To search the ERIC database for resources on this topic, use this search strategy: descriptors nontraditional education and acceleration (education.) Combine with descriptors educational improvement or excellence in education or identifier Illinois.
Record |
Summary |
EJ649706
Title: Creating School Climates That Prevent School Violence.
Author(s) Peterson, Reece L.; Skiba, Russell
Source: Social Studies, v92 n4 p167-75 Jul-Aug 2001
Publication Date: 2001 |
Discusses intervention options that help prevent violence in schools by affecting the school climate. Describes five approaches to improve the school climate: (1) parent and community involvement; (2) character education; (3) violence-prevention and conflict-resolution curricula; (4) peer mediation; and (5) bullying prevention. |
EJ623231
Title: Adapting Self-Management Programs for Classwide Use: Acceptability, Feasibility, and Effectiveness.
Author(s) Mitchem, Katherine J.; Young, K. Richard
Source: Remedial and Special Education, v22 n2 p75-88 Mar-Apr 2001
Publication Date: 2001
Notes: Special Issue: Advances in Peer-Mediated Instruction and Interventions in the 21st Century, Part 2. |
This article describes the implementation and evaluation of a classwide peer-
assisted self-management (CWPASM) program based on its feasibility, acceptability, and effects on three classes of seventh-grade students and across 10 targeted at-risk students. Teachers and students enjoyed the program and found it effective in improving behavior and classroom climate. (Contains references.) |
ED404420 Available full text from E*Subscribe.
Title: Evaluation of Violence Prevention Programs in Middle Schools. National Institute of Justice Update .
Author Affiliation: Department of Justice, Washington , DC . National Inst. of Justice.(BBB18875)
Pages: 4
Publication Date: September 1995
Available from: EDRS Price MF01/PC01 Plus Postage. |
A 16-month evaluation sponsored by the National Institute of Justice compared the separate and combined impact of two New York City middle school violence prevention programs from February 1993 to June 1994. Project Schools Teaching Options for Peace (S.T.O.P.), a traditional conflict resolution program with a curriculum and peer mediation was offered at all four middle schools studied. The Safe Harbor program, which includes a curriculum, a counseling component, and a school-wide antiviolence campaign, was offered at three of the four schools. The programs were separately housed at the schools, and students tended to be more involved in one or the other. For this reason, the targeted approach of the school with only Project S.T.O.P. was not compared with the comprehensive approach of the others. Instead, the evaluation focused on assessing the programs individually. Inventories about student experience with violence completed by about 2,000 students, interviews with 72 students and 37 teachers, and school statistics on discipline and violence were used to evaluate the programs. Higher participation in the programs was associated with higher victimization, probably because victimized students sought out these programs. Students who participated in Safe Harbor became less likely to advocate retaliation in response to conflict than students with no exposure. Participation in both programs altered the belief that respect was achieved through violence. Both programs had positive and strong effects on student attitudes and were well received by teachers. |
EJ668927
Title: Effects of Conflict Resolution Training Integrated into a High School Social Studies Curriculum.
Author(s) Stevahn, Laurie; Johnson, David W.; Johnson, Roger T.; Schultz, Ray
Source: Journal of Social Psychology, v142 n3 p305-31 Jun 2002
Publication Date: 2002 |
Examines the effectiveness of conflict resolution and peer mediation training among California high school students. Explains that two of four classes received five weeks of conflict resolution and peer mediation training integrated into the social studies curriculum. Found greater academic achievement, long term retention, and transfer of academic learning |
EJ648797
Title: Constructive Conflict Resolution for Students with Behavioral Disorders.
Author(s) Bullock, Cathy; Foegen, Anne
Source: Behavioral Disorders, v27 n3 p289-95 May 2002
Publication Date: 2002 |
This article describes the application of constructive conflict resolution techniques in a middle-school program for students with behavior disorders, discussing the use of mediation, negotiation, constructive controversy, and classroom meetings. Initial efforts to explore the impact of the program are recounted, and implications for implementing similar programs are highlighted. (Contains references.) |
EJ631825
Title: Reducing Violence in the High School: The Power of Peers.
Author(s) Stader David L.
Source: Journal of At-Risk Issues, v7 n1 p6-11 Sum-Fall 2000
Publication Date: 2000 |
Presents a case study that follows one high school's peer conflict mediation efforts to reduce violence. Over 8 years, suspensions for fighting decreased dramatically, verbal confrontations between students decreased somewhat, and the general atmosphere on campus grew more relaxed, with students relating better to one another and the school climate improving on a yearly basis. |
EJ623699
Title: Middle School Students' Views on the Social Validity of Peer Mediation.
