Disciplinary Dissent: The Troubled Implementation of a Restorative Justice Program at E.C. Johnson High School

Autor/in	Gilzene, Alounso A.
Titel	Disciplinary Dissent: The Troubled Implementation of a Restorative Justice Program at E.C. Johnson High School
Quelle	In: Journal of Cases in Educational Leadership, 24 (2021) 2, S.46-63 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gilzene, Alounso A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-4589
DOI	10.1177/1555458920966711
Schlagwörter	Discipline Policy; Social Justice; High School Students; Educational Change; Behavior Modification; Racial Differences; Racial Bias; Principals; Case Studies; Student Behavior; Case Method (Teaching Technique) + Suchen Sie Ihr Suchwort? Disziplinarmaßnahme; Soziale Gerechtigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsreform; Behaviour modification; Verhaltensänderung; Rassenunterschied; Racial discrimination; Rassismus; Principal; Schulleiter; Case study; Fallstudie; Case Study; Student behaviour; Schülerverhalten; Case method; Fallmethode
Abstract	As many schools and school districts across the nation consider replacing traditional behavioral management strategies with restorative practices, this case asks the readers to consider the challenges a school leader may face when attempting to implement school-wide procedural change. In this case, a school leader faced with race-based discipline disparities attempts to challenge this nationwide trend by bringing in a local organization to conduct restorative justice facilitation and reduce the school's out-of-school suspension numbers. This proves to be challenging due to the systems that existed prior to this change and her difficulties in getting buy-in from her staff. This case may be used in leadership preparation courses as an example of the complexity and considerations involved when implementing restorative justice as an alternative discipline strategy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01