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| national educators for restorative practices: A Real-World Guide to Restorative Justice in Schools Nicholas Bradford, David LeSal, 2021-07-21 This book is designed to help you navigate the challenges and joys of building and maintaining a healthy restorative ecosystem in your school, while providing concrete tools and real-world stories to guide you through the process. Traditional methods of discipline are commonly found to be ineffective, and this book shows how restorative justice can benefit schools in a huge variety of ways, such as decreasing the need for suspensions, increasing academic outcomes, and improving the health of your whole school community. Written by the founder and the education director of the National Center for Restorative Justice, each and every chapter is packed with expertise on everything from carrying out the stages of a restorative circle to understanding the importance of conflict. The authors pull no punches in showing that this work is not always easy, but their passion for restorative justice shines out of every page, demonstrating just how valuable this approach can be in bringing the absolute best out of your students and school. |
| national educators for restorative practices: Restorative Justice in the English Language Arts Classroom Maisha T. Winn, Hannah Graham, Rita Renjitham Alfred, 2019 How do teachers educate responsibly in an age of mass incarceration? And why should English teachers in particular concern themselves with unequal treatment and opportunity and the school-to-prison pipeline? The authors address these and other critical questions, examining the intersection of restorative justice and education. |
| national educators for restorative practices: Restorative Justice in Urban Schools Anita Wadhwa, 2017-05-18 The school-to-prison pipeline is often the path for marginalized students, particularly black males, who are three times as likely to be suspended as White students. This volume provides an ethnographic portrait of how educators can implement restorative justice to build positive school cultures and address disciplinary problems in a more corrective and less punitive manner. Looking at the school-to-prison pipeline in a historical context, it analyzes current issues facing schools and communities and ways that restorative justice can improve behavior and academic achievement. By practicing a critical restorative justice, educators can reduce the domino effect between suspension and incarceration and foster a more inclusive school climate. |
| national educators for restorative practices: The Little Book of Restorative Justice in Education Katherine Evans, Dorothy Vaandering, 2016-09-20 Much more than a response to harm, restorative justice nurtures relational, interconnected school cultures. The wisdom embedded within its principles and practices is being welcomed at a time when exclusionary discipline and zero tolerance policies are recognized as perpetuating student apathy, disproportionality, and the school-to-prison pipeline. Relying on the wisdom of early proponents of restorative justice, the daily experiences of educators, and the authors’ extensive experience as classroom teachers and researchers, this Little Book guides the growth of restorative justice in education (RJE) into the future. Incorporating activities, stories, and examples throughout the book, three major interconnected and equally important aspects of restorative justice in education are explained and applied: creating just and equitable learning environments; building and maintaining healthy relationships; healing harm and transforming conflict. The Little Book of Restorative Justice in Education is a reference that practitioners can turn to repeatedly for clarity and consistency as they implement restorative justice in educational settings. |
| national educators for restorative practices: Black Lives Matter at School Jesse Hagopian, Denisha Jones, 2020 After a powerful webinar that included educators from ten cities explaining the many incredible actions they took in support of the national Black Lives Matter at School week of action, Denisha Jones, contacted Jesse Hagopian to propose that they collect these stories in a book. Black Lives Matter at School sucinctly generalizes lessons from successful challenges to institutional racism that have been won through the BLM at School movement. This is a book that can inspire many hundreds or thousands of more educators to join the BLM at School movement. |
| national educators for restorative practices: Restorative Practices at School Becky McCammon, 2020-03-24 Explore the impact of restorative practices through interactive prompts and exercises designed to examine your role as a teacher or educator and as an agent of school transformation. Restorative practices have been shown to increase classroom time and student engagement while reducing suspensions, bullying, and absences. Fantastic in theory, restorative techniques require practice every day to result in meaningful change. That’s where Restorative Practices at School comes in. This first-ever restorative practices workbook helps teachers, paraprofessionals, counselors, and every educator reflect and enhance their restorative journey. Part professional resource and part guided journal, this book includes: Guided prompts to help you reflect on your practice Real-life examples from educators who use restorative techniques Critical analysis of your own values and their influence Strategies for remaining present and mindful at school Exercises for building strong school relationships and communities Inspired by an urban district’s work in whole-school implementation, the activities in this book provide clear pathways for consideration, exploration, and celebration of restorative practices. |
