A Promising Path toward Equity: Restorative Circles Develop Relationships, Build Community, and Bridge Differences

Autor/inn/en	Manassah, Tala; Roderick, Tom; Gregory, Anne
Titel	A Promising Path toward Equity: Restorative Circles Develop Relationships, Build Community, and Bridge Differences
Quelle	In: Learning Professional, 39 (2018) 4, S.36-40 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Racial Differences; Discipline; Suspension; Expulsion; Academic Achievement; Achievement Gap; Juvenile Justice; Social Responsibility; Equal Education; Social Development; Emotional Development; Problem Solving; Cooperation; Student Attitudes; Randomized Controlled Trials; Program Descriptions; Intervention; Capacity Building; School Culture; Educational Change; Teacher Student Relationship; Public School Teachers; Decision Making; Elementary Secondary Education; Teamwork; Principals; Parent Participation; Conflict Resolution; New York (New York) + Suchen Sie Ihr Suchwort? Rassenunterschied; Disziplin; Ausschluss; Schulausschluss; Relegation; Schulleistung; Jugendgerichtshilfe; Soziale Verantwortung; Soziale Entwicklung; Gefühlsbildung; Problemlösen; Co-operation; Kooperation; Schülerverhalten; Schulkultur; Schulleben; Bildungsreform; Teacher student relationships; Lehrer-Schüler-Beziehung; Decision-making; Entscheidungsfindung; Principal; Schulleiter; Elternmitwirkung; Conflict solving; Konfliktlösung; Konfliktregelung
Abstract	Racial inequity is a pernicious problem in American schools. Discrepancies in school discipline show that black students are two to three times more likely than their peers to be suspended and expelled, even for similar infractions. This directly affects the racial achievement gap, school dropout, and involvement in the juvenile justice system. New York City's Morningside Center for Teaching Social Responsibility is committed to improving educational equity by supporting schools in implementing social and emotional learning (SEL) and restorative practice. Restorative practices focus on strengthening relationships, collaborative problem solving, and giving voice to the person harmed and the person causing the harm. Principals, educators, school staff, parents, and students are empowered to participate in restorative justice efforts. In fall 2019, Morningside will kick off a randomized controlled trial with 18 schools in the Queens and Brooklyn sections of New York City to examine the effectiveness of tools, professional learning supports, and overall approach to integrating restorative practices and SEL from an equity perspective. The research will track specific ways school leaders can support restorative practices, including: (1) designating a space in the building for restorative practices interventions; (2) making time in the curriculum and schedule for SEL skill-building efforts; and (3) limiting the ratio of students to advisors in advisory periods.Teamwork (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/publications/jsd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01