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dc.contributor.authorSprankle, Elizabeth
dc.date.accessioned2020-04-08T23:35:07Z
dc.date.available2020-04-08T23:35:07Z
dc.date.issued2019-08
dc.identifier.urihttp://hdl.handle.net/11122/10966
dc.descriptionMaster's Project (M.A.) University of Alaska Fairbanks, 2019en_US
dc.description.abstractThis paper explores literature related to the use of restorative discipline and restorative practices in school communities. It draws heavily on the ideas presented in Ron and Roxanne Claassens’ book, Discipline that Restores, in order to illustrate why students, staff, administrators, families and the community connected to a traditional public high school, such as West Valley High School, in Fairbanks, Alaska, would benefit from shifting to a restorative approach to discipline. The paper also examines numerous sources to demonstrate why embedding lessons related to social justice and restorative practices into content areas is logical and beneficial and attainable and that both these embedded courses and this approach to discipline support and foster content related to a Career Technical Education pathway focused on Education, Public & Human Services.en_US
dc.language.isoen_USen_US
dc.titleLearning to work and think for lifeen_US
dc.typeMaster's Projecten_US
dc.type.degreemaen_US
dc.identifier.departmentDepartment of Justiceen_US
dc.contributor.chairDaku, Mike
dc.contributor.chairDuke, J. Robert
dc.contributor.committeeBoldt, Frank
refterms.dateFOA2020-04-08T23:35:07Z


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