Literaturnachweis - Detailanzeige
| Autor/inn/en | Watkins, Linda; Lowery, Kendra |
|---|---|
| Titel | How Principals' Knowledge and Experiences Inform Their Use of Restorative in Lieu of Exclusionary Practices |
| Quelle | In: NASSP Bulletin, 107 (2023) 3, S.247-269 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Lowery, Kendra) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0192-6365 |
| DOI | 10.1177/01926365231198522 |
| Schlagwörter | Principals; Knowledge Level; Administrator Attitudes; Restorative Practices; Discipline; Decision Making; Educational Change; Professional Development; Urban Schools; School Districts; Elementary Schools; Middle Schools; Trauma Informed Approach |
| Abstract | The purpose of this qualitative study was to examine the experiences and knowledge that informed the decision-making of nine principals from a large midwestern urban district who shifted from implementing mainly exclusionary to restorative practices. Framed by Lederach's conflict transformation theory, the research question was: What knowledge and experiences informed school principals' shifts toward a commitment to restorative practices? Analysis of semi-structured interviews yielded two themes: (1) The importance of professional development; and (2) Shifting from punitive toward student-centered thinking. Findings and implications shed light on how to best support principals to shift their lenses towards restorative practices in schools. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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