Anderson, A. J. (2020). A qualitative systematic review of youth participatory action research implementation in US high schools. American Journal of Community Psychology, 65(1-2), 242-257. Web.
Anderson (2020) describes the use of participatory action research in a high school classroom, where students are free to examine an issue at their school. The authors claim that using this method will expose students to more stimulating lessons and develop their critical thinking, communication, and leadership skills (Anderson, 2020). Since it appeared in a peer-reviewed academic journal and was based on the writers’ research, you can trust this article (Anderson, 2020). There is no overt bias in the paper, and it is intended for educators interested in exploring new methods of instruction (Anderson, 2020).
I learned a lot from this article about how to help students become active participants in their education and contributors to scholarly discourse (Anderson, 2020). It will help me build my thesis and set an example for student involvement in campus research on criminal justice issues. Implementing participatory action research in high school classrooms can improve students’ learning experiences and empower them to make a difference in their communities.
Brown, M. A. (2021). We cannot return to “normal”: A post-COVID call for a systems approach to implementing restorative justice in education (RJE). Laws, 10(3), 68.Web.
Brown (2021) suggests that schools should adopt restorative justice measures rather than relying primarily on punitive exclusion. The article provides evidence and case examples to support the idea that restorative justice may help students and schools succeed (Brown, 2021). This document aims to inform and assist school administrators in their pursuit of healthy justice practices (Brown, 2021). This article appears reliable because it appeared in a reputable journal and used reputable sources.
Although the article’s intended audience is principals, its contents may also prove helpful to educators, parents, and politicians. Thanks to this article, I have a deeper understanding of the potential benefits of restorative justice in schools (Brown, 2021). It became clear to me the challenges of implementing restorative justice and its rewards (Brown, 2021). The material is helpful since it provides evidence in favor of restorative justice and details on how to apply it effectively, both of which are crucial to the progress of my research.
Diliberti, M., Jackson, M., Correa, S., & Padgett, Z. (2019). Crime, violence, discipline, and safety in US public schools: Findings from the School Survey on Crime and Safety: 2017-18. First Look. NCES 2019-061. National Center for Education Statistics. Web.
The efficiency of various security tactics and the potential adverse effects of overreliance on security measures are discussed in this article as they relate to student discipline in schools. The authors suggest that while security measures can make schools safer, they also have the potential to foster a climate of fear and mistrust and may not be successful in averting all instances of violence in educational institutions (Diliberti et al., 2019). Researchers and academics in criminology and education are the article’s target readers. The writers are driven by a need for increased insight into the multifaceted issues surrounding school safety and disciplinary practices (Diliberti et al., 2019).
The article’s analysis of the pros and cons of various school security measures is insightful. The study’s target audience consists of teachers and policymakers keen on introducing criminal justice etiquette into the classroom (Diliberti et al., 2019). In sum, the study sheds light on how students feel about criminal justice courses and some obstacles to delivering these courses.
Johnson Jr, O., Jabbari, J., Williams, M., & Marcucci, O. (2019). Disparate impacts: Balancing the need for safe schools with racial equity in discipline. Policy Insights from the Behavioral and Brain Sciences, 6(2), 162–169. Web.
This article gives context to the issue of out-of-school suspensions in urban middle schools, with particular attention paid to the potential harm these suspensions do to students’ academic and professional futures. The author argues that suspensions are overused and ineffective and that schools should seek alternative strategies for resolving disciplinary issues (Johnson Jr et al., 2019). Middle school educators, urban school leaders, legislators, and others in the field of education are the intended audience for this piece (Johnson Jr et al., 2019). The writers are motivated by a desire to see students at a disadvantage under the current disciplinary system achieve academic success (Johnson Jr et al., 2019).
This article sheds light on the challenges of using suspensions as a punitive measure and the importance of considering alternatives. The paper suggests that lunch detention could be a good place to expose pupils to criminal justice etiquette (Johnson Jr et al., 2019). This article is written for faculty and administration who want to implement criminal justice curricula in the K-12 setting.
Katic, B., Alba, L. A., & Johnson, A. H. (2020). A systematic evaluation of restorative justice practices: School violence prevention and response. Journal of school violence, 19(4), 579-593. Web.
In this paper, the writers critically examine the latest studies on the effectiveness of restorative justice programs in schools. This essay discusses the potential benefits and challenges of therapeutic justice approaches (Katic et al., 2020). This essay aspires to provide a nuanced and comprehensive analysis of the topic. Because of its scholarly journal publication and an extensive list of other academic and professional sources, this article appears to be reliable (Katic et al., 2020). The article’s target audience comprises university faculty, government officials, and researchers (Katic et al., 2020).
This post has given me a deeper understanding of the complexities of implementing restorative justice in schools. I believe that by including criminal justice themes in etiquette classes, I will be better able to define my thesis, identify potential challenges and restrictions, and develop a more critical view. This article is helpful since it describes the benefits of teaching criminal justice in schools and how etiquette classes can contribute to this goal.
Kohli, R., Montaño, E., & Fisher, D. (2019). History matters: Challenging an a-historical approach to restorative justice in teacher education. Theory into Practice, 58(4), 377-384. Web.
