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Author: Oladapo Adekunle Ariyo Publisher: ISBN: Category : California Languages : en Pages : 0
Book Description
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.
Author: Oladapo Adekunle Ariyo Publisher: ISBN: Category : California Languages : en Pages : 0
Book Description
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.
Author: Tiffanee Brown Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
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
Author: Michael K. Zulfa Publisher: ISBN: Category : Restorative justice Languages : en Pages : 133
Book Description
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.
Author: Margaret Thorsborne Publisher: Taylor & Francis ISBN: 1351704052 Category : Education Languages : en Pages : 67
Book Description
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.
Author: Wanda L. Lash Publisher: ISBN: Category : Languages : en Pages : 165
Book Description
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.
Author: Laura Rossi Publisher: ISBN: Category : Languages : en Pages : 52
Book Description
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.
Author: Jessica Elyse Sanborn Publisher: ISBN: Category : School administrators Languages : en Pages : 360
Book Description
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.
Author: Sophia L. Mitchell Publisher: ISBN: Category : At-risk youth Languages : en Pages : 0
Book Description
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.
Author: Publisher: ISBN: Category : Electronic books Languages : en Pages :
Book Description
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.
Author: Daniel J. Losen Publisher: Teachers College Press ISBN: 0807773492 Category : Education Languages : en Pages : 286
Book Description
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
Author: Oladapo Adekunle Ariyo
Author: Oladapo Adekunle Ariyo
Author: Tiffanee Brown
Author: Michael K. Zulfa
Author: Margaret Thorsborne
Author: Wanda L. Lash
Author: Laura Rossi
Author: Jessica Elyse Sanborn
Author: Sophia L. Mitchell
Author: 
Author: Daniel J. Losen