Music Teachers’ Perceptions and Implementations of Restorative Justice Practices

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Examinations of Music Education (Table 22)

Abstract

The purpose of this study was to examine music teachers’ perceptions and implementations of restorative justice practices in their classrooms. I collected data through a survey of music teachers (N = 1,658) in a Mid-Atlantic state that requires restorative justice practices to be used as a school-wide discipline method in all public schools. The survey included belief statements regarding restorative justice practices and items on administrative support, teacher self-efficacy, and usage of music-specific restorative practices. Findings suggest that music teachers have varied district and administrative expectations, use a broad range of general and music-specific restorative practices in their classrooms, and are eager to receive training on implementing restorative practices in the unique spaces of their music classrooms.

Author

• Christian Michael Folk, University of Texas at Austin