東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Restorative Justice a Pathway to Hop...

Guyton, Kevin D'Anthony.

FindBook

Google Book

Amazon

博客來

Restorative Justice a Pathway to Hope: An Exploration of the Impact Restorative Justice Has on the Schooling Experiences of Black Boys and the Teachers Who Teach Them.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Restorative Justice a Pathway to Hope: An Exploration of the Impact Restorative Justice Has on the Schooling Experiences of Black Boys and the Teachers Who Teach Them./
作者:	Guyton, Kevin D'Anthony.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
面頁冊數:	161 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30531365
ISBN:	9798379896881

Restorative Justice a Pathway to Hope: An Exploration of the Impact Restorative Justice Has on the Schooling Experiences of Black Boys and the Teachers Who Teach Them.
Guyton, Kevin D'Anthony.

Restorative Justice a Pathway to Hope: An Exploration of the Impact Restorative Justice Has on the Schooling Experiences of Black Boys and the Teachers Who Teach Them. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 161 p.

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ed.D.)--Northeastern University, 2024.

This item must not be sold to any third party vendors.

This study examined the impact Restorative Justice (RJ) practices had on black boys and the teachers who teach them school experience. The setting of this study was an urban inner city middle school, located in the Northeast region of the United States. This study examined the experiences of these two distinct groups, and ultimately how their interaction with restorative justice practices affected their day-day schooling experience. This interpretive phenomenological analysis utilized semi-structured interviews to collect data from six 8th grade black boys and three of their teachers, all of whom have had significant documented participation with restorative justice practices. Data was analyzed by using in vivo coding and three themes emerged from the data revealing the nuances in black boys' experience with RJ and a rich understanding of how these practices benefited their schooling experiences. The first theme focuses on the differing levels of participation with RJ practices within the Kingsdale school community. It begins by discussing the passive participation from most of the school, and the active participation of the Black boys and teachers within this study. The second theme highlights the significance of restorative circles and why they have proven to be such effective means to repair the relationship between victims/offenders. The final theme describes how RJ can have a positive impact on the negative image Black boys have historically held in the K-12 school system. These findings were supported by literature on RJ, its role in the K-12 system, and its specific relation to Black boys in school, further framed by Critical Race Theory.{A0}Findings from the study suggest participation from most of a school is essential to have a well-established RJ program that can consistently bring success to Black boys. Black boys and teachers in this study had much success with RJ practices because they were actively and intentionally participating in them. The success of restorative circles echoed the literature in that they were the most frequently used and effective restorative intervention. Lastly, RJ made a significant positive impact on how the Black boys in this study were viewed by the school community how they viewed themselves.

ISBN: 9798379896881Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Restorative Justice

Restorative Justice a Pathway to Hope: An Exploration of the Impact Restorative Justice Has on the Schooling Experiences of Black Boys and the Teachers Who Teach Them.
LDR:03650nmm a2200409 4500 001 2396551
005 20240611104328.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798379896881
035 $a (MiAaPQ)AAI30531365
035 $a AAI30531365
040 $a MiAaPQ $c MiAaPQ
100 1 $a Guyton, Kevin D'Anthony. $3 3766247
245 1 0 $a Restorative Justice a Pathway to Hope: An Exploration of the Impact Restorative Justice Has on the Schooling Experiences of Black Boys and the Teachers Who Teach Them.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 161 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
500 $a Advisor: Childers-Mckee, Cherese;Marshall, Charlotte;Morris, Mounira.
502 $a Thesis (Ed.D.)--Northeastern University, 2024.
506 $a This item must not be sold to any third party vendors.
520 $a This study examined the impact Restorative Justice (RJ) practices had on black boys and the teachers who teach them school experience. The setting of this study was an urban inner city middle school, located in the Northeast region of the United States. This study examined the experiences of these two distinct groups, and ultimately how their interaction with restorative justice practices affected their day-day schooling experience. This interpretive phenomenological analysis utilized semi-structured interviews to collect data from six 8th grade black boys and three of their teachers, all of whom have had significant documented participation with restorative justice practices. Data was analyzed by using in vivo coding and three themes emerged from the data revealing the nuances in black boys' experience with RJ and a rich understanding of how these practices benefited their schooling experiences. The first theme focuses on the differing levels of participation with RJ practices within the Kingsdale school community. It begins by discussing the passive participation from most of the school, and the active participation of the Black boys and teachers within this study. The second theme highlights the significance of restorative circles and why they have proven to be such effective means to repair the relationship between victims/offenders. The final theme describes how RJ can have a positive impact on the negative image Black boys have historically held in the K-12 school system. These findings were supported by literature on RJ, its role in the K-12 system, and its specific relation to Black boys in school, further framed by Critical Race Theory.{A0}Findings from the study suggest participation from most of a school is essential to have a well-established RJ program that can consistently bring success to Black boys. Black boys and teachers in this study had much success with RJ practices because they were actively and intentionally participating in them. The success of restorative circles echoed the literature in that they were the most frequently used and effective restorative intervention. Lastly, RJ made a significant positive impact on how the Black boys in this study were viewed by the school community how they viewed themselves.
590 $a School code: 0160.
650 4 $a Educational leadership. $3 529436
650 4 $a Educational administration. $3 2122799
650 4 $a Educational philosophy. $3 3173367
650 4 $a Educational sociology. $3 519608
653 $a Restorative Justice
653 $a Critical Race Theory
653 $a Black boys
653 $a United States
653 $a School community
690 $a 0449
690 $a 0514
690 $a 0998
690 $a 0340
710 2 $a Northeastern University. $b School of Education. $3 2097885
773 0 $t Dissertations Abstracts International $g 85-01A.
790 $a 0160
791 $a Ed.D.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30531365