Explains five components ASCD views as key to ensuring students are provided with an effective education.
Archive
Implementation and Sustainability of SEL/CRE/CE/PE
Highlights how SEL/CRE/CE/PE are incorporated throughout the education system in Kenya.
Collaboration Across Fields: Implementation and Sustainability of SEL, CRE, PE, and CE in Ghana
Outlines the peace education efforts in Ghana.
The Illinois Story
Outline of the SEL implementation in the state of Illinois.
Cultural Differences in CR Skills among African-American Youth: Theories and Discussion
As part of the CREducation.org “Ask an Expert” webinar series, experienced CRETE trainer Dr. Lynnette Mawhinney led an exploration of cultural aspects within the African American community relevant to conflict resolution skills training. Featured was a discussion on approaches and attitudes toward discipline and punishment among other topics.
Participants Evaluation of CRETE
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.
Report on CRETE Partners in Texas
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.
The Role of NGOs in Education Reform: Effective Conflict Prevention and Tolerance Building (Ukraine)
The last decade has seen a rise in cases of intolerance, xenophobia and religious intolerance in the Ukraine. Although legislation related to minority rights and to school education meet democratic standards, work still needs to be done. Strategies contributing to peace, mutual understanding, and the development of a democratic foundation will be discussed through education of mutual cultural understanding and tolerance for representatives of different ethnic (linguistic, religious, cultural) groups.
Leader: Oleg Smirnov, PhD, Associate Professor, Department of Inter-Language Communication and Journalism, Tavrida National University
Educational Integration Measures in Hungary
A review of efforts to reduce prejudice and segregation in Hungary’s schools.
Thailand: Successful Strategies for Policy Creation & Implementation of CRE in Schools
In many developing countries such as Thailand, there is concern about bullying and violence in secondary schools and since the Ministry of Education has announced the order to prevent teachers from using physical means to punish students, many teachers don’t know how to manage the student behavior. This workshop will address the Ministry of Education’s efforts to develop a national policy to build the culture of peace in schools at the national level and explore positive ways to involve student participation in solving conflict and violence. Presented by Vanchai Vatanasapt, Director, Office of Peace and Governance, King Prajadhipok’s Institute, The Office of Peace and Governance.
CRE/PE Research Project
A session for team members working on an international research collaboration exploring the state of Conflict Resolution Education and Peace Education around the world.
Creating and Promoting Positive School Climate in Ohio’s Schools
A Review of an Anti-Harassment, Anti-Intimidation or Anti-Bullying Model Policy for education from the State of Ohio in the United States.
Values Education, Quality Teaching and Safe Schools (Australia)
Values-based education has received national attention in Australia over recent years as a means to address cultural identity, citizenship and environmental sustainability. Increasingly schools are being asked to articulate their values and translate these into practice. Values-based education for many schools is central to achieving quality learning and teaching outcomes. This interactive presentation will introduce some of the themes and research associated with current thinking in values education
Ohio’s Truancy Prevention Through Mediation Program
This workshop will provide an understanding of the structure, philosophy, and value of early intervention truancy mediation as it is practiced in Ohio. The role of the schools, juvenile court, social service agencies, charities, and other entities will be discussed along with information on how to start a program in a community, potential funding sources, the role and training of the mediators, and other relevant material.
Conflict Resolution Education in Teacher Education: Expanding CRE Programs & Resources
This panel session provided an overview of the CRETE (Conflict Resolution Education in Teacher Education) project. CRETE is a national pilot funded by the George Gund Foundation and the US Dept of Education’s FIPSE program to provide pre-service teachers and school-based teaching mentors with critical skills and knowledge of conflict resolution education and class room management necessary for cultivating constructive learning environments for children, enhancing student learning and bolstering teacher retention. Included are preliminary results from some evaluations of the project and information on the number and kinds of activities carried out as of March 2008.