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Lessons in Character
Dietsch, B., Bayha, J. L., & Zheng, H. (2005, April). Short-term effects of a character education program among fourth grade students. Paper presented at the American Educational Research Association, Montreal, Canada.
Additional citation for this study:
Dietsch, B., & Bayha, J. L. (2005). Short term effects of a literature-based character education program among fourth grade students: Report to the Young People's Press, Inc. Los Alamitos, CA: WestEd.
Lion's Quest–Skills for Adolescence
Eisen, M., Zellman, G. L., & Murray, D. M. (2003). Evaluating the Lions-Quest "Skills for Adolescence" drug education program: Second-year behavior outcomes. Addictive Behaviors, 28, 883–897.
Additional citation for this study:
Eisen, M. (2002). Intermediate outcomes from a life skills education program with a media literacy component. In W. D. Crano & M. Burgoon (Eds.), Mass media and drug prevention: Classic and contemporary theories and research (pp. 187–211). Mahwah, NJ: Lawrence Erlbaum Associates.
Eisen, M., Zellman, G. L., Massett, H. A., & Murray, D. M. (2002). Evaluating the Lions-Quest "Skills for Adolescence" drug education program: First-year behavior outcomes. Addictive Behaviors, 27, 619–632.
Positive Action
Flay, B. R., Acock, A., Vuchinich, S., & Beets, M. (2006, August). Progress report of the randomized trial of Positive Action in Hawai'i: End of third year of intervention. (Available from Positive Action, Inc., 264 4th Avenue, S., Twin Falls, ID 83301.)
Too Good for Drugs and Violence
Bacon, T. P. (2001). Evaluation of the Too Good for Drugs and Violence–High school prevention program. Tallahassee, FL: Florida Department of Education, Department of Safe and Drug-Free Schools.
Too Good for Drugs™
Bacon, T. P. (2000). The effects of the Too Good for Drugs prevention program on students' substance use intentions and risk and protective factors. Florida Educational Research Council, Inc., Research Bulletin, 31 (3 & 4), 1–25.
Bacon, T. P. (2003, August). Technical report: Evaluation of the Too Good for Drugs–Elementary prevention program. (Available from the Mendez Foundation, 601 S. Magnolia Avenue, Tampa, FL 33606.)
Too Good For Violence
Hall, B. W., & Bacon, T. P. (2005). Building a foundation against violence: Impact of a school-based prevention program on elementary students. Journal of School Violence, 4 (4), 63–83.
Additional citation for this study:
Bacon, T. P. (2003, November). Technical report: The effects of the Too Good for Violence prevention program on student behaviors and protective factors. (Available from the Mendez Foundation, 601 S. Magnolia Avenue, Tampa, FL 33606.)
Building Decision Skills
Leming, J. S. (2001). Integrating a structured ethical reflection curriculum into high school community service experiences: Impact on students' sociomoral development. Adolescence, 36 (141), 33–45.
Connect with Kids
Page, B., & D'Agostino, A. (2005). Connect with Kids 2004–2005 study results for Kansas and Missouri. (Available from the Compass Consulting Group, LLC, 5726 Fayetteville Road, Suite 203, Durham, NC 27713.)
Caring School Community™
San Ramon Study
Battistich, V. (2003). Effects of a school-based program to enhance prosocial development on children's peer relations and social adjustment. Journal of Research in Character Education, 1 (1), 1–16.
Battistich, V., Solomon, D., & Delucchi, K. (1990, August). Effects of a program to enhance prosocial development on adjustment. Paper presented at the annual meeting of the American Psychological Association, Boston, MA.
Battistich, V., Solomon, D., Watson, M., Solomon, J., & Schaps, E. (1989). Effects of an elementary school program to enhance prosocial behavior on children's cognitive-social problem-solving skills and strategies. Journal of Applied Developmental Psychology, 10 (2), 147–169.
Benninga, J. S., Tracz, S. M., Sparks, R. K., Jr., Solomon, D., Battistich, V., Delucchi, K. L., Sandoval, R., & Stanley, B. (1991). Effects of two contrasting school task and incentive structures on children's social development. Elementary School Journal, 92 (2), 149–167.
Schaps, E. (2003). A drug abuse prevention program follow-up study. Final report. Oakland, CA: Developmental Studies Center.
