Margot Trinder
Biographic Data
| ID | 6154783 |
|---|---|
| NAME | Margot Trinder |
| GIVEN NAMES | Margot |
| FAMILY NAME | Trinder |
| SIGNATURE | TRINDER M |
| AFFILIATIONS | The University of Melbourne Australia |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2014 |
| H-INDEX | 1 |
Teacher perspectives on factors facilitating implementation of whole school approaches for resolving conflict
While social–emotional learning programmes in schools often have positive outcomes, many such initiatives are not well implemented and maintained. This paper reports on teacher reflections on the process of planning and implementing a whole school social–emotional learning ( SEL ) programme with a conflict resolution focus, called Enhancing Relationships in School Communities ( ERIS ). Ten primary schools participated in an 18‐month professional …
Comparison of the effectiveness of two forms of the Enhancing Relationships in School Communities Project for promoting cooperative conflict resolution education in Australian primary schools
This study evaluated the Enhancing Relationships in School Communities (ERIS) Project which aimed to promote constructive conflict resolution (CR) in Australian primary school communities through professional development for core teams of three–five staff (n = 33 teachers). Twelve schools were randomly assigned to a full intervention (FI) group or a partial intervention (PI) group with seven and two days professional development respectively and …
Comparison of the effectiveness of two forms of the Enhancing Relationships in School Communities Project for promoting cooperative conflict resolution education in Australian primary schools
This study evaluated the Enhancing Relationships in School Communities (ERIS) Project which aimed to promote constructive conflict resolution (CR) in Australian primary school communities through professional development for core teams of three–five staff (n = 33 teachers). Twelve schools were randomly assigned to a full intervention (FI) group or a partial intervention (PI) group with seven and two days professional development respectively and …
Comparison of the effectiveness of two forms of the Enhancing Relationships in School Communities Project for promoting cooperative conflict resolution education in Australian primary schools
This study evaluated the Enhancing Relationships in School Communities (ERIS) Project which aimed to promote constructive conflict resolution (CR) in Australian primary school communities through professional development for core teams of three–five staff (n = 33 teachers). Twelve schools were randomly assigned to a full intervention (FI) group or a partial intervention (PI) group with seven and two days professional development respectively and …
Teacher perspectives on factors facilitating implementation of whole school approaches for resolving conflict
While social–emotional learning programmes in schools often have positive outcomes, many such initiatives are not well implemented and maintained. This paper reports on teacher reflections on the process of planning and implementing a whole school social–emotional learning ( SEL ) programme with a conflict resolution focus, called Enhancing Relationships in School Communities ( ERIS ). Ten primary schools participated in an 18‐month professional …
Conflict resolution (2 works) · Medical education (2 works) · Pedagogy (2 works) · Professional development (2 works) · Psychology (2 works) · Sociology (2 works) · Behavioral and Psychological Studies (1 works) · Computer Science (1 works) · Constructive (1 works) · Early Childhood Education and Development (1 works)