Download or read book Examining the Impact of a Restorative Justice Practice Implementation on School Climate in an Urban High School in the State of California written by Oladapo Adekunle Ariyo and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite widespread acknowledgment about the viability of alternative behavioral interventions in our urban high schools across the nation, there is scarcity in research studies that specifically examine the impact of restorative justice practices on school climate. This mixed method study used a case study research design to examine the impact on school climate of the implementation of a restorative justice (RJ) practice in an urban high school in the State of California. Data were collected using interviews, survey, district documents and school site archival documents. Triangulation of data from these sources was used to validate the research findings. The high school chosen, California City High School (CCHS), a pseudonym, was a public high school located in a southeastern neighborhood of a large metropolitan city in southern California. District documents indicated that the school was in its third year of RJ implementation having completed the training necessary to facilitate the shift from traditional approaches of behavior management to a RJ approach, making this school a good fit for the study. This study highlighted the use of restorative circles and community building, and positive behavior support as the most pragmatic and effective RJ practices in the CCHS school environment. Students who have undergone restorative circles, and community building mediations, are perceived by teachers and administrator as exhibiting improved behavioral decision-making, and lower levels of recidivism when compared to similar age students before implementation of restorative circles. The school district's disciplinary data of 2007 through 2014 showed a marked decline in both instructional days lost to suspension and suspension rate following the implementation of restorative justice practices. Problems encountered during implementation at this school site involved inadequate and inconsistent training methodologies, time constraints for implementation, metrics for rating implementation success, and staff's attitude to change. This study would have benefited from the inclusion of data from additional schools and from parent and student interviews. The inclusion of additional schools would have enabled the analysis of staff perceptions at the school level. Hence, future studies should employ data from a larger number of schools to cross-validate the current findings. Some limitations should be noted when drawing conclusions from this research. The study examined staff and teacher survey and discipline referrals during three years of RJ implementation at CCHS. However, I did not have outsider observers to verify quality of RJ implementation, which many consider the "gold standard" for measuring fidelity of implementation. Also given CCHS has only been implementing its RJ program across a 3-year period, this study may not have captured the full effect of RJ implementation on school climate. Similar to most of the school climate research, this study was neither longitudinal nor experimental. This is a problem for the research because causal inferences are not possible. Future studies examining causal relationships with interventions or a longitudinal design are clearly warranted. A longitudinal design would also account for the fact that school climate perception is not static. It potentially changes and evolves during different points in the school year (e.g., proximity to holiday periods or examination periods) and corresponding with different events at the school (e.g., administrative changes or the introduction of a new initiative). Hence, longitudinal designs should be adopted in future research, as they would account for the impermanency of school climate perception.

Download or read book Restorative Justice and Its Impact on an Elementary School Setting written by Tiffanee Brown and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exploring alternative ways to handle discipline while also changing the school climate has been a growing concern for school districts across the nation. Restorative justice practices have been introduced and implemented at school sites to help build community and reduce the disproportionate number of suspensions and expulsions amongst certain groups of students. The purpose of this study was to determine: To what extent does the implementation of restorative practices at an elementary school sustain itself as evidenced by teacher and student perceptions and behaviors? Past research on the implementation and success of restorative practices at school sites has primarily focused on middle and high schools. The researcher conducted a longitudinal qualitative case study utilizing teacher interviews and student questionnaires to determine the benefits and sustainability of restorative practices at one elementary school in south Los Angeles. The data from the study was collected, analyzed, and coded using both holistic and in vivo methods to determine themes and compare to past research. Results showed implementing the restorative practices consistently made a positive impact on both teachers and students. Teachers reported feeling closer to their students and students felt the practices allowed them to be more open and gave them coping strategies to deal with conflict. This study can further research on how restorative practices implementation at elementary schools can affect student behavior and academics, as well as teacher viewpoints on the effectiveness of the practices on their teaching. With proper training, consistent implementation, and schoolwide adoption, restorative practices could pave the way for improved school climates, increased prosocial student behavior, and less punitive discipline methods. Keywords: implementation, restorative practices, sustainability

Download or read book Restorative Practices in Schools written by Margaret Thorsborne and published by Taylor & Francis. This book was released on 2017-07-05 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: Outlines the techniques to learn and apply when planning and facilitating school conferences. This book contains key documents such as preparation checklist, conference script, typical agreement, evaluation sheet and case studies. It includes guidance on: analysing school practice; deciding whether to hold a conference; and preparing a conference.

