Date of Degree
2026
Degree Name
Ed.D. (Doctor of Education)
Department
Department of Leadership, Educational Psychology, and Foundations (LEPF)
Director
Roberts, Patrick
Committee Members
Summers, Kelly; Tonks, Stephen
Keywords
Restorative Practices, Resilience, Community, Communication, Confidence, Accountability, Boundaries, Elementary, Trauma
Abstract
This participatory action research study examined how varying approaches to implementing restorative practices, together with teacher collaboration and influence, support resilience, enhance communication, establish healthy boundaries, encourage accountability, and build confidence among elementary school girls ages 8–10. Two third-grade teachers, three fourth-grade teachers, and three fifth-grade teachers in a midwestern elementary school implemented restorative practices through proactive circles or conferences over the course of forty school days. The eight teacher participants recorded the implementation of restorative practices in an action research journal, field notes, and photographs, and they collaborated to discuss strengths, areas in need of support, and next steps. Data analysis showed greater positive impact in classrooms using restorative practices over 60% of the 40-day study; Female students exhibited growth in social-emotional skills and began utilizing restorative practices outside the scope of teacher guided instruction. An additional finding was that collaborative autonomy and collaborative problem-solving among teachers participating in the study strengthened their collective efficacy in implementing restorative practices in their classrooms.
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.
Recommended Citation
Douglas, Mellissa, "Implementing Restorative Practices For Girls In Elementary School Classrooms: A Participatory Action Research Approach" (2026). Dissertations of Practice. 132.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/132
Included in
Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Educational Leadership Commons, Educational Psychology Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Holistic Education Commons, Secondary Education Commons, Social and Behavioral Sciences Commons
