Assignment on strategies or restorative practices to improve classroom behavior

Literature Review Matrix of strategies or restorative practices to improve classroom behavior

Author/title

Purpose

Framework

Design

Variables

Results

Controversies, disagreements with other authors

Limitations

Implications for practice, research, theory

The dynamics of educational effectiveness: A contribution to policy, practice and theory in contemporary schools (Sammons, 2009)

The research aimed at the development of those variables or elements of the centre that have consistently shown their relationship effectively (leadership, teacher expectations, the involvement of parents in the educational tasks.

Within this research, the framework propose to present is the most important progress that studies of effectiveness in its development have experienced, both in the field of research and in the implementation of educational reform processes. Thus, we will focus on the new approach to the concept of efficiency as "added value"; the importance of theoretical models as the basis and basis of research, after a first phase absent from it; the development in the measurement of the variables involved and in the methodological approaches, especially in the analysis techniques and, finally, the implementation of the improvement processes of the centres, based on the research on efficacy, and their evaluation.

A more appropriate technique for comparing schools, especially used when it comes to accountability), known as "added value", involves the use of one or several statistical techniques to adjust the results based on the most relevant input characteristics of the students. The added value would be the measure of the increase in the performance of a student, produced by the effect of the school, once the influence of the input characteristics of the school has been eliminated. Therefore, the most effective schools would be the ones that got more students to exceed as much as possible the predicted score of the students based on their input characteristics. In this sense, it could be the case of a school that seems to achieve excellent results and initially has very bright and motivated students.

In this research, authors try to look for new designs, new control procedures, new methodologies, and more reliable and valid measures and, in short, overcome the methodological difficulties to advance and find consistency in the results and, consequently, give clearer and more evident answers of the importance of school factors. The educational community seems to need obvious reasons for the importance of its action and the results point effectively in this line (Creemers & Kyriakides, 2010). The deepening of the studies, the conviction of the limitations and deficiencies of many of them are allowing to advance in very diverse lines and fields with the hope of finding new systems and models that allow to discover the complex framework of that "black box" that is the school centre, fundamentally in its dynamic consideration In this sense, important steps have been taken and, although the variables that were initially studied continue to show their relevance and relationship with academic performance, they seem to be shown with more evidence. We already find studies that show the importance and differences between educational centres ineffectiveness, in relation to the predicted performance based on personal or social variables. (Perspectives, 2016) find the school discpline data and wokred to eliminate the disparities. The researcher considered response to the disproportionate system and restoratve practices.  (Gonzalez, 2012) conducted research to estimate the restorative justice practices in the schools of the United states. The reseach concluded that restorative practices in the schools are developing relationship and complementary practices.

Variables involved in the effectiveness of studies are:

1.Leadership

2.Teacher expectations

3.Involvement of parents in the educational tasks

The results do not show clearly significant efficacy, although positive effects are detected. Also, the changes in effectiveness seem modest. On the other hand, the three-year period seems short to talk about the stability of the effects. There could be a slow process ineffectiveness at first moments that could increase over time or vice versa. The measures of the products may be influencing the results, so it would be necessary to reconsider this aspect. By last, it would be important to think about what are the causes of some schools improving or deteriorating in relation to others. If they really are the indicators of efficacy or other causes. The restorative justice approaches are developed in schools that improve the learning environment and behaviour of student on the basis of three main principles that are transformation in community, involvement of community, and repairing of harm  (Gonzalez, Socializing Schools: Addressing Racial Disparities in Discipline Through Restorative Justice, 2016). Previously,  (McCluskey, et al., 2008) worked to measure if restorative practics in schools can make any difference.  (Morrison, Blood, & Thorsborne, 2005) measured the practices of restorative justice with the capacity to develop human capitals and social relations in the classrooms.

Teddlie and Sammons (2010) criticised that few improvement programs have been rigorously evaluated. Although some have shown positive effects, it is necessary to highlight that improvement programs also imply important and profound changes in the functioning of schools, in addition to the corresponding derivations of efficacy studies as shown by some of the experiences in this field. Despite this, a statement by Reynolds et al., (2014), in recent years, research studies of the reform processes have been initiated from methodological approaches that allow testing the stability of the changes through longitudinal and quasi-longitudinal designs that allow the follow-up of a cohort of students without necessarily having to wait for five full years of the real-time they spend in the system. Some researchers have collected data from a second cohort and maintain the position of extending data collection to a third. Scheerens (2016) opposed that different trends are observed: from those that focus more on the levels of any change, to those who focus their work on the line of temporary stability of the changes, with a recommended minimum of three years. Precisely the problem of the time required by these studies to carry out the research is one of the reasons that such a small number has been carried out. Obviously, this is a traditional problem in educational research, in general, although some objectives, as is the case, require such designs. The continuum school behaviour management strategies are designed for inclusive and restorative approaches  (Deakin & Kupchik, 2018). The restorative practices are giving everyone a voice to develop safer saner school communities (Laura, 2011)

Despite the progress that is taking place in this study, the use of causal models that, in an integrating way, make reference to the effectiveness of the school is very limited.

Precisely, the lack of sufficiently developed and validated theories and models on effective centres is one of the strongest limitations in the geniality of these investigations.

The research was limited in its beginnings to urban populations with large numbers of disadvantaged young people, which means a really important problem for the generalizability of the results.

The limited attention paid to product measures in quantitative efficacy studies has greater consequences than those that can be predicted in the beginning in relation to the impact it has on the student, class and school.  The restorative practices are promisted techniques to reform the teacher and student relationship and it can be used to improve the equity levels in discipline of school but failed to provide good results for classroom discpiline (Perspectives, 2016) (Gregory, Clawson, Davis, & Gerewitz, 2016). Psychological science worked to idnetify the positive classroom management with different climate building strategies and review of work is done to measure the effective strategies  (Skiba, Ormiston, Martinez, & Cummings, 2016).

the elements that will need more attention and that will be objective in the near future are:

1) Increase in the processes of implementation of reform plans, generalizing to a greater number of centres in the countries that have already initiated these plans and to other countries in which they have not entered into this movement.

2) Extension to the level of higher education.

3) Greater interaction between teachers, educators or education practitioners and researchers.

4) Conduct joint research from the double perspective of research on institutional effectiveness and effects of reform plans.

5) Emphasis on teaching processes for students with certain levels of risk.

6) Leadership training and teacher training plans, appropriate to new approaches to the teacher's role and teaching-learning processes, as an essential element to carry out reforms with a certain guarantee of success.

7) Greater use and development of new designs and new methodological alternatives, such as multilevel analysis.

8) Increase in the use of longitudinal designs to study the stability of the changes produced as a result of the implementation of the corresponding reforms.

9) Introduction of changes within the improvement plans that will affect other elements of the centre, not necessarily derived from efficacy research. These changes can affect, among others, organizational and management aspects and greater collaboration of parents, teachers and management, as basic elements for the success of the reforms.

10) Determination of the causes that determine the positive (or negative) effect of the improvement processes of the centres. The practices and restorative justice principles are developed to consolidate different schools  (Shaw, 2007).