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Comparing a restorative justice school and a non-restorative justice school involved in consolidation: implications for perceptions of school climate
Descriptive
TitleInfo
Title
Comparing a restorative justice school and a non-restorative justice school involved in consolidation: implications for perceptions of school climate
Name
(type = personal)
NamePart
(type = family)
Oliveira
NamePart
(type = given)
Philip
NamePart
(type = date)
1991
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Oliveira, Philip, 1991-
Role
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(type = text)
author
Name
(type = personal)
NamePart
(type = family)
Gregory
NamePart
(type = given)
Anne
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Anne Gregory
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Cleary
NamePart
(type = given)
Timothy
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Timothy Cleary
Affiliation
Advisory Committee
Role
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(authority = RULIB)
co-chair
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
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school
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Text
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theses
OriginInfo
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2020
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2020-08
Language
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(type = text)
English
Abstract
The current study compared student and staff perceptions of engagement of student voice, sense of community, and adult support within a Restorative Justice (RJ) school relative to a non-RJ school that did not have a restorative initiative. The study also considered the concept of “frame of reference” as it relates to perceived school climate. Specifically, the RJ and the non-RJ schools consolidated into a single high school. It was anticipated that the merged students and staff would draw on an RJ frame of reference, based on their prior school, as they rated their current non-RJ school climate. The study’s participants include 103 students and 28 staff from the RJ school, and 263 students and 25 staff from the non-RJ school. Students and staff completed 20-minute surveys. As expected, the regression analyses showed that students in the 2017 RJ school reported significantly higher engagement of student voice and adult support when compared to the students in the 2018 non-RJ school. Contrary to expectations, there were no significant differences in student-perceived sense of community. Also, there were no significant differences in staff-reported engagement of student voice, sense of community among students and adult support. Also, unexpectedly, the cohort of students in the 2018 non-RJ school who previously attended the 2017 RJ school did not experience engagement of student voice, sense of community and adult support differently than their peers that had only attended the non-RJ school. At the same time, responses to the open-ended survey questions suggest that, in the non-RJ school, there were few opportunities for expressing student voice.
Subject
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Topic
Restorative justice
Subject
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Topic
School Psychology
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD
Identifier
ETD_10938
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application/pdf
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text/xml
Extent
1 online resource (viii, 91 pages)
Note
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Psy.D.
Note
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Includes bibliographical references
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Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
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NjNbRU
Identifier
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doi:10.7282/t3-bd9e-b196
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Oliveira
GivenName
Philip
Role
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RightsEvent
Type
Permission or license
DateTime
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2020-05-05 18:43:50
AssociatedEntity
Name
Philip Oliveira
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
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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.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
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ETD
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windows xp
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DateCreated
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2020-05-03T14:48:52
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2020-05-03T14:48:52
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