Research Article
PDF Zotero Mendeley EndNote BibTex Cite

Year 2021, Volume 8, Issue 2, 109 - 128, 01.04.2021
https://doi.org/10.17275/per.21.32.8.2

Abstract

References

  • Adams, A. & Cox, A. L. (2008). Questionnaires, in-depth interviews and focus groups. In: P. Cairns, & A. L. Cox,. (Eds.), Research Methods for Human Computer Interaction (pp.17–34). Cambridge, UK: Cambridge University Press. http://oro.open.ac.uk/11909/1/9780521870122c02_p17-34.pdf Alt, D., & Reingold, R. (Eds.). (2012). Changes in teachers’ moral role: From passive observes to moral and democratic leaders. Rotterdam: Sense Publishers.
  • Ananiadou, K., & Smith, P. K. (2002). Legal requirements and nationally circulated materials against school bullying in European countries. Criminology and Criminal Justice, 2(4), 471-491. https://doi.org/10.1177%2F17488958020020040501 Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. Harvard educational review, 76(2), 201-237. https://doi.org/10.17763/haer.76.2.j44854x1524644vn
  • Compton, R. (2002). Discovering the promise of curriculum integration: The national curriculum integration project. Conflict Resolution Quarterly, 19(4), 447-464. https://doi.org/10.1002/crq.3890190405 Cowie, H., & Hutson, N. (2005). Peer support: A strategy to help bystanders challenge school bullying. Pastoral Care in Education, 23(2), 40-44.
  • Crawford, D., & Bodine, R. (1996). Conflict Resolution Education. A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings. US Department of Justice & US Department of Education. Retrieved from: http://preview.healthteacher.com/s3_handler/resources/content/teachersupports/conflictguide_NCJRS.pdf Davidson, M., Lickona, T., & Khmelkov, V. (2008). Smart & Good Schools: A New Paradigm for High School Character Education. In L. P. Nucci & D. Narvaez (Ed.), Handbook of moral and character education (pp. 370-390). New York, Oxon: Routledge.
  • Dimitriadou, C., Vrantsi, A., Lithoxoidou, A., & Seira, E. (2019). Teachers' critical thinking dispositions through their engagement in action research projects: An example of best practice. In M. Tsitouridou, J. Diniz, A. Mikropoulos, & S. Chadjileontiadou (Eds.), Tech-EDU-2018, Communications in Computer and Information Sciences Series (CCIS), Vol 993. Springer, Cham, Part of Springer Nature, pp. 166–180. Dimitriadou, C., Psoma, D., & Pnevmatikos, D. (2018). Teachers’ Discourses for Integrating Moral Issues in their Instruction. In B. Latzko, & A. Weinberger Double Assignment in Teacher Education: A necessity to Address the Global Challenges. Menon 3rd Thematic Issue, 82–105. Retrieved from: http://www.edu.uowm.gr/site/system/files/menon_issue_3rd_special_112018.pdf
  • Dinkes, R., Cataldi, E. F., Lin-Kelly, W., & Snyder, T. (2007). Indicators of school crime and safety: 2007 (NCES No. 2008–021/NCJ 219553). Washington, DC: US Department of Education, National Center for Education Statistics. Retrieved from: https://files.eric.ed.gov/fulltext/ED499165.pdf Doll, B., Brehm, K., & Zucker, S. (2014). Resilient classrooms: Creating healthy environments for learning (2nd Edition). New York: Guilford Publications.
  • Duggan, J. P. (2015). Citizenship education in Irish secondary schools: the influence of curriculum content, school culture and stakeholder perspectives. PhD Thesis, University College Cork. https://cora.ucc.ie/bitstream/handle/10468/2077/Thesis_Combined.pdf?sequence=4&isAllowed=y Elo S., & Kyngäs S H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
  • Gilligan, C. (1977). In a different voice: Women's conceptions of self and of morality. Harvard educational review, 47(4), 481-517. https://www.researchgate.net/profile/Carol_Gilligan/publication/253543593_In_a_Different_Voice_Women's_Conceptions_of_Self_and_of_Morality/links/540874320cf23d9765b2aa79.pdf Giroux, H. A., & McLaren, P. (1989). Schooling, Cultural Politics, and the Struggle for Democracy (Introduction). In H. A. Giroux & P. McLaren (Eds) Critical Pedagogy, the state and the cultural struggle (pp. xi-xxxv). Albany: State University of New York Press.
