This presentation by Tricia Jones was part of a larger panel session entitled “A World View of Conflict Resolution Education/Peace Education.” Dr. Jones’ portion explores the questions – What are the major challenges we face in continuing the CRE/PE work? How do concerns about efficacy, extant research, infrastructures, and policy influence suggest directions for a future action agenda for PE/CRE work?
This presentation provides an overview of character education efforts in states throughout the United States.
The outline, agenda, and objectives for the entire summit.
Outlines a course given by the OAS to help participants improve the evaluation of polices and programs in education.
Explores examples of service learning implementation in various states as a model to implement SEL, CRE, PE, CE.
The presentation summarizes the efforts and findings of an OAS study on national polices in education for democratic citizenship through out the Americas.
Explains five components ASCD views as key to ensuring students are provided with an effective education.
Highlights how SEL/CRE/CE/PE are incorporated throughout the education system in Kenya.
Outline of the SEL implementation in the state of Illinois.
Richard Cohen from School Mediation Associates shared some of his thoughts on peer mediation in schools in an online Webinar. These are the slides he used to orient listeners and in response to some questions.
A general overview of the National Values Education program developed by the Ministry of Public Education in Costa Rica.
This session presented resources from the CRE Connection website of particular interest to the 20 partner colleges and universities that are now offering CRETE trainings. It included a demonstration of many of the tools discussed.
This session looks at the development of a standalone course for preservice teachers that incorporates Conflict Resolution Education content developed for presentation in a 5-day workshop format.
The CRETE project included three program evaluation components. (1) Qualitative program evaluation on implementation was conducted with higher education faculty and through student focus groups in Years 1 and 2 of the project. (2) Quantitative data analysis was conducted through pre-test and post-test questionnaires from students in external training, infusion classes, and control conditions. (2) Following completion of CRETE, a qualitative interview study was conducted with thirty former pre-service teachers from Temple University, twenty who has participated in CRETE and ten who had not. This presentation provides a very brief reference to results from the first two evaluation components but concentrates on the qualitative research in the third component. The analysis of the data shows that CRETE participants found extreme value in lesson plans and instructional materials they can use in their own classrooms. Additionally, the participants valued the approach of learning about conflict resolution through simulation of the information in the workshops. On the other hand, it came out in the data that participants struggle with the long hours of the workshops. The non-CRETE participants struggle with obtaining the information about conflict resolution education from other means. As novice teachers, they want to implement conflict resolution education into their classrooms but lack sufficient knowledge.
A presentation on the colleges and universities in Texas that will be offering CRETE training. The group expects to offer the first full Texas CRETE training the first week in August 2009 in San Antonio.