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Dissertation/Thesis Abstract

Restorative Justice: A Phenomenological Study of Teachers' Experiences
by Woods, Patricia Bre, Ed.D., Northcentral University, 2021, 119; 28265391
Abstract (Summary)

Restorative justice practices are common practice in schools and school districts across the nation. The primary goal for schools adopting restorative practices is the reduction of exclusionary discipline through mediated conversations. The purpose of this qualitative phenomenological study was to examine the lived experiences of teachers who implemented restorative practices in their classrooms regarding classroom discipline and relationship building with students. Eight public middle school teachers were interviewed to understand their experiences in implementing restorative practices in their classrooms. The data collected from this study’s findings suggest that teachers can use restorative practices to build positive relationships with students. Additionally, teachers employed restorative practices to manage minor classroom disruptions effectively. Contrary to current research, suggesting that restorative justice reduces suspensions, teachers in this study could not identify a connection between restorative practices and reduced suspensions. Instead, teachers attributed an observed reduction in suspensions to administrative efforts rather than restorative practices.

Indexing (document details)
Advisor: Parsons, Brianna
Commitee: Mercurio, Mia, Jenkins, Chris
School: Northcentral University
Department: School of Education
School Location: United States -- California
Source: DAI-A 82/9(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Education, Middle School education
Keywords: Justice, Practices, Restorative justice, Exclusionary discipline
Publication Number: 28265391
ISBN: 9798582577157
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