Download or read book A Case Study Examining the Restorative Justice Practices Implemented in Three California High Schools written by Michael K. Zulfa and published by . This book was released on 2015 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study uses a multiple case study research design to examine the implementation and development of restorative justice (RJ) practices currently adopted by three high schools in California. Interviews were held at each of three participating public high school sites with the principal, an administrator in charge of student discipline, and a school counselor. Documentation, such as office referrals, and archival records were analyzed as part of the data collection process. The participating high schools are all located in California and have enrollments between 1,600 and 2,000 students. Each of the schools adopted RJ programs to address student misbehavior in place of traditional exclusionary practices, suspension and expulsion. This study highlighted the use of mediation, peace circles, and Behavioral Support Centers as the most popular, and most effective, RJ strategies. Students referred to RJ programs were perceived by the participants to exhibit improved behavioral decision making and lower levels of recidivism than students experiencing the punitive discipline programs in place prior to RJ. This study also identified the resource commitment required for RJ to succeed. The investment in both time and money required for the implementation of RJ is significant. Community involvement in the process of RJ was not found to be an essential component of the program at any of the three schools. Data was analyzed through a process of coding and a cross-case synthesis was developed.

Download or read book Factors that Influence the Implementation of Restorative Practices in an Urban District written by Wanda L. Lash and published by . This book was released on 2019 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: In spite of extant research on the impact of zero-tolerance policies on racial disparity and negative academic outcomes, exclusionary discipline still abounds, which urges the need for alternatives to this policy. Current research suggests approaches like restorative justice and restorative practices as a promising alternative to zero-tolerance policies where, through its use, students can find acceptance for who they are and learn how to handle conflict, accept responsibility, repair relationships, exercise forgiveness, and belong to a community. The specific problem becomes identifying the factors that make implementation of restorative justice programs in the educational setting impactful. The purpose of this quantitative study was to explore use of the elements of the restorative practices continuum and the factors of restorative practices implementation, and to investigate relationships that might exist between implementation of restorative practices and forgiveness, and the impact of implementation on suspensions at the school level. Instruments administered were a Restorative Practices survey that consisted of a combination of items developed by RAND and items developed by the International Institute of Restorative Practices (IIRP) and the Heartland Forgiveness Scale. Exploratory Factor Analysis (EFA) was used to identify strongly related restorative practices survey items that grouped together as factors, particularly, factors of restorative practices implementation. Multiple regression was used to investigate relationships between these factors and the forgiveness scale score, to determine if forgiveness was a predictor of implementation, and relationships between these factors at the school level and out-of-school suspensions, to indicate the overall impact of restorative practices implementation. Results of the study indicated: 1) the elements of the restorative practices continuum that are more informal are implemented closer to "often" than those that require more time and preparation, which are implemented "sometimes." There are differences in the use of elements by gender, race, grade band and position. 2) The factors that emerged as dimensions of restorative practices implementation were influence on culture, utility of restorative practices, endorsement of restorative practices, integration of restorative practices, and understanding of restorative practices. 3) Forgiveness was positively related to the following factors: influence on culture, utility of restorative practices, and integration of restorative practices. 4) Though not statistically signifiant, decline in suspensions was related to some factors of implementation. This study contributes to the literature and fills a gap not yet explored on the relationship between an educator's aptitude for forgiveness and implementation of various components of restorative practices. Additionally, it extends research conducted by the RAND Corporation in the use of the restorative practices survey.

Download or read book The Challenges of Implementing Restorative Practices in Schools written by Laura Rossi and published by . This book was released on 2019 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: California schools are facing achievement gaps even no more than ever, partially due to the fact that students of color are disproportionally suspended, removed from class, and expelled. The passing of Every Student Succeeds Act (ESSA), has schools looking to reduce the number of students who are suspended and expelled. One of the programs that have been instituted to resolve this issue is Restorative Practices (RP) and Restorative Justice (RJ). RP builds positive communities and relationships and RJ works to repair and restore relationships after a wrongdoing has occurred. The focus of this study was: To what extent do educators implement restorative practices? In what ways might best practices of restorative practices better facilitate implementation? What, if any, are the apprehensions educators have when it comes to the but implementation of restorative practices and what would help alleviate those apprehensions? Literature surrounding RP reveals it has had positive outcomes in reducing suspensions, expulsions, and class removals, especially with schoolwide implementation. Moreover, literature has also demonstrated that SEL plays a part in reducing these, as well as increasing academics. This study looked at reasons why educators are opposed to fully implementing RP, even though they think it is important to build positive teacher-student relationships. By looking at the reasoning behind their frustration the hope is to find ways to relieve their apprehensions and work to create school environments that will increase students' overall success. This study used mixed method data in the form of interviews and Likert-type surveys, within one middle school in the San Francisco Bay Area. The finds showed the community building practices in RP had been embraced by the majority of the participants, but the RJ piece did not have the same acceptance. For these reasons, it is important to learn what will facilitate best practices in implementations along with the obstacles that schools may encounter when The Challenges of Implementing Restorative Practices in Schools looking to implement RP. The researcher recommends more research be conducted with a larger participant pool since this study was done at one site. It is also recommended that schools create schoolwide buy-in and implementation.

