Educators’ Beliefs and Perceptions of Implementing Restorative Practices

Bibliographic Data

ID9730435
AuthorsTasminda K Dhaliwal (0000-0003-0361-1686, Michigan State University, East Lansing, USA, corresponding author), Eupha Jeanne Daramola (0000-0003-3589-4916, University of Southern California, Los Angeles, USA), Jacob D Alonso (0000-0003-1918-1238, University of Southern California, Los Angeles, USA), Julie A Marsh (0000-0003-1781-9488, University of Southern California, Los Angeles, USA)
Year2023
Volume55
Issue1
Pages88-118
Publication date2023-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/00131245211048439
OpenAlexW3205717171
LanguageEN
Citations received6
References cited56

Many urban school districts are adopting restorative practices (RP) as a means to reduce suspensions and resolve racial discipline gaps. In this study, we use a sensemaking framework to examine educators’ beliefs about discipline and their perceptions of RP and its implementation. We draw on survey responses ( N = 363) administered after educators attended RP trainings in a large, diverse county in California. Our results show the majority of respondents possess beliefs or an understanding of RP that are compatible with the goals of the approach. Survey respondents cite challenges to implementing RP that are at times consistent (e.g., lack of time) and at times at odds (e.g., relatively low emphasis on lack of leadership as a hindrance) with the current literature. As suggested by sensemaking theory, we find attitudes and beliefs are predictors of educators’ experiences implementing RP, including challenges to implementation and effects of the practices

Logistic regression · Medical education · Odds · Pedagogy · Perception · Political science · Public relations · Sensemaking · Survey data collection · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Education Discipline and Inequality · Medicine · Psychology

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