Abstract
Peace and Conflict Resolution curriculum is being developed nationwide by schools and non-profit organizations in response to an increase in school violence throughout the past 30 years. In order to improve consistency and to ensure that curriculum is comprehensive and effective, there is a need for research and follow-up with teachers. This study aims to explore how the effectiveness of Peace and Conflict Resolution curriculum and teaching methods could be improved. Eight teachers from four schools are interviewed to explore such variables as their attitudes toward Peace and Conflict Resolution curriculum, the levels of continuing support and training available to them in these areas, and their school's demographics. An assessment method is used to measure how comprehensive their approach to teaching Peace and Conflict Resolution is. The study concludes that there exists a great deal of inconsistency in the ways that teaching the concepts of Peace and Conflict Resolution are focused on, viewed, and delivered (or not delivered). The reasons behind this are many, including: funding, available teacher training, methods for teaching these concepts, and attitudes toward them.
Recommended Citation
Lenhart, Kari, "Peace and conflict resolution curriculum : testimonies from teachers" (2000). Capstone Collection. 505.
https://digitalcollections.sit.edu/capstones/505