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Introduction

Restorative justice is an approach to discipline that focuses on repairing harm caused by wrongdoing rather than simply punishing the wrongdoer. School-based restorative justice programs have gained popularity in recent years as an alternative to traditional disciplinary methods, with the goal of reducing disciplinary issues and promoting a positive school climate. This thesis aims to analyze the effectiveness of school-based restorative justice programs for reducing disciplinary issues.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Overview of restorative justice
2.2 Theoretical framework
2.3 Effectiveness of restorative justice in schools
2.4 Comparison with traditional disciplinary methods
2.5 Implementation challenges
2.6 Student perceptions of restorative justice
2.7 Teacher perceptions of restorative justice
2.8 Parental involvement in restorative justice programs
2.9 Restorative justice and school climate
2.10 Summary of literature review

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Data analysis techniques
3.5 Ethical considerations
3.6 Validity and reliability
3.7 Pilot study
3.8 Limitations of the study

Chapter 4: Discussion of Findings
4.1 Overview of the study
4.2 Participant demographics
4.3 Effectiveness of school-based restorative justice programs
4.4 Perceptions of students, teachers, and parents
4.5 Factors influencing program success
4.6 Recommendations for improvement
4.7 Comparison with previous research
4.8 Implications for practice
4.9 Future research directions

Chapter 5: Conclusion and Summary
5.1 Summary of findings
5.2 Conclusions
5.3 Implications for policy and practice
5.4 Contributions to the field
5.5 Limitations of the study
5.6 Recommendations for future research

Thesis Overview:

The issue of discipline in schools is a significant concern for educators, policymakers, and parents alike. Traditional disciplinary methods such as suspension and expulsion have been criticized for their ineffectiveness in addressing underlying issues and for disproportionately impacting marginalized students. In response to these concerns, school-based restorative justice programs have emerged as a promising alternative approach.

This thesis aims to examine the effectiveness of school-based restorative justice programs for reducing disciplinary issues. The research will involve a comprehensive literature review to explore current research in the field, as well as an empirical study to assess the impact of these programs on students, teachers, and parents. By analyzing the implementation, outcomes, and perceptions of school-based restorative justice programs, this study seeks to provide valuable insights for educators and policymakers seeking to promote a positive school climate and reduce disciplinary issues.

Overall, this thesis contributes to the growing body of research on restorative justice in schools and offers practical recommendations for improving the effectiveness of these programs. By highlighting the potential benefits and challenges of implementing restorative justice approaches, this research aims to inform future policy decisions and support the development of more inclusive and equitable disciplinary practices in schools.

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