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Drawing on a 2015 study by Gregory and colleagues across 29 classrooms in two U.S. high schools, it summarizes RP training, implementation fidelity measures, and findings linking higher RP implementation to more positive relationships and fewer exclusionary referrals for targeted student groups.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/research-to-practice-brief-restorative-practices-june-2020/586565/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/research-to-practice-brief-restorative-practices-june-2020/586565.png","ImageObject",300,407,{"name":42,"@type":43},"Angel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is Restorative Practices (RP) and where did it originate?","Question",{"text":63,"@type":64},"RP is an approach that supports healthy interpersonal connections across relationships, including in schools and communities. It is rooted in Indigenous American community practices and is used in schools as proactive social and emotional support in K-12 classrooms.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was RP implemented and evaluated in the Gregory et al. (2015) study?",{"text":68,"@type":64},"Teachers received two full days of RP training including observation, modeling, and targeted planning. Implementation quality was assessed through a teacher self-assessment survey, while researchers collected surveys from teachers and students and analyzed discipline records.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the major findings about RP and school discipline?",{"text":72,"@type":64},"Teachers with high RP implementation had more positive student-teacher relationships, were perceived as more respectful, and issued fewer discipline referrals to students in the three target groups. The brief also reports evidence of initial promise in narrowing racial discipline disparities.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},586565,1793036742,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":97,"preview_page_count":4},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Research to Practice Brief, June, 2020  \nRestorative Practices  \n\n| Gregory, A., Clawson, K., Davis, A., & Gerewitz, J. (2015) . The promise of restorative practices to transform teacher student relationships and achieve equity in school discipline. Journal of Educational and Psychological Consultation, 25, 1–29.\u003Cbr>[https://doi.org/10.1080/10474412.2014.929950](https://doi.org/10.1080/10474412.2014.929950)\u003Cbr> SWIFT Feature in the Research |\n| --- |\n| Multi-tiered System of Support (MTSS) behavioral instruction includes classroom practices supporting social and emotional learning, which in turn support student academic, behavioral and emotional success. The Gregory et al. (2015) study focused on one such practice—Restorative Practices—and the effects on student-teacher relationships and equitable school discipline.\u003Cbr>Research Summary |\n\nWhat  \nRestorative Practices (RP) is an emerging social science that supports development of healthy interpersonal connections among people in relationships through social circles, schools, and the communities where they live. It is rooted in Indigenous American community practices. In recent years RP has been successfully used to repair relationships within criminal justice systems. In schools RP is predominantly employed as a proactive social and emotional support in K-12 classrooms.  \nWho  \nGregory and colleagues (2015) measured outcomes from students in 29 classrooms situated in two large and diverse high schools in small cities on the United States East Coast. Students in these schools identified as White (54%), Latinx (31%), Black (11%), Asian (3%) and Indigenous Americans (\u003C1%) . In light of prior research demonstrating Latinx, Black and Indigenous American students can be overrepresented in discipline referrals (e.g., Gregory, Skiba & Noguera, 2010), the study compared the experiences of these three student groups with those of White and Asian students.  \nHow  \nTeachers received two full days of RP training, which included observation, modeling, and targeted planning. Teachers completed a RP implementation survey as a self-assessment of their quality of implementation. Researchers conducted a voluntary survey of 31 teachers and 412 students during the first year of implementation. The student sample self-reported racial and ethnic diversity similar to the two school’s student bodies. Students were surveyed about the degree to which their teacher engaged in specific RP elements, including Affective Statements, Restorative Questions, Proactive Circles, Fair Process, and Management  \nof Shame. Cronbach’s alpha for each scale showed no statistical difference in responses across student racial and ethnic groups.  \nResearchers also examined the quality of student-teacher relationships using student surveys and school discipline records. This student survey included four items from a Teacher Respect scale. Discipline referrals were limited to those given for some type of adult-student conflict, which research indicates may be a driver of the racial discipline gap (Gregory & Weinstein, 2008; Skiba, Michael, Nardo & Peterson, 2002) . Due to the subjective nature of student perceptions of Teacher Respect, researchers applied the covariate of teacher-reported Student Cooperation scale.  \nMajor Findings  \nThis study found that teachers with high RP implementation had more positive relationships, were perceived as more respectful, and issued fewer discipline referrals to students identified with the three target groups. This study showed initial promise for RP narrowing racial discipline disparities. The positive correlation found between the degree to which a teacher implemented RP and the perceived quality of student-teacher relationships suggests a direct relationship between RP fidelity of implementation and student outcomes. This finding also lends itself to the previously established finding that a systematic focus on the implementation of school-based Initiatives is needed for the successfu","cbCaivMLBiOhpjUa","https://ap.wps.com/l/cbCaivMLBiOhpjUa","pdf",304818,"English","# What\n## Restorative Practices overview\n# Who\n## Study context and participants\n# How\n## RP training and measurement methods\n# Major Findings\n## Outcomes and interpretation\n# Conclusion\n## Discipline and relationship impacts\n# Suggested Citation","[{\"question\":\"What is Restorative Practices (RP) and where did it originate?\",\"answer\":\"RP is an approach that supports healthy interpersonal connections across relationships, including in schools and communities. It is rooted in Indigenous American community practices and is used in schools as proactive social and emotional support in K-12 classrooms.\"},{\"question\":\"How was RP implemented and evaluated in the Gregory et al. (2015) study?\",\"answer\":\"Teachers received two full days of RP training including observation, modeling, and targeted planning. Implementation quality was assessed through a teacher self-assessment survey, while researchers collected surveys from teachers and students and analyzed discipline records.\"},{\"question\":\"What were the major findings about RP and school discipline?\",\"answer\":\"Teachers with high RP implementation had more positive student-teacher relationships, were perceived as more respectful, and issued fewer discipline referrals to students in the three target groups. The brief also reports evidence of initial promise in narrowing racial discipline disparities.\"}]","Research to Practice Brief - Restorative Practices - June 2020 | PDF",1792058377]