Review of Adult intentions, student perceptions: How restorative justice is used in schools to control and engage

Autores/as

  • Karlie M. Garcia California State University Sacramento
  • Lisa S. Romero California State University Sacramento

DOI:

https://doi.org/10.14507/er.v27.2815

Biografía del autor/a

Karlie M. Garcia, California State University Sacramento

Karlie Garcia is a doctoral candidate in Educational Leadership at California State University Sacramento. She earned a Master’s degree in Education with an emphasis in Curriculum and Instruction and a Bachelor’s in Child Development from California State University Chico. Garcia is an All-American runner in Cross Country and Track and Field.

Lisa S. Romero, California State University Sacramento

Lisa S. Romero is an Associate Professor in the Doctorate of Educational Leadership Program in the College of Education at California State University Sacramento.  Her research interests include: equity and social justice, school improvement, and educational politics and policy.  She is particularly interested in improving schooling outcomes for Latinos and other students of color. Her research has been published in the Educational Administration Quarterly, Journal of Educational Administration, and the Teachers College Record. Prior to joining the faculty at California State University Sacramento, she was a public school teacher, middle school and high school assistant principal, principal, and district director of curriculum and instruction.

Citas

Evans, K., & Vaandering, D. (2016). The little book of restorative justice in education: Fostering responsibility, healing, and hope in schools. Simon and Schuster.

Losen, D.J. (Ed.). (2014). Closing the school discipline gap: Equitable remedies for excessive exclusion. New York: Teachers College Press.

O’Malley, M., Voight, A., & Izu, J. A. (2014). Engaging students in school climate improvement. Handbook of positive psychology in schools (pp. 329-346). Taylor & Francis.

Winn, M. T. (2018). Justice on both sides: Transforming education through restorative justice. Harvard Education Press.

Descargas

Publicado

2020-05-06

Cómo citar

Garcia, K. M., & Romero, L. S. (2020). Review of Adult intentions, student perceptions: How restorative justice is used in schools to control and engage. Reseñas Educativas, 27. https://doi.org/10.14507/er.v27.2815

Número

Vol. 27 (2020)

Sección

Reseñas de libros

Licencia

 

Los/as lectores/as pueden copiar, mostrar, distribuir, y adaptar este articulo, siempre y cuando se de crédito y atribución al autor/es y a Education Review/Reseñas Educativas/Resenhas Educativas , los cambios se identifican y la misma licencia se aplica al trabajo derivada. Más detalles de la licencia de Creative Commons se encuentran en https://creativecommons.org/licenses/by-sa/4.0/. Education Review/Reseñas Educativas/Resenhas Educativas é publicada  por Mary Lou Fulton Institute Teachers College da Arizona State University.

Todo conteúdo Education Review / Reseñas Educativas / Resenhas Educativas de 1998-2020 tem uma licença Creative Commons anterior: http://creativecommons.org/licenses/by-nc-sa/3.0