Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary B. Hallums

Abstract

AbstractPublic school administrators use restorative practices (RPs) as a discipline intervention to reduce student expulsions and suspensions. The problem addressed in this qualitative study was that despite the implementation of RPs in a school district in the Southwestern United States, student misconduct increased. The purpose of this basic qualitative study was to explore middle school administrators’ perceptions regarding the use of RPs to decrease the number of student expulsions and suspensions at the school district. The conceptual framework that grounded this study was Vaandering’s critical theory of restorative justice in education, which supports the need for school administrators to implement RPs to replace disciplinary managerial structures. Purposive sampling was used to invite eight middle school administrators, two certified RPs coordinators, one coordinator of student services, and one executive director of student services, which totaled 12 participants. Data were collected via semistructured interviews conducted virtually via Zoom; interviews were digitally recorded, transcribed, and analyzed using axial coding for emergent themes. The four themes identified were (a) RPs support positive relationships, (b) the implementation of RPs should involve students in the discipline process, (c) RPs reflect a progressive way to manage behavior before negative behaviors are displayed, and (d) RPs lead to reflection and critical thinking about ways to improve relationships. The results of this study contribute to positive social change by increasing understanding of how school district personnel see and use RPs, allowing for further development of best practices which eventually will lead to reduced expulsions and suspensions as well as enhanced school climate.

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