Schaps, E., & Lewis, C. (1991). Extrinsic rewards are education's past, not its future. Educational Researcher, 48 (7), 81.
Schaps, E., Solomon, D., & Watson, M. (1986). A program that combines character development and academic achievement. Educational Leadership, 43 (4), 32–35.
Solomon, D., Battistich, V., Delucchi, K., & Solomon, J. (1989, March). Evaluation of the Child Development Project: Research design, procedures, and findings. Paper presented at the annual meeting of the American Education Research Association, San Francisco, CA.
Solomon, D., Battistich, V., & Watson, M. (1993, March). A longitudinal investigation of the effects of a school intervention program on children's social development. Paper presented at the biennial meeting of the Society for Research in Child Development, New Orleans, LA.
Solomon, D., Watson, M., Battistich, V., Schaps, E., & Delucchi, K. (1992). Creating a caring community: Educational practices that promote children's prosocial development. In F. K. Oser, A. Dick, & J. Patry (Eds.), Effective and responsible teaching: The new synthesis (pp. 383–396.). San Francisco, CA: Jossey-Bass.
Solomon, D., Watson, M., Battistich, V., Schaps, E., & Delucchi, K. (1996). Creating classrooms that students experience as communities. American Journal of Community Psychology, 24 (6), 719–747.
Solomon, D., Watson, M., Delucchi, K., Schaps, E., & Battistich, V. (1988). Enhancing children's prosocial behavior in the classroom. American Educational Research Journal, 25 (4), 527–554.
Solomon, D., Watson, M., Schaps, E., Battistich, V., & Solomon, J. (1990). Cooperative learning as part of a comprehensive classroom program designed to promote prosocial development. In S. Sharan (Ed.), Cooperative learning: Theory and research (pp. 231–260). New York: Praeger.
Six-District Study
Battistich, V. (2001, April). Effects of an elementary school intervention on students' "connectedness" to school and social adjustment during middle school. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
Battistich, V., & Hom, A. (1997). The relationship between students' sense of their school community and students' involvement in problem behavior. American Journal of Public Health, 87, 1997–2001.
Battistich, V., Schaps, E., Watson, M., & Solomon, D. (1996). Prevention effects of the Child Development Project: Early findings from an ongoing multi-site demonstration trial. Journal of Adolescent Research, 11 (1), 12–35.
Battistich, V., Schaps, E., Watson, M., Solomon, D., & Lewis, C. (2000). Effects of the Child Development Project on students' drug use and other problem behaviors. Journal of Primary Prevention, 21 (1), 75–99.
Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school intervention on students' "connectedness" to school and social adjustment during middle school. Journal of Primary Prevention, 24 (3), 243–262.
Battistich, V., Solomon, D., Kim, D., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students' attitudes, motives, and performance: A multilevel analysis. American Education Research Journal, 32 (3), 627–658.
Battistich, V., Solomon, D., & Watson, M. (1998, April). Sense of community as a mediating factor in promoting children's social and ethical development. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1996, March). Enhancing students' engagement, participation, and democratic values and attitudes. Paper presented at the biennial meeting of the Society for the Psychological Study of Social Issues, Ann Arbor, MI.
Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist, 32 (3), 137–151.
Lewis, C., Battistich, V., Schaps, E., Solomon, D., & Watson, M. S. (1998, April). School improvement for academic development and resilience: Findings of the Child Development Project. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Lewis, C., Watson, M., & Schaps, E. (2003). Building community in school. In M. J. Elias, H. Arnold, & C. S. Hussey (Eds.), EQ+IQ = Best leadership practices for caring and successful schools (pp. 100–108). Thousand Oaks, CA: Corwin Press.
Schaps, E., Battistich, V., & Solomon, D. (1997). School as a caring community: A key to character education. In A. Molnar (Ed.), The Construction of Children's Character, Part II, 96th Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.
Schaps, E., Battistich, V., & Solomon, D. (2004). Community in school as key to student growth: Findings from the Child Development Project. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 189–205). New York: Teachers College Press.
Solomon, D., & Battistich, V. (1993, August). Students in caring classroom communities. Paper presented at the annual meeting of the American Psychological Association, Toronto, Canada.
Solomon, D., & Battistich, V. (1996). Teacher beliefs and practices in schools serving communities that differ in socioeconomic level. Journal of Experimental Education, 64 (4), 327–347.