| national educators for restorative practices: The Little Book of Restorative Teaching Tools Lindsey Pointer, Kathleen McGoey, Haley Farrar, 2020-03-10 Engaging Practices for Integrating Restorative Justice Principles in Group Settings As restorative practices spread around the world, scholars and practitioners have begun to ask very important questions: How should restorative practices be taught? What educational structures and methods are in alignment with restorative values and principles? This book introduces games as an effective and dynamic tool to teach restorative justice practices. Grounded in an understanding of restorative pedagogy and experiential learning strategies, the games included in this book provide a way for learners to experience and more deeply understand restorative practices while building relationships and improving skills. Chapters cover topics such as: Introduction to restorative pedagogy and experiential learning How a restorative learning community can be built and strengthened through the use of games and activities How to design games and activities for teaching restorative practices How to design, deliver, and debrief an activity-based learning experience In-depth instructions for games and activities for building relationships, understanding the restorative philosophy, and developing skills in practice An ideal handbook for educators, restorative justice program directors and trainers, consultants, community group leaders, and anyone else whose work draws people together to resolve disagreements or address harm, this book will serve as a catalyst for greater creativity and philosophical alignment in the teaching of restorative practices across contexts. |
| national educators for restorative practices: Implementing Restorative Practices in Schools Margaret Thorsborne, Peta Blood, 2013-08-28 A guide which explains the value of restorative approaches in schools and its potential to transform behaviour and educational achievements. It also details how to achieve the cultural and organisational changes needed in order to ensure that restorative practice 'sticks', featuring sample pro formas and charts. |
| national educators for restorative practices: The Restorative Practices Handbook Bob Costello, Joshua Wachtel, Ted Wachtel, 2009-01-01 |
| national educators for restorative practices: Restorative Practice and Special Needs Nicholas Burnett, Margaret Thorsborne, 2015-06-21 Restorative Practice (RP) is being used increasingly in different settings, but using RP with those who have Special Needs requires a different approach. This practical guide explains how RP can be adapted for those with additional needs and to see real improvement in behaviour and learning. |
| national educators for restorative practices: Building a Trauma-Informed Restorative School Joe Brummer, 2020-12-21 Covering both theory and practice, this betselling guide provides educators with everything you need to know about developing restorative and trauma-informed practices within your setting. Part 1 addresses the theory and philosophy of restorative approaches, and of trauma-informed and trauma-sensitive schools. Part 2 outlines the five restorative skills (mindfulness, honest expression, empathy, the art of asking questions and the art of requests). It shows you what these look like in practice - including using circles, respect agreements and restorative dialogue - and how to implement them. Every strategy is clearly explained and adapted to be appropriate for children and adults who have experienced trauma. Designed to be adapted for different school settings and their particular challenges, this groundbreaking guide provides you with a trusted roadmap for successfully introducing restorative trauma-informed practice. |
| national educators for restorative practices: Restorative Justice in Education Maisha T Winn, Lawrence Winn, 2021-05-04 Restorative Justice in Education makes the case for restorative justice as a practice as much as it is a paradigm. Through essays, case studies, and interviews, the book outlines for educators and teacher educators how restorative justice can be leveraged to teach across disciplines. Building on the success of Justice on Both Sides, this book consists of four sections that explore instructional practices in history, race, justice, and language. The contributors examine a variety of educational issues and questions for teachers to explore through a transformative justice lens. Topics include how access to history and histories can promote agency for and among marginalized students; how science and mathematics education can be re-imagined to catalyze the creativity and capacity of Black math learners; and how restorative justice practices can foster healthy student identities. The book includes the voices of leading practitioners and scholars, who address the need for both restorative and transformative justice work within, across, and beyond the core disciplines. Particular attention is given to areas of education often omitted from these conversations: early childhood, special education, and ethnic studies. Restorative Justice in Education offers educators the pedagogical tools they need to transform their classroom into just, inclusive, and uplifting spaces. |
