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ERIC Number: EJ962367
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: ERIC
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1478-8497
Classroom Meetings as a Restorative Practice: A Study of Teachers' Responses to an Extended Professional Development Innovation
Kaveney, Kathleen; Drewery, Wendy
International Journal on School Disaffection, v8 n1 p5-12 2011
Midway High School is a school that would like to be able to claim itself "a restorative school", though its journey is just beginning. It is a mid-decile, urban, co-educational New Zealand secondary school of approximately 970 students. The school draws a wide range of students with approximately 40 per cent NZ European, 27 per cent Pasifika, 26 per cent Maori and 7 per cent Asian and other. Midway High School is part of the new wave of change in education and through its restorative practices is focussing on building relationships and community. The school embarked on a three year restorative practices development in 2009. This article presents the results of a study of teachers' responses to an extended professional development innovation. Although it is clear that the project has not been uniformly successful in all its aspects, and in spite of the fact that the evidence of four teachers from a staff of seventy is not a huge sample, the authors believe that there is enough evidence offered to suggest that the project is achieving many of the goals of what might be termed a "restorative classroom practice". The participating teachers felt that class meeting participation had improved their relationships with their students and felt that the atmosphere in the classroom was calmer, more relaxed/relaxing. The teachers also perceived that the class meetings had a beneficial effect on the quality and output of students' work, noticing more student participation in asking questions, revising properly and homework completion. The professional development project at Midway High School represents a considerable commitment in time, resources, and energy from a significant proportion of the staff. Features that would count as innovative in the project include the expectation of reflection on the part of both staff and students, in the presence of one another. The authors believe the process is unique in its explicit mix of discipline and therapeutic or group processes, combined with the use of de-constructive questioning and reflection.
National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-656-2599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand