Date of Award
2026
Degree Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
Committee Chair
David G. Title, Ed.D.
2nd Reader
Kimberly D. Hellerich, Ed.D
3rd Reader
William Bates, Ed.D
Abstract
This mixed-methods Improvement Science Dissertation in Practice (ISDiP) examined the impact of consultee-centered group consultation on educators' knowledge and the frequency of implementation of Restorative Practices (RP) in a middle school setting. Participants included 17 educators with various roles at a suburban middle school in the mid-Atlantic United States: Nine participated in the consultee-centered group consultation, and eight did not. The researcher administered pre- and post-surveys to both groups and examined the results using descriptive statistics. The researcher conducted participant surveys, recorded group consultation sessions, and analyzed journal entries to form qualitative themes. Quantitative findings indicated that the participant group increased their use of Restorative Practices, especially in the areas of affective statements and affective questions, and their ability to assist colleagues in implementing RP. Qualitative findings indicated themes including sharing and collaboration, psychological safety, and strengthened relationships among colleagues, many of which reflect core principles of RP. These findings suggest that educators perceived consultee-centered group consultation as a beneficial form of professional development for increasing their implementation and understanding of Restorative Practices. The results of this intervention demonstrate that adults benefit from safe spaces to share challenges, problem-solve, and seek feedback through collaboration. The findings of this study contribute to the growing body of research on educator training in RP and demonstrate that consultee-centered group consultation is a promising practice for improving RP implementation.
Recommended Citation
Tennyson, S.A. (2026). Completing the circle: consultee-centered group consultation as professional development to improve restorative practices implementation in a middle school [Doctoral dissertation, Sacred Heart University]. https://digitalcommons.sacredheart.edu/edd/85/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Comments
A dissertation in the Isabelle Farrington College of Education and Human Development presented in partial fulfillment of the requirements for the degree of Doctor of Education.