Research Activities

Title of Symposium:  

What can we learn from the practices of DCU Changemaker Schools?

Corresponding Author:

John White 

Discussant: 

John White 

This symposium will hear from speakers with experience and interest in the field of educational change, specifically through the lens of changemaker practices. The symposium is grounded in research undertaken by the UNESCO Child and Family Research Centre as part of Rethink’s Ireland evaluation of the ‘Children and Youth Fund and also by research undertaken by members of the School of Policy and Practice, DCU.

The symposium presents data collected in Irish primary ‘Changemaker Schools’ who are part of the DCU Changemaker Schools Network. The DCU Changemaker School Network (CSN) is a dynamic professional learning community (PLC) which aims to cultivate students as empowered learners and Changemakers, emphasising creativity, empathy, teamwork, and leadership in their development. A Changemaker, within this context, is a student who possesses the skills and confidence to lead positive change within their school and broader community.

Notably, changemaker practices are grounded in concepts of voice and democracy. Accordingly, the symposium will provide an insight into the value, practices, opportunities and challenges which DCU Changemaker schools experience as they promote voice and student changemaker identities. Central to such discussion will be a consideration of the key  pillars of empathy, creativity, teamwork and leadership which underwrite DCU Changemaker school practices. The first paper considers students’ actual perceptions of the value of being in a changemaker school. Such value will include a discussion on the students’ identities within their school and their self-perception as learners. The second paper considers teachers’ perceptions of the value of being in a changemaker school. How does this influence their work within these schools? The third paper examines principals’ perceptions of the value of being in a changemaker school. Again, the possible influence on their practices and work as leaders is considered. 

In discussing these various themes about perceptions of value, the symposium next moves to a consideration of the possible influence of changemaker practices on teacher agency and school cultures.  The final two papers of the symposium consider how agency is promoted in DCU Changemaker schools and locates discourse about such agency within the wider picture of the actual cultures which prevail in these schools. 

The symposium aims to provide a comprehensive ‘picture’ of the value of Changemaker schools. It aims to open for discussion ways in which this dynamic model of practice allows schools to flourish, to promote children’s learning and to engage purposefully with concepts of change. 

Title of Paper 1 :

“It Brings out the Best in Us”: Student Perceptions of the Value of being in a DCU Changemaker School

Author:

White, John; Collins, Fiona; Kovacic, Tanja; Fahy, Caroline; Shalloo, AnneMarie; Forkan, Cormac; Dolan, Brendan; Brown, Martin; Burke, Damien

Abstract of Paper 1 

Background:

This paper presents data collected by the UNESCO Child and Family Research Centre as part of Rethink’s Ireland evaluation of the ‘Children and Youth Fund’. In particular it presents data about student perceptions of the value of being in a DCU Changemaker School. The DCU Changemaker School Network (CSN) is a dynamic professional learning community (PLC) which aims to cultivate students as empowered learners and Changemakers, emphasising creativity, empathy, teamwork, and leadership in their development. A Changemaker, within this context, is a student who possesses the skills and confidence to lead positive change within their school and broader community.

The research questions focused on students’ perceptions of being in a DCU Changemaker School as follows:

1. What does it mean to be in a DCU Changemaker school?
2. What value does being a changemaker in a changemaker school hold for you?
3. Why is it important to be a part of a changemaker school ?

Data Collection:

The data was collected via four focus groups with children across the middle and senior ends of primary DCU Changemaker Schools only. The data was representative of DEIS, rural, urban, large and small schools.

Key Findings: Students reported the following:

1. A strong sense of social inclusion from a personal point of view
2. A strong sense of responsibility, and awareness of taking responsibility for their actions and learning.
3. Increased communication skills and strong sense of self-confidence.
4. Increased empathy and kindness in their interactions with others. 
5. A strong sense of achievement and empowerment  in their learning.
6. A strong sense of pride in both themselves and their school
7. Less stress because “you feel more happier in what you like doing”.
8. Increased sense of community.
9. Positive learning scenarios where “you learn faster” because “you are more interested in it”.
10. Supportive school environments, where “there is always going to be someone there who can look after you and help you”.
11. Appreciation of the value of teamwork where “when we work together everything comes out a bit better”
12. An interest in visiting other schools who are changemakers
13. An interest in sharing ideas with other schools who are changemakers

Conclusions:

The data indicates that for students, being part of a DCU Changemaker School impacts on their own self-efficacy and identity as learners within a community. The data reveals that students’ have a very positive perspective on their learning in school, underwritten by a positive emotional experience both as individual and collective learners.

