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Needs and readiness assessments for implementing school-wide restorative practices
Abstract
Persistent disparities in exclusionary discipline procedures continue to portent negative educational outcomes for students from specific racial, income, and ability categories. Restorative practices (RP) has emerged as a promising approach to mitigate these disparities and improve school climate. This study describes the utility of field-initiated implementation readiness assessments that might guide school districts by targeting the needs of faculty and staff. This study is a part of a mixed-methods Community-Based Participatory Research (CBPR) project made possible by a university and school-district partnership. The results reveal potential challenges and opportunities related to RP implementation and hold implications for professional development trainings for school districts that aim to implement RP as a foundation to employ more just and effective disciplinary mechanisms.
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Researchers have theorized that schools low on restorative readiness will struggle to shift teacher practices and student exposure to restorative practices.
“Researchers have theorized that schools that are low on restorative readiness will struggle to shift teacher practices (and, relatedly, student exposure to restorative practices).”
From Fostering Belonging, Transforming Schools: The Impact of Restorative Practices (2023) · cites this paper as Garnett et al., 2020
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References 23 · Cited by 20
Research works printed but not linked: 25
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Metadata
- Authors
- Garnett, B., Moore, M., Kidde, J., Turner, T. A., Kervick, C. T., Bedinger, L., Smith, L. C., & Sparks, H.
- Affiliations
- University of Vermont (US)
- Independent Consultant, USA
- University of Vermont, USA
- South Burlington Community Justice Center, USA
- Burlington School District (US)
- Corresponding author
- Garnett, Bernice
- Venue
- Improving Schools
- Publisher
- SAGE Publications
- Published
- 2019-03-14
- Volume
- 23
- Issue
- 1
- Pages
- 21-32
- ISSN
- 1365-4802 (ISSN-L)
- 1475-7583
- OpenAlex
- W2921574972
- Cited by
- 20
- References
- 23
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 4 · 2023: 4 · 2022: 2 · 2021: 3 · 2020: 2
- FWCI
- 4.72
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Improving Schools (publishedVersion)
- Topics
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Educational Assessment and Improvement
- Keywords
- restorative practices, student discipline, exclusionary discipline, school climate, disciplinary differences, professional development, school districts, community-based participatory research, university-school partnership
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