Dissertation/Thesis Abstract

Case Study Exploration of High School Teachers’ Implementation of Restorative Justice
by Versher, Elysse Ryan, Ed.D., Grand Canyon University, 2020, 309; 28087956
Abstract (Summary)

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.

Indexing (document details)
Advisor: Williams-Damond, Twyla
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
Publication Number: 28087956
ISBN: 9798662590670
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