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Teacher Perspectives regarding the Use of Restorative Justice Practices for Students with Disabilities in an Urban High School Setting.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teacher Perspectives regarding the Use of Restorative Justice Practices for Students with Disabilities in an Urban High School Setting./
Author:	Meeks, Sara A.
Description:	1 online resource (127 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9798535552323

Teacher Perspectives regarding the Use of Restorative Justice Practices for Students with Disabilities in an Urban High School Setting.
Meeks, Sara A.

Teacher Perspectives regarding the Use of Restorative Justice Practices for Students with Disabilities in an Urban High School Setting. - 1 online resource (127 pages)

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ph.D.)--Concordia University Chicago, 2021.

Includes bibliographical references

In recent years, there have been efforts by educators and policymakers to address disparities in the use of suspensions and expulsions. These students are at risk for further academic difficulties, successive suspensions, school drop-out, unemployment, and arrests. To address these concerns, the use of evidenced-based behavior supports are being utilized to circumvent further academic and behavioral difficulties. Restorative justice is one such behavioral support that is gaining in popularity as a credible means to reduce behavior-related problems. Restorative justice is a relational-based framework that seeks to encourage community, foster personal responsibility, and repair damaged relationships. The implementation of this framework is found at both the elementary and secondary levels, yet little is known regarding its perceived effectiveness among students with disabilities. This qualitative study examined the perspectives of 14 teachers regarding the use of restorative justice practices at an urban high school in the Midwest. The use of virtual, semi-structured interviews and a virtual focus group was used to obtain study data. The results of this study indicate that the participants attended school-sponsored workshops on restorative justice practices and applied restorative strategies solely in their respective classrooms rather than on a school-wide basis.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798535552323Subjects--Topical Terms:

567627
Special education.
Subjects--Index Terms:

Restorative justiceIndex Terms--Genre/Form:

554714
Electronic books.

Teacher Perspectives regarding the Use of Restorative Justice Practices for Students with Disabilities in an Urban High School Setting.
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520 $a In recent years, there have been efforts by educators and policymakers to address disparities in the use of suspensions and expulsions. These students are at risk for further academic difficulties, successive suspensions, school drop-out, unemployment, and arrests. To address these concerns, the use of evidenced-based behavior supports are being utilized to circumvent further academic and behavioral difficulties. Restorative justice is one such behavioral support that is gaining in popularity as a credible means to reduce behavior-related problems. Restorative justice is a relational-based framework that seeks to encourage community, foster personal responsibility, and repair damaged relationships. The implementation of this framework is found at both the elementary and secondary levels, yet little is known regarding its perceived effectiveness among students with disabilities. This qualitative study examined the perspectives of 14 teachers regarding the use of restorative justice practices at an urban high school in the Midwest. The use of virtual, semi-structured interviews and a virtual focus group was used to obtain study data. The results of this study indicate that the participants attended school-sponsored workshops on restorative justice practices and applied restorative strategies solely in their respective classrooms rather than on a school-wide basis.
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