The purpose of this qualitative single case study was to explain how high school teachers perceived the implementation of restorative justice principles: inclusion, accountability, and empowerment within a school district that has a suspension ban policy. The theory of procedural justice was the theoretical framework. Fifty high school teachers participated in an online questionnaire, thirteen high school teachers participated in semi-structured interviews, and six high school teachers participated in a focus group. Interviews and the focus group were audio recorded, coded, and analyzed using Saldaña's data analysis approach. Eight themes emerged: 1). The initial RJP implementation was exclusionary to teachers and administrators, 2). Professional development was crucial to RJP implementation, 3). Restorative justice principle inclusion improved stakeholder relationships, 4). Students with an IEP/504 plan are inconsistently included in the RJP process, 5). Students and teachers are effectively held accountable for minor infractions, 6). Students are ineffectively held accountable for violent infractions, 7). Black and Latinx students are accountable for their actions, humanely, 8). Students are empowered to improve their behavior. The results indicated that high school teachers positively perceived restorative justice principles when the implementation process was procedurally just.
|Commitee:||Anderson, Shawn, Scott, Diana|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 82/2(E), Dissertation Abstracts International|
|Subjects:||Education, Secondary education, Educational leadership|
|Keywords:||Procedural justice, Restorative justice, School-to-prison pipeline, Suspension ban, Zero tolerance|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be