The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline

Autor/inn/en	Gregory, Anne; Clawson, Kathleen; Davis, Alycia; Gerewitz, Jennifer
Titel	The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline
Quelle	In: Journal of Educational & Psychological Consultation, 26 (2016) 4, S.325-353 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2014.929950
Schlagwörter	Regression (Statistics); Discipline; Referral; Teacher Student Relationship; African American Students; Hispanic American Students; Discipline Policy; School Policy; Racial Differences; Educational Experience; High School Students; Student Surveys; Student Attitudes; Hierarchical Linear Modeling; Comparative Analysis; Workshops; Program Implementation; Teacher Surveys; Teacher Attitudes; Consultation Programs; Correlation; Statistical Analysis + Suchen Sie Ihr Suchwort? Regression; Regressionsanalyse; Disziplin; Teacher student relationships; Lehrer-Schüler-Beziehung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Disziplinarmaßnahme; Schulpolitik; Rassenunterschied; Bildungserfahrung; High school; High schools; Oberschule; Schülerbefragung; Schülerverhalten; Lernwerkstatt; Schulung; Lehrerverhalten; Fachberatung; Korrelation; Statistische Analyse
Abstract	Restorative approaches to school discipline are increasingly being implemented throughout the United States in an attempt to reduce reliance on suspension and eradicate the racial discipline gap. Yet, little is known about the experience of students in classrooms utilizing restorative practices (RP). This study draws on student surveys (N = 412) in 29 high school classrooms. Hierarchical linear modeling and regression analyses show that high RP-implementing teachers had more positive relationships with their diverse students. Students perceived them as more respectful and they issued fewer exclusionary discipline referrals compared with low RP implementers. In addition, the findings demonstrate some initial promise of well-implemented RP for narrowing the racial discipline gap. The study found that higher RP implementers issued fewer discipline referrals to Latino and African American students compared with lower RP implementers. The study findings have implications for equity-focused consultation in schools that honor student experience of new programming. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01