Standing on the Edge: How School Leaders Apply Restorative Practices in Response to Cyberbullying and Online Aggression
Bibliographic record
Abstract
This paper summarizes findings about restorative practices as one aspect of a research study examining vice-principals' responses to harmful cyber events such as cyberbullying and online aggression.It also considers the school's moral and legislated role in responding to these events.It is theorized that these negative online interactions occur as a result of a lack of social regulation, social presence, and empathy.Three theories are considered in connection to cyber conflict and cyberbullying: Tompkins' affect theory; Braithwaite's re-integrative shame theory; and Rettie's social presence theory.The first two are key restorative practices theories while the third considers social presence in online learning environments.Findings indicate that schools are a nexus for online events where the intersection of these theories is evidenced in practice.Based on these findings, recommendations include deliberate consideration for introducing elements of social presence, online regulation, community building, and empathy before and responding to cyber events.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.004 | 0.004 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".