High School Teachers’ Perceptions of Restorative Discipline Practices
2019; SAGE Publishing; Volume: 103; Issue: 2 Linguagem: Inglês
10.1177/0192636519853018
ISSN1930-1405
AutoresStacey Rainbolt, Elizabeth Sutton Fowler, Katherine Cumings Mansfield,
Tópico(s)Education Discipline and Inequality
ResumoDisproportionality in school discipline is a serious and ongoing problem. Some schools are experimenting with alternative models to address persistent inequities. This article features one high school’s adoption of a restorative practices discipline program with a focus on teachers’ perceptions of their experiences and the efficacy of the program. Findings indicate that restorative practices can be a powerful means to strengthen relationships and reduce the number of students receiving exclusionary consequences.
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