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
Accessing Free Web-based Conflict Resolution Education Resources
- Presented by: Bill Warters
- View Presentation and Abstract: Click Here
Working with Angry and Disruptive Youth in the Classroom
- Presented by: John Barnes
- View Presentation and Abstract: Click Here
Creating and Promoting Positive School Climate in Ohio’s Schools
- Presented by: Ohio Department of Education
- View Presentation and Abstract: Click Here
Participants Evaluation of CRETE
- Presented by: Lynnette Mawhinney, Lincoln University
- View Presentation and Abstract: Click Here
Designing, Marketing and Implementing a School-Based Restorative Justice Program: Lessons Learned
- Presented by: David T. Deal and Joan Packer
- View Presentation and Abstract: Click Here
CRETE Web Resources
- Presented by: Bill Warters
- 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 |
|---|---|---|
| Ohio Commission on Dispute Resolution and Conflict Management | Powerpoint presentation about the Ohio Commission on Dispute Resolution, its mission, goals and programs. | |
| Inter-agency P.E.P.: Skills for constructive living: Facilitators and trainers training guide | 13-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 activies on behalf of the government ... This training guide in peace education is divided into four areas: content, method, environment (both physical and psychological) and output (or product). Often method and psychological are dealt with together as there is overlap." | |
| Assessing the status of your school's comprehensive bullying prevention plan | Pdf document which presents a series of questions to help educators determine the status of bullying programs, based on Dan Olweus's, "Bullying prevention program." | |
| Current trends in graduate ADR programs: Preliminary findings | Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 2, (March/April 2000), which "presents a few preliminary findings from a two-year study of all graduate ADR (Alternative Dispute Resolution) and CR (Conflict Resolution) programs in the United States, the study concentrates on 45 areas of inquiry utilizing semi-structured interviews of program directors and coordinators concerning issues such as the growth and direction of their programs." | |
| Inter-agency P.E.P.: Skills for constructive living: Analytical review of selected peace education | 271-page pdf document 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 ... this document presents a compilation of resource materials in peace education ... the purpose is to give an overview of materials used by practitioners and provide references for those searching materials." | |
| Diversity training | Pdf article reprinted from Aug-Sept 1997 issue (Vol. 79 pp. 17-19) of The Fourth R, the Newsletter of the National Association for Mediation in Education, introducing The National Coalition Building Institute (NCBI), an international organization which leads diversity programs on college campuses. | |
| Manual for Colleges and Universities Developing Programs in Peace and Conflict Studies | ||
| Tolerance in multiethnic Georgia: Training methodology manual for educators | 156-page pdf training manual, "on the management of interethnic relations intended for teachers and youth leaders (educators). It also includes the description of the ethnic groups residing in Georgia and covers the themes like the nature of ethnic stereotypes and attitudes, peculiarities of intercultural dialogue, the essence of ethnic identity and conflicts. The suggested training system is based on the findings of the empirical research carried out with the teachers in the public schools of Georgia, youth leaders in patriot camps and future teachers. The system underwent an additional testing with 195 training participants. The given book can be useful to psychologists, students, ethnologists and those who are involved in the fields of education and interethnic relations." | |
| Teaching about conflict through citizenship education | 18-page pdf article which examined "Through interviews and observations in case study primary and secondary schools in the West Midlands, we therefore explored what was understood by this notion of global citizenship, and under this umbrella, what it was that students and teachers thought should be learned, we found that the most outstanding concern for students was war and conflict – and in the current context, not just historically, after giving some detail of these concerns, this paper attempts to develop a typology of different ways that schools teach about conflict before making more general arguments about the importance of peace education within a citizenship education framework and the role of teachers in tackling both difference and indifference." | |
| Conflict resolution protocol for elementary classrooms, A | 4-page PDF excerpt from the book, "The First Six Weeks of School" which discusses teaching conflict resolution, "a basic belief underlying The Responsive Classroom® approach to teaching is that how children learn to treat one another is as important as what they learn in reading, writing, and arithmetic. We believe that social skills such as cooperation, assertion, responsibility, empathy, and selfcontrol are essential to children’s academic and social success and we emphasize the teaching of these skills, along with academics, throughout the school day. There are many strategies we use to teach these social skills at the elementary level (K-6), one of which is teaching a protocol for conflict resolution." | |
| Thinking about variations in campus mediator style | Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 4, (Nov/Dec 2000), which presents different "mediator's style[s] [which] may now be described as bargaining vs therapeutic, problem-solving vs transformative, evaluative vs facilitative, or settlement-oriented vs restorative, among other terms," for campus mediation. | |
