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Assignment Task Part 2

Remembering that all research has some error, respond to at least one colleague’s post in 125 words and comment on how we as social change agents and critical consumers of research can balance the usefulness with the error in the research. Do we throw the research out because of too much error, or is there something useful that it can tell us?

Colleague Response

Amanda McPeek

This article, “The promise of restorative practices to transform teacher-student relationships and achieve equity in school discipline” is useful because the findings for this quantitative study have implications for equity-focused consultation in K-12 schools (Gregory et al., 2016). Restorative approaches are increasingly being implemented throughout the United States in an attempt to reduce exclusionary discipline such as suspension and expulsion. Yet, little is known about the experience of students in classrooms utilizing restorative practices. This study gathers information from the student perspective via student surveys by honoring their voice. 

 

1.

Using Y=f(X) +E notation

 

Y=higher student reported teacher respect/fewer discipline referrals

f=student-perceived teacher respect

x= higher RP implementation

There were several limitations in this research. The quantitative study examined student and teacher surveys and discipline referrals during the first-year of restorative practice (RP) implementation in the school. The researchers did not have outsider observers verify the quality of the restorative practice implementation. Also, schoolwide interventions typically require a minimum of 2 years to take hold, and this study was conducted in the first year of restorative practice implementation. A follow-up study may be warranted.

 

The researchers randomly selected one of the classrooms as a glimpse or snapshot of RP implementation. The analyses were based on an assumption that the snapshot is reflective of RP implementation across the teachers’ instructional schedule. This assumption needs to be validated in future research. It is unknown whether teachers implement RP differently as they work with different groups of students in their classrooms. That is possibly how the researchers can explain 11% to 18% of the variance in use of exclusionary discipline for disruption and defiance. 

Reference

Gregory, A., Clawson, K., Davis, A., & Gerewitz, J. (2016). The promise of restorative practices to transform teacher-student relationships and achieve equity in school discipline. Journal of Educational & Psychological Consultation, 26(4), 325–353. https://doi.org/10.1080/10474412.2014.929950

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