Teacher Consultation to Enhance Implementation of School-Based Restorative Justice.
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| Title: | Teacher Consultation to Enhance Implementation of School-Based Restorative Justice. |
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| Authors: | Mayworm, Ashley M. (AUTHOR), Sharkey, Jill D. (AUTHOR), Hunnicutt, Kayleigh L. (AUTHOR), Schiedel, K. Chris (AUTHOR) |
| Source: | Journal of Educational & Psychological Consultation. Oct-Dec2016, Vol. 26 Issue 4, p385-412. 28p. |
| Subjects: | Restorative justice, Criminal justice system, Transitional justice, School discipline, School administration |
| Geographic Terms: | United States |
| Abstract: | Restorative justice (RJ) is an alternative approach to school discipline that has been gaining recognition in the public and academic spheres as a way to engage students who misbehave in school. RJ has promise to address racial/ethnic, gender, and disability disproportionality in school discipline. One aspect of school-based RJ that has received almost no attention in the literature is the professional development and ongoing support of teachers in schools using RJ. This article provides a review of extant literature on school-based RJ, teacher training, and consultation methods. Integrating the empirical literature on school consultation and teacher professional development, we argue that schools should implement a multitiered model of professional development to build teacher competency in RJ, specifically including the use of targeted teacher consultation. The proposed model is complementary to an RJ framework, systematic, and capable of evaluation; future research is needed to evaluate its effectiveness in practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational & Psychological Consultation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Restorative justice (RJ) is an alternative approach to school discipline that has been gaining recognition in the public and academic spheres as a way to engage students who misbehave in school. RJ has promise to address racial/ethnic, gender, and disability disproportionality in school discipline. One aspect of school-based RJ that has received almost no attention in the literature is the professional development and ongoing support of teachers in schools using RJ. This article provides a review of extant literature on school-based RJ, teacher training, and consultation methods. Integrating the empirical literature on school consultation and teacher professional development, we argue that schools should implement a multitiered model of professional development to build teacher competency in RJ, specifically including the use of targeted teacher consultation. The proposed model is complementary to an RJ framework, systematic, and capable of evaluation; future research is needed to evaluate its effectiveness in practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10474412 |
| DOI: | 10.1080/10474412.2016.1196364 |
