to attract new workshop registrants." | |
| Tolerance in multiethnic Georgia: Training methodology manual for educators | 156-page pdf training manual, "on the management of interethnic relations intended for teachers and youth leaders (educators). It also includes the description of the ethnic groups residing in Georgia and covers the themes like the nature of ethnic stereotypes and attitudes, peculiarities of intercultural dialogue, the essence of ethnic identity and conflicts. The suggested training system is based on the findings of the empirical research carried out with the teachers in the public schools of Georgia, youth leaders in patriot camps and future teachers. The system underwent an additional testing with 195 training participants. The given book can be useful to psychologists, students, ethnologists and those who are involved in the fields of education and interethnic relations." | |
| Inter-agency P.E.P.:Skills for constructive living: Manual for training of facilitators I | 59-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 the skills required to develop effective facilitation of adult learners, these skills are useful not just for a Peace Education programme but also for all aspects of the professional life of the people with whom you are working." | |
| Conflict in higher education faculty evaluation | Pdf article from Conflict Management in Higher Education Report, Volume 5, Number 1, (Sept 2004), which examines "the various levels of organizational culture as they relate to faculty evaluation, administrators and faculty can achieve a better understanding of the purposes of evaluation and the best means to use when undertaking it." | |
| Peace education in UNICEF: Working paper | 52-page PDF paper "produced to describe Peace Education programmes in UNICEF. Peace education programmes have been developed in a number of UNICEF country offices and National Committees for UNICEF over the past decade. Ideas are continually evolving about how to use the full range of children's educational experiences to promote commitment to principles of peace and social justice. The purpose of this working paper is to stimulate further discussion and networking among UNICEF colleagues, to move towards a clearer articulation of good practice in Peace Education, and to pave the way for further exploration of how best to evaluate the impact and effectiveness of this area of UNICEF activity." | |
| Conflict resolution across the curriculum | Pdf article reprinted from the Aug/Sept 1997 Issue (Vol 79) of The Fourth R, The Newsletter of the National Association for Mediation in Education which creates an argument for the teaching of conflict resolution in colleges and universities in every academic discipline as a necessary skill for graduation much like basic writing skills classes. "Ultimately, conflict resolution across the curriculum suggests that good conflict resolution skills need broader integration into the culture in which we live, conflict resolution must not simply be the private domain of specialists, it must be a way in which everyone learns to solve problems, it must become a part of every discipline just as good writing is a part of every discipline." | |
| Preventing and countering school-based harassment: A resource guide for k-12 educators, rev. ed. | 76-page PDF guide which "is the result of two conferences on racial harassment and numerous training-of-trainer administrator workshops conducted during the past eight years by the Equity Center (formerly the Center for National Origin, Race, and Sex Equity—CNORSE) where the intersection of the issues of racial and sexual harassment have been made clear by educators in the field. Although much national attention has been focused separately on the issues of racial harassment and sexual harassment, the reality is that when one form of harassment occurs, the opportunity exists for all types of harassment. Focusing only on one type of harassment can allow another type of harassment to go unchallenged. This guide addresses the more comprehensive issue of school-based harassment by capturing similarities in cause of, type of, and remedy for all forms of harassment while also addressing the unique and legal aspects of racial and sexual harassment, as appropriate. The hope is that the material will help school staff, families, students, and communities to create a safe and bias-free learning environment." | |
| 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. | |
| Making things right: Restorative justice comes to campuses | Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 1, (Jan/Feb 2000), discussing the use of restorative justice principles for "creative options to traditional justice systems, options which are flexible enough to allow positive productive responses to a variety of offenses or violations and which also meet the unique needs of the University community." | |
| Teaching conflict and conflict resolution in school: (Extra-) curricular considerations | Report that explored "the school factors that influence young people's developing understandings of war, conflict, and peace ... as children grow, they develop understandings about interpersonal and social conflict, about procedures for handling it, and about the violence and war that may emerge when conflicts are not resolved, in school, official curricula guide children's and adolescents' development of understanding about war, conflict and peace, at least as powerfully, young people also learn about conflict from the implicit curricula of student activities, teacher and peer responses to political events, school governance, and discipline practices." | |
| Pre-Service School Administrator Curriculum | A 179-page pdf document containing a five module curriculum designed to enable administrators to examine conflict and better understand the process of conflict management. It serves as a companion curriculum to the Center for the Prevention of School Violence's "Reach In, Reach Out, Reach Over Conflict Management Curriculum" and provides information on building a foundation of support for teachers and students in conflict management and extending that support throughout entire schools. |
|
| From a predominantly white campus to a culturally diverse campus: Implications for mediation | Pdf article reprinted from the June/July 1991 Issue (Vol 33) of The Fourth R, The Newsletter of the National Association for Mediation in Education discusses the notion that when campuses change from homogeneous populations of students to diverse ones that "staff must be trained to deal with and respond to the problems and tensions that are the natural result of the altered campus demographic." The use of the mediation center is seen as an essential tool by which the a campus can smoothly become culturally diverse due to its trained members who take the position that nearly any conflict can be worked out. | |
| 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." | |
| Civil Discourse in the Classrooom | This 23-page pdf curriculum "will introduce educators to basic tools for teaching civil discourse. It is not subject-specific; on the contrary, the tools of argumentation and discussion lend themselves to any subject in any classroom. Although it is primarily designed for young adolescents, the curriculum can be adapted for students of any age." | |
| 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. | |
| Physical and verbal bullying | Web-based interative scenario which explores bullying. | |
| 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. | |
| Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths (2nd Ed) | This 373-page compendium, available as a pdf, provides researchers and prevention specialists with a set of tools to assess violence-related beliefs, behaviors, and influences, as well as to evaluate programs to prevent youth violence. Although this compendium contains more than 170 measures, it does not claim to be an exhaustive listing of available measures. Most of the measures in this compendium are intended for use with youths between the ages of 11 and 24 years, to assess such factors as serious violent and delinquent behavior, conflict resolution strategies, social and emotional competencies, peer influences, parental monitoring and supervision, family relationships, exposure to violence, collective efficacy, and neighborhood characteristics. The compendium also contains a number of scales and assessments developed for use with children between the ages of 5 and 10 years, to measure factors such as aggressive fantasies, beliefs supportive of aggression, attributional biases, prosocial behavior, and aggressive behavior. When parent and teacher versions of assessments are available, they are included as well. | |
| Conflict transformation: A standards-based conflict resolution unit for middle school students | Web-based "twelve-unit, thirty-six-hour course designed to teach middle school students basic conflict transformation skills for personal, community, national, and international situations. The short stories, current events, class discussions, guided reading activities, and guided writing assignments make this course ideal both for social studies and language arts classes." | |
| Restorative justice in the school setting: A whole school approach | 12-page PDF paper promoting the teaching of restorative justice in schools. "Restorative justice is a philosophy and a set of practices that embraces the right blend between a high degree of discipline that encompasses clear expectations, limits and consequences and a high degree of support and nurturance." |