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Teaching restorative justice in an academic setting is different from teaching almost any other academic course. Courses taught in the context of academic criminal justice programs tend to reinforce the structural inequalities in society, replicated and reinforced by instructor driven classroom experiences. In contrast, effective teaching of restorative justice should emulate the values of principles of restorative justice in the organization and management of the course. Teachers of restorative justice must 'walk the talk' and apply restorative principles and values to the design and delivery of the course itself. A conceptual framework for 'restorative andragogy' is developed that blends principles and values of adult learning with those of restorative justice. Four principles of this approach are identified and applied across three instructional modalities -faceto-face, online only, and hybrid courses. This approach provides a theoretically grounded model for effective teaching of restorative justice courses.

Prison wardens manage both external pressures and internal challenges that affect work-related stress. Using data from a national survey of prison wardens, we examined the impact of conflicting job expectations, workload, and job autonomy on work-related stress among prison wardens. The ordered logistic regression results showed a significant and positive relationship between conflicting job expectations and work-related stress. The results also showed a significant and positive relationship between unmanageable workloads and stress on the job. We found a negative and significant relationship between job autonomy and work-related stress, though the relationship was relatively weak. The importance of this study lies in its ability to help isolate factors that affect job stress among prison wardens, which in turn may produce better organizational support, management, and human resources policy to improve conditions for prison wardens, staff, and inmates.

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