Solomon, D., Battistich, V., & Hom, A. (1996, April). Teacher beliefs and practices in schools serving communities that differ in socioeconomic level. Paper presented at the annual meeting of the American Educational Research Association, New York.
Solomon, D., Battistich, V., Watson, M., Schaps, E., & Lewis, C. (2000). A six-district study of educational change: Direct and mediated effects of the child development project. Social Psychology of Education, 4 (1), 3–51.
Watson, M., Battistich, V., & Solomon, D. (1997). Enhancing students' social and ethical development in schools: An intervention program and its effects. International Journal of Educational Research, 27 (7), 571–586.
Facing History and Ourselves
Schultz, H. L., Barr, D. J., & Selman, R. L. (2001). The value of a developmental approach to evaluating character development programmes: An ongoing study of Facing History and Ourselves. Journal of Moral Education, 30 (1), 3–25.
Heartwood Ethics Curriculum
Leming, J. S. (2000). Tell me a story: An evaluation of a literature-based character education programme. Journal of Moral Education, 29 (4), 413–427.
Additional citations for this study:
Leming, J. S., & Silva, D. Y. (2001). A five year follow-up evaluation of the effects of the Heartwood Ethics Curriculum on the development of children's character. (Available from the Heartwood Institute, http://www.heartwoodethics.org/docs/Heartwood_5_Year_Report.pdf.)Leming, J. S., Henricks-Smith, A., & Antis, J. (1997, March). An evaluation of Heartwood Institute's An Ethics Curriculum for Children: Final report. Paper presented at the American Educational Research Association, Chicago, IL.
Lessons in Character
DeVargas, R. C. (1998). A study of Lessons in Character: The effect of moral development curriculum upon moral judgment. Dissertation Abstracts International, 59 (11), 4042A. (UMI No. 9913706)
Lion's Quest–Skills for Action
Laird, M., Bradley, L. R., & Black, S. (1998). The final evaluation of Lions-Quest's Skills for Action. Newark, OH: Lions-Quest.
Additional citation for this study:
Keister, S. C. (n. d.). Lions-Quest Skills for Action Summary of research report to Quest International. (Available from Quest International, 1984 Coffman Rd., Newark, OH 43055.) (Study: #1)
Positive Action
Flay, B. R., & Allred, C. G. (2003). Long-term effects of the Positive Action program. American Journal of Healthy Behavior, 27 (1), 6–21.
Too Good for Drugs and Violence
Bacon, T. P. (2001). Impact on high school students' behaviors and protective factors: A pilot study of the Too Good for Drugs and Violence prevention program. Florida Educational Research Council, Inc. Research Bulletin, 32 (3 & 4), 1–40.
Additional citation for this study:
Bacon, T. P. (2001). Impact on high school students' behaviors and protective factors: A pilot study of the Too Good for Drugs and Violence prevention program. (Available from the Mendez Foundation, http://www.mendezfoundation.org/TGFDVHS%20research.htm.)
Voices Literature and Character Education
Demetriades-Guyette, A. (2002). Patterns of change in the social-cognitive development of middle school children following a school-based multicultural literature program. Dissertation Abstracts International, 63 (05), 2615B. (UMI No. 3052695)
Acquiring Ethical Guidelines for Individual Self Governance (AEGIS)
Weed, S. E. (1995). Report to the Thrasher Foundation. Salt Lake City: The Institute for Research & Evaluation.1
Additional citation for this study:
Weed, S. E. (1995). Weber school district character education evaluation: Summary report. Salt Lake City: The Institute for Research & Evaluation.
Building Esteem in Students Today (BEST)
Gooding, T. F. (2004). Character education: Perceptions of social skills acquisition in two elementary schools. Dissertation Abstracts International, 65 (02), 364A. (UMI No. 3123558)2
Caring School Community™ (CSC)
Roberson, I. (2006). Evaluation report: Caring School Communities 2003–2004. San Francisco: San Francisco Unified School District (SFUSD), Program Evaluation & Research Department.1
Changing Lives
Katsuyama, R. M., & Kimble, C. E. (2002). Effects of the Changing Lives character education program upon behaviors and perceptions of students, teachers, and parents: Evidence of transformations in the school climate. Retrieved from http://www.teachingtochangelives.com/elementary/BroadCom.pdf.2
Character Counts!
