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School Based Restorative Justice: Philosophical Alignment and Discipline Outcomes

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2020, Specialist in Education (Ed.S.), University of Dayton, School Psychology.
When the Restorative Justice (RJ) model is implemented in multiple school buildings and reflected in the community standards, a positive impact is experienced by students, school staff members, and parents (Pavelka, 2013). The purpose of this study was to evaluate the relationship between school staff member’s philosophical alignment to RJ practices and student discipline outcomes; specifically, office discipline referrals (ODRs). This study also reviewed the differences in grade levels with regard to the rate of ODRs and the alignment to RJ practices. Results indicated a small relationship between strong alignment with RJ practices and fewer student ODRs. The results also found that the rate of ODRs increased as grade levels increased, and the staff member’s alignment to RJ practices was not significantly different among all five grade levels.
Susan Davies, Ed.D. (Committee Chair)
Elana Bernstein, Ph.D. (Committee Member)
Rochonda Nenonene, Ph.D. (Committee Member)
74 p.

Recommended Citations

Citations

  • Koehler, K. (2020). School Based Restorative Justice: Philosophical Alignment and Discipline Outcomes [Electronic thesis or dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1597091092116773

    APA Style (7th edition)

  • Koehler, Kourtney. School Based Restorative Justice: Philosophical Alignment and Discipline Outcomes. 2020. University of Dayton, Electronic thesis or dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1597091092116773.

    MLA Style (8th edition)

  • Koehler, Kourtney. "School Based Restorative Justice: Philosophical Alignment and Discipline Outcomes." Electronic thesis or dissertation, University of Dayton, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1597091092116773

    Chicago Manual of Style (17th edition)