Mediation in the schools: Self‐regulation, self‐esteem, and self‐discipline

Maxwell, Jennifer P.

doi:10.1002/crq.3900070206

Cited by 33 publications

(24 citation statements)

References 2 publications

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“…and absenteeism, while increasing students' self-confidence, academic time on task, and academic achievement (Araki, 1990;Davis, 1986;Lam, 1989;Marshall, 1987;Maxwell, 1989;Tolson, McDonald, & Moriarty, 1992). Such claims are based primarily on anecdotal evidence provided by teachers and administrators.…”

Section: Training Elementary School Students To Manage Conflictmentioning

confidence: 97%

Training Elementary School Students to Manage Conflict

Johnson

Dudley

et al. 1995

The Journal of Social Psychology

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The effectiveness of a peer mediation program in a midwestern, suburban school in the United States was examined. Six classes (one combination secondlthird grade, one third grade, two fourth grades, and two fifth grades) containing 144 students received 9 hr of training in negotiating integrative agreements to their conflicts and mediating their classmates' conflicts. Eighty-three untrained third-, fourth-, and fifth-graders served as a control group. A peer mediation program was implemented. The role of mediator was rotated equally among all class members. A pretestlposttest, experimentallcontrol group design was used. The results indicate that students successfully learned the negotiation and mediation procedures, were able to apply the procedures in actual conflict situations, and maintained this knowledge throughout the academic year. CONFLICTS AMONG STUDENTS in U.S. schools result in destructive outcomes with alarming frequency. In many schools, outbreaks of violent behavior and the presence of weapons are all too common, with estimates indicating that over 25,000 handguns enter schools daily. A quarter of all high school seniors in 1993 reported being threatened with violence (Stop the Violence, 1994).Providing students with a quality education is becoming more difficult as societal influences disrupt the curriculum. Even in schools where weapons are rare, students often try to resolve conflicts by using destructive strategies, such as verbal threats, withdrawal, telling the teacher, and restating demands (Johnson, Johnson, & Dudley, 1992). Most students seem to be unaware and ignorant of steps that would allow them to manage conflicts constructively (Lam, 1989).We thank Pat Erlandson. principal, and the faculty of Creek Valley Elementary School, Edina, Minnesota, for their help and assistance in conducting this study.

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Section: Training Elementary School Students To Manage Conflictmentioning

confidence: 97%

Training Elementary School Students to Manage Conflict

Johnson

Dudley

et al. 1995

The Journal of Social Psychology

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“…It is, therefore, advisable for the teacher to restore harmony by acting in the traditional role of a mediator for impartiality and face maintenance, as suggested by Ma (1992). Mediation process involves the skills of communication, problem solving and participatory decision-making which develop self-regulation and self-empowerment (Maxwell 1989). In mediating students' conflicts, teachers (1) listen actively to students, (2) think critically about the conflicts, (3) empathize with students' feelings and (4) draw students' attention to choices and consequences (Cremin 2007;Morgado and Oliveira 2010).…”

Section: Power Statusmentioning

confidence: 97%

Cooperative learning in a Hong Kong primary school: perceptions, problems and accommodation

Chan

2014

Intercultural Education

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Some educators may see cooperative learning as a Western pedagogy that is difficult to use in Eastern countries with a Confucian Heritage, while others argue that the philosophy of Confucius parallels the elements of cooperative learning. This article reports the key findings of a 2-year longitudinal study that investigated the perceptions of cooperative learning and pupils' problems with cooperative learning in a Hong Kong primary school. A school-based staff development programme was conducted to help teachers prepare students for using cooperative learning in their classes. Pupils were interviewed at various stages of the study, and classroom observations were conducted to see how they worked in cooperative groups in the core subjects. The results showed that pupils' perceptions of cooperative learning were generally positive though they encountered some problems in working together. The results are discussed with reference to the influence of Confucian heritage culture on pupils' perceptions of CL, and recommendations are made for accommodating cooperative learning accordingly.

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“…The students who participate are able to resolve conflicts without adult assistance and learn how to positively state what they need to resolve the problem. They also learn effective communication, decision-making, and negotiating skills that are valuable later in life (Bickmore, 1993;Cueto, Bosworth, & Sailes, 1993;Hakim, 1992;Jacobson & Lombard, 1992;Maxwell, 1989;Schomberg, 1992).…”

Section: Student Empowerment and Adultismmentioning

confidence: 97%