Increasing Meta-Cognitive Competence through Conflict Resolution  

Oleh:

Heydenberk, Roberta Anna ; Heydenberk, Warren R.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Education And Urban Society vol. 37 no. 4 (Aug. 2005), page 431-452.
Topik: conflict resolution; meta-cognition; school safety; academic achievement; social/ emotional learning
Fulltext: 431.pdf (175.36KB)

Isi artikel

The purpose of this study was to determine the effects of conflict resolution and related social skill development on students’ meta-cognitive competencies. The investigation was conducted throughout a 5-year period in elementary schools in the Philadelphia School District and in a neighboring urban school district. Sample subjects were fourth- and fifth-grade students. Each of the student samples (10 treatment groups and 8 comparison groups) were assessed for significant pretest to posttest differences using a one-tailed t test with an alpha level of .05. One-tailed t tests with an alpha level of .05 established that treatment group students demonstrated significant improvement in meta-cognitive skills. The research hypothesiswas accepted. Consequently, the veracity of integrating conflict resolution and social skills training into curricula was affirmed.

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