Harms, K., & Fritz, S. (2001). Internalization of character traits by those who teach Character Counts! Journal of Extension, 39 (6). Retrieved from http://www.joe.org/joe/2001December/a4.html.3
Sheila Murphy Associates. (n. d.). Year 2 evaluation report: Juvenile detention and corrections implementation of Character Counts! (Report to the Arizona Character Education Commission). Phoenix: Author.4
Sheila Murphy Associates. (2003). Report of implementation: Character Counts! in selected schools and youth related agencies. Phoenix: Author.3
Walsh-Vettern, R., & Wright, B. (1999). South Dakota Character Counts! Evaluation results (First Year's Data 1997–1998). Brookings, SD: Cooperative Extension Service at South Dakota State University.2
Additional citations for this study:
Fruechte, K., & Mitchell, C. G. (2003). South Dakota Character Counts! Evaluation results (Year Five–2002). Brookings, SD: Cooperative Extension Service at South Dakota State University.Mitchell, C. G. (2004). Character Counts! Evaluation report year 6 data, 2003–2004 Student Evaluation: Grades 6–12. Los Angeles: Josephson Institute of Ethics and Character Counts!
Walsh-Vettern, R., & Moss, M. (2000). South Dakota Character Counts! Evaluation results (Second Year's Data–1999). Brookings, SD: Cooperative Extension Service at South Dakota State University.
Walsh-Vettern, R., & Moss, M. (2001). South Dakota Character Counts! Evaluation results (Third Year's Data–2000). Brookings, SD: Cooperative Extension Service at South Dakota State University.
Community of Caring®
Laing, S. O., Fink, K. D., & Johns, J. S. (1999). Utah community partnership for character education development final evaluation report 1995–1999. Salt Lake City: Utah State Office of Education. (ERIC Document Reproduction Service No. ED463224)5
Smith, T. W. (1999). Miracle at Mound Fort Middle School: Reading, service learning, and character education. NASSP Bulletin, 83 (609), 52–56.2
Voelker, M. P. (1994). An option to "just say no": Schools as communities. Ann Arbor, MI: University of Michigan. (ERIC Document Reproduction Service No. ED9507505)2
Facing History and Ourselves (FHAO)
Beyer, F. S., & Pressesien, B. Z. (1995). Facing History and Ourselves: Initial evaluation of inner city middle school implementation. Philadelphia: Research for Better Schools, Inc.6
Brabeck, M., & Kenny, M. (1994). Human rights education through the "Facing History and Ourselves" program. Journal of Moral Education, 23 (3), 333–347.3
Fine, M. (1993). Collaborative innovations: Documentation of the Facing History and Ourselves program. Teachers College Record, 94 (4), 771–790.5
Presseisen, B. Z., & Beyer, F. S. (1994, April). Facing History and Ourselves: An instructional tool for constructivist theory. Paper presented at the meeting of the American Educational Research Association, New Orleans.5
Sleeper, M., Strom, M. S., & Zabierek, H. C. (1990). Facing History and Ourselves. Education Leadership, 48 (3), 84–86.5
Strom, M. S. (2003). A work in progress. In S. Totten (Ed.), Working to make a difference: The personal and pedagogical stories of Holocaust educators across the globe (pp. 69–102). New York: Lexington Books.5
Tollefson, T., Barr, D. J., & Strom, M. S. (n. d.). Facing History and Ourselves. (Available from Facing History and Ourselves, 16 Hurd Road, Brookline, MA 02445.)5
Giraffe Heroes
Center for Health Education and Research. (1991). Giraffe Project/ Standing Tall evaluation: Final report 1995–1997. Battle Creek, MI: W. K. Kellogg Foundation.3
Heartwood Ethics Curriculum
Buttram, J. L., Kruse, J., & Sidler, J. (1992). Evaluation of the Heartwood Program: Executive summary. Philadelphia: Research for Better Schools.7