  • Henderson, N. (2013). Havens of resilience. Educational Leadership, 71(1), 22-27. https://www.sanpedrohs.org/ourpages/auto/2017/8/6/42260880/Havens_of_Resilience.pdf Jones, T. S. (2004). Conflict resolution education: The field, the findings, and the future. Conflict Resolution Quarterly, 22(1-2), 233-267. http://creducation.net/resources/resolving_conflicts/files/Jones%20article.pdf
  • Joyce, B., Weil, M., & Calhoun, E. (2015). Models of Teaching (9th Edition). New York: Pearson. Katsarou, E. & Sipitanos, K. (2019). Contemporary school knowledge democracy: possible meanings, promising perspectives and necessary prerequisites. Educational Action Research 27 (1): 108-124. https://doi.org/10.1080/09650792.2018.1564688
  • McLaren, P. (2003). Critical Pedagogy: A look at the major concepts. In A. Darder, M. Baltodano & R. D. Torres (Eds), The Critical Pedagogy Reader (pp. 69-96). New York: Routledge Falmer. Newmann, F. M. & Wehlage, G. G. (1993). Five standards of authentic Instruction. Educational Leadership, 50(7), 8-12. http://i3.cssr.us/sites/default/files/Newmann%20Article.pdf
  • Oser, F., & Veugelers, W. (Eds.). (2008). Getting Involved. Global Citizenship Development and Sources of Moral Values. Rotterdam/Taipeh: Sense Publishers. Patry, J.-L. (2012). Values and Knowledge Education (VaKE): Experiences with a means to achieve the Double Assignment (2012). Key note paper in the EARLI SIG 13 Symposium, June 18th-21st 2012. Bergen, NLA University College.
  • Petrik, A. (2013). Learning “How Society Is and Might and Should Be Arranged”: Necessity and Outcome of Interactive and Controversial Teaching Strategies. In M. Print & D. Lange (Eds.), Civic Education and Competences for Engaging Citizens in Democracies (pp. 79-98). Rotterdam: Sense Publishers. Pnevmatikos, D., & Christodoulou, P. (2018). Promoting conceptual change through Values and Knowledge Education (VaKE). In A. Weinberger, H. Biedermann, J.-L. Patry, S. Weyringe, (Eds.), Professionals’ Ethos and Education for Responsibility, pp. 62-74. Leiden: Brill Sense.
  • Print, M., & Lange, D. (2012). Schools, Curriculum and Civic Education for Building Democratic Citizens. Rotterdam: Sense Publishers. Seira, E. & Dimitriadou, C. (2017). Aspects of citizenship education in teaching ancient Greek historiography: A case study in α senior high school. Proceedings of the Third International Conference “Education across Borders. Education and Research across Time and Space” (pp. 850-859). Bitola, 6-7 October 2016.
  • Smith, P. K. (2004). Violence in schools: A European perspective, report for Organisation for Economic Co-operation and Development School Safety and Security. Paris: OECD. Retrieved from: http://www.oecd.org/edu/innovation-education/34739292.pdf Tepovich, A., (2012). Fostering Resilience in At Risk High School Students (Master’s Thesis). Retrieved from: http://files.eric.ed.gov/fulltext/ED530357.pdf
  • Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American journal of evaluation, 27(2), 237-246. https://doi.org/10.1177%2F1098214005283748 Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Veugelers, W., & de Groot, I. (2019). Theory and Practice of Citizenship education. In W. Veugelers (Ed.), Education for Democratic Intercultural Citizenship (pp. 14-41). Leiden: Brill Sense. Veugelers, W., de Groot, I., & Stolk, V. (2017). Research for CULT Committee – Teaching Common Values in Europe, European Parliament, Policy Department for Structural and Cohesion Policies, Brussels. http://dx.doi.org/10.2861/339926
  • Wood, E. (2009). Developing a pedagogy of play. In: A. Anning, J. Cullen & M. Fleer (Eds.), Early Childhood Education: Society and Culture (pp. 27–38). London: SAGE. Xiaoman, Z. (2006). Moral education and values education in curriculum reform in China. Frontiers of education in China, 1(2), 191-200. https://doi.org/10.1007/s11516-006-0002-7

