Educators' Beliefs and Perceptions of Implementing Restorative Practices

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  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      31
    • Subject Terms:
      Justice; Conflict Resolution; Discipline; Discipline Policy; Teachers; Beliefs; Social Cognition; Teacher Attitudes
    • Subject Terms:
      California
    • Accession Number:
      10.1177/00131245211048439
    • ISSN:
      0013-1245
      1552-3535
    • Abstract:
      Many urban school districts are adopting restorative practices (RP) as a means to reduce suspensions and resolve racial discipline gaps. In this study, we use a sensemaking framework to examine educators' beliefs about discipline and their perceptions of RP and its implementation. We draw on survey responses (N = 363) administered after educators attended RP trainings in a large, diverse county in California. Our results show the majority of respondents possess beliefs or an understanding of RP that are compatible with the goals of the approach. Survey respondents cite challenges to implementing RP that are at times consistent (e.g., lack of time) and at times at odds (e.g., relatively low emphasis on lack of leadership as a hindrance) with the current literature. As suggested by sensemaking theory, we find attitudes and beliefs are predictors of educators' experiences implementing RP, including challenges to implementation and effects of the practices.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1357294