Piscolish, M. (1991). Heartwood Program pilot year evaluation: 1990–91 full report. Pittsburgh: Pittsburgh Board of Education.3
Learning for Life
Ryan, K. (n. d.). Character building with Learning for Life: A research study. Irving, TX: Learning for Life.2
Lions Quest–Skills for Action
Laird, M., & Black, S. (n. d.). Service-learning evaluation project: Program effects for at-risk students. Newark, OH: Quest International.8
Additional citation for this study:
Keister, S. C. (n. d.). Lions-Quest Skills for Action Summary of research report to Quest International. (Available from Quest International, 1984 Coffman Rd., Newark, OH 43055.) (Study: #2)
Lions Quest–Skills for Adolescence
Gilman, D. A. (1991). A study of the Lions-Quest program for the academic year 1990–91: A report prepared for the analysis of pretest and posttest measures for the North Gibson School Corporation of Princeton, Indiana. Bloomington, IN: Indiana State University, Professional School Services.3
Goldsmith, L. M. (1990). An evaluation of the influence of the Skills for Adolescence program on the self-esteem and attitude toward school of sixth-grade Mexican-American students. Dissertation Abstracts International, 51 (04), 1119. (UMI No. 9027782)8
Heinemann, G. H. (1990). The effects of the Lions-Quest "Skills for Adolescence" program on self-esteem development and academic achievement at the middle school level. Dissertation Abstracts International, 51 (06), 1890A. (UMI No. 9033128)2
Heuer, L. G. (1995). Behaviors, attitudes, and knowledge related to drug and alcohol prevention curricula in North Dakota seventh through twelfth-grade students. Dissertation Abstracts International, 56 (10), 3826A. (UMI No. 9605473)
Laird, M., Syropolous, M., & Black, S. (1995). An evaluation of Lions-Quest's Skills for Adolescence. Unpublished manuscript.1
Additional citations for this study:
Buscemi, M. (n. d.). Lions-Quest Skills for Adolescence evaluation. (Available from Quest International, 537 Jones Road, PO Box 566, Grandville, OH 43023)Keister, S. C. (n. d.). Lions-Quest Skills for Adolescence. (Available from Quest International, 1984 Coffman Road, Newark, OH 43055)
Ray, N. G. (1990). The effects of participation in the Lion's Quest-Skills for Adolescence Program on student self-concept at the middle school level. Dissertation Abstracts International, 52 (01), 82A. (UMI No. 9107327)8
Roberson, R. M. (1991). The effects of the Quest's Skills for Adolescence training on the self-concept and reading achievement of sixth-grade students. Dissertation Abstracts International, 52 (04), 1202A. (UMI No. 9128461)8
Open Circle
Taylor, C. A., Liang, B., & Tracy, A. J. (2002). Gender differences in middle school adjustment, physical fighting, and social skills: Evaluation of a social competency program. Journal of Primary Prevention, 23, 259–272.2
Pathways to Character
MAGI Educational Services. (2002). MAGI Educational Services, Inc. (Final Report). White Plains, NY: Author.3
Positive Action
Allred, C. G. (1984). The Positive Action program: An evaluation. Royal School, Honolulu School District, HI. Twin Falls, ID: Positive Action, Inc.8
Burcham, S. (1992). Improving the academic self-esteem of elementary students. Unpublished doctoral dissertation, Nova University, Fort Lauderdale-Davie, FL.3
Flay, B. R. (2001). An intensive case study of the Positive Action program as a comprehensive school reform demonstration program: Year 2 results. Twin Falls, ID: Positive Action, Inc.3
Additional citation for this study:
Flay, B. R. (2000). An intensive case study of the Positive Action® program as a comprehensive school reform demonstration program. Twin Falls, ID: Positive Action, Inc.
