Case Study of a High School Transformative Leadership Class: A Research-Practice Partnership

Dr. Lois Yamauchi, Professor of Educational Psychology and Chris Zorn, Teacher at University Laboratory School developed and implemented a collaborative research project in 2024-2025. Their project A Case Study of a High School Transformative Leadership Class, focused on eco-social change and student voice.

Chris taught the Global Leadership Laboratory class for 10-12th graders, an elective course designed to promote self-, ecological- and social-awareness, practical leadership skills, and increase a sense of personal agency for co-creating positive change in the world. As part of this project, Chris utilized a curriculum that integrated contemplative and transformative educational practices. The contemplative practices focused on reflecting on values, taken for granted beliefs and learners’ gifts and predilections. They included guided journaling and dialogue practices related to interdisciplinary topics about ecological and social literacy that were often beyond what was familiar to students. Over time, these daily practices transformed how students related to themselves, each other, and their worldviews.

Chris and Lois designed a case study to examine outcomes for students who participated in this class. Over the school year, Lois interviewed students and observed class sessions, while Chris collected student artifacts and took field notes. Lois and Chris collaborated with two others on this work, faculty member Madiha Jamil and Kalem Ringlem, an undergraduate student interested in gaining research experience. This team’s collaboration was beneficial for each educator and resulted in the development of manuscripts and a presentation at the International Conference on Education and Justice. This innovative project exemplifies how educator-researchers brought together different lenses and approaches to design a cross-disciplinary and cross-institutional inquiry.

Explore the Curriculum Used for this Project: