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abstract: Implementation of large-scale initiatives within educational systems can present many challenges, particularly when the initiative is non-linear and relies on deep understanding rooted in a restorative mindset. This study examined implementation of restorative justice within one large, primarily urban school district in the United States. Through a mixed methods approach, data was collected from three personnel levels of the organization: district leadership, school leadership, and school staff members and applied a sensemaking framework to examine the flow of information and understanding within and among organizational levels. To accomplish this investigation, both qualitative and quantitative data were collected. First, interview data was collected from district and school level leaders to inform supportive leadership actions and organizational structures and also to understand challenges that leaders faced when working to implement restorative justice within a district and across a school campus. Next, school staff members participated in a survey to provide deeper understanding regarding their confidence in implementing restorative justice practices, their perceptions of school and district level administrative support, and the alignment of their beliefs and actions with tenets of restorative justice. Finally, results were analyzed and compared across levels of the organization to provide a summary of findings and recommendations for ongoing and expanded implementation at the school at the focus of the study and across other schools within the district. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2020

The original design of zero-tolerance policies was meant to support school safety through an anti-drug and violence campaign but in the years following their implementation, school districts have employed them repeatedly without merit. Exclusionary practices have become controversial, leading to high rates of recidivism, imbalanced implementation toward minority groups, and the loss of learning while suspended or expelled. Just as effective educators respond and intervene to instructional practices that are not proving successful, an overhaul of disciplinary practices was necessary for academic and emotional health. Restorative practices have emerged in recent years as an alternative process to the antiquated system of exclusionary measures. The previously used disciplinary structure inhibited the education of students, diminished opportunities for relationships to form and flourish, and had the potential to damage the well-being of all students involved in a negative event. In recent years, school districts across the country have recognized a need for improvement in the education system. Educators are spearheading efforts to combat the widespread epidemic of illiteracy and increase the level of college and career readiness. As a result, time, funding, professional development opportunities, and research have been dedicated to support this endeavor. While a number of resources are allotted for instructional purposes, the emotional element of student success is often overlooked, only widening the gap between success and stagnation. The purpose of this qualitative study was to examine pre-K through fifth grade teacher perceptions of integrated restorative practices in their respective classrooms and how these practices affected disciplinary measures and intervention.

This study explores the implementation of Restorative Practices (Costello, Wachtel, & Wachtel, 2009) in a residential life program at a small public university. Narrative inquiry is used to explore the perspectives of eleven resident advisors (RAs) who have been trained in Restorative Practices (RP) and are using them in their residential communities. Participants were interviewed three times over the course of one academic year. The study illuminates the RAs' perspectives, growth and experiences with RP over that year. The findings demonstrate that RP may not only provide a structure for RAs to succeed within their challenging position, but may also encourage growth in a RAs' leadership capacity and abilities. This research also addresses how RAs conceptualize their position and role, including how they negotiate their dual, and sometime conflicting, roles of serving simultaneously as an authority figure and peer within the residence hall community, and how RAs benefit from and are challenged by implementing RP in their hall. In addition to examining the RA role specifically, the study also addresses how RP can serve as a theoretical framework for preparing RAs for their work in residence halls and for supporting them throughout the year. Further, the research suggests that RP, as a framework for the RAs' work in the residence halls, can potentially transform the residential experience for both the residents and the RA. The result may be the creation of the kind of community experience that the research has shown contributes to the retention of students. Finally, this study concludes with identifying some of the issues that are important for Residential Life departments in a process of successfully implementing RP in college residential settings.

