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Up one level- Adams, Helen and Cronin-Lampe, Ron and Cronin-Lampe, Kathy and Jenner, Kerry and Drewery, Wendy and Cronin-Lampe, Ron and Macfarlane, Angus H and Drewery, Wendy and McMenamin, Donald and Cronin-Lampe, Ron and Jenner, Kerry and Macfarlane, Angus H and Winslade, John and Drewery, Wendy and McMenamin, Donald and Cronin-Lampe, Ron and Cronin-Lampe, Kathy and Macfarlane, Angus H and Winslade, John and Drewery, Wendy and Prestidge, Brian and McMenamin, Donald and Cronin-Lampe, Ron and Cronin-Lampe, Kathy and Jenner, Kerry and Macfarlane, Angus H and Winslade, John and Drewery, Wendy. Restorative Practices for Schools, A Resource: Human Development and Counselling Monograph 1
- This booklet has been prepared for the use of a range of educational professionals who are interested in introducing restorative practices in their school. The materials were originally prepared for the use of schools for the purpose of reducing suspensions. (excerpt)
- Drewery, Wendy and Winslade, John. Developing Restorative Practices in Schools: Flavour of the month or saviour of the system?
- A team at Waikato completed two projects on restorative conferencing in schools for the Ministry of Education, under the rubric of the Suspension Reduction Initiative. The projects included developing and trialling processes for suspension hearings using restorative conferencing and principles from restorative justice. Objectives of both projects were related to the desire to reduce numbers of suspensions and exclusions, particularly of Maori children. This paper reports on these two projects, and reflects on some of the questions they raised. Authors' abstract.
- Porter, Abbey J. Restorative Practices at Queanbeyan South, an Australian Primary School
- Restorative practices have proved a success at a primary school in Australia, where teachers have discovered that discipline works much better when the children themselves take part in the process. A few years ago, Queanbeyan South Public School, in New South Wales, just outside the Australian capital of Canberra, was struggling with persistent problems of bullying, violence and absenteeism among its pupils. Conventional punishments like detentions and suspensions didn't seem to help. "We were just chasing our tails," recalled teacher Elizabeth Harley, who said that disrespect for authority and low self-esteem were common among the students. (excerpt)
- Blood, Peta and Thorsborne, Margaret. Overcoming Resistance to Whole-School Uptake of Restorative Practices.
- This paper is designed to assist change agents at a District and Regional support level; system decision makers; and external consultants apply change management theory in the educational context to assist with the implementation of restorative practices. An understanding of effective change management theories is essential to better understand the scope of the change process and to more effectively manage implementation planning. (excerpt)
