Designing Professional Development in Restorative Practices: Assessing High School Personnel's, Students', and Parents' Perceptions of Discipline Practices

Autor/inn/en	Vincent, Claudia; McClure, Heather; Marquez, Brion; Goodrich, Deanna
Titel	Designing Professional Development in Restorative Practices: Assessing High School Personnel's, Students', and Parents' Perceptions of Discipline Practices
Quelle	In: NASSP Bulletin, 105 (2021) 4, S.250-275 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Vincent, Claudia) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/01926365211045461
Schlagwörter	High School Teachers; Teacher Attitudes; High School Students; Student Attitudes; Parent Attitudes; Administrator Attitudes; Faculty Development; Trust (Psychology); Interpersonal Relationship; Equal Education; Accountability; Family School Relationship; Discipline; Justice; Positive Behavior Supports; Student Needs; Student Diversity; Minority Group Students; Low Income Students; At Risk Students; School Personnel; Student Behavior; Teacher Student Relationship; Discipline Policy; Oregon + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Student; Students; Schüler; Schülerin; Studentin; Schülerverhalten; Elternverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Verantwortung; Disziplin; Gerechtigkeit; Schulpersonal; Student behaviour; Teacher student relationships; Lehrer-Schüler-Beziehung; Disziplinarmaßnahme
Abstract	We conducted focus groups with high school staff, students, parents, and administrators to gain information about how to design professional development training supporting high school staff in implementing restorative practices within a multitiered support system. Results indicated that all stakeholders valued trust and relationship building and identified equity, accountability, and home-school communications as key elements of effective discipline approaches. We provide recommendations for designing professional development for high school staff in effectively and sustainably integrating restorative practices with existing multitiered student support systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01