Download or read book Teacher Student and Administrator Perceptions written by Jessica Elyse Sanborn and published by . This book was released on 2020 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: School discipline has been a widely discussed topic in American education for decades. Many programs have been instituted as a solution to the discipline needs; however, they fall short of addressing the root cause of the problem and historically have simply punished students through exclusionary discipline methods (Adams, 2000; Allman & Slate, 2011; Gonzalez 2012; Kupchik & Catlaw, 2015). Restorative practices, a system that is built on relationships and community, strives to target the same behaviors through a different approach. Instead of relying on punishments (such as detention, suspension, or expulsion) restorative practices brings both victim and offender together to share their perspective, repair harm, and move forward (McCluskey, Lloyd, Stead, et al., 2008; Morrison, 2007; Vaandering, 2014; Wachtel, 2016). This mixed methods historical case study investigated how one school district in the state of Connecticut implemented restorative practices and the administrator, and student perceptions on the impact, if any, restorative practices had on school climate. Interviews and focus groups were conducted with 20 participants. In addition, independent samples t-tests were performed using district Comprehensive School Climate Inventory data over the 3 years post implementation of restorative practices to identify any statistically significant indicators of school climate as a potential result of implementing restorative practices. Interviews and focus groups revealed a strong sense of belonging and connection to the school and increased relationships, in addition to building student leadership in implementing restorative practices and a reduction in behavioral incidences that warrant exclusionary discipline measures; however, only one indicator for staff indicated statistical significance on the independent samples t-test. This research suggests that if schools begin to implement restorative practices, they can create a strong school climate and reduce the amount of ineffective exclusionary discipline consequences by shaping student behavior though connection to the school community and relationships.

Download or read book Restorative Practice Impact on School Climate written by Sophia L. Mitchell and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study is to examine the phenomenon of restorative practices and the implementation process and how it relates to the impact on student behavior, relationships, and overall school climate.

Download or read book Closing the School Discipline Gap written by Daniel J. Losen and published by Teachers College Press. This book was released on 2015 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund

Download or read book Social Justice in Restorative Justice Practices Trainings in California K 12 Public Schools written by and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Many public urban K 12 schools are in neighborhoods that struggle with systemic social injustices that include poverty, racism, violence, and lack of meaningful opportunities. These realities threaten students' success in school and contribute to injustices in the school system, such as disproportionality in discipline for students of color. In California, legislators have responded to this disproportionality by instituting new policies designed to protect students from harsh zero tolerance practices such as suspensions and expulsions. This change leaves educators with a need for new tools to address discipline. One alternative to the punitive models used in K 12 public schools is restorative justice practices (RJP). A restorative approach addresses the root causes of community harm and focuses on strengthening relationships, interconnectedness, inclusion, respect and community accountability. The literature on restorative justice in schools emphasizes that professional development is needed for educators to make the shift from using punitive practices to delivering RJP with their peers and their students; however, there is currently a lack of research on the necessary RJP training content and processes needed to help educators address the underlying social justice issues that impact students. This dissertation contributes to this void by exploring the existing training content and processes used by a range of respected RJP trainers. A social constructionist theoretical framework was used to critique punitive discipline in public schools and to apply a social justice lens in RJP trainings with educators. The central research questions for this qualitative study were two fold: To what extent do RJP trainers in K 12 schools across California use a social justice lens in their trainings? and When using a social justice lens in RJP trainings, what social justice components are addressed and how are they applied in training? Semi structured interviews were used to gather data from 26 restorative trainers across California and thematic analysis and critical discourse analysis were used to examine the data. The data revealed in four main themes that, to a great extent, RJP trainers used a social justice lens in their training and demonstrated a wide range of social justice concepts and practices in their work. The first theme showed how RJP trainers recognized the importance of acknowledging the indigenous origins of restorative justice and addressing cultural appropriation of indigenous practices by contemporary RJP trainers. The second theme showed how RJP trainers identified how a dominant punitive discourse excludes students from the school community and has the potential to reinforce the school to prison pipeline. The third theme showed how RJP trainers cultivated a restorative mindset, which involved building community relationships, displaying empathy, and valuing collective wisdom. The final theme showed how RJP trainers exhibited five restorative capacities: vulnerability, empathy, humility, curiosity, and self reflection. Finally, the findings showed that without acknowledging the dominant punitive culture in schools and identifying restorative justice practices as an alternative culture to interrupt the criminalization and exclusion of students, restorative trainings are not actively working towards systemic change. The study concludes with a proposal that educational leaders identify and partner with social justice oriented restorative trainers to influence policy initiatives as funding and certifications are developed within the restorative field.

