Exploring educator and school professional perspectives of restorative practices implementation climate
Restorative practices (RP) implementation requires substantial adult buy-in, time, leadership support, and resources. Limited studies have examined the implementation of RP from the perspectives of different groups of school professionals (e.g. teachers, paraprofessionals, and non-classroom staff) a...
| Authors: | ; ; ; ; ; |
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| Format: | Electronic Article |
| Language: | English |
| Published: |
2024
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| In: |
Contemporary justice review
Year: 2024, Volume: 27, Issue: 1, Pages: 5–23 |
| Online Access: |
Volltext (lizenzpflichtig) |
| Check availability: | HBZ Gateway |
| Keywords: |
MARC
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| 100 | 1 | |a Knox, Peter N. |e VerfasserIn |0 (orcid)0000-0002-3966-9380 |4 aut | |
| 245 | 1 | 0 | |a Exploring educator and school professional perspectives of restorative practices implementation climate |
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| 520 | |a Restorative practices (RP) implementation requires substantial adult buy-in, time, leadership support, and resources. Limited studies have examined the implementation of RP from the perspectives of different groups of school professionals (e.g. teachers, paraprofessionals, and non-classroom staff) and their perceptions of RP implementation climate (i.e. support, efficacy, use). Fewer studies have investigated such differences in perceptions of RP support, efficacy, and utilization among school professionals at varying school levels (e.g. elementary, middle, and high school). We applied an exploratory, descriptive study design to better understand RP implementation among varying school roles and levels using a district-wide RP survey among school adults (N = 392) in a midsize urban school district in the Northeast. Perceptions of RP implementation differed by professional role, where paraprofessionals have similar levels of RP use and support compared to classroom teachers but indicate the lowest level of RP efficacy. Additionally, non-classroom staff reported the highest levels of RP support compared to paraprofessionals and teachers. Across school levels and implementation domains (support, efficacy, and use), elementary school staff reported the highest or most positive perceptions of RP implementation compared to middle and high school staff. Implications for implementing RP amongst various school roles, contexts, and levels are discussed. | ||
| 650 | 4 | |a school professional roles | |
| 650 | 4 | |a implementation fidelity | |
| 650 | 4 | |a School climate | |
| 650 | 4 | |a Implementation | |
| 650 | 4 | |a Restorative practices | |
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| 700 | 1 | |a Kervick, Colby |e VerfasserIn |4 aut | |
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| 700 | 1 | |a Smith, Lance |e VerfasserIn |4 aut | |
| 700 | 1 | |a Moore, Mika |e VerfasserIn |4 aut | |
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