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Folly Beach Library
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Village Library
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Phone: (843) 884-9741
St. Paul's/Hollywood Library
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Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Blending Restorative Practices with Multitiered Support Systems in High Schools before and during the COVID Pandemic: Successes, Challenges, and Adaptations
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- Author(s): Vincent, Claudia G. (ORCID
Vincent, Claudia G. (ORCID 0000-0002-9837-921X ); Girvan, Erik; Inglish, John; McClure, Heather; Ryzin, Mark Van; Svanks, Rita; Reiley, Darren; Smith, Scott- Language:
English- Source:
NASSP Bulletin. Sep 2023 107(3):218-246.- Publication Date:
2023- Document Type:
Journal Articles
Reports - Research - Language:
- 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: 29
- Sponsoring Agency: Institute of Education Sciences (ED)
- Contract Number: R305A170631
- Education Level: High Schools
Secondary Education - Subject Terms:
- Accession Number: 10.1177/01926365231182689
- ISSN: 0192-6365
1930-1405 - Abstract: We present outcomes from a study testing the effect of professional development (PD) focused on integrating restorative practices (RP) into multitiered student support systems on how high school staff, students, and parents perceive their school's discipline practices. A total of 16 high schools enrolled in the 2-year study during which COVID-related school closures and a switch to distance learning occurred. Eight schools assigned to the intervention condition received the PD and coaching during the first year and periodic booster trainings delivered remotely during the second year. Eight schools assigned to the control condition received the PD and coaching remotely during the second year. While results did not reach statistical significance, they were in the desired direction and suggested changes in staff perceptions favoring restorative discipline practices. Quantitative findings were supported by coaches' fieldnotes which described facilitators and barriers to implementing RP during in-person as well as remote instruction. We offer recommendations for providing support to high school personnel and students as they move toward a nonpunitive approach to discipline that favors community-building over rule compliance in real and virtual learning environments.
- Abstract: As Provided
- IES Funded: Yes
- Publication Date: 2023
- Accession Number: EJ1394830
- Availability:
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