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School Leader Perceptions About The Implementation And Utility Of Restorative Practices, Danielle Rutig

Electronic Theses and Dissertations

This phenomenological qualitative study examined school leaders' perceptions of using restorative practices within their schools. Participants included twelve school leaders who had experience with utilizing and implementing restorative practices. School leaders included: principals, assistant principals, deans, and administrative assistants. Research indicates that restorative practices are adapted to support specific school goals. Restorative practices are not practiced in isolation, as school leaders often couple restorative justice with social-emotional learning, trauma-informed practices, and other social-emotional supports. Restorative practices are tied closely to CASEL’s social emotional framework.

Data were collected via semi-structured interviews using a virtual platform. Themes that emerged from the analysis …

Educator Perceptions Of The Working Environment In Tennessee Elementary Schools That Actively Employ Positive Behavior Supports And Restorative Practices, Scott Thomas Lamie

Electronic Theses and Dissertations

This phenomenological study captured the experiences of elementary educators with the purpose of gathering their perceptions of the use of restorative practices and positive behavior supports in their schools with a particular focus on how these programs influenced school climate, their professional efficacy, and their job satisfaction. Results of interviews lead to the emergence of seven major themes, which were the importance of understanding the underlying causes of student behavior, change, common practices of positive behavior supports and restorative practices, benefits for students, benefits for educators, struggles with implementation, and suggestions for implementation. These findings led to the identification of …