Date of Award

5-2020

Document Type

Campus Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Counseling

First Advisor

Lindsay M. Fallon

Second Advisor

Melissa A. Collier-Meek

Third Advisor

Brian Daniels

Abstract

Numerous studies have concluded that Black, Hispanic/Latino, and American Indian public school students in Kindergarten through Grade 12 (i.e., K-12) are two to five times more likely to receive exclusionary disciplinary action as compared to their White and Asian peers (Anderson & Ritter, 2017; Rausch & Skiba, 2004). Researchers investigating racial disparities in discipline practices from the fields of education and psychology have recommended the use of Restorative Practices (RP; González, 2015; Gregory, Clawson, Davis, & Gerewitz, 2016). The present study investigated the effects of an RP intervention (i.e., RP Circles) on classroom level variables such as students’ academic engagement and disruptive behavior, as well as teachers’ implementation fidelity. The outcomes of the RP intervention were assessed using a multiple baseline across classrooms single case experimental research design. Results suggest that participation in RP Circles may have the potential to increase students’ academic engagement during challenging academic periods.

Comments

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