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
Fairfax County Public Schools Conflict Resolution and Peer Mediation Training 2010
- Presented by: Joan Packer, Swaim Pessaud, Kristen John
- View Presentation and Abstract: Click Here
Conflict Resolution Education and Peace Education: Proven Impacts
- Presented by: Tricia S. Jones
- View Presentation and Abstract: Click Here
Transitioning CRE into a Classroom Management Course
- Presented by: Lynnette Mawhinney, Lincoln University
- 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
Values Education, Quality Teaching and Safe Schools (Australia)
- Presented by: Gary Shaw
- View Presentation and Abstract: Click Here
Collaboration Across Fields: Implementation and Sustainability of SEL, CRE, PE, and CE
- Presented by: Janet Patti - Hunter College - City University of New York, New York, USA
- 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 |
|---|---|---|
| Lessons from literature: Classroom manual for English literature teachers | 40-page PDF manual which provides "the framework for [teachers] to use the books and stories you're already teaching to increase awareness about the damaging effects of physical, sexual and verbal abuse. Designed to integrate easily into your existing literature curriculum, the program empowers you with resources that help your students build key academic skills and meet national education standards while also learning to recognize abusive uses of power and control and alternatives to violence. Two in-depth lessons are included in this manual." The books used in this manual are "Their Eyes Were Watching God," by Zora Neale Hurston and "Lord of the Flies," by William Golding. | |
| Recommended standards for school-based peer mediation programs | Twenty-eight page document presenting standards for school-based peer mediation programs that are designed to enhance quality and stimulate thought among youth and adult participants in peer mediation programs. Aids in the creation and implementation of programs, designing curricula and evaluation procedures, funding and promoting programs, providing professional development and setting guidelines for research. | |
| Inter-agency P.E.P.: Skills for constructive living: Background notes for facilitators | 37-page pdf summary of the major points covered in the training sessions to be used as a reference. This manual is "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." | |
| Reducing youth crime | 4:50 podcast discussing "school-based violence prevention programs [which] have been proven effective at reducing violence, truancy, drug abuse, and delinquency." | |
| Virginia Tech shooting: Lessons for dismantling norms about violence | 10-page Powerpoint presentation given at the Second International Summit on Conflict Resolution Education, which "offers a Preliminary inquiry into pedagogical actions for addressing the intersections among gender, race, ethnicity, social class, mental illness, and violence, the limitations of the thinking that pervaded the recent public discourse on the Virginia Tech Shooting will be revealed and a responsive pedagogical action proposed." | |
| Documenting bullying at your school: tips for school administrators | Pdf document which introduces the idea of assessing and tracking bullying behavior at school for administrators. | |
| Peer mediation programs: An end to school violence? | On-line journal article which "focuses on the ineffectiveness of PMPs [Peer Mediation Programs] to combat higher-levels of school violence, part I discusses school violence, both past and present, part II explores the shift from traditional methods of discipline to more proactive and education-based methods that are used in many schools today, part III addresses the fundamentals of peer mediation including what it is and how it is implemented, part IV examines which students PMPs should be targeting and why PMPs fail to prevent them from committing violent acts on their schools, finally, the conclusion recommends ways to reduce conflict in schools." | |
| 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. | |
| Stages of CRE implementation | Powerpoint presentation identifying and describing the steps involved in implementing conflict resolution educational programs in schools. | |
| 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." | |
| Best practices of non-violent conflict resolution in and out-of-school some examples | 78-page pdf document which "aims to inform teachers, trainers, educators, parents, youth and students who, one way or another, are confronted with violence in the school or in non-formal community education, and are looking for practical solutions. The intention of UNESCO in this project is not only to inform them what is best internationally in terms of education for peace and non-violence, but above all to supply concrete pedagogical tools to prevent and transform the violence with which they are confronted on a daily basis at work." | |
