Needs and readiness assessments for implementing school-wide restorative practices

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Improving Schools Pub Date : 2020-03-01 DOI:10.1177/1365480219836529

B. Garnett, Mika Moore, J. Kidde, T. Ballysingh, Colby T. Kervick, Lisa Bedinger, Lance C. Smith, H. Sparks

引用次数: 10

Abstract

Persistent disparities in exclusionary discipline procedures continue to portent negative educational outcomes for students from specific racial, income, and ability categories. Restorative practices (RP) has emerged as a promising approach to mitigate these disparities and improve school climate. This study describes the utility of field-initiated implementation readiness assessments that might guide school districts by targeting the needs of faculty and staff. This study is a part of a mixed-methods Community-Based Participatory Research (CBPR) project made possible by a university and school-district partnership. The results reveal potential challenges and opportunities related to RP implementation and hold implications for professional development trainings for school districts that aim to implement RP as a foundation to employ more just and effective disciplinary mechanisms.

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实施全学校恢复性做法的需求和准备情况评估

排斥性纪律程序的持续差异继续预示着来自特定种族、收入和能力类别的学生的负面教育结果。恢复性实践（RP）已成为缓解这些差异和改善学校氛围的一种很有前途的方法。这项研究描述了实地启动的实施准备情况评估的效用，该评估可能通过针对教职员工的需求来指导学区。这项研究是一项基于社区的参与性研究（CBPR）混合方法项目的一部分，该项目由大学和学区合作实现。研究结果揭示了与RP实施相关的潜在挑战和机遇，并对旨在实施RP的学区的专业发展培训产生了影响，将RP作为采用更公正有效的纪律机制的基础。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Improving Schools EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

0.00%

发文量

期刊介绍： Improving Schools is for all those engaged in school development, whether improving schools in difficulty or making successful schools even better. The journal includes contributions from across the world with an increasingly international readership including teachers, heads, academics, education authority staff, inspectors and consultants. Improving Schools has created a forum for the exchange of ideas and experiences. Major national policies and initiatives have been evaluated, to share good practice and to highlight problems. The journal also reports on visits to successful schools in diverse contexts, and includes book reviews on a wide range of developmental issues.