Download or read book Changing Lenses written by Howard Zehr and published by Scottdale, Penn. ; Waterloo, Ont. : Herald Press. This book was released on 1990 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: Crime victims have many needs, most of which our criminal justice system ignores. In fact, the justice system often increases the injury. Howard Zehr proposes a "restorative" model which is more consistent with experience, with the past, and with the biblical tradition. --

Download or read book Restorative Justice and Practices in the 21st Century written by Vah Seliskar, Holli and published by IGI Global. This book was released on 2023-04-25 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: Restorative justice is a conceptual and practical framework for repairing any harm that may have been caused either to people, property, or things. It is essential to investigate examples, scenarios, perspectives, strategies, and implications for the use of restorative justice in diverse settings, including K-12 settings, colleges and universities, the workplace, and within public safety organizations and departments. Emphasis must also be placed on diversity, equity, belonging, and inclusion and how restorative practices foster the use of inclusive practices and accessibility for all persons. Restorative Justice and Practices in the 21st Century offers broad perspectives across numerous disciplines and professions and provides restorative practitioners with a timely account of what restorative justice and practices may offer to their respective organizations, school, or agency. It provides possible strategies and actions to implement restorative practices as well as how restorative practices can provide different strategies and methods in handling conflict, disputes, and discipline. Covering topics such as equity and inequalities, pedagogical reflection, and indigenous roots, this premier reference source is an essential resource for administrators and educators of both K-12 and higher education, public safety officials, law enforcement, corrections officers, students of higher education, librarians, researchers, and academicians.

Download or read book Eliminating the School to prison Pipeline written by Magaly Ortega and published by . This book was released on 2016 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study research explores the problem with the disproportionality of African American and Latino males who are in the criminal justice system. The study also explores the relationship between the educational system and the penal system, which have been associated for decades in the United States; this is known as the school-to-prison pipeline. In addition, this study compares and contrasts the punitive and restorative justice systems utilized in schools along with their effects on the school-to-prison pipeline. The research consists of interviewing seven professionals from different institutions that are practicing restorative justice as a different approach to discipline. The concepts that were discovered from the interviews include the terms of common core, social emotional learning, school police officers, civil rights, school climate, juvenile justice system, restorative indigenous history, punitive methods, restorative justice implementation, and restorative justice results. Furthermore, the themes that emerged from the interviews included: Education, School-to-prison pipeline, and Restorative Justice. Through the process, the researchers critically analyzed race and ethnicity in relation to the school-to-prison pipeline. Implications for social work practice and curriculum policies are also discussed.

Download or read book Evaluating Attempts at the Implementation of Restorative Justice in Three Alternative Education High Schools written by and published by . This book was released on 2017 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of integrating restorative justice into schools is an idea that is gaining in popularity and implementation attempts. Many institutions are turning to this approach when their traditional discipline policies are seen as failing, or in response to external legislative pressure. However not all programs with the words "restorative justice" in them are created equal, and not all such programs can be said to result in "restorativeness." In this dissertation, two sequential phases of attempted implementation of restorative justice elements were examined, in three alternative education high-schools. Both theoretical and practical outcomes were assessed. The first effort mainly consisted of an in-school-suspension classroom and a staff-student mediation process, as well as a new school posture and training. The second effort consisted of minor modifications to the staff-student mediation process, and attempted skills and ethos training in basic restorative practices, including affective statements, restorative questions, and circles. Four years of data on suspensions and suspensions incidents were collected and analyzed, as well as three years' worth of staff and student surveys, and a sample from two consecutive years of discipline referral forms used in a staff-student mediation process. The data was then analyzed using a combination of ARIMA modeling for time series data, ANOVA, and T-Tests. The findings provide some mixed support for both phases of intervention but more strongly for the second phase, including an observed reduction in suspensions and suspension incidents--but not a hoped for improvement in teacher-student relationships. Further, a process change in the language of the main discipline referral form used in the staff-student mediation process provides some insight into the power of language to impact engagement in the process. Specifically, the form was changed to include a set of restorative questions instead of the previous set of questions, which coincided with greater engagement on the part of staff and students. These and several more nuanced results are discussed in relation to the theoretical ideals of restorative justice or restorative practices in a school setting, and where the efforts went well or could have been improved. Future directions for research and implementation efforts are highlighted

