Download or read book Implementing Restorative Practices A Case Study of How One Urban High School Approached Alternatives to Punitive Discipline Practices written by Kristi Yvonne Cole and published by . This book was released on 2013 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past 20 years, a serious trend has developed that disconnects too many students from school due to suspensions. Suspensions continue to widen the achievement gap within the educational system. Consistently, African American males are suspended at a much higher rate than the rest of the student population in Milwaukee, Wisconsin (Milwaukee Public Schools Data Warehouse, 2013). The purpose of this study is to determine if restorative practice is a viable alternative to punitive discipline approaches for students. Insights were revealed by gathering lived experiences of the 2011-2012 twelfth grade students and staff at one urban high school that implemented a program of restorative practices with fidelity in order to eliminate excessive suspensions and expulsions. Given the research purpose of studying a model of discipline with possible replication at other sites, the research approach was that of a case study employing methods of document analysis, observation, and individual interviews. Related research questions focused on how leadership implemented the restorative practices model and how necessary conditions for ownership of this model were created. Also, what aspects of the school climate changed as a result of the adoption of the restorative practices model? What is the effect of restorative practices implementation on the suspension rate? Finally, what impact does the restorative practices model have on relationships? The research indicates both students and staff responded positively to the use of restorative practices at this urban high school. Suspensions were limited, the student attendance rate was high and academic success was above average as compared to the district. Relationships between students and staff were strong, as well as the relationships between students. Restorative practices were not only used at the high school, but were extended in many of the students' homes and communities. Moreover, restorative practices were successfully used as an alternative to punitive discipline approaches.
Download or read book Restorative Justice in Urban Schools written by Anita Wadhwa and published by Routledge. This book was released on 2015-11-19 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: The school-to-prison pipeline is often the path for marginalized students, particularly black males, who are three times as likely to be suspended as White students. This volume provides an ethnographic portrait of how educators can implement restorative justice to build positive school cultures and address disciplinary problems in a more corrective and less punitive manner. Looking at the school-to-prison pipeline in a historical context, it analyzes current issues facing schools and communities and ways that restorative justice can improve behavior and academic achievement. By practicing a critical restorative justice, educators can reduce the domino effect between suspension and incarceration and foster a more inclusive school climate.
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 Handbook of Social Justice Interventions in Education written by Carol A. Mullen and published by Springer. This book was released on 2021-08-28 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Social Justice Interventions in Education features interventions in social justice within education and leadership, from early years to higher education and in mainstream and alternative, formal and informal settings. Researchers from across academic disciplines and different countries describe implementable social justice work underway in learning environments—organizations, programs, classrooms, communities, etc. Robust, dynamic, and emergent theory-informed applications in real-world places make known the applied knowledge base in social justice, and its empirical, ideological, and advocacy orientations. A multiplicity of social justice-oriented lenses, policies, strategies, and tools is represented in this Handbook, along with qualitative and quantitative methodologies. Alternative and conventional approaches alike advance knowledge and educational and social utility. To cover the field comprehensively the subject (i.e., social justice education and leadership) is subdivided into four sections. Part 1 (background) provides a general background of current social justice literature. Part II (schools) addresses interventions and explorations in preK-12 schools. Part III (education) covers undergraduate and graduate education and preservice teacher programs, classrooms, and curricula, in addition to teacher and student leadership in schools. Part IV (leadership) features educational leadership and higher education leadership domains, from organizational change efforts to preservice leader preparation programs, classrooms, etc. Part V (comparative) offers interventions and explorations of societies, cultures, and nations. Assembling this unique material in one place by a leading cast will enable readers easy access to the latest research-informed interventionist practices on a timely topic. They can build on this work that takes the promise of social justice to the next level for changing global learning environments and workplaces.
