Examining the Impacts of Restorative Practices on School Discipline Disproportionality

Autor/in	Williams, Kimberly N.
Titel	Examining the Impacts of Restorative Practices on School Discipline Disproportionality
Quelle	(2023), (93 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-3636-0
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Restorative Practices; Discipline; Discipline Policy; Disproportionate Representation; Suspension; Blacks; African American Students; Multiracial Persons; Program Effectiveness; Incidence; School Culture; Accountability; Interpersonal Relationship; Behavior Problems; Student Behavior; White Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disziplin; Disziplinarmaßnahme; Ausschluss; Schulausschluss; Black person; Schwarzer; African Americans; Afroamerikaner; Mischling; Vorkommen; Schulkultur; Schulleben; Verantwortung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Student behaviour; Schülerverhalten
Abstract	The purpose of this study was to examine the Problem of Practice (POP) to determine if Restorative Practices (RP) can have an impact on the disproportionality of out of school suspensions (OSS) for Black and Multi-Race students at Eastern High School. RP has emerged as a promising intervention to mitigate racially disproportionate practices in schools and to decrease suspensions by improving school culture through authentic relationships and respectful accountability. The Dissertation in Practice (DIP) investigated how RP was used to impact out of school suspensions, more specifically, subjective offenses that led to out of school suspension for Black/Multi-Race students. Disproportionality measures including student-level risk indices, risk differences, and risk ratios were calculated and compared between Black/Multi-Race students and White students at Eastern High School over three years. The findings report a decrease in suspensions and risk measures for the total population, Black and Multi-Race, and White students over the three-year cycles of study. In summary, Restorative Practices made an impact by decreasing the disproportionality of out of school suspensions for Black/Multi-Race students and the total student population over the three-year study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01