Annotated_Bibliography on Efficacy

Annotated_Bibliography on Efficacy - Annotated Bibliography...

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Annotated Bibliography “Does CRE/SEL/PE Make a Difference? Proven Benefits of Conflict Resolution and Peace Education” Presentation by Tricia S. Jones, Ph.D., Temple University, Philadelphia, PA (USA), for the Western European Conference on the Role of NGOs and Civil Society in the Prevention of Armed Conflict, Dublin, Ireland, March 31-April 2, 2004. General Reviews of CRE and/or Peace Education Literature CRE and SEL: Education in Our Nation’s Schools . Washington, DC: The Conflict Resolution Education Network (now the Association for Conflict Resolution). (Available through ) This volume summarizes the results of the CRE research symposia and white papers sponsored by the United States Department of Education and convened by the Conflict Resolution Education Network. The purpose of the symposium was to examine the results of current research and evaluation of school-based conflict resolution education (CRE) programs (kindergarten - 12 th grades) in relation to identified needs of educators. The research summaries focused on five topic areas: impacts on students, impacts on educators/teachers, impacts on diverse student populations, impact on school climate and issues of institutionalization. The research on the effects of CRE on students is by far the most substantive. The major findings from the research regarding CRE and the effects on students demonstrate that CRE programs increase: academic achievement, positive attitudes toward school, assertiveness, cooperation, communication skills, healthy interpersonal/inter-group relations, constructive CR at home and school, and self-control. Research also suggests that CRE decreases: aggressiveness, discipline referrals, drop-out rates, social withdrawal, suspension rates, victimized behavior, and violence. In terms of impact on educators there is little research on the effects of CRE on teachers. While we assume that training teachers how to train/teach students CRE improves the teachers’ use of CRE this is not proven. There is substantial evidence that CRE positively impacts school climate in terms of reducing disciplinary actions and suspensions, improving school climate (especially for elementary schools) and improving classroom climate. Unfortunately, there is very little research on the impacts of CRE on diverse populations. Measures of success do not include diversity-relevant outcomes (impact on inter-group relations or community harmony is largely ignored) and issues of class or socioeconomic status receive very little attention. However, there is evidence that CRE programs that focus on systemic bias or include “contact theory” can improve inter-group relations and promote just communities. There are several general criticisms of the research on CRE. Few CRE program
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This note was uploaded on 03/27/2011 for the course EDUCATION 4111 taught by Professor Belliveau during the Spring '11 term at Temple.

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Annotated_Bibliography on Efficacy - Annotated Bibliography...

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