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Gaps in CRE Research: Back to the Future

This research explores the gaps and progress in CRE (Conflict Resolution Education) research through reviewing previous studies, identifying research needs, and assessing the current state of research. The study focuses on areas such as impact on students, teachers, classroom and school climate, diverse populations, and institutionalization. It also highlights the lack of research in certain program areas and the need for longitudinal studies, program fidelity, and teacher impact research.

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Gaps in CRE Research: Back to the Future

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  1. Gaps in CRE Research:Back to the Future For the Inter-American Summit on CRE March 2007 Prof. Tricia S. Jones Dept. of Psychological Studies in Education Temple University tsjones@temple.edu

  2. Approach to GAPS Discussions • Identify GAPS and PROGRESS from Does It Work Report (research reviewed through 1999) • What Gaps Were Identified as Research Needs? • Has current research (through 2007) filled those needs? • Identify GAPS and PROGRESS from CRQ Review article and Commentary (research reviewed 2000-2004) • What Gaps Were Identified as Research Needs? • Has current research (through 2007) filled those needs?

  3. “Does It Work” Research Needs • March 2000 “Does It Work” Publication • Based on USDE/CRENet Symposium • Research Reviews and Agenda Setting in Five Areas • Impact on Students • Impact on Classroom and School Climate • Impact on Teachers • Impact on Diverse Populations • Issues of Institutionalization

  4. “Does It Work” A Small CRE World • Reviewed research published 1987-88 through 1999. Most research from early to mid 1990s. • Much of the research included would not meet contemporary definitions of methodological rigor • CRE programs included in the research review basically limited to • Peer mediation • Some curriculum infusion • Some negotiation skills (Johnson and Johnson)

  5. GAPS in DIW Few meet rigorous methodology and data analysis We need to assess implementation fidelity We need credible long-term evaluations to assess programs PROGRESS (OVERALL) SIGNIFICANT PROGRESS SOME PROGRESS NONE DIW Impact on Students “GAPS and Progress”

  6. GAPS in DIW No controlled studies looking at impact of teachers and CRE There is no baseline data on what teachers want or need from CRE No research on relationship of teacher impact to other issues (e.g., climate) PROGRESS (OVERALL) NONE NONE NONE Impact on Teachers“GAPS and Progress”

  7. GAPS in DIW Research with diverse populations -classroom climate Link school and classroom climate Comparison of different CRE models on climate Relationship between structural elements and impacts of CRE on climate PROGRESS (OVERALL) LIMITED PROGRESS NONE NONE (beyond DIW content) NONE Impact on Classroom and School Climate“GAPS and Progress”

  8. GAPS in DIW Efficacy in Non-dominant groups rarely examined Interventions from diverse populations are rarely explored and taught Issues of class receive little focus Structural issues underlying conflict, including systemic bias, receive little attention PROGRESS (OVERALL) LIMITED PROGRESS NONE NONE NONE Impact on Diverse Populations“GAPS and Progress”

  9. GAPS in DIW Research is focused on school level rather than district level Research not looking at policy making (e.g., higher education, professional associations, state/federal policy-making) The research lacks sufficient longitude PROGRESS (Overall) NONE NONE NONE Impact on Institutionalization“GAPS and Progress”

  10. The “Larger” World of CRE Expressive Arts After School Programs Dialogue Processes Peer Mediation Negotiation Skills Bullying Prevention Restorative Justice Conflict Classes Curriculum Infusion Social and EmotionalLearning

  11. Thoughts on Our “Larger World” • Since 2000 the range of CRE related programs has increased dramatically • Looking at Research Efficacy in the Program Areas Gives us a Sense of the State of the Field • CRQ 2004 article reviewed research on programs and program models by educational level

  12. Social and Emotional Learning“Overall Research Base” • Very Strong Research Linked to Development of Social and Emotional Competencies in Elementary and Middle School Children • Very Strong Research Linked to Academic Achievement • Strong Involvement of Non-dominant Student Groups

  13. Curriculum Infusion“Overall Research Base” • Promising Links to Classroom Climate • Some support for relationship to social and emotional competencies • Some support for relationship to academic achievement

  14. Bullying Prevention“Overall Research Base” • Research focuses almost exclusively on incidence of bullying and factors related to bullying (perpetrator and victim characteristics) • Very little US research on effectiveness of bullying prevention programs (on student or teacher behavior) • Very little US research on program fidelity and institutionalization

  15. Program Areas Without Research on Effectiveness in US Schools (through 2007) • After School Programs (in terms of CRE components) • Expressive Arts and CRE Programs • Dialogue Processes • Restorative Practices/Restorative Justice

  16. “Gaps” Longitudinal Research Efficacy in High School Populations Program Fidelity and Institutionalization Teacher Impact “Progress” NONE SOME ATTENTION AND ADVICE, NOT RESEARCH NONE Social and Emotional Learning“GAPS and Progress”

  17. “Gaps” Longitudinal Research Efficacy in High School Populations Program Fidelity and Institutionalization Teacher Impact “Progress” NONE SOME ATTENTION AND ADVICE, NOT RESEARCH NONE Curriculum Infusion“GAPS and Progress”

  18. “Gaps” Effectiveness of bullying prevention programs Teacher Impact Longitudinal Research Program Fidelity and Institutionalization “Progress” SOME NEW STUDIES; LIMITED TO ELEMENTARY STUDENTS; VERY MIXED RESULTS NONE NONE NONE Bullying Prevention“GAPS and Progress”

  19. WHAT’S NEEDED? • LONGITUDINAL RESEARCH • SYSTEMS LEVEL RESEARCH • PROGRAM FIDELITY AND IMPLEMENTATION RESEARCH • NON-DOMINANT POPULATIONS (ESPECIALLY SES) • PROGRAM SYNERGY • PROGRAM COMPARISON

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