| national educators for restorative practices: Restorative Practices: Rufus Lott, 3rd, 2018-07-01 The time for strict zero-tolerance punitive discipline approaches in schools is over. In addition to being ineffective, traditional exclusionary discipline is often inequitable and even counterproductive. Restorative practices offer a comprehensive alternative approach that promotes a positive school climate with strong relationships at the center, where all community members feel a true sense of belonging. When harm is done or conflict occurs, restorative practices provide a differentiated framework for working with students to restore relationships, repair harm, and prevent recurrences. The new, 6-page quick-reference laminated guide Restorative Practices: An Outside-the-Box Approach to Building and Sustaining Relationships in Schools by Rufus Lott III provides an overview of restorative practices and offers a three phase model with concrete strategies for implementing RP in the classroom: The Connect Phase - Strategies include relationship-building circles, using affective language, developing a relationship agreement, teaching emotional awareness skills. The Correct Phase- Strategies include restorative chats, restorative conferences, and restorative circles to collaborate with students to determine a way to right the wrong or repair the relationship, and continue with a plan to prevent future incidents based on acceptance of personal accountability. The Consequence Phase - Rather than arbitrary punishment, consequences are determined by first considering the desired outcomes are then selecting a strategy to achieve that outcome. This compact yet comprehensive guide will help educators begin their journey toward transforming school culture through implementing restorative practices. |
| national educators for restorative practices: The New Teacher Book Terry Burant, Linda Christensen, Kelley Dawson Salas, Stephanie Walters, 2010 Teaching is a lifelong challenge, but the first few years in the classroom are typically a teacher's hardest. This expanded collection of writings and reflections offers practical guidance on how to navigate the school system, form rewarding relationships with colleagues, and connect in meaningful ways with students and families from all cultures and backgrounds. |
| national educators for restorative practices: Circle Forward Carolyn Boyes-Watson, Kay Pranis, 2015-01-15 |
| national educators for restorative practices: Closing the School Discipline Gap Daniel J. Losen, 2015 Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund |
| national educators for restorative practices: Embracing Disabilities in the Classroom Toby J. Karten, 2008-03-27 The practical aspects of the book provide a wealth of ideas about how educators can make modifications and accommodations for individuals in their classrooms while fostering a positive and inclusive atmosphere.--Anne Beveridge, Coordinator of Primary Years ProgramBranksome Hall, Toronto, Canada Provides background historical information, current trends, suggestions for novice teachers, and new ideas for experienced teachers.--Leslie Hitchens, Special Education TeacherCrossroads Elementary, St. Paul, MN Foster positive experiences by differentiating not only instruction but attitudes too! How we treat others often influences how individuals feel about themselves. This book illustrates how educators can effectively promote sensitive, inclusive classroom practices that maximize success for students with disabilities. Embracing Disabilities in the Classroom provides content-rich interdisciplinary lessons accompanied by behavioral, academic, and social interventions that capitalize on student strengths. Inclusion expert Toby J. Karten demonstrates the impact of literature, self-advocacy, role playing, and strategic interventions on students′ growth and achievement. The numerous lessons, tables, rubrics, instructional guidelines, and charts help readers: Determine effective strategies for differentiating instruction for specific disabilities Modify lessons and curriculum appropriately in the content areas Encourage students to become active participants in learning Increase disability awareness and foster inclusive mind-sets in students, colleagues, and families This practical resource provides special education and general education teachers, principals, and teacher leaders with both effective instructional strategies for curriculum delivery and responsive approaches to promoting positive attitudes toward disabilities. Given appropriate support and an accepting environment, all students are able to achieve, thrive, and succeed in school and in life! |
