http://orcid.org/0000-0001-8939-3143
References
- Ellison, D., Wynard, T., Walton-Fisette, J. L., & Benes, S. (2020). Preparing the next generation of health and physical educators through trauma-informed programs. Journal of Physical Education, Recreation & Dance, 91(9), 30–40. https://doi.org/10.1080/07303084.2020.1811623
- Enright, E., & O’Sullivan, M. (2010). “Can I do it in my pyjamas?” Negotiating a physical education curriculum with teenage girls. European Physical Education Review, 16, 203–222.
- Erwin, J. C. (2004). The classroom of choice: Giving students what they need and getting what you want. Alexandria, VA: ASCD.
- Evans, K., & Vaandering, D. (2016). The little book of restorative justice in education. New York, NY: Good Books.
- Hay, P., & Penney, D. (2013). Assessment in physical education: A sociocultural perspective. London, UK: Routledge.
- Hellison, D. (2011). Teaching responsibility through physical activity. Champaign, IL: Human Kinetics.
- Hemphill, M. A., Janke, E. M., Gordon, B., & Farrar, H. (2018). Restorative youth sports: An applied model for resolving conflicts and building positive relationships. Journal of Youth Development, 13, 76–96.
- hooks, b. (2001). All about love: New visions. New York, NY: William Morrow.
- Losinski, M., Katsiyannis, A., Ryan, J., & Baughan, C. (2014). Weapons in schools and zero-tolerance policies. NASSP Bulletin, 98, 126–141.
- Lynch, S., & Curtner-Smith, M. (2019). “You have to find your slant, your groove”: One physical education teacher’s efforts to employ transformative pedagogy. Physical Education and Sport Pedagogy, 24, 359–372.
- Lynch, S., & Curtner-Smith, M. (2020). Faculty members engaging in transformative PETE: A feminist perspective. Sport, Education and Society, 25, 43–56.
- Macready, T. (2009). Learning social responsibility in schools: A restorative practice. Educational Psychology in Practice, 23, 211–220.
- Mallett, C. (2016). The school-to-prison pipeline: Disproportionate impact on vulnerable children and adolescents. Education and Urban Society, 49, 563–592.
- Mitchell, F., Gray, S., & Inchley, J. (2013). This choice things really works…: Changes in experiences and engagement of adolescent girls in physical education classes, during a school-based physical activity programme. Physical Education and Sport Pedagogy, 20, 593–611.
- Schott Foundation. (2014). A tale of two schools [infographic]. Retrieved from http://schottfoundation.org/sites/default/files/rp-carlos.jpg
- Sensoy, Ö., & DiAngelo, R. (2017). Is everyone really equal? (2nd ed.). New York, NY: Teachers College Press.
- SHAPE America – Society of Health and Physical Educators. (2019). Social and emotional learning: What health and physical educators should know. Et Cetera Plus. Retrieved from https://www.shapeamerica.org/uploads/pdfs/2019/events/SEL/Et_Cetera_Plus_SEL_FINAL.pdf
- Souers, K., & Hall, P. (2019). Relationship, responsibility, and regulation: Trauma-invested practices for fostering resilient learners. Alexandria, VA: ASCD.
- Wachtel, T. (2016). Defining restorative. International Institute for Restorative Practices Graduate School. Retrieved from https://www.iirp.edu/images/pdf/Defining-Restorative_Nov-2016.pdf
- Walton-Fisette, J. L. (2020). Fostering resilient learners by implementing trauma-informed and socially just practices. Journal of Physical Education, Recreation & Dance, 91(9), 8–15. https://doi.org/10.1080/07303084.2020.1811623
- Weimer, M. (2002). Learner-centered instruction. San Francisco, CA: Jossey-Bass.