Evaluation of an Innovative Approach to Improving Middle School Students’ Academic Achievement.

This article presents the results of an evaluation conducted by two middle school counselors, in collaboration with university researchers, to assess the effectiveness of a classroom intervention designed to impact academic achievement. The intervention utilized was a standardized conflict resolution curriculum, which then was linked to problem-solving strategies across core academic areas. The results of the evaluation indicate that students’ self-efficacy beliefs regarding problem solving were higher in the intervention group than in the comparison group; however, no significant differences in academic achievement were found. **********

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