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Assignment Two: Annotated Bibliography

Annotated Bibliography on Mediation Programs in Educational Settings

AlAhmad, H., & Kukali, E. (2023). The mediatization of education: Classroom mediation as an agent of change in Middle Eastern higher education systems. In H. Abouabdelkader & B. Tomalin (Eds.),
Diversity education in the MENA region. Palgrave Macmillan, Cham.

https://doi.org/10.1007/978-3-031-42693-3_11

Annotation:

This book chapter examines the shifting dynamics of classroom mediation in Middle Eastern higher education institutions. In their work, AlAhmad and Kukali (2023) show that mediation is a powerful tool that can help to initiate and facilitate dialogue and conflict transformation. This source is useful since it offers an international approach to analyzing the efficacy of mediation in different educational environments and thus underlines the importance of such programs in schools.

Çayak, S., & Eskici, M. (2021). The mediating role of emotional intelligence in the relationship between school principals’ sustainable leadership behaviours and diversity management skills.
Frontiers in Psychology, 12, 774388. https://doi.org/10.3389/fpsyg.2021.774388

Annotation:

This research aims to examine the moderating effects of emotional intelligence on the relationship between leadership behaviours of school principals and diversity management competencies. The results of the research indicate that principals who possess high levels of emotional intelligence are more capable of handling diversity issues and supporting diversity management (Çayak & Eskici, 2021). This source is relevant to the paper’s discussion on training educators in mediation and conflict resolution skills, which contributes to the significance of emotional intelligence in educational leadership.

Fiorilli, C., Farina, E., Buonomo, I., Costa, S., Romano, L., Larcan, R., & Petrides, K. V. (2020). Trait emotional intelligence and school burnout: The mediating role of resilience and academic anxiety in high school.
International Journal of Environmental Research and Public Health, 17(9), 3058. https://doi.org/10.3390/ijerph17093058

Annotation:

This research seeks to identify the correlation between traits of emotional intelligence, resilience, academic anxiety, and school burnout among high school learners. According to the studies, emotional intelligence and resilience help to decrease academic anxiety and burnout (Fiorilli et al., 2020). This source can be used when explaining how mediation programs that focus on the development of emotional intelligence and resilience can reduce stress and improve the students’ well-being and, consequently, their academic achievement.

Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). Effectiveness of school-based programs to reduce bullying perpetration and victimization: An updated systematic review and meta-analysis.
Campbell Systematic Reviews, 17(2), e1143. https://doi.org/10.1002/cl2.1143

Annotation:

This systematic review and meta-analysis examine the efficacy of various school-based programs to address bullying issues. The authors noted that such programs have a positive impact on decreasing bullying perpetration and victimization (Gaffney et al., 2021). This source is particularly relevant as it offers detailed support for the use of mediation and other conflict resolution strategies in schools and their effect on reducing the prevalence of violence in schools.

Hsieh, C.-C., Li, H.-C., Liang, J.-K., & Chiu, Y.-C. (2024). Empowering teachers through principals’ emotional intelligence: Unlocking the potential of organizational citizenship behaviour in Taiwan’s elementary schools.
Acta Psychologica, 243, 104142.

https://doi.org/10.1016/j.actpsy.2024.104142

Annotation:

This paper aimed to identify the potential of principals’ emotional intelligence in influencing teachers and improving organizational citizenship in schools. The authors concluded that emotionally intelligent leadership positively influences teacher professional behaviour and school atmosphere (Hsieh et al., 2024). This source is relevant in discussing the ways that emotional intelligence training for school leaders can enhance mediation programs to create a positive school culture.

