What should a restorative classroom look and sound like? Content validation of a direct observation tool

• Published in: Journal of research in innovative teaching & learning 2024-10, Vol.17 (3), p.459-473
• Main Authors: Vincent, Claudia, McClure, Heather, Svanks, Rita, Girvan, Erik, Inglish, John, Reiley, Darren, Smith, Scott
• Format: Article
• Language: English
• Subjects: Accountability; Active listening; Affective Objectives; Behavioral Objectives; Classroom Environment; Classroom observation; Classroom Observation Techniques; Conferences (Gatherings); Conflict resolution; Educational objectives; Ethnicity; Fidelity; Guidelines; High School Students; Inequality; Interrater Reliability; Learner Engagement; Learning; Legal arguments; Likert Scales; Meetings; Observation; Peer Relationship; Racial differences; School districts; School environment; Secondary Schools; Social Emotional Learning; Student behavior; Student Participation; Student Surveys; Suspension; Teacher Behavior; Teachers
• ISSN: 2397-7604; 2397-7604
• DOI: 10.1108/JRIT-03-2023-0028

PurposeThis study focused on identifying measurable constructs of a restorative classroom and appropriate metrics to measure those constructs through content validity analysis of a direct observation tool. The tool was designed to assess restorative practices implementation in the classroom in the context of professional development supporting teachers in a fundamental reorientation towards non-punitive discipline.Design/methodology/approachThe authors administered a 30-item survey to a panel of 14 experts in restorative practices implementation in schools asking them to provide quantitative and qualitative feedback on the tool's content, metrics, and utility for building teachers' skill and confidence in promoting a restorative classroom. The authors calculated item-level content validity indices and scale-level content validity indices. To interpret findings, the authors applied acceptability criteria recommended in the literature. The authors used qualitative coding to analyze qualitative responses and contextualize quantitative findings.FindingsQuantitative results indicated that the tool's structure and measures of teacher behavior were acceptable. The student behavior scale did not meet the acceptability criterion. Qualitative feedback indicated that observation and later co-reflection on teachers' use of specific restorative skills was deemed helpful to teacher implementation of restorative practices. Observations of student behaviors, however, needed to be broadened to emphasize student voice and agency and the quality of student interactions.Originality/valueNovel approaches to measurement are needed to facilitate teacher implementation of restorative practices as schools adopt those practices to promote equitable student agency, engagement and belonging in a pivotal shift from existing punitive discipline systems.