Assessment of Ongoing Training in Restorative Practices
DOI:
https://doi.org/10.15359/ree.24-2.14Keywords:
Ongoing training, restorative practice, safe and caring schools, teacher trainingAbstract
This research aims to show the impact of training actions on restorative practices in a group of teachers who were not well versed in this issue. The purpose was to find and compare the views the training attendees had beforehand and upon completion about conflicts and how to tackle them. At the same time, the intention was to analyze the role training strategies played in changing attitudes.
References
Abraham, R., Ramnarayan, K., & Kamath, A. (2008). Validating the effectiveness of Clinically Oriented Physiology Teaching (COPT) in undergraduate physiology curriculum. BMC Medical Education, 8(40), 1-5. https://doi.org/10.1186/1472-6920-8-40
Associació de Justícia i Pràctica Restaurativa. (2016). Associació de Justícia i Pràctica Restaurativa de les Illes Balears. https://sites.google.com/a/practicarestaurativa.org/associacio-de-justicia-i-practica-restaurativa/el-centre
Braithwaite, J. (2002). Restorative justice and responsive regulation. Oxford University Press.
Braithwaite, J. (2006). Doing justice intelligently in civil society. Journal of Social Issues, 62(2), 393-409. https://doi.org/10.1111/j.1540-4560.2006.00456.x
Britto, D. (2006). Justicia restaurativa, otra forma de establecer disciplina. Justicia Restaurativa en Línea.
Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal Applied Psycholofy, 78(1), 98-104. https://doi.org/10.1037/0021-9010.78.1.98
Costello, B., Wachtel, J., & Wachtel, T. (2009). The restorative practices handbook for teachers, disciplinarians and administrators. International Institute for Restorative Practices.
Costello, B., Wachtel, T., & Wachtel, J. (2010). Restorative circles in schools: Building community and enhancing learnig. International Institute for Restorative Practices.
Crowne, D. P., & Marlowe, D. (1964). The approval motive: Studies in evaluative dependence. Wiley.
Degani, A.T., Patel, R. M., Smith, B. E., & Grimsley, E. (2009). The effect of student training on accuracy of completion of death certificates. Medical Education Online, 14(1), 1-5. https://doi.org/10.3402/meo.v14i.4510
Entwistle, N. (1998). Conceptions of learning. Understanding and teaching in higher education. Scre Fellowship Lecture.
Feuillette-Cunningham, I. (1995). Le nouveau formateur. Comment preparer, animer et évaluer une action de formation. Dunod.
Gray, S., & Drewery, W. (2011). Restorative practices meet key competencies: Class meetings as pedagogy. International Journal on School Disaffection, 8(1) 13-21. https://doi.org/10.18546/IJSD.08.1.03
Hall, M., Ramsay, A., & Raven, J. (2004). Changing the learning environment to promote deep learning approaches in first-year accounting students. Journal Accounting Education, 13(4), 489-505. https://doi.org/10.1080/0963928042000306837
Hopkins, B. (2004). Just schools: A whole school approach to restorative justice. Jessica Kingsley.
Hopkins, B. (2011). The restorative classroom. Using restorative approaches to foster effective learning. Optimus Education.
International Institute for Restorative Practices. (2019). Restoring Community. https://www.iirp.edu/
Johnstone, J. W. C., & Rivera, R. J. (1965). Volunteers for learning. A study of the educational pursuits of American adults. Aldine.
Jurado, P. (1996). Requisits de l’aprentatge. UOC.
McCluskey, G, Lloyd, G., Kane, J., Riddell, S., Stead, J., & Weedon, E. (2008). Can restorative practices in schools make a difference? Educational Review, 60(4), 405-417. https://doi.org/10.1080/00131910802393456
McCold, P., & Wachtel, T. (2003). In pursuit of paradigm: A theory of restorative justice. Restorative Practices EForum. https://www.iirp.edu/news/in-pursuit-of-paradigm-a-theory-of-restorative-justice
Mirsky, L. (2011). Restorative practices: Giving everyone a voice to create safer Saner School Communities. The Prevention Researcher, 18(5), 3-6. https://doi.org/10.1037/e542592012-002
Morrison, B. (2006). School bullying and restorative justice: Toward a theoretical understanding of the role of respect, pride, and shame. Journal of Social Issues, 62(2), 371-392. https://doi.org/10.1111/j.1540-4560.2006.00455.x
Morrison, B., Blood, P., & Thorsborne, M. (2005). Practising restorive justice in school communities: Addresdsing the challenge of culture change. Public Organisation Review, 5(4), 335-357. https://doi.org/10.1007/s11115-005-5095-6
Reimer, K. (2011). An exploration of the implementation of restorative justice in an Ontario public school. Canadian Journal of Educational Administration and Policy, 119, 1-42. https://eric.ed.gov/?id=EJ923619
Schmitt, N. (1996). Uses and abuses of coefficient alpha. Psychological Assessment, 8(4), 350-353. https://doi.org/10.1037/1040-3590.8.4.350
Streiner, D. L. (2003). Starting at the beginning: An introduction to coefficient alpha and internal consistency. Journal of Personality Assessment, 80(1), 99-103. https://doi.org/10.1207/S15327752JPA8001_18
Vaandering, D. D. (2013). Student, teacher, and administrator perspectives on harm: Implications for implementing safe and caring school initiatives. Review of Education, Pedagogy, and Cultural Studies, 35(4), 298-318. https://doi.org/10.1080/10714413.2013.825514
Vaandering, D. D. (2014). Implementing restorative justice practice in schools: What pedagogy reveals, Journal of Peace Education, 11(1), 64-80, https://doi.org/10.1080/17400201.2013.794335
Woolfolk, A. E., & MacCuna, L. (1980). Educational psychology for teachers. Prentice-Hall.
Zehr, H. (2005). Changing lenses: A new focus for crime and justice (3rd ed.). Herald Press.
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
