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
CRE Progress and Challenges – ACR Mini-Plenary
- Presented by: Tricia Jones
- View Presentation and Abstract: Click Here
Effective Ways to Motivate Change in Youth Using Restorative Justice Practices
- Presented by: Keysha Myers, Summit County Juvenile Court; Myron Lewis, Summit County Public Health
- View Presentation and Abstract: Click Here
Changing College Culture: Bullying Prevention and Intervention at the Post-Secondary Level
- Presented by: Lisa Pescara-Kovach, University of Toledo
- View Presentation and Abstract: Click Here
Designing, Marketing and Implementing a School-Based Restorative Justice Program: Lessons Learned
- Presented by: David T. Deal and Joan Packer
- View Presentation and Abstract: Click Here
Connecting with CRE Tools and Materials: New Resources for Teacher Educators
- Presented by: Bill Warters
- View Presentation and Abstract: Click Here
Accessing Free Web-based Conflict Resolution Education Resources
- Presented by: Bill Warters
- 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 |
|---|---|---|
| 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." | |
| 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. | |
| 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. | |
| 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." | |
| PROS: Peaceful resolution for Oklahoma [high school] students | 106-page PDF manual designed to help teachers and trainers teach high school students the art of peer mediation. Includes definitions, exercises to improve communication skills, leadership and problem solving. | |
| 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." | |
| Insider's edge, The | Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 2, (March/April 2000), presenting the use of a "designated insider, an individual skilled in conflict intervention who is part of the organization, but not part of the particular department or issue in dispute," in solving workplace conflicts. | |
| 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. | |
| 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. | |
| How We Can Fix School Discipline Toolkit | The 77-page 'How We Can Fix School Discipline Toolkit' contains step-by-step tools and real-life stories about implementing the alternatives to suspension and expulsion that are proven to keep students in school and learning, improve school climate and student behavior, allow teachers to teach more effectively, help administrators meet benchmarks, and keep communities from seeing many of their children ending up in the juvenile justice system. Alternative approaches featured include School-Wide Positive Behavioral Intervention and Support (SWPBIS), Restorative Justice or Restorative Practices, and Social Emotional Learning. The document is structured as follows: 1. Know the problem (pages 4-10) 2. Learn about alternatives from real-life examples (pages 11-48) 3. Advocate for Change (page 63) 4. Monitor progress (pages 68-70) 5. Get the word out (pages 64-67) 6. Contacts (pages 71-78) A companion website is available at http://www.fixschooldiscipline.org. A video archive of a webinar introducing the toolkit is available at http://youtu.be/6PrCh0MiRZc | |
| My how we have grown: CMHER subscribers from 2000--2003 | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 3, (May 2003), which provides a profile of subscribers to Conflict Management in Higher Education Report in 2000 and 2003. | |
| Eight ways to connect with global CR education via creducation.org | 46-page Powerpoint presentation given at the Youth and Conflict: Global Challenges - Local Strategies held in Cleveland, Ohio, which "introduces various ways that organizations and individuals working around the world on conflict resolution education and peace education can share their ideas and materials with a larger audience, the focus is on ways to contribute to the Conflict Resolution Education Connection located online at www.creducation.org." | |
| Inter-agency P.E.P.: Skills for constructive living: Community course booklet | 35-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 ... a handout booklet, which outlines the major concept areas covered in the community course." | |
| 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." | |
| 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". | |
| National policies on education for democratic citizenship in the Americas: Analytic report | 48-page PDF report with the goal of "address[ing] the gap in the literature on national policies in citizenship education in the Americas, providing an initial “mapping†of these policies, at the formal and non-formal levels. To that end, the analysis focuses on national policies and standards, the school curriculum within which citizenship education is embedded, places and age levels where citizenship education occurs, and the extent to which citizenship programs are evaluated. Twenty-five countries participated in this study. Selected demographic characteristics of the countries are reported in Appendix 1." | |
| National curriculum integration project: Report on year one (1998-1999) | Word document which summarizes findings from research that examined: The best practices for developing and implementing curriculum infusion and integration processes, the impact of the NCIP conflict resolution education on students' conflict orientations and the impact of the NCIP conflict resolution education on classroom climate. | |
| Strategies for teaching peace and CR in U.S. undergraduate environments | 22-slide Powerpoint presentation given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which "provides an overview of approaches that undergraduate institutions are using to teach about peace and conflict resolution, all forms of undergraduate education will be considered including liberal arts institutions, religious affiliated schools, state universities and community colleges." | |
| Encyclopedia of peace education | Online resource which, "provides a comprehensive overview of the scholarly developments in the field to date as well as new insights from across the globe from the various actors involved in advancing peace education internationally. Thus, this online resource serves as a living reference guide that traces the history and emergence of the field, highlights foundational concepts, contextualizes peace education practice across international and disciplinary borders, and suggests new directions for peace educators." | |
| VOV activities: Learning nonviolent conflict resolution skills, grades 7-12 | 13-page PDF document which presents activities for 7-12 graders to improve conflict resolution skills. |