| Manual for community colleges developing programs in peace and conflict studies: 1st ed. | 96-page PDF, "Manual [which] is a product of a collaboration in which lessons learned are shared on developing programs, certificates, and degrees in the field for community colleges. It is a resource for faculty and administrators authored by faculty and administrators. The chapters submitted reflect a range of approaches and writing styles – some informal, others more rigorous. The authors generally approached topics in a generic way providing recommendations that could be used in a range of institutions. Some pieces reflect looking at one institution and its efforts in a case study approach and then focusing on lessons learned. Overall, the chapters demonstrate the range of strategies that community colleges – arguably the most diverse and varied academic institutions in the U.S. today - are taking to teaching about peace and conflict issues. As such, the writing is reflective of the topics and settings they arise from. It is the intent of the editors that chapters will continue to be edited, updated, revised, and new articles added as the field develops and community college involvement increases." | |
| Men stopping rape exercises | Pdf article from Conflict Management in Higher Education Report, Volume 6, Number 1, (Nov 2005), which presents a "list of some of the exercises developed by the members of Men Stopping Rape in Madison, WI, for use in anti-rape workshops, I compiled this list for use in Syracuse at a Man-to-Man training program entitled 'Practical Strategies for Ending Abuse: A Skill Training for Educators.'" | |
| New directions and issues in the teaching of conflict resolution | Pdf article from Conflict Management in Higher Education Report, Volume 2, Number 2, (Feb 2002), which "explores the issues related to understanding the effectiveness of the process and content of conflict resolution (specifically negotiation) teaching and training, it asks whether or not the right approach to training is being used and if the training "sticks," it also questions how the content of the field is evolving and if teaching methods are tracking the evolution." Includes bibliography. | |
| Companion: A campaign guide about education and learning for change in diversity, human rights ... | 80-page PDF manual, "designed to help those involved in learning for democracy and learning for change. The issues it raises and the methods which are proposed have been developed as a part of the campaign, but the manual can and should be used after the formal end of the campaign ... This is not a campaign for young people. It is a campaign by young people. The slogan of the campaign "All different, All equal" combines the freedom of diversity and the equality of rights, and it reflects the Council of Europe philosophy in tackling all forms of discrimination and exclusion." | |
| Making class matter and engaging difference | 42-page Powerpoint presentation given at the Sustaining Conflict Resolution Education: Building Bridges to the Future conference in Fairfax, VA, which "explore[d] ways to make ideas relevant and memorable so students take the ideas home and apply them to their every day lives, examples will include exercises on how to understand and engage difference well." | |
| Building bridges in conflict areas: Educational report | 23-page PDF report in which, "the reader is invited for an overview of the methods, theories and tools that were offered to the participants. It shows how the process of theoretical presentation becomes "alive" when participants interact with trainers and share their opinions through brainstorming or reflecting on the concepts that were discussed for a better understanding of conflict resolution ... Theoretical inputs, practical exercises, thematic energizers and interactive activities created suitable atmosphere to raise awareness among participants, deepen their knowledge and raise their skills and abilities in pro-active interventions in youth field of conflict zones. Mainly during the two last days of the training course, participants were involved in partnership building activities." | |
| Positive approaches to discipline scenario | Web-based interactive scenario which "demonstrates the differences between positive discipline and punishment. Discipline techniques focus on what we want the child to learn and what the child is capable of learning. Punishment, on the other hand, focuses on misbehavior and may do little or nothing to help a child behave better in the future. The differences between positive discipline and punishment are great, as well as the lessons learned that result from the technique used." | |
| Lessons for helping students develop emotional awareness to support CRE | 20-page Powerpoint presentation given at the Second International Summit on Conflict Resolution education, in which "participants will learn multiple, developmentally appropriate, lowcost activities that can be used in classroom or counseling settings to develop emotion foundation abilities, in students grades K-8, adaptations that would suit students with cognitive, behavioral and emotional challenges." | |
| Collaboration and conflict resolution skills: A core academic competency? | Pdf article from Conflict Management in Higher Education Report, Volume 1, Number 4, (Nov/Dec 2000), examines "an innovative program at California State University Monterey Bay [which] has incorporated conflict resolution as one of the program's 11 Major Learning Objectives that students must know and understand in order to graduate." |