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Education and Urban Society, Vol. 37, No. 4, 431-452 (2005)
DOI: 10.1177/0013124505277747

Increasing Meta-Cognitive Competence through Conflict Resolution

Roberta Anna Heydenberk

Lehigh University

Warren R. Heydenberk

Lehigh University

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 hypothesis was accepted. Consequently, the veracity of integrating conflict resolution and social skills training into curricula was affirmed.

Key Words: conflict resolution • meta-cognition • school safety • academic achievement • social/emotional learning


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