Youth Court: A Restorative Practice? A Case to Consider

Journal of Cases in Educational Leadership ◽

10.1177/15554589211029988 ◽

2021 ◽

pp. 155545892110299

Author(s):

Hilary Lustick

Keyword(s):

High School ◽

Teacher Preparation ◽

Cultural Difference ◽

Leadership Preparation ◽

School Policy ◽

Urban High School ◽

School Site ◽

Current Case ◽

Youth Court

The current case demonstrates the complexities of utilizing Youth Court as a restorative practice in an urban high school, by focusing on the complexities it presents for one student in particular. In this case, there are reasons why Youth Court clearly is not working at this particular school site as intended. However, more importantly for leadership preparation, the case surfaces dilemmas of cultural difference, teacher preparation, leadership preparation, and school policy that leaders must address prior to restorative implementation in order to ensure sustainable restorative practice moving forward.

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“It Doesn’t Matter Who Sees Them”: A Case Study of an Effective White Educator Working in a Multicultural Urban High School

Education and Urban Society ◽

10.1177/00131245211027519 ◽

2021 ◽

pp. 001312452110275

Author(s):

Chris DeRemer

Keyword(s):

High School ◽

Case Study Research ◽

Urban High School ◽

White Educators ◽

School Site ◽

High Expectations ◽

Instrumental Case Study ◽

Highly Effective ◽

And Behaviors

This instrumental case study research identifies the beliefs and behaviors of a highly effective white educator working in a multicultural urban school. By triangulating interviews, classroom observations and the analysis of artifacts provided by the teacher, this study identifies the essential beliefs and behaviors that make a white educator a highly effective practitioner and highly respected educator both within his school site and in the broader school community. The case study identifies that the educator’s ability to create safety, inclusion, consistency, and high expectations in his classroom functioned to connect him to a population of students who do not share his same racial or economic markers. The purpose of this case study is to identify the essential beliefs and behaviors of a white educator working in a multicultural urban high school in order to use his experience and practice as a way to educate and inform white educators seeking to work in diverse schools across the nation.

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Families and Counselors Taking Action to Transform Culture: An Action–Inquiry Case Study of an Urban High School

Education and Urban Society ◽

10.1177/0013124517728101 ◽

2017 ◽

Vol 51 (4) ◽

pp. 501-525

Author(s):

Jacalyn Griffen

Keyword(s):

High School ◽

School Counselors ◽

School Counselor ◽

School Community ◽

Urban High School ◽

School Site ◽

Action Inquiry ◽

Enrollment Rates ◽

Federal Initiatives

Federal initiatives place school counselors at the forefront of increasing college access for students in underserved communities. Although college enrollment rates have increased, low attainment rates persist in low socioeconomic communities and communities of color. Families in these communities aspire for their children to go to college but rely on the school counselor to help their child navigate the complex path to college. Although the high school counselor is ideally positioned to reduce barriers and engage families in the postsecondary process, they often lack the capacity and resources to do so. Thus, this action-oriented qualitative case study was conducted over 8 months, and explored how urban high school counselors engaged families as collaborative partners to address the metanarrative of low postsecondary attainment rates. Findings suggested that building trust within the school community as foundational to engaging families, taking simple actions were catalysts to transforming school culture, and leveraging family engagement increased school site capacity and affected the broader school community.

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