Seeing things differently: restorative justice and school discipline1

… helping to incorporate the principles of human rights, democracy, tolerance and mutual respect, the rule of law and peaceful resolution of conflicts into the daily practice of teaching and learning …2 2. Council of Europe (2004) Education for Europe, retrieved from http://www.coe.int/T/E/Cultural_Co-operation/education View all notes     

Toleration without Liberal Foundations

The author's aim is to find principles grounding and limiting toleration that are sufficiently sensitive to the variety of distinct settings in which concrete problems arise, and to produce principles which can appeal both to liberals and to non-liberals. The range of settings is covered by fixing the nature of three distinct species of the genus right to toleration. Once these rights are analysed, an attempt is made to see what agreement about them can be reached by liberals and non-liberals if they have a common commitment to democracy. A definition of democracy is produced that, it is argued, liberals and non-liberals would have difficulty rejecting. It is then explored as a definition that has definite consequences over the three rights to toleration, putting the opponents before a choice: either to accept their preferred content for the right to toleration, or to support a democratic policy.     

Ego identity status and values among high school females

To test the hypothesis that adolescent females who are high in ego identity have high interests in religious and political values, the relationship between the ego identity status of 80 senior high school females and their response to the Allport-Vernon-Lindzey Study of Values was examined. Participants classified as being identity achievements, moratoriums, and foreclosures had higher religious value scores than did diffusions; however, the expected differences on political value scores were not found. Two-thirds of the identity achievers came from homes disrupted by divorce or death of one parent, while less than 20% of the members of the other three statuses came from broken homes.This report is based on the first author's M.A. thesis, which was submitted to the Graduate School, Texas Woman's University, 1978.Received her M.A. from Texas Woman's University. Major interests are ego identity formation and female adolescent development.Received Ph.D. from Louisiana State University, Baton Rouge. Major interests are developmental effects of stress and neurophysiology.     

The Impact of Nonprofit Collaboration in Early Child Care and Education on Management and Program Outcomes

The use of interorganizational relationships such as collaboration, partnerships, and alliances between public, private, and nonprofit organizations for the delivery of human services has increased. This article contributes to the growing body of knowledge on collaboration by exploring one kind of interorganizational relationship—interagency collaboration—in the field of early care and education. It examines variations within interagency collaborations and their impact on management and program outcomes. The findings show that interagency collaboration has a clear impact on management, program, and client outcomes: Specifically, the intensity of the collaborative relationship has a positive and statistically significant impact on staff compensation, staff turnover, and school readiness.     

UNDERSTANDING CONFLICT AND HUMAN CAPACITY The Role of Premises in Mediation Training

In this article, the authors points out that underlying mediator practices and techniques, there are deeper premises and values that guide and shape practice. The authors argue that mediation training should include articulation and explanation of the premises that underlie the form of practice being taught. They describe the particular premises that underlie the transformative orientation to mediation practice and give examples of how those premises can be conveyed within an overall training design, how doing so enriches the teaching of skills and techniques themselves.