ERIC Number: ED359271
Record Type: Non-Journal
Publication Date: 1992-Mar
Reference Count: N/A
The Effects of Training in Conflict Resolution and Cooperative Learning in an Alternative High School. Summary Report.
This paper is a summary report of a study of the effects of training in conflict resolution and cooperative learning in an alternative high school in New York City. Three of the school's four campuses participated, with Campus A receiving conflict resolution training, Campus C receiving cooperative learning training, and Campus B receiving training in both. For 2 years, staff training occurred at all three campuses in the form of after-school workshops. The student training in cooperative learning involved five principles: (1) positive interdependence; (2) fact-to-face interactions; (3) individual accountability; (4) interpersonal and small group skills; and (5) processing (analysis of group functioning with the goal of improvement). The conflict resolution training taught active listening, "I" messages, reframing the issues in conflict, criticizing ideas and not people, differentiating between underlying needs versus positions, distinguishing between negotiable and non-negotiable conflict situations, developing "win-win" solutions, and destructive and constructive negotiation styles. Data were collected with questionnaires to 350 students before and after training, performance ratings of students, teacher behavior evaluations, and supplemental interviews. The results indicate positive effects on the students. As students improved in managing conflicts they experienced increased social support, improved relations, higher self-esteem, increases in personal control, and higher academic performance. Included are 10 references. (JB)
Descriptors: Case Studies, Conflict Resolution, Cooperative Learning, Curriculum Evaluation, Group Dynamics, High School Students, High Schools, Interpersonal Competence, Minority Group Children, Nontraditional Education, Outcomes of Education, Potential Dropouts, Program Effectiveness, Sensitivity Training, Urban Schools, Urban Youth
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: New York City Board of Education, Bronx, NY.; Grant (W.T.) Foundation, New York, NY.; National Center for Research in Vocational Education, Berkeley, CA.
Authoring Institution: Columbia Univ., New York, NY. Teachers Coll. International Center for Cooperation and Conflict Resolution.