Abstract
The purpose of this qualitative study was to examine the experiences and knowledge that informed the decision-making of nine principals from a large midwestern urban district who shifted from implementing mainly exclusionary to restorative practices. Framed by Lederach's conflict transformation theory, the research question was: What knowledge and experiences informed school principals’ shifts toward a commitment to restorative practices? Analysis of semi-structured interviews yielded two themes: (1) The importance of professional development and (2) Shifting from punitive toward student-centered thinking. Findings and implications shed light on how to best support principals to shift their lenses towards restorative practices in schools.
Published Version
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