| national educators for restorative practices: Circle in the Square: Building Community and Repairing Harm in School Nancy Riestenberg, 2013-11 |
| national educators for restorative practices: Voices from the Front Line Heather Dean, Amber E. Wagnon, 2021-08-15 The experts in this text seek to move past singular narrative examples to offer specific guidance, direction, and strategies to help the reader understand and approach the complex issues their students face. |
| national educators for restorative practices: Creating Restorative Schools Martha A. Brown, 2017 |
| national educators for restorative practices: Little Book of Circle Processes Kay Pranis, 2015-01-27 Our ancestors gathered around a fire in a circle, families gather around their kitchen tables in circles, and now we are gathering in circles as communities to solve problems. The practice draws on the ancient Native American tradition of a talking piece. Peacemaking Circles are used in neighborhoods to provide support for those harmed by crime and to decide sentences for those who commit crime, in schools to create positive classroom climates and resolve behavior problems, in the workplace to deal with conflict, and in social services to develop more organic support systems for people struggling to get their lives together. A title in The Little Books of Justice and Peacebuilding Series. |
| national educators for restorative practices: Shaking Up Special Education Savanna Flakes, 2020-11-23 Shaking Up Special Education is an easy-to-use instructional guide to the essential things you need to know about working with students with exceptionalities. Interactive, collaborative, and engaging, this go-to instructional resource is packed with the top instructional moves to maximize learning for all students. Featuring sample activities and instructional resources, chapters cover topics ranging from specially designed instruction, to co-teaching, to technology, to social-emotional learning and self-care. Designed with special educators in mind, this book is also ideal for any general educator looking to increase student achievement and revitalize their practice. Shake up your teaching and learn how to build a more inclusive classroom! |
| national educators for restorative practices: Handbook of Social Justice Interventions in Education Carol A. Mullen, 2021-08-27 The Handbook of Social Justice Interventions in Education features interventions in social justice within education and leadership, from early years to higher education and in mainstream and alternative, formal and informal settings. Researchers from across academic disciplines and different countries describe implementable social justice work underway in learning environments—organizations, programs, classrooms, communities, etc. Robust, dynamic, and emergent theory-informed applications in real-world places make known the applied knowledge base in social justice, and its empirical, ideological, and advocacy orientations. A multiplicity of social justice-oriented lenses, policies, strategies, and tools is represented in this Handbook, along with qualitative and quantitative methodologies. Alternative and conventional approaches alike advance knowledge and educational and social utility. To cover the field comprehensively the subject (i.e., social justice education and leadership) is subdivided into four sections. Part 1 (background) provides a general background of current social justice literature. Part II (schools) addresses interventions and explorations in preK-12 schools. Part III (education) covers undergraduate and graduate education and preservice teacher programs, classrooms, and curricula, in addition to teacher and student leadership in schools. Part IV (leadership) features educational leadership and higher education leadership domains, from organizational change efforts to preservice leader preparation programs, classrooms, etc. Part V (comparative) offers interventions and explorations of societies, cultures, and nations. Assembling this unique material in one place by a leading cast will enable readers easy access to the latest research-informed interventionist practices on a timely topic. They can build on this work that takes the promise of social justice to the next level for changing global learning environments and workplaces. |
| national educators for restorative practices: Restorative Justice and Practices in the 21st Century Vah Seliskar, Holli, 2023-04-25 Restorative justice is a conceptual and practical framework for repairing any harm that may have been caused either to people, property, or things. It is essential to investigate examples, scenarios, perspectives, strategies, and implications for the use of restorative justice in diverse settings, including K-12 settings, colleges and universities, the workplace, and within public safety organizations and departments. Emphasis must also be placed on diversity, equity, belonging, and inclusion and how restorative practices foster the use of inclusive practices and accessibility for all persons. Restorative Justice and Practices in the 21st Century offers broad perspectives across numerous disciplines and professions and provides restorative practitioners with a timely account of what restorative justice and practices may offer to their respective organizations, school, or agency. It provides possible strategies and actions to implement restorative practices as well as how restorative practices can provide different strategies and methods in handling conflict, disputes, and discipline. Covering topics such as equity and inequalities, pedagogical reflection, and indigenous roots, this premier reference source is an essential resource for administrators and educators of both K-12 and higher education, public safety officials, law enforcement, corrections officers, students of higher education, librarians, researchers, and academicians. |
