Can Restorative Practices Help to Reduce Disparities in School Discipline Data? A Review of the Literature

Autor/in	Kline, Dana M. Stewart
Titel	Can Restorative Practices Help to Reduce Disparities in School Discipline Data? A Review of the Literature
Quelle	In: Multicultural Perspectives, 18 (2016) 2, S.97-102 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
DOI	10.1080/15210960.2016.1159099
Schlagwörter	Literature Reviews; School Statistics; Functional Behavioral Assessment; Discipline; Discipline Policy; Educational Practices; Disproportionate Representation; Delinquent Rehabilitation; Punishment; Positive Reinforcement; School Administration; Suspension; Policy Analysis + Suchen Sie Ihr Suchwort? Disziplin; Disziplinarmaßnahme; Bildungspraxis; Bestrafung; Ausschluss; Schulausschluss; Politikfeldanalyse
Abstract	Disparities in school discipline data is a national concern. Schools across the nation are working to eliminate these disparities. This literature review considers one response to the disproportionate data, restorative practices. This article examines why exclusionary approaches to discipline are ineffective, contribute to imbalanced discipline data, exacerbate the achievement gap, and push minority students into the juvenile justice system. Restorative practices are an inclusionary, nonpunitive alternative. This approach offers a preventive component as well as a responsive component. I will use this article as a platform to show readers how and why using restorative practices, as an alternative to punitive practices, will support a reduction in the number of referrals and suspension given in schools in order to reduce, and ultimately eliminate the disparities in discipline data across the nation. Limitations in the research are highlighted and recommendations of where to focus future research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01