Influence of Restorative Practices on the Middle-School Classroom, As Reported by Teachers: A Qualitative Case Study
Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
Second Committee Member or Secondary Advisor
Third Committee Member or Committee Reader
The purpose of this qualitative case study was to examine middle school teachers’ perceptions of the influence that restorative practices have on the middle school classroom environment. For the purpose of this study, seven middle school teachers were selected who have implemented restorative practices in their middle school classrooms to provide feedback. Findings suggest that overall restorative practices have a positive influence on the classroom. The findings from this study can be used with teachers, administrators, counselors, parents, and school and district support staff to help create a positive campus culture between students and adults in middle school classrooms. The implications from this study suggest resources for school educators looking to successfully implement restorative practices on a middle school campus.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Andrews, Julia Y., "Influence of Restorative Practices on the Middle-School Classroom, As Reported by Teachers: A Qualitative Case Study" (2022). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 525.
Bilingual, Multilingual, and Multicultural Education Commons, Disability and Equity in Education Commons, Educational Leadership Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Prison Education and Reentry Commons, Secondary Education Commons, Secondary Education and Teaching Commons, Student Counseling and Personnel Services Commons