Dissertation/Thesis Abstract

The author has requested that access to this graduate work be delayed until 2019-12-04. After this date, this graduate work will be available on an open access basis.
Teachers' Perceptions of Restorative Practices
by Hetge, Roger A., Ed.D., Southern Illinois University at Edwardsville, 2019, 114; 13877390
Abstract (Summary)

The purpose of this mixed-methods study was to explore teachers’ perceptions of restorative practices as they were implemented in a large middle school in Southern Illinois. The study explored perceptions and experiences of restorative and exclusionary forms of discipline and sought to understand a philosophical shift in teachers’ preference. This mixed-methods research utilized teacher interviews and an electronic survey to blend the richness of both measures to determine the results.

The study results indicated teachers preferred restorative practices for minor student discipline over exclusionary responses. Results also identified the importance of teachers building caring relationships as having a positive impact on students academically, behaviorally, and socially. Both teacher interviews and electronic survey results highlighted the need for professional development as necessary for establishing restorative practices and for the programs sustainability.

Indexing (document details)
Advisor: Yu, Tianlong, Reeves, Alison
Commitee: Van Tuyle, Vicki
School: Southern Illinois University at Edwardsville
Department: Educational Leadership
School Location: United States -- Illinois
Source: DAI-A 80/11(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Education Policy
Keywords: Caring, Discipline, Disproportionate, Practices, Relationship, Restorative
Publication Number: 13877390
ISBN: 978-1-392-24541-5
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