Reviews research on the politics of education at the school site level in three areas: public participation in decision making, allocation of scarce resources, and resolution of actual or potential conflict. Suggests future directions for research. (Author/JM)

Commentaries are presented by Jack I. Bardon (on TM 504 397 and 398), Douglas T. Brown (on TM 504 396 and 398), and Irwin A. Hyman (on TM 504 396 and 397) regarding the professional roles and training needs of school psychologists. (GDC)

The assumptions of the principle of legality are explored. It is concluded that any response to human conflict that respects individual authenticity and sovereignty, human diversity, competency, and shared responsiblity can only be given retrospectively. (Author/MC)

Presents a dilemma situation with a real conflict for the central characters, two conflicting values or moral issues, and is intended to generate disagreement among students about the appropriate action to be taken. A teacher's guide is included. (Author/SA)

Academic administration cannot be considered a profession and cannot regulate itself because, unlike the professions, it has no clear, single clientele. External regulation is seen as inevitable in the administration of higher education. (Author/MLW)

A simple behavioral approach for roommate conflict resolution based on a model for resolving marital conflict is described. It assumes that conflicts occur when maladaptive attempts are used to change another's behavior. (Author)

Discusses a wilderness camp program for children with behavioral problems and provides recommendations for applying the program ideas in a public school setting, including group huddles for problem solving, goal-oriented living and learning, quiet time for rest and reflection, allowing transition time, and partnering adversaries. (Author/CR)

Analysis of questionnaire responses by 879 college students found respondents who indicated they had been abused as children reported less secure relationships, more depression, and greater use of destructive behaviors than their nonabused counterparts. Abuse history was substantially stronger than parental attachment in predicting conflict…

Boston College Conflict Prevention Program techniques for relaxation and self-control were taught to middle-school students in two Boston schools. Preliminary results from teacher interviews revealed that students spontaneously used these methods to calm their "fight-or-flight" reactions in real conflicts. Results also indicated that…

As part of an evaluation of a school-based mediation program, 35 student mediators and 35 control students in grades 5-7 from six schools were surveyed concerning conduct at school, school climate, attitudes toward fights, self-esteem, and problems-solving skills. Results indicate the program had positive effects on student mediators, particularly…

Contains a series of short, experientially oriented articles on circle time entitled "You Can Make Circle Time Developmentally Appropriate"; "Using Circle Time as a Hub of Curriculum"; "Working It Out Together in Circle Time"; and "Starting with Stories: Building a Sense of Community." (SD)

Explores the relationship between conflict and violence by reviewing literature about young children's peer conflict, focusing on questions about the nature of peer conflict and teachers' responses. Concludes that peer conflicts do not necessarily lead to violence, but when children are unable to resolve their own conflict and are not supported in…

A survey of 86 colleges and universities and 60 companies investigated whether industry representatives and academics, both involved and not involved in university-industry relationships, identified three categories of potential conflicts in collaboration (conflicts of interest, commitment, and internal equity). This paper discusses the…

Evaluation of a proactive behavioral approach to teaching prosocial behavior was evaluated in six urban elementary physical education classes. Results demonstrated positive across-grade trends in student leadership and teacher-independent conflict resolution behaviors, marked decreases in student off-task behavior, less teacher-directed and more…

Describes California's D-Q University, founded in 1970 by American Indians and Chicanos. Highlights the University's collaboration with Indian Dispute Resolution Services (IDRS) to provide courses toward a certificate in conflict management and resolution. Reviews IDRS' efforts, indicating that its techniques are rooted in traditional Indian…