Author(s) Robinson, T. Rowand; Smith, Stephen W.; Daunic, Ann P.
Source: Middle School Journal, v31 n5 p23-29 May 2000
Publication Date: 2000 |
Examines the efficacy of peer mediation as an alternative to traditional school discipline in middle schools. Discusses the role of social validity in the use of peer mediation, and examines student attitudes toward this strategy based on student interviews. Considers factors in the design of peer mediation programs. |
EJ616349
Title: School-Wide Conflict Resolution and Peer Mediation Programs: Experiences in Three Middle Schools.
Author(s) Daunic, Ann P.; Smith, Stephen W.; Robinson, T. Rowand; Miller, M. David; Landry, Kristine L.
Source: Intervention in School and Clinic, v36 n2 p94-100 Nov 2000
Publication Date: 2000 |
This article describes a conflict resolution and peer mediation program implemented in three middle schools. The program used a school-wide conflict resolution curriculum and enlisted a core group of trained peer mediators in each school. A resolution acceptable to disputing parties was reached more than 95 percent of the time. (Contains 11 references.) |
EJ609579
Title: Humanizing the High School: The Power of Peers.
Author(s) Stader, David L.; Gagnepain, F. J.
Source: ERS Spectrum, v18 n2 p28-33 Spr 2000
Publication Date: 2000 |
Discusses what high schools can do to improve student relationships, highlighting a St. Louis area school's efforts to develop peer-mentoring and peer-mediation programs. Offers guidelines to help other schools develop a school culture that promotes caring, teaches constructive conflict resolution, and reduces potential for violence. |
ED444085 Available full text from E*Subscribe.
Title: Reducing Violence in the High School.
Author(s) Stader, David; Johnson, Judy
Pages: 12
Publication Date: November 1999
Notes: Paper presented at the Second Joint National School/Community Conference on Youth Violence and Substance Abuse (Kissimmee, FL, November 18-20, 1999). |
This paper discusses a case study that serves as an example of a conflict mediation program in a small high school in Missouri . The program began with the following goals: 1) to reduce the number of conflicts in the school; 2) to empower students with the ability to solve their own conflicts; 3) to teach conflict resolution skills to students; and 4) to share with students the responsibility of creating a positive school culture and climate. The data represent an 8-year period beginning in 1991 and ending in 1999. The program focused on four factors: the selection of mediators, the role of the mediators, mediator training, and the procedure the mediator would follow. Three observations were made during this study. First, the fact that suspensions for fighting decreased dramatically was obvious. Second, verbal confrontation between students also decreased but not as dramatically as physical confrontations. It became clear that some conflicts spontaneously combusted, and peer mediation programs were not effective in reducing this type of conflict. Third, the general atmosphere on campus grew more relaxed, students started relating better to each other, and school climate improved on a yearly basis. These observations led to three conclusions: students do respond positively to intervention; conflict mediation programs reduce physical confrontations only to a certain level; and peer mediation does improve school climate. |
EJ626040
Title: A Peer Facilitator-Led Intervention with Middle School Problem-behavior Students.
Author(s) Tobias, Andrew K.; Myrick, Robert D.
Source: Professional School Counseling, v3 n1 p27-33 Oct 1999
Publication Date: 1999 |
Investigates the effectiveness of peer facilitator interventions with disruptive middle school students. Provides evidence that eighth-grade peer facilitators can be effective with sixth-grade problem behavior students. Facilitators demonstrated that they could help students who are having problems adjusting to school, especially in terms of their school attendance, school grades, and attitudes toward school. (Contains 23 references and an appendix.) |
EJ621141
Title: Creating School Climates That Prevent School Violence.
Author(s) Peterson, Reece L.; Skiba, Russell
Source: Clearing House, v74 n3 p155-63 Jan-Feb 2001
Publication Date: 2001 |
Discusses several prominent intervention approaches intended to prevent violence and inappropriate behavior in school by directly or indirectly affecting the social climate of the school. Looks at programs focusing on: parent and community involvement; character education; violence prevention and conflict resolution curricula; peer mediation; and bullying prevention. |
EJ556828
Title: Becoming a School of Character : What It Takes.
