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ERIC Number: ED451277
Record Type: Non-Journal
Publication Date: 2001-Mar
Pages: 4
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0889-8049
Practitioner Assessment of Conflict Resolution Programs. ERIC Digest Number 163.
Deutsch, Morton
There are many ways to assess the effectiveness of school conflict resolution training (CRT) programs. Some methods require extensive resources, but others, conducted by CRT practitioners themselves, also provide useful information. This digest presents a framework for CRT evaluation by practitioners that enables them to reflect productively on their practice. To determine the effectiveness of their CRT programs, practitioners must address such issues as: what the program objectives are; what determines achievement of the objectives; whether practitioner observations, student self-reports, and reports by others about the students provide information on positive changes from CRT; why the CRT program succeeds; and why the CRT program fails. Useful assessment of a CRT program measures such student attributes as: knowledge of the basic concepts of constructive conflict resolution; orientation, attitudes, and emotional responses to conflict that facilitate constructive resolution; skills needed for constructive conflict resolution; and behavior in certain types of situations. There are many different ways to elicit information for assessment of CRT, including observation of actual behaviors in real conflict situations; interviews and questionnaires; diaries of students' daily experiences with conflict; and data from school records. Resources for practitioners doing their own assessments are included. (Contains 15 resources.) (SM)
ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free). For full text: http://www.eric-web.tc.columbia.edu.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; Metropolitan Life Foundation.
Authoring Institution: ERIC Clearinghouse on Urban Education, New York, NY.