Educators' Perspectives on Implementing Restorative PracticesWith Fidelity in the Primary Classroom.
Date of Conferral
9-30-2024
Degree
Ph.D.
School
Education
Advisor
Sarah Inkpen
Abstract
Punitive disciplinary approaches have been used for decades in primary grades with little improvement in behavior and negative impacts on classroom climate. This qualitative case study explored the perspectives of administrators and educators implementing restorative practice (RP) with fidelity in the primary grades of urban public elementary schools. The study addressed the restorative principles of norm setting, community-building circles, restorative chats, and restorative conferences for implementing restorative justice with fidelity. Guided by the conceptual framework of RP, interviews with five administrators (principals, deans, climate managers, and guidance counselors) and five teachers (Grades K–3) revealed common themes in the successes and challenges of instituting RP with fidelity, as identified through coding and thematic analysis. Participants reported that all four pillars are needed for implementing restorative justice with fidelity, and professional development is needed to support teachers implementing restorative justice with fidelity. Nine participants reported that implementing RP led to an improved schoolwide climate and culture while also revealing that none had the opportunity to include all four pillars when implementing RP with fidelity. Findings may be used to promote positive social change through nonpunitive approaches to discipline that contribute to building relationships and nurturing classroom culture.
Recommended Citation
Jenkins, Kelly Erin, "Educators' Perspectives on Implementing Restorative PracticesWith Fidelity in the Primary Classroom." (2024). Walden Dissertations and Doctoral Studies. 16402.
https://scholarworks.waldenu.edu/dissertations/16402
