Investigating the Value of Restorative Practice: An Action Research Study of One Boy in a Mixed Secondary School

Autor/inn/en	Standing, Vicky; Fearon, Colm; Dee, Tim
Titel	Investigating the Value of Restorative Practice: An Action Research Study of One Boy in a Mixed Secondary School
Quelle	In: International Journal of Educational Management, 26 (2012) 4, S.354-369 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/09513541211227764
Schlagwörter	Action Research; Classroom Environment; Foreign Countries; Feedback (Response); Educational Practices; Functional Behavioral Assessment; Observation; Interviews; Student Behavior; Secondary Schools; Individual Characteristics; Critical Incidents Method; Cognitive Restructuring; Behavior Modification; Behavior Change; Investigations; United Kingdom + Suchen Sie Ihr Suchwort? Projektforschung; Klassenklima; Unterrichtsklima; Ausland; Bildungspraxis; Beobachtung; Interviewing; Interviewtechnik; Student behaviour; Schülerverhalten; Sekundarschule; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Behaviour modification; Verhaltensänderung; Untersuchung; Großbritannien
Abstract	Purpose: In response to an increasingly high level of exclusion rates for boys within secondary school in the UK, this study seeks to explore the value of restorative practice and justice for changing student behaviour. Design/methodology/approach: As a piece of action research, the authors aimed to look at how methods of restorative practice could work with one student in a secondary school, following a whole school's move towards a personal responsibility charter. The focus of this research remained on the individual male subject, rather than the educational institution. It is based upon a process of reflecting upon key events that happened throughout the study. This research will use qualitative data gained from observing the student at school, as well as interview and written feedback from the subject himself and school staff. The paper is designed to offer real and informative insight into the value of restorative justice and practices. Findings: Restorative practices had little overall impact on improving the subject's behaviour in school. He was able to have a mature discussion with an adult about the behaviour he was demonstrating. Nevertheless, when put back in the classroom situation he was unable to make a conscious decision to alter his negative behaviour. However, his skills in conferencing to resolve conflict were developed through the authors' involvement with him, as well as other school staff, and he was able to understand the school's new charter. Originality/value: This paper contributes to restorative justice and practice literature and is insightful because of the action research approach taken. (As Provided).
Anmerkungen	Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10