ERIC Number: EJ1441918
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2330-7498
EISSN: EISSN-2330-748X
Available Date: N/A
Applying Street-Level Bureaucracy Theory to Understand Barriers to the Implementation of Restorative Justice in Public School Organizations
Eric J. Reed
William & Mary Educational Review, v9 n1 Article 4 2024
This systematic review identifies the barriers to implementing restorative justice programs in public school organizations. Due to the novelty of restorative justice in schools, barriers often hamper the implementation process. Thus, it was necessary to identify barriers and how they can be mitigated. The PRISMA tool was utilized to examine 17 studies. The review harnessed Lipsky's (1980) street-level bureaucracy framework to understand the roles of street-level bureaucrats in the education bureaucracy and to understand how the barriers align with the variables that comprise the framework. The results indicated that several barriers existed which include resources, bureaucratic discretion, and role ambiguity.
Descriptors: Restorative Practices, Barriers, Public Schools, Administrative Organization, Educational Administration, Resources, Elementary Secondary Education, Instructional Program Divisions, Work Environment, Administrator Role, Interpersonal Relationship, Victims, Conflict Resolution, Staff Development, Financial Support, Time, Attitudes, Environmental Influences, Program Implementation
William & Mary School of Education. 200 Stadium Drive, Williamsburg, VA 23185. e-mail: wmedreview@wm.edu; Web site: https://scholarworks.wm.edu/wmer/
Publication Type: Journal Articles; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A