A violência escolar é um fenômeno complexo, dinâmico e multicausal, que envolve estudantes, professores, famílias e comunidade, como protagonistas e/ou vítimas da violência. Entende-se que a escola não é a única responsável pela produção da violência. No entanto, dependendo da maneira como a instituição lida com os problemas e conflitos instalados nesse contexto pode gerar as situações de violência escolar. Trata-se de um fenômeno que também tem suas raízes em questões de ordem sociais e econômicas, exigindo, programas de prevenção multidimensionais, com ações intersetoriais. A justiça restaurativa é uma estratégia para o enfrentamento da violência escolar, utilizada em diversos ambientes regidos pelas interações sociais, pois possibilita maneiras de resolução de conflitos no ambiente escolar. Esse estudo qualitativo, em que foi utilizado o método da pesquisa-ação, teve como objetivo compreender as percepções dos professores de uma escola pública da rede estadual de educação básica de Ribeirão Preto/SP sobre violência escolar, e desenvolver uma ação educativa para sua prevenção. A pesquisa foi desenvolvida em uma escola, que está inserida em um complexo contexto socioeconômico e cultural, com histórico de violência e dificuldades na condução do processo de ensino-aprendizagem. Participaram dessa pesquisa 10 professores do ensino fundamental e do ensino médio. Como instrumento de coleta de dados, optou-se pela observação participante, grupo focal e questionário. Os dados coletados, foram submetidos à análise temática indutiva e apresentados em duas etapas: momento investigativo e momento educativo. Reconheceu-se dificuldades e problemas prevalentes no ambiente escolar, experiências de violência escolar entre professores e estudantes e as estratégias que eles utilizavam para a prevenção da violência escolar. A partir dos problemas identificados foi realizado o Círculo de Cultura, como ação educativa. Essa ação foi elaborada baseada no modelo dialógico de Paulo Freire, que permitiu abordar a compreensão dos professores sobre os conceitos de conflitos e de violência escolar, promovendo reflexões sobre as habilidades direcionadas à gestão construtiva de conflitos e prevenção da violência escolar. Discute-se com base nestes resultados qualitativos a relevância do desenvolvimento de ações intersetoriais, visando a implementação de mecanismos de enfrentamento da violência escolar. Entende-se que não existe um recurso simplista para a prevenção da violência escolar, pois cada sociedade possui características e conflitos próprios, sendo necessária uma investigação ampla para saber qual seria a melhor atuação em determinada realidade escolar, na perspectiva de uma abordagem global com implicações na estrutura escolar. Mas é importante destacar o papel da escola no ensino/aprendizagem da transformação positiva do conflito, possibilitando a aprendizagem de formas de resolução não-violentas e, consequentemente, contribuindo para a melhoria das relações humanas / nteractions, as it provides ways of resolving conflicts in the school environment. This qualitative study, using the action-research method, aimed to understand the perceptions of the teachers of a public school of the state school of basic education of Ribeirão Preto / SP on school violence, and to develop an educational action for its prevention . The research was developed in a school, which is inserted in a complex socioeconomic and cultural context, with a history of violence and difficulties in conducting the teaching-learning process. Ten primary and high school teachers participated in this research. As an instrument of data collection, we opted for participant observation, focus group and questionnaire. The collected data were submitted to thematic thematic inductive and presented in two stages: investigative moment and educational moment. Difficulties and problems prevalent in the school environment, experiences of school violence between teachers and students and the strategies they used for the prevention of school violence were acknowledged. From the problems identified, the Culture Circle was carried out as an educational action. This action was elaborated based on the dialogical model of Paulo Freire, which allowed to approach the teachers\' understanding of the concepts of conflict and school violence, promoting reflections on the skills directed to the constructive management of conflicts and prevention of school violence. Based on these qualitative results, the relevance of the development of intersectoral actions is discussed, aiming at the implementation of mechanisms for coping with school violence. It is understood that there is no simplistic resource for the prevention of school violence, since each society has its own characteristics and conflicts, and a broad investigation is necessary to know what would be the best performance in a certain school reality, in the perspective of a global approach with implications in the school structure. But it is important to highlight the role of the school in the teaching / learning of the positive transformation of the conflict, enabling the learning of non-violent forms of resolution and, consequently, contributing to the improvement of human relations

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<p>  </p> <p>With the passing of the Every Student Succeeds Act (ESSA), schools must look for proactive strategies to help struggling learners stay in the classroom environment. Schools across the United States are turning to restorative practices to build school community, resolve conflict peacefully, and repair harm caused to the community. With restorative practices, students and staff are given an implicate framework for self-regulating behavior, developing positive interactions with teachers and peers, and building self-efficacy skills. The purpose of this qualitative ethnography was to examine how staff members at one suburban middle school perceive the process of community building through the use of restorative practices. This study included building-level leadership along with certified and classified staff members. The findings indicate that school leadership modeling effective and intentional use of restorative practices provides an explicate framework of practices that give staff and students tools to build community. In addition, students and staff learned how their personal impact affects the school community. This study provides information that can guide the practices of many professionals and students in education. There are specific implications to this study that can impact how school administrators lead a school building in a way that develops a sense of belonging for all members. </p>

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