Download or read book Restorative Justice Positive Intentions Unintended Consequences written by Kristen Williams and published by . This book was released on 2018 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: School discipline in K-12 public schools in the U.S. is an ongoing topic of concern and disagreement. Restorative Justice is defined as a process of addressing harm that involves the victim and offender, as well as community stakeholders collectively resolving harmful actions by enhancing accountability, increasing empathy and invoking and inclusionary, reparative focus (Guckenberg, Hurley, Persson, Fronius, & Petrosino, 2016). The Dochas School District, one of the largest districts in Southern California, is currently implementing Restorative Justice as its main form of Positive Behavior Intervention and Support district-wide in an attempt to remedy the harmful effects of zero tolerance that have disproportionately impacted youth of color and youth with disabilities. This qualitative case study explored teacher understandings of Restorative Justice at one school site in the Dochas School District by examining the perspectives of teachers who are positioned as street level bureaucrats (Lipsky, 2010). Sensemaking theory (Weick, 1995) was used to uncover teacher understandings of the policy implementation process. Evidence from this study indicates a gap between the district's intended implementation of Restorative Justice and teacher understandings of the discipline approach due to three reasons. Inadequate access to resources were reported in the form of a lack of training and support from RJ experts. Interviews revealed increased demand for services due to the perceived additional mandates placed upon teachers in the Restorative Justice policy. Vague and conflicting demands were also reported through confusion about teacher expectations regarding this new policy. Using sensemaking theory when creating future Restorative Justice trainings would increase teacher buy-in and aide in the paradigm shift necessary for the successful implementation of RJ in school districts.

Download or read book Restorative Practices in 21st Century Schools written by Frances Doris Disney and published by . This book was released on 2018 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Restorative justice (RJ) and restorative practices (RP) are an emerging field of study in the United States. With origins derived from indigenous practices, RJ was adopted by the juvenile justice system during the 1970's, and is within the last decade being applied to school settings. In examining disciplinary data and specific studies that examined high rates of suspensions and expulsions across the country, increasing attention is being placed on restorative methods of community building and discipline interventions to decrease punitive, exclusionary approaches. Although Circle practices (a specific method of RP) continue to become more widely researched and used in enhancing academics and/or addressing issues of conflict and harm, current literature indicates limited research around RJ and RP programs and the experiences of the participants. Through observations and interviews, this qualitative study examined the responses and perceptions participants experienced when participating in a community building Circle program. The purpose of this phenomenological study was to explore how Circles were used in a high school setting to build rapport and healthy relationships among students and staff. Findings suggest positive outcomes students experienced through the use of Circles and show the importance of building positive classroom communities among students and staff. Keywords: Restorative justice, restorative practices, Circles, community building.

Download or read book Implementing Restorative Practices in Schools written by Margaret Thorsborne and published by Jessica Kingsley Publishers. This book was released on 2013-08-28 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Restorative practice is a proven approach to discipline in schools that favours relationships over retribution, and has been shown to improve behaviour and enhance teaching and learning outcomes. However, in order for it to work, restorative practice needs a relational school culture. Implementing Restorative Practice in Schools explains what has to happen in a school in order for it to become truly restorative. Section 1 explains the potential of restorative practice in schools, describing the positive outcomes for students and teachers. It also outlines the measures that need to be in place in order to embed restorative practice. Section 2 examines the process of understanding and managing change, providing realistic and pragmatic guidance on the practical and emotional barriers that may be encountered. Finally, Section 3 provides in eight practical steps, strategic guidance for achieving a restorative culture that sticks. Featuring useful pro formas and templates, this book will be an indispensable guide for educators, administrators and school leaders in mainstream and specialist settings.