Colby T Kervick
Biographic Data
| ID | 5742116 |
|---|---|
| NAME | Colby T Kervick |
| GIVEN NAMES | Colby T |
| FAMILY NAME | Kervick |
| SIGNATURE | KERVICK C T |
| AFFILIATIONS | University of Vermont |
| ORCID | 0000-0003-3292-2301 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Taking stock of restorative practices strategies implementation over time in an equity-focused PK-12 school district
In this study, we examine trends in the implementation of specific Restorative Practices (RP) in a diverse PK-12 school district over time. RP promotes shifting responses to challenging behavior away from punitive practices by adopting relational strategies that build community and nurture a positive school climate to reduce inequity. Research has shown variation amongst schools in their approach to implementation and the types of RP strategies b…
A Restorative Attempt to Bend the Binary
The widespread adoption of restorative practices (RP) in U.S. schools to address inequities has been significant. However, the existing literature on RP lacks research measuring its impact on genderqueer students. This study explores the experiences of genderqueer students in Grades 3 through 12 compared to cisgender students in a school district implementing RP, focusing on RP circle experiences ( N = 1,751). Our findings indicate that genderque…
Implementing virtual restorative practices community-building circles during the early stages and ongoing Covid-19 pandemic
Community building circles are a core practice of school-based restorative practices (RP). This multi-stakeholder mixed methods study explored virtual RP community building circles implementation during remote learning from district staff and students in grades 3–12 in the first months (May 2020) and ongoing COVID-19 pandemic throughout the 2020–2021 school year. A survey among students and district staff was administered in May 2020 and May 2021…
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) and their perceptions of RP implementation climate (i.e. support, efficacy, use). Fewer studies have investigated such differences in perceptions of RP…
Engaging interdisciplinary service providers to enhance collaboration to support refugee families whose children have special health care needs
This article reports on the early stages of a community-based participatory action research project aimed at understanding how medical, educational and social service providers in our community partner with refugee families whose children have special health care needs, what challenges they face, and how we might collaboratively address identified needs through forming a community of practice and collaboratively conducting action research. In thi…
Enhancing quality
Enhancing Collaborative Leadership Among Parents of Children With Disabilities
Parent involvement and leadership have evolved over time and carry different meanings within various educational contexts in the United States. In special education, parent involvement includes the roles that parents of children with disabilities play in the development of their children’s Individualized Education Programs (IEPs), as well as in leadership and policy development and evaluation. In spite of the purported benefits of parent leadersh…
Enhancing Collaborative Leadership Among Parents of Children With Disabilities
Parent involvement and leadership have evolved over time and carry different meanings within various educational contexts in the United States. In special education, parent involvement includes the roles that parents of children with disabilities play in the development of their children’s Individualized Education Programs (IEPs), as well as in leadership and policy development and evaluation. In spite of the purported benefits of parent leadersh…
Enhancing Collaborative Leadership Among Parents of Children With Disabilities
Parent involvement and leadership have evolved over time and carry different meanings within various educational contexts in the United States. In special education, parent involvement includes the roles that parents of children with disabilities play in the development of their children’s Individualized Education Programs (IEPs), as well as in leadership and policy development and evaluation. In spite of the purported benefits of parent leadersh…
Enhancing quality
Engaging interdisciplinary service providers to enhance collaboration to support refugee families whose children have special health care needs
This article reports on the early stages of a community-based participatory action research project aimed at understanding how medical, educational and social service providers in our community partner with refugee families whose children have special health care needs, what challenges they face, and how we might collaboratively address identified needs through forming a community of practice and collaboratively conducting action research. In thi…
Implementing virtual restorative practices community-building circles during the early stages and ongoing Covid-19 pandemic
Community building circles are a core practice of school-based restorative practices (RP). This multi-stakeholder mixed methods study explored virtual RP community building circles implementation during remote learning from district staff and students in grades 3–12 in the first months (May 2020) and ongoing COVID-19 pandemic throughout the 2020–2021 school year. A survey among students and district staff was administered in May 2020 and May 2021…
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) and their perceptions of RP implementation climate (i.e. support, efficacy, use). Fewer studies have investigated such differences in perceptions of RP…
Taking stock of restorative practices strategies implementation over time in an equity-focused PK-12 school district
In this study, we examine trends in the implementation of specific Restorative Practices (RP) in a diverse PK-12 school district over time. RP promotes shifting responses to challenging behavior away from punitive practices by adopting relational strategies that build community and nurture a positive school climate to reduce inequity. Research has shown variation amongst schools in their approach to implementation and the types of RP strategies b…
A Restorative Attempt to Bend the Binary
The widespread adoption of restorative practices (RP) in U.S. schools to address inequities has been significant. However, the existing literature on RP lacks research measuring its impact on genderqueer students. This study explores the experiences of genderqueer students in Grades 3 through 12 compared to cisgender students in a school district implementing RP, focusing on RP circle experiences ( N = 1,751). Our findings indicate that genderque…
Sociology (6 works) · Pedagogy (5 works) · Psychology (5 works) · Medicine (4 works) · Political science (4 works) · Mathematics education (3 works) · Medical education (3 works) · Public relations (3 works) · Criminal Justice and Corrections Analysis (2 works) · Criminology (2 works)