Assessment of class teachers’ dispute resolution applications in conflict environments on the basis on the basis of restorative justice.

Source: (2013) International Journal of Academic Research. 5(5):26-30.

In the conducted reviews, numerous studies have been come across concerning the practice of restorative
justice and restorative discipline applications in the judicial cases. Despite its great importance in education, and in
classroom and school management as well, studies concerning the practice of restorative justice and restorative
discipline in education has not been come across much. In this study, where the teachers’ practice of disciplinary
applications, aimed at resolving the dispute and conflict environments occurring in the classrooms, are assessed
on the basis of restorative justice, single-condition design, qualitative research method of which is intertwined, is
applied. Study group of the research is comprised of 50 class teachers, and of 100 4th Grade primary education
students, respectively servicing/studying in the City of Usak in the educational term of 2011-12. Class teachers
stated that, they never heard of the concepts of restorative justice and discipline. Teachers mostly resort to warning
among the traditional disciplinary methods. It has been concluded that, resorting to of restorative justice and
discipline applications for the resolution of in-class disputes would facilitate the in-class friendship, improve studentteacher
and student-student communications, stimulate the academic success of the students, and establish the
we-consciousness in the classroom.