Identifies three conflict styles or characteristic sets of strategies people use to handle conflict. Advocates the use of principled negotiation so as to enable people in conflict to arrive at a solution that is acceptable to, and meets the needs of, both sides. Shares strategies for developing skills in principled negotiation. (RJM)

This article reviews the basic tenets of the Situational Leadership model, examines the steps of the Conflict Model for decision making, and presents a conceptual model that integrates the two. The integrated model aims to provide a systematic means for allowing individuals to learn how to participate in organizational decisions. (JDD)

Comments on a previously published article on the ethical treatment of English-as-a-Second-Language (ESL) writers, disagreeing with the author's view that it is inappropriate for ESL/EFL teachers to focus on themes such as peace education or conflict resolution in their writing classes. The author of the article being critiqued then responds to…

This article provides a methodological illustration of how to conduct scientifically rigorous secondary interventions within the context of three-tiered models of support. Specifically, the authors demonstrate one approach for using schoolwide data to identify middle school students (N = 65) with both academic and behavioral concerns. Then, they…

A study investigated the relationship between teaching style and group conflict within the small instructional group. The conjecture was that the transactional teaching style is associated with more positive resolutions to group conflict than either the nomothetic or idiographic style. Research was conducted on 10 instructional groups within the…

The authors present a model to teach about conflict, classification of levels of conflict, interpretation of meanings, evaluation of consequences, and making of inferences about what could happen if everyone practiced cooperation, coalescence, and shared decision making. (Author/AV)

The theory and application of teaching moral education in the classroom are discussed. (KM)

Describes an interpersonal communication class in which students (1) become familiar with their personal conflict management style and (2) learn and practice a technique for managing conflict with a win-win approach. Details the six stages of the Managing Interpersonal Conflict (MIC) technique. (PD)

Designed for use with emotionally and behaviorally disordered students, the materials presented in the column are intended to meet the developmental needs of the population, prevent or reduce crisis situations, or foster student awareness of alternative ways of handling conflict. (PHR)

Suggests that innovative teaching methods such as simulation gaming be used to teach high school and college students about international relations and modern diplomacy. Demonstrates how the simulation technique was used to teach students in schools and colleges in Israel about the Middle East conflict. (DB)

Describes an exercise designed to help students experience the inequities of land and wealth distribution and to raise serious questions about solutions to those inequities. (FL)

Results indicate that there has been no change in the degree of emphasis upon and content of teaching among faculty between 1968 and 1973 despite pressures upon them to change their attitudes toward undergraduate teaching. (Author)

Describes a lesson plan that explains the role of compromise as a method of resolving conflicts for use in a sixth-grade world cultures class. Includes activities, assessment, reteaching activities, and an extension project involving student skits. (DK)

Discusses the dynamics of the language lesson. It is argued that the lesson represents at least four types of events: a curricular event, an implementation of a method, a social event, and an arena of human interaction. (3 references) (GLR)

Examines how young children's everyday group experiences contain important opportunities for adults to model and teach skills and understandings that can lead to a more peaceful world. Presents specific ideas for creating a peaceful atmosphere in the classroom and embedding peace concepts into the early-childhood curriculum, including the use of a…