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. |
