Current Search: Electronic Theses & Dissertations (x) » Department of Leadership, Technology & Research (x) » Education (x)
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Title
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TEACHER AND ADMINISTRATOR PERCEPTIONS OF RESTORATIVE JUSTICE PRACTICES IN ONE LARGE SCHOOL IN SOUTHERN FLORIDA.
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Creator
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Restino, Joseph, College of Education
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Abstract / Description
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Increasingly, school officials are administering discipline, particularly exclusionary disciplinary practices such as suspension and expulsion, disproportionately to students of color and students with disabilities. An alternative to exclusionary discipline is restorative justice practices (RJP). RJP is a collection of strategies that educators can use with students and stakeholders to establish positive relationships to reduce unacceptable student conduct and increase time learning. Through...
Show moreIncreasingly, school officials are administering discipline, particularly exclusionary disciplinary practices such as suspension and expulsion, disproportionately to students of color and students with disabilities. An alternative to exclusionary discipline is restorative justice practices (RJP). RJP is a collection of strategies that educators can use with students and stakeholders to establish positive relationships to reduce unacceptable student conduct and increase time learning. Through this study, I explored the factors that influence the perceptions of teachers and leaders and how those perceptions impact the integration of RJP in individual classrooms. Three critical aspects comprised the conceptual framework: (a) administrator beliefs and practices, (b) teacher perceptions, and (c) valid enactment of RJP. Through an explanatory intrinsic case study, teachers and administrators were interviewed using an interview protocol to determine their perceptions of a RJP workshop that was delivered during the pre-school week of the 2019-2020 academic school year and the impact it had on their implementation of those practices in their classrooms. Relevant documents such as disciplinary referral data, workshop training materials, and school and district discipline policies were collected to add trustworthiness to my findings. Through an analysis of the data collected, the following factors emerged that impacted the use of RJP at East Middle School: (a) time, (b) workshop format, (c) experience, (d) administrator philosophy, (e) administrator commitment, (f) positive perceptions of support, and (e) negative perceptions of support. Implications that arose from the study were: (a) aligning administrator philosophies with the program that is being implemented, (b) tailoring professional development to the teachers in the building, and (c) instituting an appropriate monitoring and accountability plan for the implementation process.
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Date Issued
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2020-08-31
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Identifier
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fgcu_ETD_0348
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Format
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Document (PDF)
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Title
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Time Precarity and Correspondence in Public Schools.
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Creator
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Kaye, Matthew Pedersen, College of Education
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Abstract / Description
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This study aimed to resituate the critical educational theory of correspondence and a hidden curriculum in public schools within the modern critical landscape of time precarity. Through a mixed-methods exploratory design, this study employed and refined a novel survey instrument to measure educator perceptions of time governance in schools and its relationship to the predominant socioeconomic class status of their students. The quantitative findings indicated strong support for the governance...
Show moreThis study aimed to resituate the critical educational theory of correspondence and a hidden curriculum in public schools within the modern critical landscape of time precarity. Through a mixed-methods exploratory design, this study employed and refined a novel survey instrument to measure educator perceptions of time governance in schools and its relationship to the predominant socioeconomic class status of their students. The quantitative findings indicated strong support for the governance of student time, but the sample size limited its ability to determine variations by student socioeconomic class. Interviews were conducted to contextualize the quantitative data and explore teacher practices as they relate to perceptions. The interview findings provided strong support for the correspondence theory aligned to the modern research on time precarity and its variations by socioeconomic class. The report also includes analysis of the implications of the study and recommendations for future research.
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Date Issued
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2020-08-10
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Identifier
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fgcu_ETD_0346
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Format
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Document (PDF)
