Educators' Beliefs and Perceptions of Implementing Restorative Practices

Autor/inn/en	Dhaliwal, Tasminda K.; Daramola, Eupha Jeanne; Alonso, Jacob D.; Marsh, Julie A.
Titel	Educators' Beliefs and Perceptions of Implementing Restorative Practices
Quelle	In: Education and Urban Society, 55 (2023) 1, S.88-118 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alonso, Jacob D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245211048439
Schlagwörter	Justice; Conflict Resolution; Discipline; Discipline Policy; Teachers; Beliefs; Social Cognition; Teacher Attitudes; California + Suchen Sie Ihr Suchwort? Gerechtigkeit; Conflict solving; Konfliktlösung; Konfliktregelung; Disziplin; Disziplinarmaßnahme; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Soziale Kognition; Lehrerverhalten; Kalifornien
Abstract	Many urban school districts are adopting restorative practices (RP) as a means to reduce suspensions and resolve racial discipline gaps. In this study, we use a sensemaking framework to examine educators' beliefs about discipline and their perceptions of RP and its implementation. We draw on survey responses (N = 363) administered after educators attended RP trainings in a large, diverse county in California. Our results show the majority of respondents possess beliefs or an understanding of RP that are compatible with the goals of the approach. Survey respondents cite challenges to implementing RP that are at times consistent (e.g., lack of time) and at times at odds (e.g., relatively low emphasis on lack of leadership as a hindrance) with the current literature. As suggested by sensemaking theory, we find attitudes and beliefs are predictors of educators' experiences implementing RP, including challenges to implementation and effects of the practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01