Promoting resiliency, peer mediation and citizenship in schools: The outcomes of a three-fold research intervention

Year 2021, Volume 8, Issue 2, 109 - 128, 01.04.2021
https://doi.org/10.17275/per.21.32.8.2

Abstract

Given the current unstable worldwide conditions, school is considered an essential component for the empowerment of students’ life skills, the construction of harmonious relationships with peers and their transformation through adulthood, so that they can be ready to undertake the role of active citizen in society. This paper attempts to describe a collaborative project concerning three research areas as three separate studies: resiliency, peer mediation and citizenship education. The project consists of teaching interventions which were orchestrated for the infusion of the above components in the school curriculum aiming at students’ emotional and conflict resolution skills as well as the promotion of their democratic role. Students of primary and secondary education from preadolescence to the culmination of adolescence participated in the project. Research findings suggest that school should focus on factors relating to students’ emotional and social development which may successfully set the stage for improved academic performance and a responsible, democratic role towards society. These objectives are aligned with the principles of Critical Pedagogy focusing on students’ emancipation, the acquisition of a values set and their readiness to act in the direction of common good equipped with critical thinking skills, empathy, and respect towards divergence. 

References

  • Adams, A. & Cox, A. L. (2008). Questionnaires, in-depth interviews and focus groups. In: P. Cairns, & A. L. Cox,. (Eds.), Research Methods for Human Computer Interaction (pp.17–34). Cambridge, UK: Cambridge University Press. http://oro.open.ac.uk/11909/1/9780521870122c02_p17-34.pdf Alt, D., & Reingold, R. (Eds.). (2012). Changes in teachers’ moral role: From passive observes to moral and democratic leaders. Rotterdam: Sense Publishers.
  • Ananiadou, K., & Smith, P. K. (2002). Legal requirements and nationally circulated materials against school bullying in European countries. Criminology and Criminal Justice, 2(4), 471-491. https://doi.org/10.1177%2F17488958020020040501 Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. Harvard educational review, 76(2), 201-237. https://doi.org/10.17763/haer.76.2.j44854x1524644vn
  • Compton, R. (2002). Discovering the promise of curriculum integration: The national curriculum integration project. Conflict Resolution Quarterly, 19(4), 447-464. https://doi.org/10.1002/crq.3890190405 Cowie, H., & Hutson, N. (2005). Peer support: A strategy to help bystanders challenge school bullying. Pastoral Care in Education, 23(2), 40-44.
  • Crawford, D., & Bodine, R. (1996). Conflict Resolution Education. A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings. US Department of Justice & US Department of Education. Retrieved from: http://preview.healthteacher.com/s3_handler/resources/content/teachersupports/conflictguide_NCJRS.pdf Davidson, M., Lickona, T., & Khmelkov, V. (2008). Smart & Good Schools: A New Paradigm for High School Character Education. In L. P. Nucci & D. Narvaez (Ed.), Handbook of moral and character education (pp. 370-390). New York, Oxon: Routledge.
  • Dimitriadou, C., Vrantsi, A., Lithoxoidou, A., & Seira, E. (2019). Teachers' critical thinking dispositions through their engagement in action research projects: An example of best practice. In M. Tsitouridou, J. Diniz, A. Mikropoulos, & S. Chadjileontiadou (Eds.), Tech-EDU-2018, Communications in Computer and Information Sciences Series (CCIS), Vol 993. Springer, Cham, Part of Springer Nature, pp. 166–180. Dimitriadou, C., Psoma, D., & Pnevmatikos, D. (2018). Teachers’ Discourses for Integrating Moral Issues in their Instruction. In B. Latzko, & A. Weinberger Double Assignment in Teacher Education: A necessity to Address the Global Challenges. Menon 3rd Thematic Issue, 82–105. Retrieved from: http://www.edu.uowm.gr/site/system/files/menon_issue_3rd_special_112018.pdf
  • Dinkes, R., Cataldi, E. F., Lin-Kelly, W., & Snyder, T. (2007). Indicators of school crime and safety: 2007 (NCES No. 2008–021/NCJ 219553). Washington, DC: US Department of Education, National Center for Education Statistics. Retrieved from: https://files.eric.ed.gov/fulltext/ED499165.pdf Doll, B., Brehm, K., & Zucker, S. (2014). Resilient classrooms: Creating healthy environments for learning (2nd Edition). New York: Guilford Publications.
  • Duggan, J. P. (2015). Citizenship education in Irish secondary schools: the influence of curriculum content, school culture and stakeholder perspectives. PhD Thesis, University College Cork. https://cora.ucc.ie/bitstream/handle/10468/2077/Thesis_Combined.pdf?sequence=4&isAllowed=y Elo S., & Kyngäs S H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
