Date of Award
2022
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
First Advisor
P. Bruce Uhrmacher
Second Advisor
Nicholas J. Cutforth
Third Advisor
Paul Michalec
Fourth Advisor
Bin Ramke
Keywords
Advocacy, Dean of students, Restorative practices, Social-emotional learning, Trauma-informed education
Abstract
This qualitative study is an auto-criticism, an approach that allows researchers to study themselves. This emergent methodology is derived from educational criticism and connoisseurship, which fits under the broader category of arts-based research. School discipline is a programmatic component of any secondary school’s educational framework and directly effects student engagement and academic achievement. An analysis of the dean role in relation to school discipline is central to this study. The main research question is what are the lived experiences of a dean who incorporates restorative justice practices in a poverty impacted public high school?
The author spent two years as a dean of students who utilized restorative justice practices when implementing school discipline. Following the auto-criticism protocol, this project incorporates three types of data sources to analyze the lived experiences of a dean: researcher journals, dean’s office records, and schoolwide documents. This data is used to operationalize ‘restorative justice’ as an instructional tool to scaffold student engagement and mitigate disciplinary infractions. Findings show that restorative justice stimulates affective processes in both teachers and students. These affective processes offer a bridge between classroom instruction and the discipline process through a parallel process of support and an advocacy approach to teaching.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Alicia D. Vasquez
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
224 pgs
Recommended Citation
Vasquez, Alicia D., "Restorative Justice & a Dean of Students: An Auto-Criticism of the Role of Care in School Discipline in a Poverty Impacted Public High School" (2022). Electronic Theses and Dissertations. 2088.
https://digitalcommons.du.edu/etd/2088
Copyright date
2022
Discipline
Teacher education, Secondary education, Educational psychology
Included in
Educational Psychology Commons, Secondary Education Commons, Secondary Education and Teaching Commons