RESTORATIVE JUSTICE AND THE EQUITY MATRIX: BRIDGING THE DISCIPLINE GAP
Notice bibliographique
Résumé
This research study aimed to examine current school discipline practices and offer a potential solution for creating more equitable discipline systems. Specifically, it explored the effectiveness of an Equity Matrix tool designed by Van Hesteren (2018), which is grounded in culturally responsive, anti-oppressive practices. The study aimed to determine if the Equity Matrix tool can be used to anticipate and respond to the causes of students’ challenging behaviour. The work was guided by the following research questions: 1) How can school leaders address inequities that students experience with school discipline? 2) What is the experience of school leaders with addressing the root cause of inequities in school discipline? 3) What is the experience of school leaders with the Equity Matrix as a tool for responding to student discipline? 4) How can the Equity Matrix make school leaders’ response to student discipline restorative? \nThe project used Critical Participatory Action Research (CPAR), an approach that allows those who experienced the issue to be the main participants in solving the issue. This approach was impactful because it allowed me to work with school leaders as they gathered data and used the findings and subsequent research cycles to carry out context-specific professional development and improve practice. Another benefit of CPAR is that it can impact change within as little as one school year. The data collected was from interviews and focus group discussions. These participants were school leaders who had relevant experience and knowledge of school discipline policies and practice. \nFindings revealed that the Equity Matrix tool was impactful because it enabled participants to view school discipline through another paradigm and also helped remove barriers for students who were falling through the cracks. There was significant shift for school leaders who reframed their thinking from a deficit orientation blaming students’ character or their families to taking responsibility by adjusting factors within the school environment that were not traditionally considered to support students’ academic achievement. On a larger scale this study increased students’ sense of psychological safety and belonging, contributing to an overall positive school environment. \nThis research provided a framework that addressed the existing challenges within school discipline and advocated for a restorative approach using the Equity Matrix tool. It also provided a powerful approach to school discipline that supported equity, fairness, and student well-being. This study supported the need for Anti-Racist/Anti-Oppressive Administrative Procedures to be developed in Saskatchewan. It also highlighted the need for school division discipline policies to be revised from punitive to restorative. The Equity Matrix tool is a practical solution in addressing systemic inequities that marginalized learners experience and demonstrated potential in closing the achievement gap for all learners.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,002 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,002 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».