A Cluster-Randomized Trial of Restorative Practices: An Illustration to Spur High-Quality Research and Evaluation

Autor/inn/en	Acosta, Joie D.; Chinman, Matthew; Ebener, Patricia; Phillips, Andrea; Xenakis, Lea; Malone, Patrick S.
Titel	A Cluster-Randomized Trial of Restorative Practices: An Illustration to Spur High-Quality Research and Evaluation
Quelle	In: Journal of Educational & Psychological Consultation, 26 (2016) 4, S.413-430 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2016.1217488
Schlagwörter	Randomized Controlled Trials; Justice; Conflict Resolution; Intervention; Middle Schools; Middle School Students; Outcomes of Treatment; Behavior Problems; Faculty Development; Educational Practices; Affective Objectives; Ecology; Program Evaluation; Fidelity; Educational Environment; Rating Scales; Hypothesis Testing; Data Analysis; Maine + Suchen Sie Ihr Suchwort? Gerechtigkeit; Conflict solving; Konfliktlösung; Konfliktregelung; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Student; Students; Schüler; Schülerin; Bildungspraxis; Ökologie; Programme evaluation; Programmevaluation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rating-Skala; Hypothesenprüfung; Hypothesentest; Auswertung
Abstract	Restorative practices in schools lack rigorous evaluation studies. As an example of rigorous school-based research, this article describes the first randomized control trial of restorative practices to date, the Study of Restorative Practices. It is a 5-year, cluster-randomized controlled trial (RCT) of the Restorative Practices Intervention (RPI) in 14 middle schools in Maine to assess whether RPI affects both positive developmental outcomes and problem behaviors and whether the effects persist during the transition from middle to high school. The 2-year RPI began in the 2014-2015 school year. The study's rationale and theoretical concerns are discussed along with methodological concerns including teacher professional development. The theoretical rationale and description of the methods from this study may be useful to others conducting rigorous research and evaluation in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01