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Impact of Restorative Justice on 11th and 12th Grade African American Male Student Success in a Midwestern City Large Urban Charter School District.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Impact of Restorative Justice on 11th and 12th Grade African American Male Student Success in a Midwestern City Large Urban Charter School District./
作者:	Freeman, Maria.
面頁冊數:	1 online resource (106 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
標題:	Educational evaluation. -
電子資源:	click for full text (PQDT)
ISBN:	9780438155633

Impact of Restorative Justice on 11th and 12th Grade African American Male Student Success in a Midwestern City Large Urban Charter School District.
Freeman, Maria.

Impact of Restorative Justice on 11th and 12th Grade African American Male Student Success in a Midwestern City Large Urban Charter School District. - 1 online resource (106 pages)

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (D.Ed.)--University of St. Francis, 2018.

Includes bibliographical references

Suspension and expulsion from schools were commonly used, yet controversial, as punitive and traditional disciplinary measures. Restorative practices in schools subscribed to a pedagogy of relationship building as well as a paradigm shift in education policies. This study examined whether restorative practices impacted student success with African American male high school students. The study investigated a possible model or pathways of alternative discipline to promote a change in discipline referrals, successful attendance rate, and successful academic performance. This quantitative research design case explored and evaluated the impact of restorative practices on student success within an urban charter school among African American males. The study included 15 African American males in 11th and 12th grade. Topics such as discipline referrals, academic performances, attendance rates, and restorative practice were explored in detail. Results of the study support implementation of restorative practices yielded statistically significant differences pre- and post-intervention for participants in the accrual of discipline referrals but found no statistically significant differences in attendance rate and grade point average after the implementation of restorative practices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438155633Subjects--Topical Terms:

555501
Educational evaluation.
Index Terms--Genre/Form:

554714
Electronic books.

Impact of Restorative Justice on 11th and 12th Grade African American Male Student Success in a Midwestern City Large Urban Charter School District.
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500 $a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
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502 $a Thesis (D.Ed.)--University of St. Francis, 2018.
504 $a Includes bibliographical references
520 $a Suspension and expulsion from schools were commonly used, yet controversial, as punitive and traditional disciplinary measures. Restorative practices in schools subscribed to a pedagogy of relationship building as well as a paradigm shift in education policies. This study examined whether restorative practices impacted student success with African American male high school students. The study investigated a possible model or pathways of alternative discipline to promote a change in discipline referrals, successful attendance rate, and successful academic performance. This quantitative research design case explored and evaluated the impact of restorative practices on student success within an urban charter school among African American males. The study included 15 African American males in 11th and 12th grade. Topics such as discipline referrals, academic performances, attendance rates, and restorative practice were explored in detail. Results of the study support implementation of restorative practices yielded statistically significant differences pre- and post-intervention for participants in the accrual of discipline referrals but found no statistically significant differences in attendance rate and grade point average after the implementation of restorative practices.
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538 $a Mode of access: World Wide Web
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