Show simple item record

dc.contributor.authorCorona, Hector
dc.date.accessioned2020-12-10T20:54:35Z
dc.date.available2020-12-10T20:54:35Z
dc.date.issued2020-09-09
dc.identifier.urihttp://hdl.handle.net/20.500.11803/946
dc.description.abstractThe purpose of this study was to investigate the impact of restorative practice on Spanish-speaking English learners (ELs) in a middle school in Southern California. Spanish-speaking ELs have social and emotional needs that may be addressed through restorative practice circles. The study consisted of an examination of how various leadership approaches influence the implementation of restorative practices. The population consisted of school leaders who were selected through purposive sampling. A qualitative case study design was used and data were collected using semistructured interviews, analysis of restorative practice documents, and school walkthroughs for evidence of restorative practice. The data were analyzed and codes and categories were generated, which led to the emergence of four themes: (a) restorative practice education is important for both parents and school staff;(b) the school community is provided with a platform for expression;(c) restorative practice can be helpful in addressing challenges and increasing positive outcomes, and (d) restorative practice implementation is based on school philosophy and committee work for sustainability. An analysis of the themes resulted in three recommendations for action: (a) aligning school philosophy with the philosophy of restorative practice,(b) educating parents on restorative practices,(c) and implementing a distributed leadership practice for restorative practice implementation. The findings from this study can be used to prepare educational leaders to implement restorative practices in schools with a Spanish-speaking EL population.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectRestorative practicesen_US
dc.subjectDistributed leadershipen_US
dc.subjectEnglish learnersen_US
dc.subjectSituational leadershipen_US
dc.subjectTransformational leadershipen_US
dc.titleNuevas Enseñanzas: A Case Study of Implementing Restorative Practices in a School with Predominantly Spanish-Speaking English Learnersen_US
dc.typeThesisen_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Educationen_US
cityu.schoolSchool of Applied Leadershipen_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


Files in this item

PDF

This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivs 3.0 United States