Literaturnachweis - Detailanzeige
| Autor/in | Foster, Elizabeth |
|---|---|
| Titel | Restorative Practices Benefit Both Teachers and Students |
| Quelle | In: Learning Professional, 42 (2021) 6, S.16-17 (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2476-194X |
| Schlagwörter | Discipline; Racial Bias; Ethnicity; Minority Group Students; Disproportionate Representation; Suspension; Expulsion; Social Justice; Behavior Modification; Program Effectiveness; Educational Environment; Public Schools; Socioeconomic Status; Social Bias; At Risk Students; Faculty Development; Pennsylvania (Pittsburgh) |
| Abstract | As awareness has grown about the harmful effects of exclusionary discipline, especially on the Black and Brown students who are disproportionately suspended and expelled, so, too, has interest in alternative approaches to discipline. Restorative practices focus on building or repairing relationships to address or preempt conflict. They are based on the idea that when young people come to understand how they have caused harm and collaborate with others to find a solution for repairing the harm, they learn to behave differently while strengthening their connection to the community rather than becoming ostracized from it. Researchers at the RAND Corporation conducted one of the first randomized controlled trial studies of the impact of restorative practices on classroom and school climates and suspension rates by studying the implementation of a program in the Pittsburgh (Pennsylvania) Public Schools in years 2015-16 and 2016-17. The researchers found that implementation resulted in positive effects, including improvement in overall school climates (as rated by teachers), reduced suspension rates, and reduced disparities in suspension rates between African American and white students and between low- and higher-income students. Professional learning leaders can glean insights from this initiative, which included support and ongoing professional learning. [This article summarizes RAND Corporation's 2018 study, "Can restorative practices improve school climate and curb suspensions? An evaluation of the impact of restorative practices in a mid-sized urban school district" (see ED594828).] (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/the-learning-professional/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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