The purpose of this research was to understand teacher perceptions of restorative practices in an urban charter school. This study sought to illustrate how teachers conceptualize restorative practices and use it in their classrooms. This research study utilized a single-case study design. The study examined teacher perceptions of restorative practices through the lenses of five urban charter school teachers. The findings suggest that restorative practices have shown promising results in terms of building a collaborative school culture that embraces staff and students for who they are, helps build lasting relationships between students and teachers, and above all, encourages a more effective way in dealing with discipline so students understand what they have done wrong and how they can make better choices. Themes that emerged from the participants highlighted the significance of social emotional learning, building relationships, empathy, the physical classroom environment, and the importance of keeping teachers in urban schools.
","abstract_html":"<p>The purpose of this research was to understand teacher perceptions of restorative practices in an urban charter school. This study sought to illustrate how teachers conceptualize restorative practices and use it in their classrooms. This research study utilized a single-case study design. The study examined teacher perceptions of restorative practices through the lenses of five urban charter school teachers. The findings suggest that restorative practices have shown promising results in terms of building a collaborative school culture that embraces staff and students for who they are, helps build lasting relationships between students and teachers, and above all, encourages a more effective way in dealing with discipline so students understand what they have done wrong and how they can make better choices. Themes that emerged from the participants highlighted the significance of social emotional learning, building relationships, empathy, the physical classroom environment, and the importance of keeping teachers in urban schools.</p>","abstract_has_math":false,"creators":["Bazzi, Ali Yehia"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Open Access Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Christopher Robbins, PhD","Joe Bishop, PhD","Paul Ramsey, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-01-01T08:00:00Z","date_published":"2021-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:40Z","subjects":["case study","discipline","relationships","restorative practices","school","urban education","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/1074","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Christopher Robbins, PhD","Joe Bishop, PhD","Paul Ramsey, PhD"]},{"key":"dc:creator","label":"Author","values":["Bazzi, Ali Yehia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-06-15T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["case study","discipline","relationships","restorative practices","school","urban education","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/1074"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this research was to understand teacher perceptions of restorative practices in an urban charter school. This study sought to illustrate how teachers conceptualize restorative practices and use it in their classrooms. This research study utilized a single-case study design. The study examined teacher perceptions of restorative practices through the lenses of five urban charter school teachers. The findings suggest that restorative practices have shown promising results in terms of building a collaborative school culture that embraces staff and students for who they are, helps build lasting relationships between students and teachers, and above all, encourages a more effective way in dealing with discipline so students understand what they have done wrong and how they can make better choices. Themes that emerged from the participants highlighted the significance of social emotional learning, building relationships, empathy, the physical classroom environment, and the importance of keeping teachers in urban schools.
"]},{"key":"dc:title","label":"Title","values":["It can’t be a farce: Teachers’ perceptions of restorative practices in an urban charter school"]}]}],"canonical_facts":{"dc:contributor":["Christopher Robbins, PhD","Joe Bishop, PhD","Paul Ramsey, PhD"],"dc:creator":["Bazzi, Ali Yehia"],"dc:date.available":["2021-06-15T07:00:00Z"],"dc:description.abstract":["The purpose of this research was to understand teacher perceptions of restorative practices in an urban charter school. This study sought to illustrate how teachers conceptualize restorative practices and use it in their classrooms. This research study utilized a single-case study design. The study examined teacher perceptions of restorative practices through the lenses of five urban charter school teachers. The findings suggest that restorative practices have shown promising results in terms of building a collaborative school culture that embraces staff and students for who they are, helps build lasting relationships between students and teachers, and above all, encourages a more effective way in dealing with discipline so students understand what they have done wrong and how they can make better choices. Themes that emerged from the participants highlighted the significance of social emotional learning, building relationships, empathy, the physical classroom environment, and the importance of keeping teachers in urban schools.
"],"dc:identifier":["https://commons.emich.edu/theses/1074"],"dc:subject":["case study","discipline","relationships","restorative practices","school","urban education","Education"],"dc:title":["It can’t be a farce: Teachers’ perceptions of restorative practices in an urban charter school"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T02:17:40Z"}