A Qualitative Study of Training in Conflict Resolution and Cooperative Learning in an Alternative High School.

Autor/in	Mitchell, Vernay
Institution	Columbia Univ., New York, NY. Teachers Coll. International Center for Cooperation and Conflict Resolution.
Titel	A Qualitative Study of Training in Conflict Resolution and Cooperative Learning in an Alternative High School.
Quelle	(1992), (142 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Black Students; Conflict Resolution; Cooperative Learning; Curriculum Evaluation; Group Dynamics; High School Students; High Schools; Hispanic Americans; Interpersonal Competence; Nontraditional Education; Potential Dropouts; Program Effectiveness; Qualitative Research; Sensitivity Training; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Conflict solving; Konfliktlösung; Konfliktregelung; Kooperatives Lernen; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Gruppendynamik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanoamerikaner; Interpersonale Kompetenz; Non-traditional education; Alternative Erziehung; Qualitative Forschung; Sensitivitätstraining; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	This study evaluated the training in conflict resolution (CR) and cooperative learning (CL) of about 180 students in an alternative high school (AHS) in New York City. The qualitative methodology included direct observations of students' daily routines, systematic observations of special events, and interviews with key faculty and staff members. The study evaluated links between CR and CL training and vocational education, and assessed students' career knowledge and aspirations. CR training focused on active listening, paraphrasing, strategizing, differentiating between underlying needs versus positions, distinguishing between negotiable and non-negotiable conflict situations, and destructive and constructive negotiation styles. CL training involved small groups using the following: (1) positive interdependence; (2) fact-to-face interactions; (3) personal responsibility and individual accountability; (4) social skills; and (5) group processing. The program had positive results in teacher empowerment, risk taking, school norms, interactions among staff and students, communications, administrative confidence, curriculum planning, staff cohesiveness, and classroom organization. Five appendixes provide a training term glossary, a summary of observations of AHS student interns, examples of 6 training sessions, observations of AHS student life, and classroom observations of CL. (Contains 14 references.) (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC