Applying program theory development to a study of restorative practices in Victorian schools

Thesis (M.Ed.)--University of Melbourne, Faculty of Education, 2007The application of restorative justice principles and practices in Victorian schools is beginning to consolidate as an area of educational interest and reform. While there is enthusiastic support for a philosophy that focuses on problem solving and repair of relationships following an incident or crime, this is tempered by some hesitation about how restorative justice works, what impact it may have on current approaches and how it is measured. This study investigates the context and conditions in which restorative practices were introduced in eighteen Victorian schools. A deductive approach, drawing on the literature to identify relevant theories and assumptions, together with findings from interviews and surveys were used to draft a program theory for the application of restorative practices in schools. Questions about program interpretation, quality and delivery were investigated to comment more specifically on the causal links between program activities and intended outcomes. Restorative justice offers a problem-solving philosophy that promotes a wide range of prevention and intervention strategies for school administrators and teachers searching for ways to better manage relationships and promote engaging, participatory learning environments. However, the findings from this study show that while the school environment is ideally suited to introduce restorative practices, and teachers report numerous examples of success, this is juxtaposed against the challenge of maintaining plausibility and sustainability in a climate of change. For some teachers and school administrators who participated in this study, the use of restorative practices represented a fundamental shift in thinking about school justice and discipline. Lack of clarity in program design and planning led to uncertainty and wide discretion in the application of restorative practice, particularly conferencing. The findings suggest the need to progress thinking about the operational factors that contribute to the effective use of restorative practices. This study presents a program theory of restorative practices that should be of use to administrators seeking to introduce such interventions or clarify existing efforts in their schools. Program theory development has been used successfully as a clarificative evaluation approach to plan the logical and progressive introduction of similar interventions in other social settings. The use of program theory development for interventions such as restorative practices is timely, as higher standards of reporting and accountability for student engagement, retention as well as student learning are expected from school councils and administrators. This also comes at a time when the relationship between student well-being and curriculum outcomes is coming under scrutiny, as teachers and administrators look more closely at discipline regimes. The findings from this study indicate that the use of restorative practices is rapidly expanding in Victorian schools. This interest and activity would benefit from a complementary research agenda that productively involves those who have most to benefit from the use of restorative practices: students, teachers and parents