Show simple item record

dc.contributor.advisorHernandez, Thomas J.
dc.contributor.advisorGreene, Erika
dc.contributor.advisorColby, Tina
dc.contributor.authoralvis, monika
dc.date.accessioned2021-09-07T21:06:25Z
dc.date.available2021-09-07T21:06:25Z
dc.date.issued5/15/2015
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4775
dc.description.abstractThis qualitative study is an investigation into teacher’s perceptions about using restorative practice based programs in schools. A grounded theory approach was used to understand teachers’ individual experiences, identifying both the positive features and limitations of restorative processes. Participants completed a survey with guiding questions that explored three main areas: (a) strengths, (b) limitations, and (c) overall teacher perceptions of using school based restorative programs. Analysis revealed that teachers support using restorative programs in schools but are concerned about limitations including funding, time commitment, and training. An emergent theory is presented along with a discussion of the research implications an suggestions for future research.
dc.subjectRestorative Practices
dc.subjectRestorative Justice
dc.subjectTeachers Perceptions
dc.subjectSchool Programs
dc.subjectSchool Counseling
dc.titleTeachers’ Perceptions About Using Restorative Practice Based Programs in Schools
dc.typecapstone
refterms.dateFOA2021-09-07T21:06:25Z
dc.description.institutionSUNY Brockport
dc.description.departmentCounselor Education
dc.source.statuspublished
dc.description.publicationtitleCounselor Education Capstone
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


Files in this item

Thumbnail
Name:
edc_capstone/4/fulltext (1).pdf
Size:
232.1Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record