Abstract
The effectiveness of a conflict resolution program was examined in a rural K–8 public school in Ontario, Canada. Participants were 111 students in two seventh- and two eighth-grade classes. The two independent variables were (a) the presence versus the absence of the integration of conflict resolution training into an academic English literature unit and (b) cooperative versus individualistic learning. Three issues were investigated. The first issue was whether the conflict resolution training was effective. The second issue was the impact of context on the effectiveness of the training program. The third issue was the impact of the training program on academic achievement.
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