In the presented study, the intellectual base (i.e., the highly cited literature; Persson, 1994) that has influenced research in the field of school-related conflict and conflict resolution is in focus. Bibliometric methods were used to examine international literature on research on school-related conflicts and conflict-resolution, published between 1996 and 2015.
Internationally scholars in the field of conflict and conflict resolution, in general and in schools in particular, have made clear that the concepts of conflict and conflict resolution are complex and multifaceted (Deutsch, 2006; Johnson & Johnson, 1996; Bickmore, 2002). In addition, scholars from different disciplines (for example sociology, psychology, education, global studies) have been attracted to study their own specific research questions based on the conceptual frameworks of their discipline. The terminology in this field reflects the diverse conceptual frameworks, angles and interests. For example terms like conflict resolution, conflict management, classroom management, conflict transformation, and conflict education can be found.
Previously, studies have been conducted in the field of school-related conflict and conflict resolution including overviews with selected literature (Coleman, Deutsch & Marcus, 2014), studies examining parts of the field by describing different scientific trends (Deutsch, 1949, 1973, 1985; Bickmore, 2002, 2004, 2010), and meta-analysis on the use and effectiveness of conflict resolution education programs (Johnson & Johnson, 1996). As far as we know little attention has been paid to intellectual base of this field of study, i.e., the literature that can be viewed as the foundation of the knowledge production in school-related conflict and conflict resolution. Moreover, there is no coherent view of what makes a particular piece of work part of this field, and how it is related to other cited authors.
In the present study we seek to address these gaps by mapping out the structure of the cited literature (i.e., the dominating topics, scholars, methods and theories) in the scattered and fragmented field of school-related conflict and conflict resolution. This study provides an empirical overview that links research from different disciplines and approaches.
In the study, bibliometric methods are used to explore the following research questions:
- How are the structures of the intellectual base in school-related conflict and conflict resolution research organized?
- Who are the most frequently cited authors on school-related conflict and conflict resolution and how are these authors related to each other?
- Which topics have dominated the intellectual base in school-related conflict and conflict resolution research between 1996 and 2015 and how are these topics related?
- How have the intellectual base changed over time in the field of school-related conflict and conflict resolution regarding influential authors and research topics?
- What do patterns over time tells us about actual trends?
Bickmore, K. (2002). Good training is not enough: research on peer mediation program implementation. Social Alternatives, 21(1), 33–38. Bickmore, K. (2004). Discipline for democracy? School districts’ management of conflict and social exclusion. Theory & Research in Social Education, 32(1), 75–97. Bickmore, K. (2011). Policies and programming for safer schools: Are “antibullying” approaches impeding education for peacebuilding? Educational Policy, 25(4), 648–687. Deutsch, M. (1949). A theory of cooperation and competition. Human Relations, 2, 129–151. Deutsch, M. (1973). The resolution of conflict: Constructive and destructive processes. NewHaven, CT: Yale University Press. Deutsch, M. (1985). Distributive justice: a social psychological perspective. New Haven, CT: Yale University press Deutsch, M. (2006). Cooperation and Competition. In M. Deutsch & P. Coleman (Eds.) The Handbook of Conflict-resolution: theory and practice (23-42). San Francisco, CA: Jossey Bass. Coleman, P. T., Deutsch, M., & Marcus, E. C. (2014, third edition). The handbook of conflict resolution: Theory and practice. San Francisco: Jossey-Bass. Eom, S. (2009). Author co-citation analysis: Quantitative methods for mapping the intellectual structure of an academic discipline. Hershey, PA: Information Science Reference. Johnson, D.W. & Johnson, R.T. (1996). Conflict resolution and peer mediation programs in elementary and secondary Schools. A review of the research, Review of Educational research, 66(4), 459-506. Norris, & Oppenheim. (2007). Comparing alternatives to the Web of Science for coverage of the social sciences’ literature. Journal of Informetrics, 1(2), 161-169. Persson, O. (1994). The intellectual base and research fronts of Deutsch, 2006JASIS 1986-1990. Journal of the American Society for Information Science, 45(1), 31-38. Waltman, Van Eck, & Noyons. (2010). A unified approach to mapping and clustering of bibliometric networks. Journal of Informetrics, 4(4), 629-635. White, Howard D., & McCain, Katherine W. (1998). Visualizing a discipline: An author co-citation analysis of information science, 1972-1995. Journal of the American Society for Information Science, 49(4), 327.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.