Home
Resource
Convergence and divergence of stakeholder perspectives on the implementation of a restorative practices initiative
PDF
PDF format is widely accepted and good for printing.
Plug-in required
PDF-1(2.45 MB)
Citation & Export
View Usage Statistics
Staff View

Citation & Export
Hide

Simple citation

Oliveira, Amy. Convergence and divergence of stakeholder perspectives on the implementation of a restorative practices initiative. Retrieved from https://doi.org/doi:10.7282/t3-a2rs-k103

Export

Click here for information about Citation Management Tools at Rutgers.

Statistics
Hide

Description

TitleConvergence and divergence of stakeholder perspectives on the implementation of a restorative practices initiative
NameOliveira, Amy (author); Gregory, Anne (chair); Forman, Susan (member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2022
Other Date2022-08 (degree)
SubjectPsychology, Convergence, Divergence, Implementation science, Restorative practices, Social validity, Stakeholder perspectives
Extent114 pages : illustrations
DescriptionTraditional disciplinary procedures in schools have resulted in undesirable outcomes impacting areas such as academic functioning. Restorative Practices (RP) initiatives in schools offer an alternative approach to school discipline. However, gaps remain in the literature that need to be addressed such as: a) implementation of RP in middle schools, b) convergence and divergence of stakeholder perspectives on RP components as a measure of social validity, and c) RP implementation fidelity. To address these gaps, the current study examined the degree to which students and staff shared positive perceptions about RP implementation. The study conducted secondary data analyses of 2018-2020 survey data collected from a middle school located in a Northeastern, low-income neighborhood in the United States. Included were Year 1 (2018-2019; 28 staff and 156 students) and Year 2 (2019-2020; 25 staff and 155 students) participants who completed a 35-minute survey as part of a larger evaluation. Overall, the study showed mixed perceptions about several RP components across two years of implementation, indicating some social validity. Specifically, comparisons of staff and student perspectives demonstrated a high level of convergence in 2019. Further, RP components were perceived similarly positive across student racial groups for both years. However, the notable exception to this pattern of convergence was among student gender groups. Specifically, across both years male students perceived RP components more positively compared to their non-male peers. Staff and student perspectives also had some divergence in 2020, with staff perceiving more implementation on most RP components that year. Implications are that practitioners and researchers should conduct regular data collection each year, include student voices in evaluation, and disaggregate data by groups in schools to understand shared or dissimilar experiences of RP.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-a2rs-k103
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Version 8.5.5
Rutgers University Libraries - Copyright ©2024