Download or read book The Impact of Restorative Practices on Latino Students in an Urban Middle School written by Dianne T. Vumback and published by . This book was released on 2020 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed-methods research study explored the impact of restorative disciplinary practices on Latino students in an urban middle school. There is a significant need to eradicate the racial disparity on the discipline of Latino students when compared to their white counterparts. School districts are experiencing a rising number of EL students and the need to address disproportionality has increased the urgency to change educational practices to achieve equity. Evidence suggests that exclusionary practices in a school setting has inequitable and adverse effects on students of color and low-income students. Current research illuminates the need for immediate change in school disciplinary practices, shifting from punitive, zero-tolerance policies to more supportive restorative approaches. Growing evidence leads to the conclusion that restorative approaches to discipline that teach students how to resolve conflict by taking responsibility for their actions in order to repair relationships yields better outcomes than punitive/authoritarian approaches. Kurt Lewin’s (1951) Change Theory provided the theoretical framework to analyze the data of this study to determine what factors supported the conclusion that a paradigm shift occurred within the school through the use of restorative disciplinary practices. The study focused on gathering information and understanding the perspectives of the leaders of the restorative team and ESOL teachers in an urban middle school. The qualitative and quantitative data collected indicates that the leadership team and the ESOL teachers positively perceived the effects of the restorative discipline practices during the implementation. The student data, however, indicates that the implementation did not improve students’ overall perception of the school climate with elements such as teachers care, school safety, respecting differences, racism and sense of belonging. The inherent support and advocacy of ESOL teachers to accept other cultures and perspectives had a positive impact on the EL student perspective. EL students experienced the greatest overall increase in perceptions of the school climate on teachers care, school safety, respecting differences and sense of belonging of all subgroups over the course of three years; moreover, they expressed the largest decline in their perception of racism. The implications of the study provide valuable evidence to encourage educators to embrace a wider, more broad restorative practices philosophy/framework, rather than focusing almost exclusively on disciplining differently which would put greater emphasis on building relationships and school community. This would likely result in more positive perceptions of school climate and a need to implement restorative disciplinary practices less frequently.
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 Stakeholder Perspectives of Restorative Practices Implementation in an Urban School District written by Kristen Hinson and published by . This book was released on 2020 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ever since zero-tolerance policies took effect in schools, suspensions have significantly increased (Losen & Skiba, 2010). There is little evidence, however, that suspensions improve the behavior of suspended students (Gregory, Clawson, Davis, & Gerewitz, 2016). Exclusionary discipline can negatively affect a student’s future. Students frequently suspended are less likely to graduate and more likely to be adjudicated (Losen & Martinez, 2013; Rosenbaum, 2018; Skiba et al., 2014). In addition to the risk of suspension, the Every Student Succeeds Act (2015) requires that all schools implement an alternative discipline plan aimed at managing behavior while minimizing exclusionary discipline (ESSA, 2015). Implementing restorative practices may be one alternative to address these challenges. The purpose of this qualitative descriptive study was to describe stakeholder perceptions of restorative practices implementation in an urban school district. The overarching research question guiding this inquiry is: How do stakeholders in an urban school district describe the implementation of restorative practices as they contribute to climate and discipline in their school building communities? This research was conducted in an urban school district that employs the use of restorative practices, as defined by the International Institute for Restorative Practices (Wachtel, 2015). Administrators (N=5), teachers (N=7), current students (N=12), and recent graduates (N=4) from the district were selected using maximum variation purposeful sampling. Interviews were conducted with school administrators and students; focus groups were conducted with students and teachers; an expert informant (N=1) participated in a semi-structured interview; finally, document analysis of relevant district documents (N=17) supported and triangulated the primary data sources. Three themes emerged from converging the data sets: 1) Importance of Whole School Integration of Restorative Practices, 2) Stakeholder Perspectives on the Effects of Restorative Practices on School Climate, Discipline, and Outcomes for School Communities, and 3) Barriers to Implementation of Restorative Practices. Braithwaite’s (2003) Reintegrative Shaming Theory, in which shame is used to change behavior with the goal of reintegrating offenders into the community, framed the interpretation of the findings. The findings may provide important and actionable information about the implementation of restorative practices for urban school leaders, based on the perspectives of key stakeholders.
Download or read book Discipline Over Punishment written by Trevor W. Gardner and published by Rowman & Littlefield. This book was released on 2016-08-16 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discipline Over Punishment is an exploration of the transformative potential of restorative discipline practices in schools, ranging from the micro-level of one-on-one interactions with students to the macro-level of re-routing the school-to-prison pipeline and improving life outcomes for young people. Gardner, who continues to teach high school in Oakland, CA, has spent nearly 20 years innovating, struggling, and succeeding to implement various restorative justice practices in classrooms and schools around the Bay Area. Using classrooms and schools where he has taught and students, families and educators with whom he has worked, Gardner examines how restorative justice, as a set of beliefs and practices can be a force for justice and equity in our classrooms, schools, and beyond.