  • Gilligan, C. (1977). In a different voice: Women's conceptions of self and of morality. Harvard educational review, 47(4), 481-517. https://www.researchgate.net/profile/Carol_Gilligan/publication/253543593_In_a_Different_Voice_Women's_Conceptions_of_Self_and_of_Morality/links/540874320cf23d9765b2aa79.pdf Giroux, H. A., & McLaren, P. (1989). Schooling, Cultural Politics, and the Struggle for Democracy (Introduction). In H. A. Giroux & P. McLaren (Eds) Critical Pedagogy, the state and the cultural struggle (pp. xi-xxxv). Albany: State University of New York Press.
  • Henderson, N. (2013). Havens of resilience. Educational Leadership, 71(1), 22-27. https://www.sanpedrohs.org/ourpages/auto/2017/8/6/42260880/Havens_of_Resilience.pdf Jones, T. S. (2004). Conflict resolution education: The field, the findings, and the future. Conflict Resolution Quarterly, 22(1-2), 233-267. http://creducation.net/resources/resolving_conflicts/files/Jones%20article.pdf
  • Joyce, B., Weil, M., & Calhoun, E. (2015). Models of Teaching (9th Edition). New York: Pearson. Katsarou, E. & Sipitanos, K. (2019). Contemporary school knowledge democracy: possible meanings, promising perspectives and necessary prerequisites. Educational Action Research 27 (1): 108-124. https://doi.org/10.1080/09650792.2018.1564688
  • McLaren, P. (2003). Critical Pedagogy: A look at the major concepts. In A. Darder, M. Baltodano & R. D. Torres (Eds), The Critical Pedagogy Reader (pp. 69-96). New York: Routledge Falmer. Newmann, F. M. & Wehlage, G. G. (1993). Five standards of authentic Instruction. Educational Leadership, 50(7), 8-12. http://i3.cssr.us/sites/default/files/Newmann%20Article.pdf
  • Oser, F., & Veugelers, W. (Eds.). (2008). Getting Involved. Global Citizenship Development and Sources of Moral Values. Rotterdam/Taipeh: Sense Publishers. Patry, J.-L. (2012). Values and Knowledge Education (VaKE): Experiences with a means to achieve the Double Assignment (2012). Key note paper in the EARLI SIG 13 Symposium, June 18th-21st 2012. Bergen, NLA University College.
  • Petrik, A. (2013). Learning “How Society Is and Might and Should Be Arranged”: Necessity and Outcome of Interactive and Controversial Teaching Strategies. In M. Print & D. Lange (Eds.), Civic Education and Competences for Engaging Citizens in Democracies (pp. 79-98). Rotterdam: Sense Publishers. Pnevmatikos, D., & Christodoulou, P. (2018). Promoting conceptual change through Values and Knowledge Education (VaKE). In A. Weinberger, H. Biedermann, J.-L. Patry, S. Weyringe, (Eds.), Professionals’ Ethos and Education for Responsibility, pp. 62-74. Leiden: Brill Sense.
  • Print, M., & Lange, D. (2012). Schools, Curriculum and Civic Education for Building Democratic Citizens. Rotterdam: Sense Publishers. Seira, E. & Dimitriadou, C. (2017). Aspects of citizenship education in teaching ancient Greek historiography: A case study in α senior high school. Proceedings of the Third International Conference “Education across Borders. Education and Research across Time and Space” (pp. 850-859). Bitola, 6-7 October 2016.
  • Smith, P. K. (2004). Violence in schools: A European perspective, report for Organisation for Economic Co-operation and Development School Safety and Security. Paris: OECD. Retrieved from: http://www.oecd.org/edu/innovation-education/34739292.pdf Tepovich, A., (2012). Fostering Resilience in At Risk High School Students (Master’s Thesis). Retrieved from: http://files.eric.ed.gov/fulltext/ED530357.pdf
  • Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American journal of evaluation, 27(2), 237-246. https://doi.org/10.1177%2F1098214005283748 Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Veugelers, W., & de Groot, I. (2019). Theory and Practice of Citizenship education. In W. Veugelers (Ed.), Education for Democratic Intercultural Citizenship (pp. 14-41). Leiden: Brill Sense. Veugelers, W., de Groot, I., & Stolk, V. (2017). Research for CULT Committee – Teaching Common Values in Europe, European Parliament, Policy Department for Structural and Cohesion Policies, Brussels. http://dx.doi.org/10.2861/339926
  • Wood, E. (2009). Developing a pedagogy of play. In: A. Anning, J. Cullen & M. Fleer (Eds.), Early Childhood Education: Society and Culture (pp. 27–38). London: SAGE. Xiaoman, Z. (2006). Moral education and values education in curriculum reform in China. Frontiers of education in China, 1(2), 191-200. https://doi.org/10.1007/s11516-006-0002-7

Details

Primary Language English
Subjects Education and Educational Research
Journal Section Research Articles
Authors

Angeliki LİTHOXOİDOU (Primary Author)
University of Western Macedonia
0000-0002-6814-8680
Greece


Evangelia SEİRA This is me
University of Western Macedonia
0000-0001-6421-9827
Greece


Agapi VRANTSİ This is me
University of Western Macedonia
0000-0002-9594-6784
Greece


Catherine DİMİTRİADOU This is me
University of Western Macedonia
0000-0002-8450-9562
Greece

Supporting Institution University of Western Macedonia, Florina, Greece
Publication Date April 1, 2021
Published in Issue Year 2021, Volume 8, Issue 2

Cite

APA Lithoxoidou, A. , Seira, E. , Vrantsi, A. & Dimitriadou, C. (2021). Promoting resiliency, peer mediation and citizenship in schools: The outcomes of a three-fold research intervention . Participatory Educational Research , 8 (2) , 109-128 . DOI: 10.17275/per.21.32.8.2