Ibarrola-García, S. (2023). Peer relationships: school mediation benefits for sustainable peace.
Pastoral Care in Education, 1–28.

https://doi.org/10.1080/02643944.2023.2244500

Annotation:

In this article, the author aims to analyze the effectiveness of school mediation programs in improving peer relations and maintaining peace. The study, therefore, reveals how mediation programs enhance peer relations and reduce conflicts through qualitative and quantitative data analysis (Ibarrola-García, 2023). This source supports the argument for mediation programs because it emphasizes the positive effects of the programs in helping students acquire problem-solving skills that would ensure that schools remain safe places to live in the long run.

Lodi, E., Perrella, L., Lepri, G. L., Scarpa, M. L., & Patrizi, P. (2021). Use of restorative justice and restorative practices at school: A systematic literature review.
International Journal of Environmental Research and Public Health, 19(1), 96. https://doi.org/10.3390/ijerph19010096

Annotation:

This systematic literature review aims to identify and synthesize existing literature regarding restorative justice and restorative practices in schools. Lodi et al. (2021) concluded that these practices help manage conflicts and enhance the school climate. This source is instrumental in understanding the overall approach to conflict management in schools and how restorative justice and mediation can work hand in hand.

Van Ryzin, M. J., Roseth, C. J., & McClure, H. (2020). The effects of cooperative learning on peer relations, academic support, and engagement in learning among students of colour.
Journal of Educational Research, 113(4), 283–291. https://doi.org/10.1080/00220671.2020.1806016

Annotation:

This research investigates the effects of cooperative learning on peer interactions and the academic motivation of students of colour. According to the authors, cooperative learning environments increase peer support and academic engagement (Van Ryzin et al., 2020). This source is relevant to the topic of the study as it presents the benefits of mediation and cooperative learning strategies in enhancing school climate and student interpersonal relations, especially in multiculturally diverse classrooms.

References

AlAhmad, H., & Kukali, E. (2023). The mediatization education: Classroom mediation as an agent of change in Middle Eastern higher education systems. In H. Abouabdelkader & B. Tomalin (Eds.), Diversity education in the MENA region. Palgrave Macmillan, Cham.
https://doi.org/10.1007/978-3-031-42693-3_11

Çayak, S., & Eskici, M. (2021). The mediating role of emotional intelligence in the relationship between school principals’ sustainable leadership behaviours and diversity management skills. Frontiers in Psychology, 12, 774388. https://doi.org/10.3389/fpsyg.2021.774388

Fiorilli, C., Farina, E., Buonomo, I., Costa, S., Romano, L., Larcan, R., & Petrides, K. V. (2020). Trait emotional intelligence and school burnout: The mediating role of resilience and academic anxiety in high school. International Journal of Environmental Research and Public Health, 17(9), 3058. https://doi.org/10.3390/ijerph17093058

Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). Effectiveness of school-based programs to reduce bullying perpetration and vivictimizationAn updated systematic review and meta-analysis. Campbell Systematic Reviews, 17(2), e1143. https://doi.org/10.1002/cl2.1143

Hsieh, C.-C., Li, H.-C., Liang, J.-K., & Chiu, Y.-C. (2024). Empowering teachers through principals’ emotional intelligence: Unlocking the potential of organizational citizenship behaviour in Taiwan’s elementary schools. Acta Psychologica, 243, 104142.
https://doi.org/10.1016/j.actpsy.2024.104142

Ibarrola-García, S. (2023). Peer relationships: school mediation benefits for sustainable peace. Pastoral Care in Education, 1–28.
https://doi.org/10.1080/02643944.2023.2244500

Lodi, E., Perrella, L., Lepri, G. L., Scarpa, M. L., & Patrizi, P. (2021). Use of restorative justice and restorative practices at school: A systematic literature review. International Journal of Environmental Research and Public Health, 19(1), 96. https://doi.org/10.3390/ijerph19010096

Van Ryzin, M. J., Roseth, C. J., & McClure, H. (2020). The effects of cooperative learning on peer relations, academic support, and engagement in learning among students of colour. Journal of Educational Research, 113(4), 283–291. https://doi.org/10.1080/00220671.2020.1806016