One Physical Educator’s Struggle to Implement Restorative Practices in an Urban Intensive Environment

in Journal of Teaching in Physical Education
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  • 1 University of North Carolina at Greensboro
  • | 2 George Mason University
  • | 3 University of Illinois at Urbana-Champaign
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Purpose: The purpose of this cyclical action research study was to examine the perspectives of Clyde, a first-year physical education teacher working in an urban intensive environment, as he attempted to implement restorative practices. Methods: Data included semistructured interviews, weekly e-mail communication, text messages, photographs, field notes from observations, and artifacts. Data were analyzed using a combination of inductive and deductive analysis. Results: The results are presented in three themes: (a) searching for appropriate discipline procedures, (b) critical incidents inhibited the integration of restorative practices, and (c) lack of preparation to teach in an urban intensive environment. Conclusion: Clyde’s experience suggests that challenges for early career teachers may be further complicated by teaching in urban intensive environments. Teacher educators may consider the different contexts in which teachers work and the influence they can have on both teacher effectiveness and job satisfaction.

Hemphill is with the University of North Carolina at Greensboro, Greensboro, NC, USA. Marttinen is with George Mason University, Fairfax, VA, USA. Richards is with the University of Illinois at Urbana-Champaign, IL, USA.

Hemphill (hemphill@uncg.edu) is corresponding author.
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