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
Advancing CR Ed at the School and System Levels (Maryland)
- Presented by: Rachel Wohl, Barbara Sugarman Grochal
- View Presentation and Abstract: Click Here
25 Years: Looking Back and Looking Ahead
- Presented by: Larry Dieringer
- 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
Using Extracurricular Activities to Broaden Perspectives of a Diverse College Community
- Presented by: Megan Erclauz, Susan Lohwater, Shirien Muntaser, Sarah Smith, Amana Zahriyeh, Cuyahoga Community College
- View Presentation and Abstract: Click Here
Reforming Special Education
- Presented by: Christina Cassinerio, Leila Peterson and Ellen Wayne
- View Presentation and Abstract: Click Here
Strategies for Teaching Peace and CR in U.S. Undergraduate Environments
- Presented by: David Smith
- 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 |
|---|---|---|
| Slouching towards inclusion | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 3, (May 2002), which discusses the need for diversity in the field of conflict resolution and examples of challenges and solutions when creating diversity within the conflict resolution team is a primary factor. | |
| Non-violence in education | 79-page pdf manuscript published in cooperation with Institut de Recherche sur la Resolution Non-Violente des Conflits (IRNC), of which the author says, "These pages do not claim that merely placing the principle of non-violence at the heart of the educational project could be enough to solve them with ease. It is not our intention to teach teachers how to do their job. Our only aim is to urge them to look at their daily practices in the light of the principles and methods of non-violence. Perhaps we can all agree that when non-violence is possible, it is preferable. If so, and if non-violence is preferable, then it is up to us to do everything we can to make it possible. This study does not claim to be offering anything other than an exploration of the possibilities of non-violence." English translation of original French work. | |
| 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." | |
| 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. | |
| Developing and Assessing School Culture: A New Level of Accountability for Schools | This 8-page CEP position paper argues that education in our nation is at a defining moment, one with the potential to reshape our national conversation about school improvement. Successful schools--ones that foster both academic excellence and ethics--have positive school cultures (or "climates"). CEP defines a positive school culture broadly to include all aspects of school life, including a safe and caring environment, a powerful pedagogy and curriculum, student motivation and engagement, professional faculty culture and relational trust, parent partnerships, and community collaboration. The paper presents case studies and educational research showing the impact of school culture on students' academic achievement and social behavior. Because a positive school culture is central to student success, the authors argue we must address how to help all schools develop effective cultures. Since what gets measured matters, schools must also be held accountable for having positive school cultures and must have tools for assessing their culture. If we are to prepare students to be lifelong learners and 21st century ethical citizens, we must develop a new "school report card" that includes not only test scores but also concrete indicators of the quality of school culture. | |
| Teaching global and local conflict in the classroom | 24-page pdf document that accompanied a professional development program hosted by the World Affairs Council. Document consists of a list (with web addresses) of resources that relate to confict and conflict resolution. Recommend sites and sites that include lesson plans are noted. | |
| 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. | |
| VOV activities: Preventing feelings of isolation through trust and cooperation, grades 7-12 | 6-page PDF with activities for 7-12 graders to improve communication skills and build trust. | |
| Manual for Colleges and Universities Developing Programs in Peace and Conflict Studies | ||
| 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. | |
| Building bridges in conflict areas: Educational report | 23-page PDF report in which, "the reader is invited for an overview of the methods, theories and tools that were offered to the participants. It shows how the process of theoretical presentation becomes "alive" when participants interact with trainers and share their opinions through brainstorming or reflecting on the concepts that were discussed for a better understanding of conflict resolution ... Theoretical inputs, practical exercises, thematic energizers and interactive activities created suitable atmosphere to raise awareness among participants, deepen their knowledge and raise their skills and abilities in pro-active interventions in youth field of conflict zones. Mainly during the two last days of the training course, participants were involved in partnership building activities." | |
| Quick Guide to Implementing a Peer Mediation Program | A 7-page pdf providing a series of annotated questions designed to help a school plan for the implementation of a peer mediation program. Draws on the many years of experience gained at School Mediation Associates, a long-standing peer mediation advocacy and training organization. | |
| Clique bullying scenario | Web-based interactive scenario which presents children reacting to a clique bullying situation and "taking a stand against the crowd." | |
| 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." | |
| 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. |
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| 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. | |
| Challenges of sexual harassment mediation on campus | Pdf article reprinted from Aug-Sept 1997 issue (Vol. 79 pp. 19-21) of The Fourth R, the Newsletter of the National Association for Mediation in Education examines the use of mediation in college and university sexual harrassment complaints. | |
| Incorporating restorative approaches | 82-page PDF topic guide which presents a, "session plan, guidance and resources for training day focusing on incorporating restorative approaches. Aims to develop an understanding of restorative approaches and their role in behaviour and attendance improvement. The aim is also [to] develop an understanding of the leadership issues in incorporating restorative approaches and explore how restorative approaches might be developed in [one's] own setting." Also available is a related set of 12 slides in ppt format for use in training event. | |
| Nonverbal communication for educators | Online learning module consisting of 14-sections "designed to introduce you to key ideas related to nonverbal communication, with a special emphasis on aspects of nonverbal communication that relate to teaching and learning in the classroom. By the completion of this learning module you should be able to: Understand the importance of nonverbal communication; State a definition of nonverbal communication and identify different types; Describe the purpose nonverbal communication serves in the communication process; Identify core nonverbal communication concepts that relate to classroom management; Understand Dyssemia (a condition related to the inability to read facial expressions) and its causes; Understand the use of DANVA as a tool for recognizing Dyssemia; Access simple activities and reference materials for creating your own teaching activities related to Nonverbal Communication." | |
| 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." |