Teaching criminal justice in high school, said Kohli, Montao, and Fisher (2019), can assist in humanizing the judicial system and encourage critical thinking. They describe the high school criminal justice curriculum they developed, which addresses topics such as mass incarceration, restorative justice, and the influence of racism in the criminal justice system (Kohli et al., 2019). The advocates for these initiatives argue that students can gain something from them by listening to the stories of persons the justice system has wronged.
Considering that all of the authors had ties to the University of Michigan and that the work was published in a scholarly journal, we can assume that it is reliable (The Journal of Criminal Justice Education) (Kohli et al., 2019). The authors base their arguments on both research and personal experience. The study’s limitations include its focus on a single program in a single school; thus, its results may not be generalizable (Kohli et al., 2019). The authors also point out the study’s limitations and offer directions for future research.
This paper provides a novel analysis of the benefits that may result from establishing criminal justice programs at the secondary level. According to the authors, instilling pupils to think critically and empathize with others can help them become good citizens (Kohli et al., 2019). This information lends credence to my study’s central hypotheses since it demonstrates the potential advantages of my proposed solution: introducing criminal justice courses to elementary and secondary school curricula.
Lustick, H. (2021). “Restorative justice” or restoring order? Restorative school discipline practices in urban public schools. Urban Education, 56(8), 1269–1296. Web.
Lustick examines how kids’ suspensions affect their academic performance in New York City public schools (2021). Utilizing administrative records, they infer that suspensions harm students’ academic performance. They argue that restrictions to maintain order shouldn’t be so strict that they inhibit students’ learning ability (Lustick, 2021).
Considering that all of the authors had ties to the University of Michigan and that the work was published in a scholarly journal, we can assume that it is reliable (Educational Researcher). Each finding follows a logical progression, and the authors provide statistical evidence to support their arguments (Lustick, 2021). Nevertheless, because the study only looked at the public schools in New York City, its results may not be generalizable.
The study’s limitations are pointed out, and the author makes recommendations for the future of the field. This article shows how harsh punishments can have long-term consequences for students’ academic success (Lustick, 2021). It indicates that institutions of higher learning should investigate restorative justice strategies and other alternatives to conventional forms of disciplining students who have engaged in inappropriate behavior (Lustick, 2021). This data lends credence to my research hypothesis by suggesting that schools would benefit from integrating lessons on the criminal justice system into their disciplinary procedures.
Muller, K., & Tarozzi, M. (2021). Global Education Digest 2021.Academic Network on Global Education & Learning. Web.
In “The Ethics of Discipline,” authors Muller and Tarozzi argue that educators should reconsider using punishment. Traditional discipline measures, such as detention and suspension, can hurt students. Thus, they say that teachers should instead teach youngsters how to make better choices (Muller & Tarozzi, 2021). She suggests establishing restorative justice practices in schools to help students take responsibility for their acts and learn from their mistakes.
Campbell’s study is all-inclusive, citing studies from around the country. Her argument and evidence are convincing. They acknowledge the prevalence of traditional forms of discipline but argue that restorative justice strategies produce superior outcomes. The author appears objective because she presents reasons for and against and draws on various sources (Muller & Tarozzi, 2021).
I learned a new way of thinking about student discipline that will be useful for my research. The concept of restorative justice was introduced to me, and I observed its implementation in schools (Muller & Tarozzi, 2021). The article’s advice on implementing restorative justice principles in a “lunch detention” or “etiquette class” setting will be useful for my research.
Sacco, L. N. (2019). The Violence Against Women Act (VAWA): historical overview, funding, and reauthorization (Vol. 42). Congressional Research Service.Web.
The United States juvenile justice system is examined in detail in “Juvenile Justice: An Overview,” a report by Sacco. The paper discusses juvenile justice’s past, present, and future, including the status quo and recommendations for change (Sacco, 2019). Information on the demographics of juvenile offenders and the types of crimes they commit is included (Sacco, 2019). Sacco uses data from various sources to present a fair and comprehensive review of the subject. She recognizes the system’s shortcomings and recommends how it might be changed to serve young offenders better.
The paper appears to be written for politicians and criminal justice professionals. This article is helpful for my research since it places the problem of introducing criminal justice curricula into schools in a broader perspective (Sacco, 2019). The current situation of the juvenile justice system and its obstacles have helped me appreciate the need to include a criminal justice curriculum in schools (Sacco, 2019). Statistics from the report can be used to back up claims that institutions should provide courses in criminal justice.
Weaver, J. L., & Swank, J. M. (2020). A case study of the implementation of restorative justice in a middle school. RMLE Online, 43(4), 1-9. Web.
This article examines the benefits that restorative justice can bring to the school environment and how it can reduce future disciplinary problems in the context of school discipline. The authors argue that restorative justice, which focuses on making amends and mending relationships rather than punishing offenders, can be more beneficial in the long run (Weaver & Swank, 2020). Readers of this post are teachers and school administrators thinking about implementing restorative justice practices in their classrooms and/or institutions.
The authors are motivated by a desire to improve disciplinary practices in schools, which has a beneficial effect on the culture of such institutions (Weaver & Swank, 2020). Educating young people on how to interact appropriately with the criminal justice system in a culture where faith in law enforcement is low (Weaver & Swank, 2020) is crucial. The authors argue that if criminal justice etiquette were taught to children during lunch detention, it would improve relations between police and the communities they serve.