Date of Conferral
Studies have shown that conflict resolution and violence prevention education may be lacking within school-based environments. There is a gap in the literature regarding pre-service and in-service conflict resolution and violence prevention education for urban high school educators. The purpose of the study was to understand the experiences and perceptions of urban high school educators' pre-service and in-service conflict resolution and violence prevention education, and the student health-related antecedents that contribute to both. Utilizing a case study methodology, this study emphasized the diverse geographic locations of urban high school educators' pre-service institutions and the perceptions of their pre-service and in-service education regarding 5 student health-related antecedents to conflict and violence in school. Data collection included individual audio-recorded interviews and a follow-up focus group. Data was analyzed by participant's responses to interview questions that aligned with research questions. Data was then coded, cross-coded, and triangulated to generate themes. The results indicated that pre-service teacher education programs are not addressing conflict resolution and violence prevention in schools among pre-service teachers. Further, study findings indicate that teachers and administrators are currently experiencing student health-related antecedents to conflict and violence in school. Research findings also indicated that in-service training is failing to address these critical issues. This study could impact positive social change by implementing relevant and innovative education within pre-service and in-service educator training to address school-level violence.
Brooks, Sean M., "Urban High School Educators' Perceptions of Pre-Service and In-Service Conflict Resolution and Violence Prevention Education" (2018). Walden Dissertations and Doctoral Studies. 4839.