In this qualitative phenomenological study, the researcher sought to examine teachers’ perceptions of restorative practices in Kindergarten–Grade 8 (K–8) classrooms. The authors in the current literature concerning restorative practices have referenced the connection to social–emotional learning and school climate, yet there is limited understanding of how teachers perceive these practices and use them in their classroom. The purpose of this study was to examine the phenomenon of restorative practices including when, where, and how teachers use these practices and support social–emotional learning efforts. Ten public school teachers in K–8 classrooms in Connecticut shared their lived experiences through semistructured interviews. Data from the interviews were analyzed using a 5-step data analysis process that Creswell and Poth (2018) developed. The analysis of the findings revealed that (a) the participants used restorative practices for community and relationship building, (b) there is an emphasis on the use of restorative practices to build social competency for students and staff, and (c) there is a need for consistent restorative structure within a school community. This research has implications for school leaders and classroom teachers, and it truly explores how restorative practices can be used to support SEL and to improve school climate.
","abstract_html":"<p>In this qualitative phenomenological study, the researcher sought to examine teachers’ perceptions of restorative practices in Kindergarten–Grade 8 (K–8) classrooms. The authors in the current literature concerning restorative practices have referenced the connection to social–emotional learning and school climate, yet there is limited understanding of how teachers perceive these practices and use them in their classroom. The purpose of this study was to examine the phenomenon of restorative practices including when, where, and how teachers use these practices and support social–emotional learning efforts. Ten public school teachers in K–8 classrooms in Connecticut shared their lived experiences through semistructured interviews. Data from the interviews were analyzed using a 5-step data analysis process that Creswell and Poth (2018) developed. The analysis of the findings revealed that (a) the participants used restorative practices for community and relationship building, (b) there is an emphasis on the use of restorative practices to build social competency for students and staff, and (c) there is a need for consistent restorative structure within a school community. This research has implications for school leaders and classroom teachers, and it truly explores how restorative practices can be used to support SEL and to improve school climate.</p>","abstract_has_math":false,"creators":["Coady, Jamie Elizabeth"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Andrea Disque","Jennifer Crawford","Abie Benitez"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-03-01T08:00:00Z","date_published":"2021-03-01T08:00:00Z","updated_at":"2026-07-24T05:21:34Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/353","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Andrea Disque","Jennifer Crawford","Abie Benitez"]},{"key":"dc:creator","label":"Author","values":["Coady, Jamie Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-04-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/353"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In this qualitative phenomenological study, the researcher sought to examine teachers’ perceptions of restorative practices in Kindergarten–Grade 8 (K–8) classrooms. The authors in the current literature concerning restorative practices have referenced the connection to social–emotional learning and school climate, yet there is limited understanding of how teachers perceive these practices and use them in their classroom. The purpose of this study was to examine the phenomenon of restorative practices including when, where, and how teachers use these practices and support social–emotional learning efforts. Ten public school teachers in K–8 classrooms in Connecticut shared their lived experiences through semistructured interviews. Data from the interviews were analyzed using a 5-step data analysis process that Creswell and Poth (2018) developed. The analysis of the findings revealed that (a) the participants used restorative practices for community and relationship building, (b) there is an emphasis on the use of restorative practices to build social competency for students and staff, and (c) there is a need for consistent restorative structure within a school community. This research has implications for school leaders and classroom teachers, and it truly explores how restorative practices can be used to support SEL and to improve school climate.
"]},{"key":"dc:title","label":"Title","values":["Teachers’ Perceptions Of Restorative Practices In K–8 Classrooms"]}]}],"canonical_facts":{"dc:contributor":["Andrea Disque","Jennifer Crawford","Abie Benitez"],"dc:creator":["Coady, Jamie Elizabeth"],"dc:date.available":["2021-04-16T07:00:00Z"],"dc:description.abstract":["In this qualitative phenomenological study, the researcher sought to examine teachers’ perceptions of restorative practices in Kindergarten–Grade 8 (K–8) classrooms. The authors in the current literature concerning restorative practices have referenced the connection to social–emotional learning and school climate, yet there is limited understanding of how teachers perceive these practices and use them in their classroom. The purpose of this study was to examine the phenomenon of restorative practices including when, where, and how teachers use these practices and support social–emotional learning efforts. Ten public school teachers in K–8 classrooms in Connecticut shared their lived experiences through semistructured interviews. Data from the interviews were analyzed using a 5-step data analysis process that Creswell and Poth (2018) developed. The analysis of the findings revealed that (a) the participants used restorative practices for community and relationship building, (b) there is an emphasis on the use of restorative practices to build social competency for students and staff, and (c) there is a need for consistent restorative structure within a school community. This research has implications for school leaders and classroom teachers, and it truly explores how restorative practices can be used to support SEL and to improve school climate.
"],"dc:identifier":["https://dune.une.edu/theses/353"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Psychology"],"dc:title":["Teachers’ Perceptions Of Restorative Practices In K–8 Classrooms"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:34Z"}