Mary Szeliga Professor Dietel-McLaughlin Community-Based Writing and Rhetoric 26 October 2011 Source Information Source 1 Citation Information:

Johnson, David W., and Johnson, Roger T. Reducing School Violence Through Conflict Resolution. Alexandria: Association for Supervision and Curriculum Development, 1995. Print. Audience: The sources audience is those interested in better preparing students for the future [allowing them to be] more likely to gain career opportunities, obtain successful careers, build and maintain a lifelong set of friends and a cohesive and caring family, and generally enjoy a higher quality of life. Educators looking to reduce violence looking for strategies and classroom teachers trying to spice up the topic of violence are also the audience. How it Helps: This source not only argues exactly what I need for my paper, it also starts with a background of why it matters. The first chapter is titled Increasing Violence: A Concern for Schools. This chapter, I assume will give me information I need to add to the introduction section of my paper, giving the basis of why the issue I will argue is important. The book goes on to describe violence prevention, how to resolve conflicts, and how to teach these concepts in school. I will use the information I glean from this source to show the argument for implementing, or keeping, violence-prevention programs

in the program. This source will also be useful in qualifying my argument if need be, giving ways to make these programs more effective in what they are trying to do.

Source 2 Citation Information: Williams, Kimberly M. The Peace Approach to Violence Prevention. Lanham: Scarecrow Press, Inc., 2003. Print. Audience: The audience of this source is any educator wishing to tailor a non-violence program to their need. The source can also act to persuade anyone in the business of education to implement this program either in place of or as the first non-violence program in their school. How it Helps: The idea of the PEACE approach is an alternative solution the structured, pre-existing violence-prevention programs in schools. This approach is more flexible and tailored to fit any schools needs. It is a way to teach the material that reaches a common goal of non-violence while somehow maneuvering through all that is uncommon among public schooling. The book includes case studies using this approach, and their results. This is a tailor-able program that works for both examples they give in the book: an alternative school for students caught with weapons and a suburban middle school.

Source 3 Citation Information: Suyapa, Silvia, Jonathan Blitstein, Jason Williams, Chris Ringwalt, Linda Dusenbury, William Hansen, John Rice. Impacts of a Violence Prevention Program for Middle Schools. Alexandria: U.S. Department of Education, April 2010. Electronic.

Audience: This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences. This report does not have conclusions or recommendations or views with regard to actions policymakers or practitioners should take in light of the findings in this report. How it Helps: This source discloses the findings of the implementation of a violence prevention intervention for middle schools after one year. It is raw data, so I am free to interpret it as necessary. The source was created by the U.S. Department of Education, so I know that it is legitimate. Before discussing the results, the report gives the background and the setup of the case study, providing detailed information as to why each step of the study was chosen and how it works in the system. This case study is exactly what I need to discover the answer to my question in my research paper. Source 4 Citation Information: Aspy, Cheryl Blalock and Daya Singh Sandhu. Violence in American Schools: A Practical Guide for Counselors. Alexandria: American Counseling Association, 2000. Print. Audience: The intended audience appears to be educators and school counselors concerned about the safety of the children in their schools. Therefore, this is also a useful source for parents and anyone with an interest in the safety of students when they are in the educational environment. How it Helps: The authors start by stating that they seek to find the balance between finding a safe school environment and the trap of overreacting. The authors focus on the following key strategies: Make school safety a top priority, create a comprehensive safe school plan, develop and implement positive strategies, invest in competent and caring

supervision, track school crime and violence, create close working partnerships, constantly evaluate the safety program, recognize the key role that parents play, conduct an annual site assessment, and know that you can make a difference. The source is unique for me because, unlike most of the other sources I found, it does not suggest a radical new implementation plan for non-violence courses in schools. Instead it suggests focusing again on the basics that go into a safe environment, ensuring quality of relationships in every corner of the issue. Source 5 Citation Information: Calabrese, Raymond L. Leadership for Safe Schools: A Community-Based Approach. Lanham: Scarecrow Press, 2000. Print. Audience: This book seems to be specifically for instructing the school leader. However, anyone who has a connection to the leader or the people who he/she leads should have some sort of invested interest in the background of their learning. How it Helps: This author suggests that the difference between communities that have safe schools and those struggling with school-related violence is leadership. The leader recognizes the key role that parents, teachers, community members, and students play in the safety of a school. There should be democratization and partnership building within schools. This source suggests the overwhelming importance of the role of community in the safety of its schools, suggesting ways in which the leader of the school, the principal, can enhance the safety of a school. This is another source without a rigid, non-violence curriculum. Source 6

Citation Information: Cukur, Cem Safak and Halime Unal. The Effects of School Bonds. Discipline Techniques in School and Victimization of Delinquency of High School Students. Educational Sciences: Theory & Practice. 11.2 (2011): 560-570. Electronic. Audience: The intended audience is perhaps the teachers in Turkey (findings are also applicable to teachers across the globe) whose bonds matter in the delinquency of their school. School leaders, community members and leaders, as well as parents and students should be interested in learning the fundamental differences between schools in Turkey with violence problems and those without. How it Helps: The study in Turkey was conducted because of the growing problem of delinquency in schools. The point is to see how school bonds, discipline techniques, and victimization in the schools impact various delinquent behaviors. This is important to my paper because I can use it to show how important these factors in the school are in the overall safety of the environment at school. Starting with information such as this, bonds with teachers, they way in which the students are taught right from wrong, and the social victimization in schools, can create a strong basis for my argument either for or against the implementation of non-violence curriculum in the classroom.