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 Justice on Both Sides written by Maisha T. Winn and published by Harvard Education Press. This book was released on 2020-08-11 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Restorative justice represents “a paradigm shift in the way Americans conceptualize and administer punishment,” says author Maisha T. Winn, from a focus on crime to a focus on harm, including the needs of both those who were harmed and those who caused it. Her book, Justice on Both Sides, provides an urgently needed, comprehensive account of the value of restorative justice and how contemporary schools can implement effective practices to address inequalities associated with race, class, and gender. Winn, a restorative justice practitioner and scholar, draws on her extensive experience as a coach to school leaders and teachers to show how indispensable restorative justice is in understanding and addressing the educational needs of students, particularly disadvantaged youth. Justice on Both Sides makes a major contribution by demonstrating how this actually works in schools and how it can be integrated into a range of educational settings. It also emphasizes how language and labeling must be addressed in any fruitful restorative effort. Ultimately, Winn makes the case for restorative justice as a crucial answer, at least in part, to the unequal practices and opportunities in American schools.
Download or read book Restorative Approaches to Conflict in Schools written by Edward Sellman and published by Routledge. This book was released on 2013-09-05 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on recent international developments in criminal justice, Restorative Approaches to Conflict in Schools highlights the long-term ineffectiveness of punitive models of discipline in education contexts and examines an alternative approach, underpinned by the principles of restorative justice. This approach provides an opportunity for adults and young people to engage with a range of processes such as group conferencing and peer mediation, whereby: conflict and harm are confronted and repaired; a future rather than past orientation is developed; relationships are built upon the values and attitudes of respect, inclusion and equality; pupils learn inter-personal and problem solving skills as well as social responsibility; staff develop skills and confidence in working restoratively; the risk of future/repeat problems is minimised; and a positive school ethos is developed. These approaches have proven to be highly effective in criminal justice systems around the world, and are beginning to be applied more widely in educational contexts. This edited volume draws together for the first time contributions from an interdisciplinary field of international experts and practitioners on the subject, and offers both critique and guidance in order that the implementation of restorative approaches in schools may be undertaken thoughtfully and sustainably. This exciting new text will be a key reference book for locating contemporary, international and inter-disciplinary debate in the field.
Download or read book Diminishing the Discipline Gap Restorative Justice as a Promising Alternative in One Urban School written by Polly Long and published by . This book was released on 2015 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the nation, the education system is responding to student misbehavior with zero tolerance policies that parallel the punitive practices found in the juvenile and criminal justice systems. Zero tolerance policies have contributed to the 0́−discipline gap,0́+ wherein schools punish racial and ethnic minorities more often and more severely than they punish whites. One alternative to punitive punishment is restorative justice, which aims to foster respect, responsibility, and empathy in members of school communities. This project evaluates the relationship between restorative justice and out-of-school suspension rates in an urban school district. It also serves as one of the few studies that evaluate the effect of restorative practices on the discipline gap. The results validate previous research findings, as restorative justice is related to reductions in out of-school suspension rates. Further, the results reveal a promising alternative to the punitive practices that plague the education system, as restorative justice is related to reductions in the size of the discipline gap.
Download or read book Implementing Restorative Practices in a Middle School Setting written by Monica L. Bryant and published by . This book was released on 2019 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study addressed the problem of increased suspensions and expulsions of school-aged children; therefore, the purpose of this study was to measure teacher perceptions of school-wide and classroom discipline before and after the implementation and effects of restorative practices on exclusionary discipline practices. The researcher used two different research data collection methods: quantitative and qualitative analysis to determine the impact of restorative practices on punitive consequences. Findings revealed that study participants were in favor of implementing restorative practices into the school community, but needed additional supports to implement the framework with fidelity. Participants perceived professional development sessions were beneficial, but the findings discovered the implementation of restorative practices only had a slight impact on exclusionary discipline practices.
