Search results

This study focused on identifying measurable constructs of a restorative classroom and appropriate metrics to measure those constructs through content validity analysis of a direct observation tool. The tool was designed to assess restorative practices implementation in the classroom in the context of professional development supporting teachers in a fundamental reorientation towards non-punitive discipline.

The authors administered a 30-item survey to a panel of 14 experts in restorative practices implementation in schools asking them to provide quantitative and qualitative feedback on the tool's content, metrics, and utility for building teachers' skill and confidence in promoting a restorative classroom. The authors calculated item-level content validity indices and scale-level content validity indices. To interpret findings, the authors applied acceptability criteria recommended in the literature. The authors used qualitative coding to analyze qualitative responses and contextualize quantitative findings.

Quantitative results indicated that the tool's structure and measures of teacher behavior were acceptable. The student behavior scale did not meet the acceptability criterion. Qualitative feedback indicated that observation and later co-reflection on teachers' use of specific restorative skills was deemed helpful to teacher implementation of restorative practices. Observations of student behaviors, however, needed to be broadened to emphasize student voice and agency and the quality of student interactions.

Novel approaches to measurement are needed to facilitate teacher implementation of restorative practices as schools adopt those practices to promote equitable student agency, engagement and belonging in a pivotal shift from existing punitive discipline systems.

We describe a holistic approach to promoting school safety that merges an emphasis on student voice with staff training in restorative practices. We first describe current approaches to keeping schools safe based on the existing research literature. Given that most of these approaches rely on access to credible information about potential threats to school safety, we then discuss student voices as one critical source of information, especially at the middle and high school level. We report on a recently developed tool designed to encourage students to share threats to school safety they are aware of with adults. Initial testing identified potential barriers and facilitators to students' willingness to share information. We discuss teacher training in restorative practices as one approach that might address some of these barriers, including anti-snitching cultures in schools, students' lack of trust in adult responses to student-identified concerns, and punitive school climates. Based on recent work, we identify barriers and facilitators to implementing restorative practices in schools. We provide recommendations about potential strategies to merge student voice with school personnel's training in restorative practices to minimize peer victimization that can escalate into violent behavior.

On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined to replace the XT and AT models that are the mainstay of the firm's current personal computer offerings. The numerous changes in hardware and software, while representing improvements on previous IBM technology, will require users purchasing additional computers to make difficult choices as to which of the two IBM architectures to adopt.

The purpose of this chapter is twofold: to explore the difficulties and potential of turning to the perpetrator of sexual violence; and to track the affective economy of engaging with perpetrator accounts.

This chapter will consider one of the earliest feminist studies of incest, Sandra Butler’s (1978) Conspiracy of Silence: The Trauma of Incest, followed by an analysis of Philippe Bourgois’ (1995, 1996, 2004) ethnographic study of Puerto Rican crack dealers. These are important studies for the fact that both Butler and Bourgois let the men speak freely of their violence, which for the Puerto Rican cracker dealers include tales of gang rape.

The chapter endorses the need to study the perpetrator, arguing that it is imperative to ensure the demythologization of perpetrators. It finds also that feminists must explore how they will teach emotionally difficult material, and how they negotiate the legacy of radical feminism. The chapter concludes that there are times when politics requires little theoretical innovation, requiring instead a willingness to repeat known insights and to fight back with words.

This chapter has implications for classroom practice.

The value of this chapter is its demand to reconsider the doing of feminism in the classroom when the split between feminist theory and activism appears greater than ever.

The purpose of this paper is to discuss the use of virtual learning environments in multicultural higher education of two different subjects: foreign language and marketing.

The paper describes the aims, development and results of an interdisciplinary collaboration project was held between two European universities through a webCT system, where students had to work on linguistic aspects and economic and management topics.

Univariate analysis shows students to have a great interest in the project. Different multivariate techniques determine a strong positive relationship between students' participation, implication and motivation in the project and their individual final grades in the course. Regression also proved that the more exciting and challenging the class activities, and the higher the student's active participation, the better the results obtained by the student.

Even if it is an exploratory research that should be replicated in other contexts, both the qualitative and quantitative results seem to confirm the positive contribution of this interdisciplinary e‐learning activity to the multicultural teaching‐learning process.

Results support the positive influence of interdisciplinary activities in the students' performance and the use of learning methods that facilitate active and cooperative learning through audiovisual pedagogical resources in multicultural contexts.

Intimate partner violence (IPV) is a complex public health and social issue. Women with an intellectual disability (ID) are at greater risk of experiencing IPV. However, little is known about the IPV experiences of women with an ID and forensic care needs. The purpose of this paper is to explore the history of experienced and perpetrated IPV in women detained to secure specialist ID forensic service.

Participants completed the Conflict Tactics Scale-2 (CTS-2, Straus et al., 1996). The CTS-2 measures experienced and perpetrated relationship tactics of common forms of IPV.

Participants reported high levels of experiencing and perpetrating IPV across all relationship tactics measured by the CTS-2. Participants reported they engaged in similar levels of experiencing and perpetrating positive and negative relationship tactics. The only significant difference was “minor sexual coercive behavior” where participants were significantly more likely to experience than perpetrate this behaviour.

Further research exploring the risk factors that contribute to IPV is needed. Shortcomings in the current study are acknowledged.

Women with an ID and forensic profiles may present with treatment needs as victims and perpetrators of IPV. Clinical activities of women in Forensic ID services should include possible IPV care needs. The importance of developing national guidance and interventions to prevent and manage IPV are discussed.

This is the first paper, to the authors’ knowledge, to explore experiences of IPV in women with an ID and forensic care needs.

This chapter argues that despite efforts to increase the diversity of the library and information science profession, little has changed in the last four decades.

This chapter presents historical and current data on diversity within the profession and examples of initiatives to improve diversity in schools of library and information science.

The chapter explores the ways in which the racial climate of the profession has impacted all of these efforts to improve diversity in the field.

This index accompanies the index that appeared in Reference Services Review 16:4 (1988). As noted in the introduction to that index, the articles in RSR that deal with specific reference titles can be grouped into two categories: those that review specific titles (to a maximum of three) and those that review titles pertinent to a specific subject or discipline. The index in RSR 16:4 covered the first category; it indexed, by title, all titles that had been reviewed in the “Reference Serials” and the “Landmarks of Reference” columns, as well as selected titles from the “Indexes and Indexers,” “Government Publications,” and “Special Feature” columns of the journal.