The Potential of Restorative Practices to Ameliorate Discipline Gaps: The Story of One High School’s Leadership Team
Abstract
The purpose of this “From the Field” article is to share the tentative results of community-engaged research investigating the impact of Restorative Justice Discipline Practices on persistent discipline gaps in terms of race, gender, and special education identification.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Restorative practice initiatives may require several years (e.g., 3 to 5) to be fully implemented.
“Considering that RP initiatives may take several years (e.g., 3 to 5 years) to fully implement (Glenn et al., 2020; Hashim et al., 2018; Mansfield et al., 2018)”
From The Impact of Restorative Practices on the Use of Out-of-School Suspensions: Results from a Cluster Randomized Controlled Trial (2023) · cites this paper as Mansfield et al., 2018
Cited by
Sorted by citations
Mind the Gap: A Systematic Review of Research on Restorative Practices in Schools
Zakszeski, B., & Rutherford, L. (2021) · School Psychology Review · doi:10.1080/2372966x.2020.1852056 · Cited by 86 · see citing works
Gregory, A., Huang, F., & Ward-Seidel, A. R. (2022) · Journal of School Psychology · doi:10.1016/j.jsp.2022.09.003 · Cited by 31 · see citing works
Huang, F. L., Gregory, A., & Ward-Seidel, A. R. (2023) · Prevention Science · doi:10.1007/s11121-023-01507-3 · Cited by 21 · see citing works
“, 3 to 5 years) to fully implement (Glenn et al., 2020; Hashim et al., 2018; Mansfield et al., 2018) and that RP coordinators at the school may still be building relationships with school staff during the first year, it is uncertain how effective the RP initiative may have been in the longer term.”
Background
- Authors
- Mansfield, K. C., Fowler, B., & Rainbolt, S.
- Affiliations
- Virginia Commonwealth University (US)
- Goochland County Public Schools, Goochland, VA, USA
- Corresponding author
- Mansfield, Katherine Cumings
- Venue
- Educational Administration Quarterly
- Publisher
- SAGE Publications
- Published
- 2018-01-18
- Volume
- 54
- Issue
- 2
- Pages
- 303-323
- ISSN
- 0013-161X (ISSN-L)
- 1552-3519
- OpenAlex
- W2793405355
- Cited by
- 65
- References
- 0
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 7 · 2023: 7 · 2022: 7 · 2021: 19 · 2020: 13 · 2019: 5
- FWCI
- 30.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Administration Quarterly (publishedVersion)
- NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) (submittedVersion)
- Topics
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Law › Legal Issues in Education
- Social Sciences › Education › Educational Leadership and Practices
- Keywords
- restorative justice, student discipline, racial disparities, gender disparities, special education students, school leadership, high schools, community-engaged research
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
