1. Gaps in CRE Research: Back to the Future For the Inter-American Summit on CRE March 2007 Prof. Tricia S. Jones Dept. of Psychological Studies in Education Temple University tsjones@temple.edutsjones@temple.edu

2. 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?

3. 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

4. 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)

5. 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

6. 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

7. 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

8. 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

9. 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

10. The Larger World of CRE Peer Mediation Social and Emotional Learning Curriculum Infusion Conflict Classes Negotiation Skills After School Programs Expressive Arts Dialogue Processes Restorative Justice Bullying Prevention

11. 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

12. 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

13. Curriculum Infusion Overall Research Base Promising Links to Classroom Climate Some support for relationship to social and emotional competencies Some support for relationship to academic achievement

14. 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

15. Program Areas Without Research on Effectiveness in US Schools (through 2007) After School Programs (in terms of CRE components) Expressive Arts and CRE Programs Dialogue Processes Restorative Practices/Restorative Justice

16. 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

17. 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

18. 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

19. WHATS NEEDED? LONGITUDINAL RESEARCH SYSTEMS LEVEL RESEARCH PROGRAM FIDELITY AND IMPLEMENTATION RESEARCH NON-DOMINANT POPULATIONS (ESPECIALLY SES) PROGRAM SYNERGY PROGRAM COMPARISON