Peace Maintenance System: Effects on secondary school teachers' and students' communication, affirmation, cooperation, and conflict resolution interactions

Lori Johnson Quigley, Fordham University

Abstract

This study sought to determine the effects of the Peace Maintenance System (PMS) on teacher and student communication, affirmation, cooperation, and conflict resolution interactions prior to and after training and implementation, as measured by: the Peace Maintenance Observational Category Scale (PMOCS), guided teacher dialogue journals, and guided student reflective journals. Basic PMS objectives were to: view conflict as a way of growing through interactions, understand that problem solving is the best way to solve a conflict, work cooperatively in order to seek viable solutions to conflict, and understand and respect another's perspective in a conflict situation. Treatment consisted of 16 lessons implemented over a 4-week period and equally divided into four distinct domains: communication, affirmation, cooperation, and conflict resolution.^ Data for this study were collected from 91 female adolescent students from three 11th-grade religious education classes and their respective teachers (n = 3), two female and one male, in a culturally diverse setting in a private school in the Bronx, New York.^ The data collected from the results of the PMOCS were statistically analyzed for interrater reliability by using an analysis of variance (ANOVA) and teacher-student interactions within each domain by utilizing t-test procedures. A two-way ANOVA of the PMOCS yielded a summary result for each PMS domain. Although the results of the frequencies of teacher and student interactions indicated a nonsignificant average gain of: 6 within the communication domain, 33 within the affirmation domain, 34.11 within the cooperation domain, and 71.7761.44 within the conflict resolution of the PMOCS. Content analyses of the reflective journals also produced significant results for each of the four domains. In sum, the data and content analyses demonstrated that the majority of the teachers and students understood the goals of each PMS domain, substantiating the findings of the significance of the interactions studied in this investigation.^ The findings of this study have implications for curriculum development and instructional methodologies for secondary teachers and students for the successful implementation of a violence prevention program in an urban setting where teachers and students come from different cultures, ethnic groups, and linguistic backgrounds. ^

Subject Area

Education, Language and Literature|Education, Secondary|Education, Curriculum and Instruction

Recommended Citation

Lori Johnson Quigley, "Peace Maintenance System: Effects on secondary school teachers' and students' communication, affirmation, cooperation, and conflict resolution interactions" (January 1, 1997). ETD Collection for Fordham University. Paper AAI9809013.
http://fordham.bepress.com/dissertations/AAI9809013

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