Using a whole school restorative approach: a realistic evaluation of practice in a city-based primary school

Crowley, Joanne Elizabeth (2013). Using a whole school restorative approach: a realistic evaluation of practice in a city-based primary school. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Restorative practice is a behaviour management approach that is underpinned by humanistic psychology and Vygotskian pedagogy. Proponents of restorative practice maintain that its implementation within school settings can increase self-discipline, reduce conflict, and improve the behaviour of pupils. Whilst there is much support for the implementation of discrete restorative processes, there is a paucity of research examining a whole-school model. This study investigates how a whole-school approach to restorative practice has been implemented within a case study school. The study uses Pawson and Tilley’s methodological framework, ‘Realistic Evaluation’, and seeks to understand the contexts and mechanisms that support programme implementation. The methods that are employed to gather this information include a realist synthesis of existing literature, and a qualitative analysis of staff and pupil perspectives of a whole-school restorative approach. The findings that were generated from this study were used to develop a programme specification for whole-school restorative practice delivered within the case study school. Key elements of the programme specification included establishing a ‘restorative’ school ethos, capacity of the school to change, training for staff and pupils, the application of restorative skills and attributes, the development of preventative and reactive restorative processes, and formalising the approach within school documentation.

Type of Work:	Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)
Award Type:	Doctorates > Ap.Ed.&ChildPsy.D.
Supervisor(s):	Supervisor(s) Email ORCID Williams, Huw UNSPECIFIED UNSPECIFIED
Licence:
College/Faculty:	Colleges (2008 onwards) > College of Social Sciences
School or Department:	School of Education
Funders:	None/not applicable
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
URI:	http://etheses.bham.ac.uk/id/eprint/4728

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