Flay, B. R., Allred, C. G., & Ordway, N. (2001). Effects of the Positive Action program on achievement and discipline: Two matched control comparisons. Prevention Science, 2 (2), 71–88.2
Flay, B. R., & Ordway, N. (1999). Effectiveness of the Positive Action program: Changes in school-level percentile achievement rankings and disciplinary report. Twin Falls, ID: Positive Action, Inc.3
Flay, B. R., & Slagel, M. (2006, July). The Positive Action Family Program: A pilot randomized trial. (Available from Positive Action, Inc., 264 4th Avenue, S., Twin Falls, ID 83301.)9
Heuer, L. G. (1995). Behaviors, attitudes, and knowledge related to drug and alcohol prevention curricula in North Dakota seventh through twelfth-grade students. Dissertation Abstracts International, 56 (10), 3826A. (UMI No. 9605473)3
Hoyer-Rufner, C. S. (1994). The Positive Action curriculum for fifth graders: An exploratory study of accuracy of self-perceptions and self-esteem. Dissertation Abstracts International, 54 (7), 2513A. (UMI No. 9333361)3
Waggoner-Weir, M. S. (1991). The Positive Action program and self-esteem of 6th-grade students. Dissertation Abstracts International, 52 (07), 2417A. (UMI No. 9136806)8
West, B. G. (1997). The effects of improving the self-esteem on academic performance of fourth-grade students in a rural elementary school. Dissertation Abstracts International, 58 (03), 691A. (UMI No. 9726368)1
Woodward, J. R. (1996). Improving academic achievement of fourth-grade students through a program of self-concept enhancement activities. Unpublished doctoral dissertation, Nova Southeastern University, Jacksonville, FL.1
Project Wisdom
Manke, B. (2004). 2004 program evaluation results. Bellaire, TX: Project Wisdom.3
Additional citation for this study:
Manke, B. (2003). 2003 program evaluation results. Bellaire, TX: Project Wisdom.
Resolving Conflict Creatively Program™ (RCCP)
Aber, J. L., Jones, S. M., Brown, J. L., Chaudry, N., & Samples, F. (1998). Resolving conflict creatively: Evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context. Development and Psychopathology, 10, 187–213.2
Additional citations for this study:
Aber, J. L., Brown, J. L., Chaudry, N. M., Jones, S. M., & Samples, F. (1996). The evaluation of the Resolving Conflict Creatively program: An overview. American Journal of Preventative Medicine, 12 (5), 82–90.Aber, J. L., Brown, J. L., & Jones, S. M. (2003). Developmental trajectories toward violence in middle childhood: Course, demographic differences, and response to school-based intervention. Developmental Psychology, 39 (2), 324–348.
Aber, J. L., Pendersen, S., Brown, J. L., Jones, S. M., & Gershoff, E. T. (2003). Changing children's trajectories of development: Two-year evidence for the effectiveness of a school-based approach to violence prevention. Retrieved from http://www.nccp.org/media/tcr03-text.pdf.
Brown, J. L., Roderick, T., Lantieri, L., & Aber, J. L. (2004). The Resolving Conflict Creatively program: A school-based social and emotional learning program. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 151–169). New York: Teachers College Press.
Brown, J. L. (2003). The direct and indirect effects of a school-based social-emotional learning program on trajectories of children's academic achievement. Dissertation Abstracts International, 64 (04), 1923B. (UMI No. 3088300)1
Cole, S. R. (2000). Conflict resolution: Skills to reduce violence and violence-related behaviors. Dissertation Abstracts International, 61 (06), 2190A. (UMI No. 9977794)10
Garibaldi, A., Blanchard, L., & Brooks, S. (1996). Conflict resolution training, teacher effectiveness, and student suspension: The impact of a health and safety initiative in New Orleans public schools. The Journal of Negro Education, 65 (4), 408–413.10
Metis Associates. (1990). Resolving Conflict Creatively Program: 1988–1989: Summary of significant findings. New York: Author.1
Metis Associates. (1998). Atlanta public schools Resolving Conflict Creatively Program summary of the final evaluation report: 1996–1997. New York: Author.3
Metis Associates. (1999). Anchorage Resolving Conflict Creatively Program (RCCP) implementation survey: Survey results. New York: Author.10
Metis Associates. (1999). Resolving Conflict Creatively Program (RCCP) at-risk youth component–August 1999. New York: Author.3
Metis Associates. (2000). Resolving Conflict Creatively Program Boston Public Schools Evaluation Report 1999–2000. New York: Author.10
Metis Associates. (2001). Resolving Conflict Creatively Program and Adventures in Peacemaking: Newark Public Schools, phase II evaluation report, summer 2001–Updated report. New York: Author.3
Additional citation for this study:
Metis Associates. (2000). Resolving Conflict Creatively Program: Newark Public Schools, phase 1 evaluation report. New York: Author.
