Tags
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The IMAGINE model: A web-based transdisciplinary curricular model to build learner capacities that encourage a culture of peace
Fazio-Fox, M. The IMAGINE model: A web-based transdisciplinary curricular model to build learner capacities that encourage a culture of peace. Ph.D. thesis, California Institute of Integral Studies.
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From Conflict to Peace Building and Post Conflict Reconstruction: A Critical Reflection on the Nigeria Niger Delta Amnesty
Mohammed, S.B., Jackson, O.R. & Aliyu, I.H. (2014). From Conflict to Peace Building and Post Conflict Reconstruction: A Critical Reflection on the Nigeria Niger Delta Amnesty. International Letters of Social and Humanistic Sciences, 30, 81-95.
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The Role of Rotary Clubs in Post-Conflict Peace Building: A Case of Northern Uganda (2006-2010)
Bazirake, J.B. & Bukuluki, P. (2013). The Role of Rotary Clubs in Post-Conflict Peace Building: A Case of Northern Uganda (2006-2010). International Letters of Social and Humanistic Sciences, 10, 54-72.
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Attitudes towards instructional games on Peace Education among second year students in junior secondary schools in South-west Nigeria
Okanlawon, A., Fakokunde, J., Yusuf, F., Abanikannda, M. & Oyelade, A. (2017). Attitudes towards instructional games on Peace Education among second year students in junior secondary schools in South-west Nigeria. International Journal of Education and Development using ICT, 13(3),. Open Campus, The University of the West Indies, West Indies.
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Building peace through education in a post-conflict environment: A case study exploring perceptions of best practices
Lauritzen, S.M. (2016). Building peace through education in a post-conflict environment: A case study exploring perceptions of best practices. International Journal of Educational Development, 51(1), 77-83. Elsevier Ltd.
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The Policy of Local Government to Implement Peace Education at Secondary School Post Armed Conflict in Aceh Indonesia
Zainal, S., Yunus, S., Jalil, F. & Khairi, A. (2021). The Policy of Local Government to Implement Peace Education at Secondary School Post Armed Conflict in Aceh Indonesia. Journal of Social Studies Education Research, 12(2), 377-409.
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Peace Revolution's Online Social Platform: From Inner Revolution to Global Evolution of Ethical Media Production
Hardy, S., Dhanissaro, P.J.P. & Thangsurbkul, W. (2011). Peace Revolution's Online Social Platform: From Inner Revolution to Global Evolution of Ethical Media Production. Journal of Media Literacy Education, 3(2), 84-89.
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Conceptualizing the use of technology to foster peace via Adventure Learning
Veletsianos, G. & Eliadou, A. (2009). Conceptualizing the use of technology to foster peace via Adventure Learning. Internet and Higher Education, 12(2), 63-70. Elsevier Ltd.
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The West African Digital University: A case for reconstructing education/e-education and seizing the peace premium towards promoting a culture of peace and tolerance in post-conflict situations in West Africa.
Ogunbase, A. (2015). The West African Digital University: A case for reconstructing education/e-education and seizing the peace premium towards promoting a culture of peace and tolerance in post-conflict situations in West Africa. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1264-1273). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE).
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A Global Dialogue on Peace: Creating an International Learning Community through Social Media
Carmichael, T. & Norvang, R. (2014). A Global Dialogue on Peace: Creating an International Learning Community through Social Media. International Journal of Teaching and Learning in Higher Education, 26(3), 445-452.
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Teaching Note--No Peace without Justice: Addressing the United States' War on Drugs in Social Work Education
Bowen, E.A. & Redmond, H. (2016). Teaching Note--No Peace without Justice: Addressing the United States' War on Drugs in Social Work Education. Journal of Social Work Education, 52(4), 503-508.
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Some reflections on the links between teacher education and peace education: Interrogating the ontology of normative epistemological premises
Bekerman, Z. & Zembylas, M. (2014). Some reflections on the links between teacher education and peace education: Interrogating the ontology of normative epistemological premises. Teaching and Teacher Education: An International Journal of Research and Studies, 41(1), 52-59. Elsevier Ltd.
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Making Peace Between High-stakes Testing and Integrated Curricula in Middle School
Hardy, V. & Johnson, L. (2008). Making Peace Between High-stakes Testing and Integrated Curricula in Middle School. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 4641-4645). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).
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Creating a Global Culture of Peace: Strategies for Curriculum Development and Implementation
Johnson, J.A. & Higgins, M.L. (2009). Creating a Global Culture of Peace: Strategies for Curriculum Development and Implementation. Presented at World Council for Curriculum and Instruction 2009.
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Educating for Peace and Understanding: Face to Faith in America's Schools
Haynes, C.C. (2013). Educating for Peace and Understanding: Face to Faith in America's Schools. Social Education, 77(6), 307-309.
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Introducing Cool School: Where Peace Rules and Conflict Resolution can be Fun
Young, M., Killen, M., Lee-Kim, J. & Park, Y. (2012). Introducing Cool School: Where Peace Rules and Conflict Resolution can be Fun. International Journal of Game-Based Learning, 2(4), 74-83. IGI Global.
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Biodiversity and Peace: Where Technology and Montessori Come Together in the Children's Eternal Rainforest, Costa Rica
Norris, J. (2016). Biodiversity and Peace: Where Technology and Montessori Come Together in the Children's Eternal Rainforest, Costa Rica. NAMTA Journal, 41(2), 63-80.
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“There is still peace. There are no wars.”: Prioritizing unity over diversity in Botswana’s social studies policies and practices and the implications for positive peace
Mulimbi, B. & Dryden-Peterson, S. (2018). “There is still peace. There are no wars.”: Prioritizing unity over diversity in Botswana’s social studies policies and practices and the implications for positive peace. International Journal of Educational Development, 61(1), 142-154. Elsevier Ltd.
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New peace, new teachers: Student teachers' perspectives of diversity and community relations in Northern Ireland
Montgomery, A. & McGlynn, C. (2009). New peace, new teachers: Student teachers' perspectives of diversity and community relations in Northern Ireland. Teaching and Teacher Education: An International Journal of Research and Studies, 25(3), 391-399. Elsevier Ltd.
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Manifestations of Greek-Cypriot teachers' discomfort toward a peace education initiative: Engaging with discomfort pedagogically
Zembylas, M., Charalambous, P. & Charalambous, C. (2012). Manifestations of Greek-Cypriot teachers' discomfort toward a peace education initiative: Engaging with discomfort pedagogically. Teaching and Teacher Education: An International Journal of Research and Studies, 28(8), 1071-1082. Elsevier Ltd.