| national educators for restorative practices: Being Bad Crystal T. Laura, 2015-04-28 Being Bad will change the way you think about the social and academic worlds of Black boys. In a poignant and harrowing journey from systems of education to systems of criminal justice, the author follows her brother, Chris, who has been designated a “bad kid” by his school, a “person of interest” by the police, and a “gangster” by society. Readers first meet Chris in a Chicago jail, where he is being held in connection with a string of street robberies. We then learn about Chris through insiders’ accounts that stretch across time to reveal key events preceding this tragic moment. Together, these stories explore such timely issues as the under-education of Black males, the place and importance of scapegoats in our culture, the on-the-ground reality of zero tolerance, the role of mainstream media in constructing Black masculinity, and the critical relationships between schools and prisons. No other book combines rigorous research, personal narrative, and compelling storytelling to examine the educational experiences of young Black males. Book Features: The natural history of an African American teenager navigating a labyrinth of social worlds. A detailed, concrete example of the school-to-prison pipeline phenomenon. Rare insightsof an African American family making sense of, and healing from, school wounds. Suggested resources of reliable places where educators can learn and do more. “Other books have focusedon the school-to-prison pipeline or the educational experiences of young African American males, but I know of none that bring the combination of rigorous research, up-close personal vantage point, and skilled storytelling provided by Laura in Being Bad.” —Gregory Michie, chicago public school teacher, author of Holler If You Hear Me, senior research associate at the Center for Policy Studies and Social Justice, Concordia University Chicago “Refusing to separate the threads that bind the oppressive fabric of contemporary urban life, Laura has crafted a story that is at once astutely critical, funny, engaging, tearful, dialogue-filled, profoundly theoretical, despairing, and filled with hope. Being Bad is a challenge and a gift to students, families, policymakers, soon-to-be teachers, social workers, and ethnographers.” —Michelle Fine, distinguished professor, Graduate Center, CUNY Perhaps more than any other study on this topic, this book brings to life the complicated, fleshed, lived experience of those most directly and collaterally impacted by the politics of schooling and its relationship to our growing prison nation.” —Garrett Albert Duncan, associate professor of Education and African & African-American Studies, Washington University in St. Louis |
| national educators for restorative practices: The Power of Social and Emotional Learning for Student Success Stewart, Delarious O., 2025-05-09 Improving student achievement in marginalized communities requires an approach that goes beyond traditional academic strategies. In these communities, students often face multiple challenges, including economic instability, social inequality, and limited access to resources, which can impact their learning and development. One approach to addressing these challenges is through social and emotional learning (SEL), which focuses on building skills such as self-awareness, emotional regulation, and social interaction. By cultivating these abilities, SEL enhances academic performance and fosters resilience, empathy, and a sense of community among students. In environments where students may feel disconnected or overwhelmed, SEL can serve as a foundation for emotional well-being, creating a supportive atmosphere that encourages both personal growth and academic success. Further research may reveal that SEL can play a pivotal role in helping students in marginalized communities reach their full potential. The Power of Social and Emotional Learning for Student Success explores the critical role that social and emotional learning (SEL) plays in the academic success of students, particularly those from marginalized communities such as African American students and students with disabilities. It challenges the prevailing reliance on punitive disciplinary measures like suspension, arguing that these approaches fail to address behavioral issues while contributing to widening educational inequities. This book covers topics such as mental health, community resilience, and sociology, and is a useful resource for educators, sociologists, policymakers, academicians, researchers, and scientists. |