Title of Paper 2:

Teacher Perceptions of the Value of Being in the DCU Changemaker Schools Network

Author: 

White, John; Collins, Fiona; Kovacic, Tanja; Fahy, Caroline ; Shalloo, AnneMarie; Forkan, Cormac; Dolan, Brendan ; Burke, Damien; Brown, Martin 

Abstract of Paper 2

Background:

This paper presents data collected by the UNESCO Child and Family Research Centre as part of Rethink’s Ireland evaluation of the ‘Children and Youth Fund’. In particular, the paper presents data which was collected in 2023, which examines the value for teachers of being in the DCU Changemaker Schools Network. The DCU Changemaker School Network (CSN) is a dynamic professional learning community (PLC) which aims to cultivate students as empowered learners and Changemakers, emphasising creativity, empathy, teamwork, and leadership in their development. A Changemaker, within this context, is a student who possesses the skills and confidence to lead positive change within their school and broader community.

Research Questions:

The research questions focused on teachers’ perceptions of the value of being in a changemaker school as follows:

1. What is your experience of being in a DCU Changemaker school?
2. What value do DCU changemaker activities have for you? 
3. Why is it important to be a part of a changemaker school ?

Data Collection:

Data was collected via a focus group with teachers and three interviews with teachers who work in changemaker schools. The data was representative of DEIS, rural and urban schools.

Key Findings: As a result of being in the network teachers reported:

1. A strong sense of social support as a result of being in the network
2. Increased awareness of empathy and empathy for children who may be struggling with learning.
3. Building self-confidence as a teacher as a result of network membership.
4. Increased opportunities for leadership, borne out of a culture which embraces change where necessary.
5. Increased workload as a teacher, where being a member of a changemaker school and network can result in additional work.
6. Need for more network meetings
7. The further development and sharing of an ‘ideas bank’ to assist in the development of changemaker practices.

Conclusion:

The data indicates that teachers were positive about the value of the network, most especially on an emotionally supportive level. Such emotional value is related to improved teacher self-confidence, feeling supported by like-minded professionals and working empathetically with children and others in the school community.  While teachers did point to the value of leadership opportunities and the boon of various changemaker activities, some did note that this had a cost, in terms of time demands and additional work. In moving forward, suggestions such as a ‘bank of ideas’ to promote changemaker work in schools and more frequent meetings were suggested.

Title of Paper 3:

Principal Perceptions of the Value of Being in the DCU Changemaker Schools Network

Author:

White, John; Kovacic, Tanja; Forkan, Cormac; Fahy, Caroline ; Shalloo, AnneMarie ; Collins, Fiona; Dolan, Brendan; Burke, Damien ; Brown, Martin 

Abstract of Paper 3 

Background:

This paper presents data collected by the UNESCO Child and Family Research Centre as part of Rethink’s Ireland evaluation of the ‘Children and Youth Fund’. In particular, the paper presents data which was collected in 2023, which examines the value for principals of being in the DCU Changemaker Schools Network. The DCU Changemaker School Network (CSN) is a dynamic professional learning community (PLC) which aims to cultivate students as empowered learners and Changemakers, emphasising creativity, empathy, teamwork, and leadership in their development. A Changemaker, within this context, is a student who possesses the skills and confidence to lead positive change within their school and broader community.

Research Questions:

The research questions focused on principals’ perceptions of being in a changemaker school as follows:

1. What is your experience of being in a DCU Changemaker school?
2. What value do DCU changemaker activities have for you? 
3. Why is it important to be a part of a changemaker school ?

Data Collection:

Data was collected via six interviews with principals who work in changemaker schools. The data was representative of DEIS, rural and urban schools.

Key Findings: As a result of being in the network, principals reported:

1. Increased job satisfaction, notably borne out of a greater sense of empowerment, being part of a community and being connected to “like minded people”.
2. Increased self-confidence “that what we were doing was good and it was in the correct interests of the children”
3. Increased sense of pride in the school, staff and pupils.
4. Increased social capital and social networking. Being part of a network facilitated the sharing of ideas and reduced principal isolation, facilitating an openness to challenges where change can be looked upon in a creative and positive manner.
5. Increased sense of responsibility, to ensure the school does not operate as “a one person show”, but rather inspires and promotes leadership among all its stakeholders.  In particular, a style of shared and inspirational leadership.
6. Increased sense of social support from other principals in the network.
7. Need for further opportunities and funding for in-person networking and “connecting classrooms” via projects and in-person visits, to include students.
8. Need for further development of structures in the network to support teacher workload.
9. Need for more reflection time and space, as part of the network in order to manage ‘projects’ and workload.

