Whereas much research has led to widespread knowledge about the harmful effects of school disciplinary practices (e.g., suspensions, expulsions), there have been fewer studies about programs that promote alternative forms of school discipline. The current dissertation examined one such program, Restorative Practices (RP), in its early stages of implementation from the perspectives of teachers. RP uses collaborative problem solving and encourages relationship building between students and teachers. Key components of RP include community-building circles in classrooms and restorative conferences that bring together all those involved in a discipline incident to identify ways to repair the harm. Despite school districts investing substantial resources in upfront training days, little is known about the teacher perceptions and factors associated with high or low RP use implemented in the classroom. The dissertation was comprised of two studies. Study 1 included interviews and surveys with 51 teachers in two public high schools. Results showed that teachers varied in their fidelity of RP implementation. Further, multiple regression analyses found days of RP training and positive experiences with RP were predictive of a teacher’s total number of RP circles and conferences run. In addition, teachers’ RP self-efficacy was predictive of their adherence to implementing the core components of RP. Study 2 examined a cohort of teachers over two school years that continued to use RP (N = 23). Results showed that a group of teachers (n = 7) were classified as high RP users in both school years. These results held when accounting for minimal RP administrative support, which suggest that that the teachers were “resilient implementers.” Implications for future practice are that positive experiences with RP, teachers’ beliefs in their own ability to use RP, and upfront training days may be factors that increase teachers' implementation of RP with high fidelity—although future research will need to corroborate these findings. Moreover, as the evidence and promise for RP continues to grow, more research is necessary to determine why teachers choose to adopt or not to adopt this innovation.
Subject (authority = RUETD)
Topic
School Psychology
Subject (authority = ETD-LCSH)
Topic
Restorative justice
Subject (authority = ETD-LCSH)
Topic
School discipline
Subject (authority = ETD-LCSH)
Topic
Education, Urban
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_7080
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (viii, 88 p. : ill.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Joshua Lawrence Korth
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.