| national educators for restorative practices: The Freelance Educator Tinashe Blanchet, 2022-07-19 The Freelance Educator is the definitive resource for K-12 teachers who are ready to utilize their skills outside of the classroom and embark on a fast-paced, highly rewarding entrepreneurial journey. Author Tinashe Blanchet, who has launched and managed two educational businesses, provides all the details you need to get started as an independent educational consultant. She uses a blend of her own experience, thorough research, and interviews with over 40 freelance educators to provide you with step-by-step advice. Topics covered include making the transition, finding your vision, establishing a legitimate business, branding and marketing, communicating with clients, making and managing your money, and growing your business. Each chapter is filled with interactive features to help you pause, reflect, and apply what you are learning. With the helpful suggestions in this book, you’ll be able to launch your new career, helping schools improve student outcomes, traveling around the world, meeting new people, and learning all along the way! |
| national educators for restorative practices: Classroom Circles , 2018-10-30 |
| national educators for restorative practices: Implementing Culturally Responsive Practices in Education Crosby-Cooper, Tricia, 2020-06-05 With the recent increase of student diversity in the educational system, there is a need for cultural responsiveness. Cultural responsiveness, or culturally responsive practices, help to break down barriers that may cause or contribute to academic, behavioral, social emotional, and/or mental health difficulties demonstrated by students. Implementing culturally responsive practices increases equitable education opportunities for all students. Implementing Culturally Responsive Practices in Education is an essential research publication that looks to increase educators’ knowledge and skillsets to obtain a better understanding of working with students from different cultural, linguistic, and economic backgrounds. Moreover, the book allows educators to obtain a deeper understanding of the current issues with proposed interventions regarding cultural responsiveness and how to best support the students with whom they work. Featuring a wide range of topics including social justice, equality, and special education, this book is ideal for professionals, educators, administrators, curriculum designers, academicians, researchers, and students. |
| national educators for restorative practices: How to Co-teach Elizabeth A. Potts, Lori A. Howard, 2011 Complete with a DVD on effective co-teaching and a helpful Reader's Guide, this practical introductory guidebook shows special and general educators how to build strong, respectful, and productive partnerships and ensure the best outcomes for all K-12 stu |
| national educators for restorative practices: The New Normal in Education Mary Beth Klinger, Teresa Coffman, 2023-07-28 This book explores the “new normal” for teaching, learning, and leadership in higher education. Emphasis is placed on welcoming growth and change and being curious to the transformative opportunities that exist for today’s students so that the next generation is prepared to solve the world’s most pressing issues. |
| national educators for restorative practices: The Restorative Circles in Schools Bob Costello, Joshua Wachtel, Ted Wachtel, 2010 |
| national educators for restorative practices: Developing, Delivering, and Sustaining School Counseling Practices Through a Culturally Affirming Lens Brant-Rajahn, Sarah N., Gibson, Eva M., Cook Sandifer, Mariama, 2022-05-06 Systemic oppression continues to disenfranchise students at the intersections of race, ethnicity, gender identity, sexual orientation, immigrant status, religion, ableism, and economic status. Because of this, school counselors are called to function as advocates and change agents, but often find themselves underprepared to address these oppressive systems in schools. It is vital that school counselors are provided resources that enable them to increase their preparedness and allow them to address oppressive practices within schools as well as work with diverse populations using culturally affirming and antiracist practices. Developing, Delivering, and Sustaining School Counseling Practices Through a Culturally Affirming Lens informs culturally affirming and antiracist professional practice and advocacy work by school counselors. It serves as a learning tool that better prepares school counselors to address the needs of marginalized students and work as effective change agents to disrupt systemic oppression in school settings. Covering topics such as professional identity, racial trauma, and social justice, this book serves as a dynamic resource for school counselor educators, school counselors-in-training, school counselors, directors, supervisors, district leaders and administration, researchers, and academicians as they implement antiracist, social justice, and culturally affirming practices in school settings and academia. |