Title of Paper 4:

Fostering Teacher Agency: Insights from DCU Changemaker Schools

Author:

 White, John; Brown, Martin; Collins, Fiona ; Burke, Damien 

Abstract of Paper 4

Background:

The DCU Changemaker School Network (CSN) is a dynamic professional learning community (PLC) which aims to cultivate students as empowered learners and Changemakers, emphasising creativity, empathy, teamwork, and leadership in their development. A Changemaker, within this context, is a student who possesses the skills and confidence to lead positive change within their school and broader community.

This research explored teachers' perceptions of agency resulting from their involvement in a CSN. The research questions guiding this investigation encompass key aspects of teacher agency within the CSN:

1. How does affiliation with a CSN influence a teacher's professional journey and core values?
2. What is the role and impact of a teacher's voice within a CSN, and how is it exercised?
3. How do teachers in this network reflect on their professional practice?
4. To what extent do teachers in a CSN experience professional autonomy?
5. Do teachers in a CSN feel empowered?
6. How are teachers within this network validated in their work?

Data Collection:

The study collected data through in-depth interviews with eight teachers representing various experiences across various grade levels within primary CSNs.

Key Findings:

The study revealed a consistent sense of agency, driven by the following factors:

●    Teachers actively shape policy and decision-making within their schools.

●    School culture aligns with teachers' cherished values.

●    Teachers appreciate the school's holistic approach to child development in a supportive environment.

●    Teacher reflections emphasise active, constructivist learning experiences, pupil voice, collaborative discourse, self-evaluation, emotional reflection, and creative learning opportunities.

●    Teachers feel valued, supported, and heard in their roles.

●    Teachers are provided with leadership opportunities and engage in collaborative efforts.

●    The four pillars of empathy, creativity, leadership, and teamwork positively influence professional practices.

●    Teachers perceive their work as ethically and professionally rewarding, with autonomy in their teaching approaches.

●    A culture of trust and openness encourages innovation and stepping out of comfort zones.

●    Pupil affirmation significantly contributes to teachers' professional affirmation.

●    Challenges to promoting agency include time constraints for creative activities, effective workload management, and staying updated with modern pedagogical approaches.

Conclusions:

The data affirms that teachers in CSNs possess a strong sense of personal agency. This agency stems from active participation in decision-making, leadership opportunities, collaborative discourse, and a supportive environment valuing teacher voices and the four pillars of empathy, creativity, leadership, and teamwork. Recognising the need to address specific challenges, the study underscores the importance of sustaining and further enhancing teacher agency within these innovative learning environments

Title of Paper 5:

Examining Culture in DCU Changemaker Schools

Author:

White, John ; Collins, Fiona ; Burke, Damien; Brown, Martin 

Abstract of Paper 5

Background:

The DCU Changemaker School Network (CSN) is a dynamic professional learning community (PLC) which aims to cultivate students as empowered learners and Changemakers, emphasising creativity, empathy, teamwork, and leadership in their development. A Changemaker, within this context, is a student who possesses the skills and confidence to lead positive change within their school and broader community. This research explored teachers' perceptions of cultures in DCU Changemaker schools and was guided by these central questions:

1. What is it like to work in a DCU Changemaker School?
2. What things happen in a DCU Changemaker school which influence teachers’ perceptions of its culture?

Data Collection:

The study collected data through in-depth interviews with eight teachers representing various experiences across various grade levels within primary CSNs.

Key Findings: Teachers reported the following:

1. The data indicated very positive perceptions of a DCU Changemaker school culture for the following reasons:

1.     Teachers report feeling ‘proud’ to be in the school, with other emotions such as ‘inspired’ and ‘excited’ being reported.

2.     Teachers are given professional autonomy.

3.     Teachers report a culture of trust and honesty where they are encouraged to ‘step out of their comfort zone’ and by a philosophy of ‘it is okay to be wrong’.

4.     The DCU CSN pillars of empathy, creativity, teamwork and leadership affect relationships and how things are done in the school.

5.     Effective communication structures.

6.     Strong norms of reflection around rich and fun learning experiences for pupils which translates reciprocally to positive teacher perceptions of the school as a ‘fun’ and ‘happy’ place to work.

7.     Strong norms of affirmation and celebration of pupils’ and teachers’ work.

8.     Strong norms around providing students with responsibility for their own learning.

9.     All voices are listened to proactively.

10.  Teachers are provided with varied, fulfilling collaborative work structures and leadership opportunities.

11.  Evidence of varied forms of student and staff agency.

12.  Where local challenges arise for schools, it seems that the pillars of creativity, teamwork, leadership and empathy may influence solution finding.

B. While the data portrays very positive perceptions of culture across all eight teachers interviewed, some of the challenges in maintaining such cultures include:

1. Managing workload
2. Concerns among teachers that they are continuously abreast with modern pedagogical approaches.