April L Mustian
Biographic Data
| ID | 6608089 |
|---|---|
| NAME | April L Mustian |
| GIVEN NAMES | April L |
| FAMILY NAME | Mustian |
| SIGNATURE | MUSTIAN A L |
| AFFILIATIONS | Illinois State University, Normal, USA |
| ORCID | 0000-0002-9942-2961 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Reframing Restorative Justice in Education
Restorative Justice (RJ) is an educational “innovation” introduced into school communities as a counter approach to traditional punitive discipline practices. In this paper, we provide a critical examination of RJ in education by naming common pitfalls to RJ implementation in schools and providing four transformational cultural shifts schools might make to actualize an RJ model that challenges traditional notions of power, pays homage to cultural…
Secondary Transition Evidence-Based Practices and Predictors
The No Child Left Behind Act (2001) and Individuals With Disabilities Education Act (IDEA, 2004) had implications for teachers and students at all levels (i.e., elementary, middle, high school). Specifically, IDEA had implications for secondary students with disabilities because it required students with disabilities exit high school prepared for postschool education, employment, and independent living. When considering federal mandates and refor…
Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities
The purpose of this study was to conduct a systematic review of the secondary transition correlational literature to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities. Based on results of this review, 16 evidence-based, in-school predictors of postschool outcomes were identified. Of the 16 predictors, 4 (25%) predicted improved outcomes in …
Secondary Transition Evidence-Based Practices and Predictors
The No Child Left Behind Act (2001) and Individuals With Disabilities Education Act (IDEA, 2004) had implications for teachers and students at all levels (i.e., elementary, middle, high school). Specifically, IDEA had implications for secondary students with disabilities because it required students with disabilities exit high school prepared for postschool education, employment, and independent living. When considering federal mandates and refor…
Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities
The purpose of this study was to conduct a systematic review of the secondary transition correlational literature to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities. Based on results of this review, 16 evidence-based, in-school predictors of postschool outcomes were identified. Of the 16 predictors, 4 (25%) predicted improved outcomes in …
Secondary Transition Evidence-Based Practices and Predictors
The No Child Left Behind Act (2001) and Individuals With Disabilities Education Act (IDEA, 2004) had implications for teachers and students at all levels (i.e., elementary, middle, high school). Specifically, IDEA had implications for secondary students with disabilities because it required students with disabilities exit high school prepared for postschool education, employment, and independent living. When considering federal mandates and refor…
Reframing Restorative Justice in Education
Restorative Justice (RJ) is an educational “innovation” introduced into school communities as a counter approach to traditional punitive discipline practices. In this paper, we provide a critical examination of RJ in education by naming common pitfalls to RJ implementation in schools and providing four transformational cultural shifts schools might make to actualize an RJ model that challenges traditional notions of power, pays homage to cultural…
Pedagogy (3 works) · Psychology (3 works) · Disability Education and Employment (2 works) · Independent living (2 works) · Law (2 works) · Medicine (2 works) · Political science (2 works) · Social Psychology (2 works) · Special education (2 works) · Assistive Technology in Communication and Mobility (1 work)