2026-09-25T08:26:22Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/50425 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Espelage, Dorothy L. Espelage, Dorothy L. Larson, Reed W. Nettles, Saundra Lyubansky, Mikhail Ortega, Lilyana 2014-09-16T17:17:16Z 2014-09-16T17:17:16Z 2016-09-22T20:59:04Z 2014-08 2014-09-16 2014-08 Restorative justice (RJ) was introduced into school systems as an alternative to ineffective zero tolerance and similar punitive policies as another way of dealing with a wide range disciplinary infractions. In the last few years school-based RJ has been gaining popularity within the United States, but empirical research has been lacking likely because those implementing RJ approaches are practitioners, not researchers. One RJ approach is Restorative Circles (RC), which provide a space for those involved in conflict to repair harm through a facilitated dialogue process. Given the minimal research, it is important to lay a foundation for understanding RC. The aim of the present study was just that; to develop a theoretical framework for understanding individual’s experiences and perceptions of RC guided by grounded theory methodology. Semi-structured interviews were conducted with 35 high school students and 25 school staff and administrators involved in some capacity with the RC program at their school. All participants were from a high school in a large urban center in the Southeast US and the majority identified as African-American. Interviews were audio recorded and later transcribed. The categories and subcategories from axial coding are presented and illustrative quotes are included for each. The five constructs emerged from selective coding and form the basis of the theoretical model: 1) barriers, 2) initial climate/culture, 3) internal motivation, 4) level of participant engagement with RC, and 5) outcomes. The emergent model, along with the interactions among the constructs is discussed as well as consistencies of the emergent model with some developmental theories. This study provides a framework for RC researchers to use as a foundation and also for practitioners to better understand how individuals experience RC. Item withdrawn by Laura Spradlin (lspradl2@illinois.edu) on 2014-06-16T14:07:03Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Ortega, Lilyana.pdf: 1194471 bytes, checksum: 21e0d7cece15a457b375e33b94747bc5 (MD5) Made available in DSpace on 2014-09-16T17:17:16Z (GMT). No. of bitstreams: 2 Lilyana_Ortega.pdf: 1194471 bytes, checksum: 21e0d7cece15a457b375e33b94747bc5 (MD5) license.txt: 4064 bytes, checksum: c1d515a2bc036cf148cf309dbf4e3e84 (MD5) Embargo set by: Seth Robbins for item 50536 Lift date: 2016-09-16T17:18:17Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system U of I Only Restriction Lifted for Item 50536 on 2016-09-22T20:59:04Z. http://hdl.handle.net/2142/50425 en Copyright 2014 Lilyana Ortega Restorative Circles School-Based Restorative Practices Examining restorative circles in a school setting: towards an understanding of participant experiences and perceptions text Educational Psychology 1616 Educational Psychology 0210 University of Illinois at Urbana-Champaign Dissertation Ph.D. PHD:Educatnl Psychology -UIUC 10KS0210PHD