Designing Professional Development in Restorative Practices: Assessing High School Personnel's, Students', and Parents' Perceptions of Discipline Practices

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com

Y

26

Institute of Education Sciences (ED)

R305A170631

High School Teachers; Teacher Attitudes; High School Students; Student Attitudes; Parent Attitudes; Administrator Attitudes; Faculty Development; Trust (Psychology); Interpersonal Relationship; Equal Education; Accountability; Family School Relationship; Discipline; Justice; Positive Behavior Supports; Student Needs; Student Diversity; Minority Group Students; Low Income Students; At Risk Students; School Personnel; Student Behavior; Teacher Student Relationship; Discipline Policy

10.1177/01926365211045461

0192-6365
1930-1405

We conducted focus groups with high school staff, students, parents, and administrators to gain information about how to design professional development training supporting high school staff in implementing restorative practices within a multitiered support system. Results indicated that all stakeholders valued trust and relationship building and identified equity, accountability, and home-school communications as key elements of effective discipline approaches. We provide recommendations for designing professional development for high school staff in effectively and sustainably integrating restorative practices with existing multitiered student support systems.

As Provided

Yes

2022

EJ1320567