Designing Professional Development in Restorative Practices: Assessing High School Personnel's, Students', and Parents' Perceptions of Discipline Practices

Autor/inn/en	Vincent, Claudia G.; McClure, Heather H.; Marquez, Brion; Goodrich, Deanna
Titel	Designing Professional Development in Restorative Practices: Assessing High School Personnel's, Students', and Parents' Perceptions of Discipline Practices
Quelle	(2021), (40 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Vincent, Claudia G.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Faculty Development; High School Teachers; High School Students; Trust (Psychology); Teacher Attitudes; Student Attitudes; Administrator Attitudes; Equal Education; Family School Relationship; Parent Attitudes; Accountability; Teacher Student Relationship; Interpersonal Relationship; School Personnel; Positive Behavior Supports; Student Diversity; Student Behavior; Low Income Students; Minority Group Students; Student Needs; Discipline; Justice; At Risk Students; Discipline Policy; Oregon + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Lehrerverhalten; Schülerverhalten; Elternverhalten; Verantwortung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulpersonal; Student behaviour; Disziplin; Gerechtigkeit; Disziplinarmaßnahme
Abstract	We conducted focus groups with high school staff, students, parents and administrators to gain information about how to design professional development training supporting high school staff in implementing restorative practices within a multi-tiered support system. Results indicated that all stakeholders valued trust and relationship building, and identified equity, accountability, and home-school communications as key elements of effective discipline approaches. We provide recommendations for designing professional development for high school staff in effectively and sustainably integrating restorative practices with existing multi-tiered student support systems. [This paper was published in "National Association of Secondary School Principals Bulletin" v105 n4 p250-275 2021 (EJ1320567).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01