Although the topic of conflict has received much attention in communication literature, the topic of conflicts between students and teachers has not. The purpose of this dissertation was twofold: to examine what classroom conflicts exist between students and teachers, and to determine which of two existing model best predicts conflict strategy choices for students. In communication literature, there is a divide in how conflict resolution is examined. Some researchers do so using communication predispositions such as argumentativeness, verbal aggressiveness, communication anxiety, and communication competence as a basis for predicting conflict strategies. Other researchers predict strategies from the perspective of attributions made in conflict episodes. In this research, two studies were conducted. First, 710 students were asked to identify conflicts they had experienced with classroom teachers. These conflicts were coded and categories of classroom conflicts emerged around the themes of class/work conflicts and teacher personality conflicts. From these responses, a new instrument for studying conflict, the Student-Teacher Conflict Index, was developed. In the second study, 171 students were presented with the new index which contained several hypothetical classroom conflicts. The students were asked to identify how they would respond in each situation. Discriminant analyses were conducted to determine whether a communication predisposition model or an attributional model best predicted studentsâ€™ strategy choices. A mixed model was determined to best predict strategies with the trait of verbal aggressiveness, and attributions of responsibility, stability, and personal control being the strongest predictors. Additionally, it was determined that strategy choice seemed to influence channel selection: More students who chose distributive strategies selected mediated channels to communicate than did students who chose integrative strategies. Most of the hypotheses involving communication predispositions and strategy choice were supported, while the hypotheses involving attributions and strategy choice were not. These results were interpreted and discussed. Following this, suggestions for future research are proposed. Examining teachersâ€™ approaches to conflict, or examining the affect of culture on classroom conflict are two examples of ways that this research could be developed further.
This study, available as a pdf, examined the ways professors in teacher education departments in two universities in East Java translated and adapted Conflict Resolution Education (CRE) methods. To map the ways they adapted and understood cooperative learning (CL) and non-coercive classroom management (NCCM), a critical ethnography (a blend of ethnography and action research) was done based on Carspecken’s (1996) design. It was conducted from October 2004 to February 2008 in two universities in East Java. The results were based upon field work that included passive and participatory observations, semi-structured interviews, document analysis, surveys, and critical dialogues with primary informants. Analysis was framed using Roger’s (1995) diffusion stages. Findings indicated that although there were some very serious challenges to the adoption of these two innovations, there were points where bridges could be built in both practice and understanding. Barriers included informants’ struggles to shift from teacher-centered to student-centered instruction while still maintaining culturally prescribed expressions of authority. Related themes were challenges instructors encountered in engaging students through facilitation practices and reciprocal communication.
12-page pdf presents an evaluation of the Truancy Prevention through Mediation Program developed in Ohio. “Although the Truancy Prevention through Mediation Program (TPMP) has consistently demonstrated positive results in the effort to combat truancy, absent from these evaluations has been an examination of the impact of the program on the academic performance and behavior of the children whose families participate in the program. To fill this void, the Ohio Commission on Dispute Resolution and the Supreme Court of Ohio collaborated to commission an independent evaluation to ascertain answers to these questions.” This report summarizes the findings from this study.
12-page pdf document brief which “shares the latest research on the effects of social and emotional learning SEL) on students and includes strategies for implementing SEL, it explains how SEL works, elaborates on how SEL can be an integrative prevention framework that addresses the Safe Schools/Healthy Students (SS/HS) core elements, and spells out implications of the research for SS/HS grantees.”
35-page pdf report of project whose “primary purpose is to provide data for schools and their surrounding communities to become more peaceful by empowering teachers, students, parents, and community leaders to constructively address conflict and violence in their families, schools, and communities through integrated, sustainable, and comprehensive respectful conflict resolution skills programs … a total of seven schools were visited for this study, seven administrators, six parents, and twenty-nine students participated, interviews were conducted with school administrators and focus groups were conducted with parents and students.”
This national report (43-pages in MS Word format) documents significant highlights and events over a fifteen (15) year period of unprecedented and historic growth of this groundbreaking American juvenile justice prevention and intervention program that utilizes volunteer youth to help sentence their peers.
The report begins in 1993, when fewer than seventy-five (75) local youth and teen courts existed in just about a dozen states. The report concludes fifteen (15) years later in 2008, when more than a record 1,000 local communities in 48 states and the District of Columbia now operate these local juvenile justice programs. Historic numbers of youth and adults are now involved, as more than 111,868 juvenile cases were referred to local youth and teen courts and more than 133,832 volunteers to include both youth and adults who volunteered to help with the disposition and sentencing of these juvenile cases.
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.
Pdf article from Conflict Management in Higher Education Report, Volume 3, Number 1, (Oct 2002), which “examines the effectiveness of conflict management skills intervention training on the conflict management style of college student organizational presidents, key leaders within the larger campus community.” Includes bibliography.
Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 1, (Oct 2001), which “offer[s] a case study of our intentional effort to change the typical power relationship between most RAs [research assistants] and faculty members, we believe this approach, which we call the partnership paradigm, provides an opportunity for effective and mutually enriching experiences for both faculty and students serving as research assistants.”
Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 3, (August/September 2000), studied the effects of mistreatment of graduate students by faculty on their health and psychological well-being.
Online version of an annotated bibliography of research articles, chapters and books related to conflict resolution education.
Word document bibliography of materials related to conflict resolution.
Annotated bibliography of materials related to conflict resolution education
Word document provides list of books, articles and films on bullying and teasing.
Pdf document presents list of books and articles on bullying and peer victimization.