| national educators for restorative practices: The Civil Rights Road to Deeper Learning Kia Darling-Hammond, Linda Darling-Hammond, 2022-09-23 This concise and compelling book outlines the key civil rights conditions that are essential to deeper learning—the skills and knowledge that students need to succeed in 21st-century jobs and life. It describes schools that enable young people, including those traditionally furthest from opportunity, to develop into caring and critical problem solvers, effective communicators, collaborators, and scholars. The book also describes the community and school inequities that have created persistent obstacles to these goals and the civil rights actions that have been and continue to be needed to remove them. These include policies and practices that ensure safe and healthy communities, equitable investments in public schools, supports for competent teachers, strategies for welcoming and nurturing school climates, and innovative curricula. The authors examine the civil-rights-based pathways that lead to these goals, highlighting examples of exemplary schools that offer the kind of deeper learning that engages and empowers students. This successor to Linda Darling-Hammond’s Grawemeyer Award–winner, The Flat World and Education, is a big-picture view of what constitutes deeper learning—where it is found and what enables it—and what must be done to address the learning needs of all children. Book Features: Offers a concise treatment written in a voice that will be accessible to a wide range of readers.Pulls together three key strands of the learning needs of children (civil rights, educational opportunity, and deeper learning), the distinct inequalities in their delivery, past efforts, and legal and educational paths forward.Examines neighborhood and environmental inequities that can compromise learning, along with inadequate school funding and segregation.Looks at the professional teaching quality imbalance between rich and poor districts and the inferior curriculum offerings for marginalized populations. Includes numerous examples of schools that succeed at deeper learning and equity and explains how they do so. |
| national educators for restorative practices: Every Summer Counts Jennifer Sloan McCombs, Catherine H Augustine, John F Pane, Jonathan Schweig, 2020-12-17 This seventh report in a series presents longitudinal findings on the effectiveness of voluntary summer learning programs in five school districts. The authors also offer implications for policy on narrowing the achievement gap between students. |
| national educators for restorative practices: The Little Book of Restorative Justice in Education Katherine Evans, Dorothy Vaandering, 2022-09-13 A fully revised & updated handbook for teachers and administrators on creating just and equitable learning environments for students; building and maintaining healthy relationships; healing harm and transforming conflict. Much more than a response to harm, restorative justice nurtures relational, interconnected school cultures. The wisdom embedded within its principles and practices is being welcomed at a time when exclusionary discipline and zero tolerance policies are recognized as perpetuating student apathy, disproportionality, and the school-to-prison pipeline. Relying on the wisdom of early proponents of restorative justice, the daily experiences of educators, and the authors’ extensive experience as classroom teachers and researchers, this Little Book guides the growth of restorative justice in education (RJE) into the future. Incorporating activities, stories, and examples throughout the book, three major interconnected and equally important aspects of restorative justice in education are explained and applied: creating just and equitable learning environments; building and maintaining healthy relationships; healing harm and transforming conflict. Chapters include: The Way We Do Things A Brief History of Restorative Justice in Education Beliefs and Values in Restorative Justice in Education Creating just and Equitable Learning Environments Nurturing Healthy relationships Repairing Harm and Transforming Conflict A Tale of Two Schools: Thoughts and Sustainability The Little Book of Restorative Justice in Education is a reference that practitioners can turn to repeatedly for clarity and consistency as they implement restorative justice in educational settings. |
| national educators for restorative practices: Connecting Research and Practice for Educational Improvement Bronwyn Bevan, William R. Penuel, 2017-12-06 Connecting Research and Practice for Educational Improvement presents powerful arguments and richly illustrated cases for how more collaborative relationships between researchers and educators can yield more relevant research that impacts practice. This book can be useful for anyone teaching or learning about research–practice partnerships, in both school and out-of-school settings. The chapters highlight the different dispositions and skills needed to cultivate ethical relationships and promote equity through partnerships and provide rich frameworks for guiding future work. |
