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来源类型 | Report |
规范类型 | 报告 |
DOI | https://doi.org/10.7249/RR2840 |
来源ID | RR-2840-DOJ |
Can Restorative Practices Improve School Climate and Curb Suspensions? An Evaluation of the Impact of Restorative Practices in a Mid-Sized Urban School District | |
Catherine H. Augustine; John Engberg; Geoffrey E. Grimm; Emma Lee; Elaine Lin Wang; Karen Christianson; Andrea A. Joseph | |
发表日期 | 2018-12-27 |
出版年 | 2018 |
页码 | 132 |
语种 | 英语 |
结论 | Effects of the Pursuing Equitable and Restorative Communities (PERC) program in Pittsburgh Public Schools
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摘要 | Across the country, school districts, their stakeholders, and policymakers have become increasingly concerned about suspensions, particularly about suspending students from elementary school and disproportionately suspending ethnic/racial minority students. Suspended students are less likely to graduate, possibly because they miss the instructional time they need to advance academically. Restorative practices have gained buy-in in the education community as a strategy to reduce suspension rates. Proactively improving relationships among students and staff and building a sense of community in classrooms and schools may make students less inclined to misbehave. And addressing severe misbehavior through a restorative approach may help students realize the impacts of their actions and make them less likely to offend again. ,This study of the implementation of restorative practices in the Pittsburgh Public Schools district (PPS) in school years 2015–16 and 2016–17 represents one of the first randomized controlled trials of the effects of restorative practices on classroom and school climates and suspension rates. The authors examined a specific restorative practices program — the International Institute for Restorative Practices' SaferSanerSchools™ Whole-School Change program — implemented in a selected group of PPS schools under a program called Pursuing Equitable and Restorative Communities, or PERC. The researchers found that PERC achieved several positive effects, including an improvement in overall school climates (as rated by teachers), a reduction in overall suspension rates, and a reduction in the disparities in suspension rates between African American and white students and between low- and higher-income students. |
目录 |
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主题 | Educational Program Evaluation ; Elementary Education ; Minority Students ; Pittsburgh ; Racial Equity ; Secondary Education ; Social and Emotional Learning |
URL | https://www.rand.org/pubs/research_reports/RR2840.html |
来源智库 | RAND Corporation (United States) |
引用统计 | |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/523721 |
推荐引用方式 GB/T 7714 | Catherine H. Augustine,John Engberg,Geoffrey E. Grimm,et al. Can Restorative Practices Improve School Climate and Curb Suspensions? An Evaluation of the Impact of Restorative Practices in a Mid-Sized Urban School District. 2018. |
条目包含的文件 | ||||||
文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
RAND_RR2840.pdf(5779KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
x1546617770247.jpg.p(3KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 |
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