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Restorative practices (or RP) is a social science field concerned with improving and repairing relationships and social connections among people. [1] Whereas a zero tolerance social mediation system prioritizes punishment, RP privileges the repair of harm and dialogue among actors. [2] In fact, the purpose of RP is to build healthy communities ...
Discipline is a set of consequences determined by the school district to remedy actions taken by a student that are deemed inappropriate. It is sometimes confused with classroom management, but while discipline is one dimension of classroom management, classroom management is a more general term. [ 2 ]
Appearance. In the United States, the school-to-prison pipeline (SPP), also known as the school-to-prison link, school–prison nexus, or schoolhouse-to-jailhouse track, is the disproportionate tendency of minors and young adults from disadvantaged backgrounds to become incarcerated because of increasingly harsh school and municipal policies.
Restorative Practices teacher Andrew Lazzari writes down the name of a group's egg in a group activity Nov. 27 at Audubon High School, 3300 S. 39th St., Milwaukee. The goal was to find a way to ...
Aug. 13—Albuquerque Public Schools has been working toward baking in restorative practices in schools for years now. Sometimes, that term just conjures images of talking circles and daily check ...
Restorative justice is an approach to justice that aims to repair the harm done to victims. [1][2] In doing so, practitioners work to ensure that offenders take responsibility for their actions, to understand the harm they have caused, to give them an opportunity to redeem themselves, and to discourage them from causing further harm.
Howard J. Zehr (born July 2, 1944) is an American criminologist. Zehr is considered to be a pioneer of the modern concept of restorative justice. [ 2 ][ 3 ] He is Distinguished Professor of Restorative Justice at Eastern Mennonite University 's Center for Justice and Peacebuilding and Co-director Emeritus of the Zehr Institute for Restorative ...
student’s educational achievement. Two important features characterized the education reforms of this movement. First, as in other fields of public service provision, a focus on outcomes and results became crucial. This type of performance evaluation required the definition of both particular