Author(s) Lickona, Thomas
Source: High School Magazine, v5 n2 p4-5,8-15 Nov-Dec 1997
Publication Date: 1997 |
Character education is a deliberate, whole-school effort to create a community of virtue, where moral behaviors such as respect, honesty, kindness, hard work, and self-control are modeled, taught, experienced, and practiced in everyday operations. High schools can mobilize the peer culture by involving students and parents in setting personal, social, and civic goals and by promoting class projects. (15 references) |
ED471100 Available full text from E*Subscribe.
Title: Character Education Effectiveness.
Author(s) Duer, Marg; Parisi, Adam; Valintis, Mark
Pages: 61
Publication Date: May 2002
Notes: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.
Available from: EDRS Price MF01/PC03 Plus Postage. |
An action research project developed a program for implementing character education to improve behavior, particularly as related to respect and responsibility and to reduce inappropriate behavioral choices. Targeted population consisted of junior high and high school students at three sites in a community located in a Midwestern suburban metropolitan area. The behavioral problems in the classroom were documented through data from administrative records revealing the nature and frequency of discipline problems, student and staff input from surveys, interviews, and focus groups. Analysis of probable cause data revealed that students reported individual differences and exposure to experiences with which they were not yet prepared to deal. Faculty reported lack of parental involvement, lack of student accountability and responsibility, and increased awareness of and desire for material possessions. Reviews of curricula content and instructional strategies showed over emphasis on academic content and deficiency in relating the material to the students' personal lives to develop student decision-making abilities. A review of solution strategies, combined with analysis of the problem setting, resulted in selection of four categories of intervention: (1) help students identify social morals and values of society; (2) teach responsibility through empathy and self discipline; (3) encourage parental involvement in the student's educational life; and (4) establish class activities that promote student responsibility for problem solving and conflict resolution. Findings suggest that implementation of the character education program improved student levels of respect and responsibility. Administrative data gathered documented a reduction in unacceptable behavior. Results from post-surveys indicate this program was effective in raising awareness of character education, hence improving student behavior in the school setting. Includes seven figures. Eight appendixes include consent forms, behavior survey, Likert Scale behavior survey, teacher pre-survey, student focus group, student post-survey, and teacher post-survey. (Contains 21 references.) |
EJ659746
Title: Character Education Provides Focus for Advisory.
Author(s) Deitte, Daniel
Source: Middle School Journal, v34 n1 p21-26 Sep 2002
Publication Date: 2002 |
Describes development of a middle school advisory program based in character education. Includes descriptions of class activities to introduce character education emphasizing respect, perseverance, integrity, citizenship, trustworthiness, responsibility, compassion, honesty, self-discipline, and fairness. Notes that the advisory program resulted in enhanced teamwork and respect, increased use of character education traits in vocabulary and actions, and better student participation in school-wide activities. |
EJ616269
Title: M &M: A Sweet Deal for Students and Faculty.
Author(s) Anderson, Virginia; Blackwood, Judy
Source: Principal Leadership, v1 n2 p46-48 Oct 2000
Publication Date: 2000 |
The Mentor/Mentee (M & M) program at a rural comprehensive high school complements the instructional program by helping students manage their time and focus on successful learning. Each mentor works with 15 students. The mandatory program emphasizes each student's worth and helps kids develop their potential. |
EJ594842
Title: Caring with Passion: The "Core" Value.
Author(s) Krajewski, Bob; Bailey, Elsie
Source: NASSP Bulletin, v83 n609 p33-39 Oct 1999
Publication Date: 1999 |
Character education's goal is to help young people know, care about, and act on core ethical values such as fairness, honesty, kindness, respect for others, and responsibility. In this interview, a high school principal in Memphis , Tennessee , explains how staff implemented a separate character-education course. |
EJ577025
Title: Character Education + Young Adult Literature = Critical Thinking Skills.
Author(s) Tighe, Mary Ann
Source: ALAN Review, v26 n1 p57-63 Fall 1998
Publication Date: 1998 |
Describes a research study (prompted by a state board-of-education mandate for English teachers to teach values) in which selected reading, writing, and discussion activities focusing on values helped high school students to develop critical-thinking skills. Describes the discussion and writing activities and how they were related to two young adult novels. |
EJ557597
Title: Teaching Character Education Through Service-Learning.
Author(s) Brugh, Mike
Source: Social Studies Review, v37 n1 p68-72 Fall-Win 1997
Publication Date: 1997
Notes: Theme issue on "Character Education." |
Offers some examples of integrating character education into curriculum and instruction through service learning and provides a rationale for incorporating service learning throughout the grades. Briefly summarizes educational research supporting service learning and identifies five critical elements of service learning projects. Provides a list of resources, addresses, and contact numbers. |
