Consultation and Collaboration to Develop and Implement Restorative Practices in a Culturally and Linguistically Diverse Elementary School

Autor/inn/en	Ingraham, Colette L.; Hokoda, Audrey; Moehlenbruck, Derek; Karafin, Monica; Manzo, Caroline; Ramirez, Daniel
Titel	Consultation and Collaboration to Develop and Implement Restorative Practices in a Culturally and Linguistically Diverse Elementary School
Quelle	In: Journal of Educational & Psychological Consultation, 26 (2016) 4, S.354-384 (31 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ingraham, Colette L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2015.1124782
Schlagwörter	Elementary School Students; English (Second Language); Second Language Learning; Second Language Instruction; Bilingualism; Urban Areas; Crime; Violence; Poverty; School Psychology; Interdisciplinary Approach; School Community Relationship; College School Cooperation; Intervention; Consultation Programs; Case Studies; Qualitative Research; Culturally Relevant Education; Outcomes of Education; Cultural Pluralism; Counselor Role; Focus Groups; Interviews; Surveys; California (San Diego) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Bilingualismus; Urban area; Stadtregion; Crimes; Delict; Delicts; Delikt; Gewalt; Armut; Schulpsychologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Fachberatung; Case study; Fallstudie; Case Study; Qualitative Forschung; Lernleistung; Schulerfolg; Kulturpluralismus; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung
Abstract	Through an embedded single-case study design and qualitative methods, this article describes the school-wide implementation and preliminary results of a restorative practices (RP) program within a culturally and linguistically diverse (CLD) elementary school. Located in an urban area with high rates of crime, violence, and poverty, the three-year multisystemic project brought school psychology knowledge and skills to (a) use multicultural consultation and participatory methods to introduce, adapt, and support RP in a CLD school, (b) present findings related to teachers, parents, students, and school climate, and (c) increase youth, parent, and community engagement and voice. The authors developed a comprehensive, culturally relevant model through an interdisciplinary school-university-community partnership. They used multicultural consultee-centered consultation, including bilingual/bicultural practices and cultural brokers, and participatory culture-specific intervention methods to collaboratively design, implement, and evaluate outcomes for students, parents, teachers, and others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01