Patti, J. (1996). Perceptions of the peer mediation component of a schoolwide conflict resolution program: Resolving conflict creatively. Dissertation Abstracts International, 57 (04), 1425A. (UMI No. 9625767)3
The ESSENTIAL Curriculum™
Dunn, L. S., & Wilson, D. E. (n. d.). Moral classrooms: The development of character and integrity in the elementary school. Kansas City, MO: Teel Institute for the Development of Integrity and Ethical Behavior.11
Tribes TLC®
Brown, L., & Ushijima, T. (1998). Building school communities: A district success story. Windsor, CA: CenterSource Systems, LLC.3
Brown, L., & Ushijima, T. (2000). Analysis of TRIBES assessment for 15 Central Oahu district schools. Windsor, CA: CenterSource Systems, LLC.10
Chesswas, R. J. D., Davis, L. J., & Hanson, T. (2003, July). Evaluation of the implementation and impact of Tribes TLC. (Available from CenterSource Systems, LLC, 7975 Cameron Drive, Building 500, Windsor, CA 95492.)1
Davis, L. J., Hanson, T., & Chesswas, R. J. D. (2003). Tribes TLC impact on student achievement. San Francisco: WestEd.1
Davis, L. J., Hanson, T., & Chesswas, R. J. D. (2004). Supplemental report: Evaluation of school context and structures in Tribes TLC schools. San Francisco: WestEd.10
Davis, L. J., Hanson, T., & Chesswas, R. J. D. (2004, January). Year 2 evaluation: School context and structures in Tribes TLC schools. (Available from CenterSource Systems, LLC, 7975 Cameron Drive, Building 500, Windsor, CA 95492.)10
Dworkin, R. J., & Griffith, A. (1999). An evaluation of the Tribes program. Houston, TX: Spring Branch Independent School District, Department of Assessment and Research.3
Holt, J. (2000). Tribes training and experiences lower the incidence of referral actions for teachers and students. PDK Connection, 1021. Retrieved from http://www.tribes.com/tribes_oklahoma_report.htm.1
Kiger, D. (2000a). The Tribes process: Phase III evaluation. Windsor, CA: CenterSource Systems, LLC.1
Kiger, D. (2000b). The Tribes Process TLC: A preliminary evaluation of classroom implementation and impact on student achievement. Education, 120 (3), 586–592.1
Voices Literature and Character Education (Voices LACE)
Bol, L., Ross, S. M., Nunnery, J. A., & Alberg, M. S. (2002). A comparison of teachers' assessment practices in school restructuring models by year of implementation. Journal of Education for Students Placed At Risk, 7 (4), 407–423.3
Calaway, F. (2001). Evaluation of the comprehensive school reform models in the Memphis City Schools. Memphis, TN: Memphis City Schools Office of Research and Evaluation.3
Daiute, C., Stern, R., & Lelutiu-Weinberg, C. (2003). Negotiating violence prevention. Journal of Social Issues, 59 (1), 83–101.3
Daiute, D., & Buteau, E. (2002). Writing for their lives: Children's narrative supports for physical and psychological well being. In S. J. Lepme & J. M. Smythe (Eds.), The writing cure: How expressive writing promotes health and emotional well-being (pp. 53–73). Washington, DC: American Psychological Association.3
Koh, M. S., & Robertson, J. S. (2003). School reform models and special education. Education and Urban Society, 35 (4), 421–442.3
Ross, S. M., & Lowther, D. L. (2003). Impacts of the Co-nect school reform design on classroom instruction, school climate, and student achievement in inner-city schools. Journal of Education for Students Placed at Risk, 8 (2), 215–246.3
Selman, R. L. (1998). Research and practice in the promotion of intergroup relations in schools. Boston: Harvard University, The Group for the Study of Interpersonal Development.12
Suriani, M. M., & Wasson, R. (1994, November). Assessment of an intervention addressing literacy and ethics. Paper presented at the meeting of the Mid-South Educational Research Association, Nashville, TN.3
Wasson, R., Anderson, R., Huffman, S., & Suriani, M. (1995). The implementation of Voices of Love and Freedom: A summative report (Tech. Rep. No. 9503). Memphis, TN: University of Memphis, Center for Research in Educational Policy.3
Wasson, R., Huffman, S. B., Burr-McNeal, B., & Kenney, G. (1994). Development and piloting of the prosocial attitude blank. Memphis, TN: University of Memphis, Center for Research in Educational Policy.2
|Institute of Education Sciences