| Cyberbullying and relational aggression: Who is it and what can be done | 74-page Powerpoint presentation given at the Second International Summit on Conflict Resolution Education which presents a workshop "designed to help school personnel understand the dynamics underlying indirect aggression, detect indirect aggression, discover who is doing it, and ways they can intervene and prevent this covert form of bullying, results from a study examining the relationship between media and relational aggression and ways to infuse the information into the new anti-bullying legislation in Ohio will be shared, a comprehensive program being used in two Northeast, Ohio schools for teachers, families, and students will also be shared." | |
| Making a difference: Creating more skillful educators & students & more peaceful schools through CRE | 24-page pdf report which documents the work of the "Conflict Resolution Education Partnership (CRE Partnership)[which] has given over 80 grants to schools in Maryland that have resulted in significant and meaningful changes. Beyond implementing short-term safety measures, Conflict Resolution Rducation (CRE) involves teaching problem solving, anger management snd life lessons for effectively de-escalating and resolving conflicts in productive and peaceful ways. The tesults of the CRE Partnership show dramatic improvements in schools: duccessful conflict resolution programs reduce school discipline problems, improve student decision-making skills and increase academic achievement." | |
| Inter-agency P.E.P.: Skills for constructive living: Teacher training manual 2 | 58-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 ... the manual looks at ‘good teaching’ and the skills required to develop ‘good teaching’, these skills are useful not just for a Peace Education Programme but also for all aspects of the professional life of the teachers whom you are training." | |
| Restorative justice in the classroom: Lesson 4 the justice circle part 2 | 5-page pdf lesson which provides "students with an understanding of the process of Justice Circles and teaching them how to use this strategy in conflict resolution. Students practice setting restorative consequences and assess whether the consequences they identify would be effective in both healing the victim and helping the offender learn a better way to behave." | |
| Collegiate mediation programs: A critical review | Pdf article reprinted from April/May 1994 issue (Vol. 50 pp. 36-37) of The Fourth R, the Newsletter of the National Association for Mediation in Education discussing mediation programs at colleges and universities. Although these types of programs, like community medation, can be helpful in solving problems the author worries that mediation centers can become a controlling arm of university administration rather than a "meaningful way for the issues to be confronted by the community," remedies for overcoming this challenge are suggested. | |
| Restorative justice in the classroom: Lesson 2 class meetings | 8-page pdf lesson which "through role-play and discussion, this lesson will help students understand the motives behind offending and re-offending and to develop problem-solving consequences that will help offenders learn a better way to behave. By developing restorative consequences, the classroom community can help the offender repair the harm he/she has caused and discourage the offender from re-offending. Students practice consensus building and explore the consequence-setting aspect of justice circles." | |
| 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. | |
| Improving outcomes for Indigenous students - the Workbook and guide for school educators (3rd ed.) | This 55-page pdf workbook is a practical set of support materials for taking action and working systematically in schools. Developed in Australia, it provides a set of tools and ideas to help achieve improved outcomes for Indigenous students, and can be used in conjunction with the materials on the What Works http://www.whatworks.edu.au/ website and other companion What Works publications. This is the third edition, published in 2010. It was substantially revised and updated and provides a complete support for taking systematic action. | |
| Teacher development for conflict participation: Facilitating learning for "difficult citizenship" | 15-page pdf article which "examines the professional development-related opportunities available to teachers to support their facilitation and teaching for peacebuilding citizenship, the few teacher learning opportunities offered seem unlikely to enhance teachers' capacity to foster diverse students' development of agency for difficult citizenship, much of the explicit professional development available in the schools examined emphasizes teachers' control of students and containment of disruption (peacekeeping), instead of their facilitation of diverse students’ participation in constructive conflict management (peacemaking and peacebuilding), professional learning opportunities are often relegated to short, fragmented occasions, primarily during teachers’ volunteer time after school: this severely limits their potential to foster critical dialogic learning on the difficult issues of citizenship education practice." Includes bibliography. |