Download or read book Restorative Practice Implementation and Experiences at Two Charter High Schools written by Meghan L. Breedlove and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the negative academic, social, and long-term outcomes associated with suspensions (Noltemeyer et al., 2015), schools have investigated alternatives. Restorative Practices (RPs) in schools are based on restorative justice philosophies and have gained momentum in schools. RPs aim to build community and seek to repair harm to relationships through mediations or restorative conversations (Amstutz & Mullet, 2015). The current multiple case study aims to understand RP implementation approaches and experiences of staff (e.g., teachers and non-teaching professional) over the course of the COVID-19 pandemic. A total of 16 semi-structured interviews, observation experiences, and document analysis were analyzed using a coding approach outlined by Miles, Huberman, and Saldaña (2018). Across-case analysis suggested RPs aligned with school values, were embedded into various spaces on campus, were flexible, and served as a tool to strengthen student-teacher relationships and enhance student social emotional growth. Challenging experiences for RP implementation across cases included engaging students, limited time, and staff issues. COVID-19 negatively impacted the mental health of both students and staff and was disruptive to RP implementation. Implications for school counselors, administrators, teachers, training programs for school professionals, and educational policy makers are discussed in addition to recommendations for future research.
Download or read book Restoring Relationships written by Julie Beth Steitz and published by . This book was released on 2019 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: Large studies of the 13 southern United States and California reveal an issue of equity and project far-reaching social consequences. Disciplinary disproportionality has affected the way students of color interact with the public-school system by historically providing harsher disciplinary procedures. One promising program, known as restorative justice, includes the voice and involvement of students in their discipline as they repair the relationships that have been affected by their misdeeds through the use of restorative practices. Discussion groups, circles, and mediations are facilitated by trained adults to improve decision making, and empathy while enhancing the school climate. The implementation of restorative justice practices may assist schools in closing the chasm that exists for students of color within the school disciplinary structure as well as improving school climate by offering an empathetic alternative in confronting bullying. This qualitative case study examined teacher and student perceptions of student behavior and school climate as a result of administrative implementation of restorative practices. Anonymous on-line teacher questionnaires, individual teacher interviews and student focus group data were used to reach conclusions. Both teachers and students saw changes in communication, relationships and discipline as being influenced by the introduction of restorative practices.
Download or read book The Little Book of Restorative Justice in Education written by Katherine Evans and published by Simon and Schuster. This book was released on 2022-09-13 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: A fully revised & updated handbook for teachers and administrators on creating just and equitable learning environments for students; building and maintaining healthy relationships; healing harm and transforming conflict. Much more than a response to harm, restorative justice nurtures relational, interconnected school cultures. The wisdom embedded within its principles and practices is being welcomed at a time when exclusionary discipline and zero tolerance policies are recognized as perpetuating student apathy, disproportionality, and the school-to-prison pipeline. Relying on the wisdom of early proponents of restorative justice, the daily experiences of educators, and the authors’ extensive experience as classroom teachers and researchers, this Little Book guides the growth of restorative justice in education (RJE) into the future. Incorporating activities, stories, and examples throughout the book, three major interconnected and equally important aspects of restorative justice in education are explained and applied: creating just and equitable learning environments; building and maintaining healthy relationships; healing harm and transforming conflict. Chapters include: The Way We Do Things A Brief History of Restorative Justice in Education Beliefs and Values in Restorative Justice in Education Creating just and Equitable Learning Environments Nurturing Healthy relationships Repairing Harm and Transforming Conflict A Tale of Two Schools: Thoughts and Sustainability The Little Book of Restorative Justice in Education is a reference that practitioners can turn to repeatedly for clarity and consistency as they implement restorative justice in educational settings.
Download or read book Handbook of Urban Educational Leadership written by Muhammad Khalifa and published by Rowman & Littlefield. This book was released on 2015-06-01 with total page 701 pages. Available in PDF, EPUB and Kindle. Book excerpt: This authoritative handbook examines the community, district, and teacher leadership roles that affect urban schools. It will serve as a foundation for pedagogical and educational leadership practices that foster social justice, equity, and advocacy for those who have been traditionally and historically underserved in education. The handbook’s ten sections cover topics as diverse as curriculum, instruction, and educational outcomes; gender, race, and class; higher education; and leadership preparation and support. Its twenty-nine chapters offer both American and international perspectives.
