Authentic Learning Category 6
Here is a collection of articles written on the EdVisions model and network schools.
Authentic Learning articles
*All articles are available upon request by emailing firstname.lastname@example.org
Category 6: Restorative Justice practiced.
Alfred, R., & Bendich, I. (2012). Shifting school culture. Tikkun, 27(1), 48.
A personal narrative is presented which explores the authors' experience of changing school culture in Oakland, California by introducing restorative justice.
Denti, L., & Guerin, G. (2014). Positive discipline. Leadership, 43(5), 26.
The article focuses on the role of secondary school administrators in the implementation of disciplinary and suspension practices. Topics include the use of disciplinary procedures such as Positive Behavior Intervention and Support and Restorative Justice as effective ways in reducing suspension rates, the impact of high suspension rates in the capacity of schools to attain better academic outcomes, and the high suspension rate of students suffering learning and emotional disabilities.
Gardner, T. (2014). Make students part of the solution, not the problem. Phi Delta Kappan, 96(2), 8.
The author advocates for a restorative justice model of school discipline, arguing for the benefits of such a model as opposed to a zero-tolerance discipline model. He highlights a specific case of an incident in which a student is disciplined for throwing food in a school cafeteria, emphasizing of the role of the school's Student Justice Panel (SJP), a panel composed of student leaders to work on discipline issues, in resolving the issue.
Mergler, M. S., Vargas, K. M., & Caldwell, C. (2014). Alternative discipline can benefit learning. Phi Delta Kappan, 96(2), 25.
The authors advocate for the benefits of alternative approaches to school discipline in terms of student learning, highlighting restorative justice approaches to discipline. They argue that exclusionary discipline practices such as suspension and expulsion can have detrimental impacts, and they discuss the use of restorative justice to address bullying Other topics include Positive Behavioral Interventions and Supporters (PBIS) and social and emotional learning.
Shaw, J. (2017). New orleans high school turbocharges restorative justice. Education Digest, 82(7), 4.
The article offers information on the significance of restorative justice in giving students more internal control and improving their relationships with teachers in New Orleans, Louisiana. It mentions the New Orleans schools that have accepted restorative justice including Langston Hughes Academy, Andrew Wilson, and Sci Academy. It discusses problems faced by students and the role of mediation in dealing with students.
Teasley, M. L. (2014, July). Shifting from zero tolerance to restorative justice in schools. Children & Schools. p. 131.
The author expresses his views on zero tolerance policies in schools. According to the author, studies have suggested that zero tolerance policies can have many negative effects on student behaviors, and can increase the possibility that students will engage in disciplinary problems in future. The author says that restorative justice is an alternative to zero tolerance policies that focuses on building relationships, taking responsibility, and showing respect.
Zalaznick, M. (2014). Closing the school-to-prison pipeline. District Administration, 50(10), 34.
The article reports that several school districts in the U.S. are revamping discipline as increasing number of experts and educators have found that zero-tolerance and widespread suspension and expulsion were ineffective and discriminatory. Topics include the new discipline guidelines for public districts approved by the Maryland State Board of Education to reduce school suspensions and end discrimination, and piloting of restorative justice by Grand Rapids Public Schools in Michigan.
Zaslaw, J. (2010). Restorative resolution. Education Digest, 76(2), 10.
A condensed reprint of the article "Restorative Resolution" by Jay Zaslaw, which appeared in the January 2010 issue of "Principal Leadership," is presented. The article outlines aspects of the restorative dispute resolution (RDR) method of addressing negative behavior from students. The article argues zero tolerance policies are overused by schools and the RDR approach of conflict management, used in the U.S. juvenile justice system, is more beneficial for both the student and the school.