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
Words Work
- Presented by: Tricia Jones and Tim Hedeen
- View Presentation and Abstract: Click Here
Virginia Tech Shooting: Lessons for Dismantling Norms About Violence
- Presented by: Huey-li Li and Michiko Pence
- View Presentation and Abstract: Click Here
State-wide Initiatives in New York and Ohio: Creating Positive Learning Environments
- Presented by: Mark Barth, Mary Lou Rush and Cheryl Kish
- View Presentation and Abstract: Click Here
Tri-C Sustained Dialogue Campus Network Overview
- Presented by: Ty Olson, Cuyahoga Community College
- View Presentation and Abstract: Click Here
Making Class Matter and Engaging Difference
- Presented by: Rachel M. Goldberg
- View Presentation and Abstract: Click Here
Restorative Measures for School Connectedness & Alternatives to Suspension
- Presented by: Nancy Riestenberg
- 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 |
|---|---|---|
| Extending campus conflict resolution efforts beyond the mediation table | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 3, (May 2002), which "describes creative responses to campus conflict that don't rely on mediation as their central strategy or approach, providing links to online examples when available." | |
| Place to work things out, A | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 4, (July 2002), which presents the idea of personal narrative model of mediation and the work at Oberlin College using this model. | |
| Community justice in the campus setting | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 1, (Oct 2002), which examines the idea of community justice and how it can be used on college campuses to address student misconduct and improve socialization. Includes bibliography. | |
| Gender based violence: Challenging norms, building capacities, promising practices, creating peace | 16-page Powerpoint presentation given at the Second International Summit on Conflict Resolution Education which "provide[s] a new context for prevention of intimate partner, domestic and sexual violence, participants will build their capacity to engage in social change work, learn current promising and best practices for intimate partner and sexual violence prevention." | |
| Conflict resolution education: the challenge of institutionalization | Powerpoint presentation discussing conflict resolution education in schools. | |
| 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." | |
| 25 years: Looking back and looking ahead | 20-page Powerpoint keynote address given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which reviewed "the CRE field from the vantage point of Educators for Social Responsibility (ESR)." | |
| Culture of honesty earns a degree of respect, A: Facilitating academic honesty at the University of | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 3, (May 2002), discusses the University of Georgia's mediation policies and procedures for resolving academic dishonesty disputes. | |
| National evaluation of the restorative justice in schools programme | 99-page pdf document which provides the findings of national (England and Wales), "projects [which] spanned a range of different approaches to introducing restorative practices into schools, including restorative justice conferences ... the contract to evaluate these initiatives was awarded to Partners in Evaluation, a specialist agency with a multi-ethnic team of researchers and a national reputation for conducting evaluations in the fields of health, education, social exclusion and regeneration." Includes a literature review, sample pupil and school staff surveys and post-conference interview schedule for perpetrators and aggrieved. | |
| Community mediation centers and campus mediation | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 2, (February 2003), which "presents some of the similarities between campus mediation work and that of community mediation centers and provides readers of the Report with more information on some of the potential benefits of membership in the National Association for Community Mediation (NAFCM)." | |
| Changing the world: Youth mediators across the globe | 17-page Powerpoint presentation given to middle school mediators at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which discussed peer mediation programs around the world. | |
| Restorative conferences resource kit | 60-page pdf resource kit for presenting restorative conferences which "(involves the gathering of those who have a stake in a particular troublesome situation, to talk together to find ways of making amends) ... the purpose of these conferences is to discuss what the problem might be and to pool ideas about what might be most helpful from here, for all concerned, from this pool of ideas should emerge a plan for restoration of the situation... These Conferences offer a helpful step forward by involving a range of participants who both contribute to and are affected by the situation at hand, they promote a spirit of open and direct conversation and add a human touch to the process of addressing transgressions... this Resource Kit represents the culmination of 18 months of work by a group whose links are with restorative justice, Maori protocols, and counsellor training with narrative therapy at the University of Waikato." Includes bibliography | |
| Application of the transactional view, An: A unique role for ombudsmen in campus protest | Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 3, (May 2003), which examines the role of the Observer Program at University of Colorado, created by the Ombudsman office, in student protests. | |
| Social Justice Standards | The Social Justice Standards are a set of anchor standards and age-appropriate learning outcomes divided into four domains—identity, diversity, justice and action (IDJA). The standards provide a common language and organizational structure: Teachers can use them to guide curriculum development, and administrators can use them to make schools more just, equitable and safe. The standards are leveled for every stage of K–12 education and include school-based scenarios to show what anti-bias attitudes and behavior may look like in the classroom. | |
| 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. | |
| Mixitup: 2008-2009 planner | 50-page pdf document, "designed for teachers, counselors, students, administrators and others looking for activities and ideas to organize Mix It Up at Lunch Day, reduce social boundaries at school and promote an inclusive learning environment for all students. It includes lesson plans for early, middle and upper grades based on content standards and can easily be adapted for use in school clubs. For additional activity ideas, online polls and essay prompts, visit www.mixitup.org." | |
| A Peer Mediation Needs Analysis For Schools | A three-page worksheet providing a series of questions for schools to consider prior to implementing a peer mediation program. | |
| Promoting mediation center quality awareness using guided self-assessment | Pdf article from Conflict Management in Higher Education Report, Volume 4, Number 1, (Oct. 2003), which introduces "NAFCM's [National Association for Community Mediation] manual ... [which focuses] ... not on the direct provision of services themselves, but rather on the quality of the system through which cases are managed, mediators are trained and evaluated, and mediation centers determine what "quality"Â means in their communities, by encouraging community mediation centers to examine their goals and values in light of their communities' needs and values and to develop their own approaches to serving these needs effectively, NAFCM's self-assessment approach aims to increase quality without imposing restrictive and inappropriate standards." | |
| Learning to live together: Building skills, values and attitudes for the 21st Century | 167-page pdf study which, "represents an attempt to interpret the aim of ‘learning to live together’ as a synthesis of many related goals, such as education for peace, human rights, citizenship and health-preserving behaviours. It focuses specifically on the skills, values, attitudes and concepts needed for learning to live together, rather than on ‘knowledge’ objectives. The aim of the study is to discover ‘what works’ in terms of helping students learn to become politely assertive rather than violent, to understand conflict and its prevention, to become mediators, to respect human rights, to become active and responsible members of their communities—as local, national and global citizens, to have balanced relationships with others and neither to coerce others nor be coerced, especially into risky health behaviours ... The recommendation emerging from the study for national policy-makers and curriculum specialists is that a core national team of educators committed to the goals of peace-building, human rights, active citizenship and preventive health should be created, in order to put together and pilot test materials and methodologies related to these goals." | |
| Tolerance Stories Booklet | 55-page collection of stories, "to teach tolerance because stories are the first and most enduring literary form and they have the power to shape people’s understanding of the world and to change their lives ... it is our hope that this resource booklet will facilitate educators in elementary and secondary schools to introduce discussions of tolerance by supplying a wide array of narratives that illustrate principles of tolerance, and by so doing, enable their students to be leaders of tolerance in their homes, neighborhoods, and communities." |