Gaps in CRE Research:Back to the Future

For the Inter-American Summit on CRE

March 2007

Prof. Tricia S. JonesDept. of Psychological Studies in EducationTemple University tsjones@temple.edu

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?

“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

“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)

DIW Impact on Students “GAPS and Progress”

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

Impact on Teachers“GAPS and Progress”

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 Classroom and School Climate

“GAPS and Progress”

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 Diverse Populations“GAPS and Progress”

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 Institutionalization“GAPS and Progress”

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

The “Larger” World of CRE

Peer Mediation

Social and Emotional Learning

Curriculum InfusionConflict Classes

NegotiationSkills

After School

Programs

Expressive Arts Dialogue

Processes

RestorativeJustice

Bullying Prevention

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

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

Curriculum Infusion“Overall Research Base”

Promising Links to Classroom ClimateSome support for relationship to social

and emotional competenciesSome support for relationship to

academic achievement

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

Program Areas Without Research on Effectiveness in US Schools (through 2007)

After School Programs (in terms of CRE components)

Expressive Arts and CRE ProgramsDialogue ProcessesRestorative Practices/Restorative

Justice

Social and Emotional Learning“GAPS and Progress”

“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”

“Gaps”– Longitudinal Research

– Efficacy in High School Populations

– Program Fidelity and Institutionalization

– Teacher Impact

“Progress”

– NONE

– SOME

– ATTENTION AND ADVICE, NOT RESEARCH

– NONE

Bullying Prevention“GAPS and Progress”

“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

WHAT’S NEEDED?

LONGITUDINAL RESEARCH SYSTEMS LEVEL RESEARCH PROGRAM FIDELITY AND

IMPLEMENTATION RESEARCH NON-DOMINANT POPULATIONS

(ESPECIALLY SES) PROGRAM SYNERGY PROGRAM COMPARISON