| national educators for restorative practices: Beyond the Surface of Restorative Practices Marisol Rerucha, 2020-11-02 In this book, Marisol Rerucha draws on Indigenous traditions, research-based frameworks, and the support of fellow educators and scholars in order to offer teachers and administrators vital tools for facing crises with compassion. In addition to Rerucha's revolutionary vision of education that is holistic, human centered, and brought to life through actionable and accessible techniques, Beyond the Surface of Restorative Practices features contributions from Pedro Terrazas, on restorative practices in the classroom; Dr. Enjolie Lourdes Lafaurie, on active listening for educators; and Dr. Carolyn Gery on understanding how trauma impacts relationships. Both empowering and urgently necessary, Beyond the Surface of Restorative Practices can help you to build an organization-wide culture of healing and well-being from the ground up. Endorsements In this current era of racial reckoning in America, this work should be required reading for all who teach or plan to enter the teaching profession.-Nehemiah D. Frank, founder and editor in chief of the Black Wall Street Times Rerucha and her colleagues provide guidance for implementing this work with integrity and in alignment with the Indigenous traditions on which restorative practices are based. Their advice is simultaneously holistic and pragmatic.-John Krownapple, educator, consultant, and coauthor of Belonging through a Culture of Dignity: The Keys to Successful Equity Implementation Marisol Rerucha masterfully weaves her personal journey with concrete strategies for implementing restorative practices in the classroom, school, or organization of any type... Rerucha challenges us to join her circle and then teaches us how to use authentic and sustainable practices that build durable change in our own communities.-Gini Pupo-Walker, state director for the Education Trust in Tennessee and school board member, Metro Nashville Public Schools |
| national educators for restorative practices: Culturally Responsive Restorative Leadership in Education Hilary A. Lustick, 2025-04-07 Culturally responsive restorative leadership centers restorative justice as a process for school transformation. This book draws upon nearly a decade of combined fieldwork in public secondary schools across the country, helping the reader unpack challenges that leaders face as they implement restorative practices in their schools. Chapters explore the most common pressures facing leaders--within the school community and beyond—and how leaders can use these challenges as opportunities to reinforce their commitment to and purpose for restorative practices. This book helps principals earn buy-in from their school community, implement sustainable restorative systems, increase equity, and promote school cultural transformation. Chapters also include prompts for reflection to help the reader brainstorm how to approach these challenges in their own contexts. This is a timely and important book for aspiring and practicing educational leaders. |
| national educators for restorative practices: Frameworks for Multi-Tiered Systems of Support for Trauma-Informed Educational Settings Aniano, Jennifer Lauren, 2025-05-02 The use of multi-tiered systems of support (MTSS) in schools has implications for social and cultural development. It provides the opportunity for empowerment and inclusion of students who are often overlooked or struggling to adapt, such as multilingual, neurodiverse, and sexually exploited students. Increased competency in understanding and utilizing MTSS may provide teachers with opportunities for professional development. Effective teacher training is often necessary for creating affirming, safe, and equitable educational environments. Further research into the MTSS framework may challenge educators to include social and restorative justice practices in the classroom. Frameworks for Multi-Tiered Systems of Support for Trauma-Informed Educational Settings highlights the importance of anti-racism, cultural competence, and social-emotional learning in education settings. It explores the role of social justice and restorative justice in building trauma-informed educational settings. Covering topics such as anti-racist education, family therapy, and math anxiety, this book is an excellent resource for school administrators, policymakers, educators, researchers, academicians, and more. |
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NATIONAL Definition & Meaning - Merriam-Webster
The meaning of NATIONAL is of or relating to a nation. How to use national in a sentence. Synonym Discussion of National.
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Flag Day and National Flag Week, 2025 – The White House
3 days ago · This Flag Day and National Flag Week, we pause to revere the star-spangled emblem of our freedom — and we honor the nearly 250 years of valor, sacrifice, and …
NATIONAL | definition in the Cambridge English Dictionary
NATIONAL meaning: 1. relating to or typical of a whole country and its people, rather than to part of that country or…. Learn more.
NATIONAL Definition & Meaning | Dictionary.com
National definition: . See examples of NATIONAL used in a sentence.
National - definition of national by The Free Dictionary
national - concerned with or applicable to or belonging to an entire nation or country; "the national government"; "national elections"; "of national concern"; "the national highway system"; …
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