References

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Beane, J., & Apple, M. (2007).  The case for democratic schools.  Democratic schools: Lessons in powerful education. Portsmouth, NH: Heinemann.

Boyes-Watson, C., & Pranis, K. (2015). Circle forward: Building a restorative school community. St. Paul, MN: Living Justice Press.

Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.

Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press. 

Caldwell, P. F., & Sholtis, S. A. (2008). Developing an ethic of care in the classroom, Kappa Delta Pi Record, 44(2), 85-89.

Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers College Press.

Cook-Sather, A. (2009). “I am not afraid to listen”: Prospective teachers learning from students. Theory into Practice, 48(3), 176-183.

Costa, A. L., & Garmston, R. J. (2002). Cognitive coaching: A foundation for renaissance schools. Norwood, MA: Christopher-Gordon Publishers, Inc.

Dewey, J. (1938). Education and experience. New York, NY: Touchstone Books.

Duncan-Andrade, J. (2009). Note to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79(2), 181-194.

Duncan-Andrade, J., & Morrell, E. (2008).  The art of critical pedagogy: Possibilities for moving from theory to    practice in urban schools. New York, NY: Peter Lang.

Evans, K. R., & Lester, J. N. (2012). Zero tolerance: Moving the conversation forward. Intervention in Schools and Clinics, 48(2), 108-114.

Evans, K. R., & Lester, J. N. (2013). Restorative justice in education: What we know so far. Middle School Journal, 44(5), 57-63.

Evans, K. R., & Vaandering, D. (2016). The little book of restorative justice in education. New York, NY: Skyhorse Publishing. 

Fosnot, C. T. (1996). Constructivism: Theory, perspectives, and practice.  New York, NY: Teachers College Press.

Freire, P. (2005). Pedagogy of the oppressed (30^th edition). New York, NY: Routledge.

Gallagher, S. (2003). Educational psychology: Disrupting the dominant discourse. New York, NY: Peter Lang.

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Goldstein, L. S. (2002). Reclaiming caring in teacher education. New York, NY: Peter Lang.

Grabill, J., & Hicks, T. (2005). Multiliteracies meet methods: The case for digital writing in English education. English Education, 37(4), 301-311.

Grushka, K., McLeod, J. H., & Reynolds, R. (2005). Reflecting upon reflection: Theory and practice in one Australian university teacher education program. Reflective Practice, 6, 239-246.

Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York, NY: Cambridge University Press.

Henderson, J. G. (2001). Reflective teaching: Professional artistry through inquiry. Upper Saddle River, NJ: Merrill Prentice Hall.

Hines, M. B., & Johnson, J. (2007).  Teachers and students as agents of change: Toward a taxonomy of the literacies of social justice.  In D. Rowe, R. Jimenez, D. Compton, D. Dickinson, Y. Kim, K. Leander, & V. Risko (Eds.), 2007 Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.

hooks, b. (2000). All about love: New visions. New York, NY: Harper Collins.


hooks, b. (2003). Teaching community: A pedagogy of hope. New York, NY: Routledge.

Johnson, D. W., & Johnson, R. T. (1996). Conflict resolution and peer mediation programs in elementary and secondary schools: A review of the research. Review of Educational Research, 66, 459-506.

Kahn, P., Young, R., Grace, S., Pilkington, R., Rush, L., Tomkinson, B., & Willis, I. (2006). The role and effectiveness of reflective practices in programmes for new academic staff: A grounded practitioner review of the research literature. York, UK: The Higher Education Academy.

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Ladson-Billings, G. (2009). The dreamkeepers: Successful Teachers of African American Children, 2^nd ed. San Francisco, CA: Jossey-Bass.

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Leland, C., & Harste, J. C. (2000). Critical literacy: Enlarging the space of the possible. Primary Voices, 9(2), 3-7.

McEntee, G. H., Appleby, J., Dowd, J., Grant, J., Hole, S., & Silva, P. (2003).  At the heart of teaching: A guide to reflective practice.  New York, NY: Teachers College Press.

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Noddings, N. (2003b). Is teaching a practice? Journal of Philosophy of Education, 37, 241–251.

Noddings, N. (2005). The challenge to care in schools: An alternative approach to education. New York, NY: Teachers College Press.

Noguera, P. (2008). What discipline Is for: Connecting students to the benefits of learning. In M. Pollock (Ed.), Everyday antiracism: Getting real about race in school (pp. 132- 137). New York, NY: The New Press.

Pranis, K. (2007). Restorative values. In G. Johnstone & D. W. Van Ness (Eds.), Handbook of restorative justice (pp. 59-74). Cullompton, Devon: Willan Publishing.

Roth, J. (2011). Teaching that transforms: Why Anabaptist-Mennonite Education Matters. Scottdale, PA: Mennonite Publishing Network.

Schon, D. A. (1993). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.

Street, B. V. (2001). The new literacy studies. In E. Cushman, E. R. Kintgen, B. M. Kroll, & M. Rose (Eds.), Literacy: A critical sourcebook (pp. 430-442). Boston, MA: Bedford/St. Martin's.

Vaandering, D. (2010). The significance of critical theory for restorative justice in education. Review of Education, Pedagogy, and Cultural Studies, 32(2), 145-176.

Vaandering, D. (2011). A faithful compass: Rethinking the term restorative justice to find clarity. Contemporary Justice Review, 14(3), 307-328.

Vaandering, D. (2014). Implementing restorative justice practice in schools: What pedagogy reveals. Journal of Peace Education, 11(1), 64-80).

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

York-Barr, J., Sommers, W., Ghere, G., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators (2^nd ed.). Thousand Oaks, CA: Corwin Press.

Yost, D. S., Sentner, S. M., & Forlenza-Bailey, A. (2000). An examination of the construct of critical refection: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 51(1), 39-49.

NOTE: The above references are only representative of the total literature surveyed for program development.