Action research is a process for teachers to systematically study and improve their own practices through a cycle of planning, acting, observing, and reflecting. The school division in Lakeshore, Manitoba partnered with researchers to conduct action research projects to encourage positive change from the ground up. Teachers met several times over the school year to plan, check-in, analyze data, and write reports on projects aimed at improving areas like student attendance, engagement, and community connections. The teachers found the process renewed their work and interest in data, and it helped the school division make broader improvements from teacher-led initiatives.

1. A Round Table Discussion About Action Research as a Mechanism
for School Division Change
Drs. Jacqueline Kirk and Michael Nantais
Brandon University, Brandon, Manitoba
CASEA Round Table, Ryerson University, May 30th, 2017
Lakeshore School Division, Manitoba—Quick Facts!
Vital Outcome Indicators for Community Engagement (VOICE) for Children and Youth
Action Research
Action research is the art of analyzing and evaluating one’s own practice with a view to improving some aspect of it.
Cockerline & Nantais (2015)
A disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is
to assist the actor [teacher] in improving or refining his or her actions.
Sagor (2000)
Our Process
1. Meet in September for research
planning workshop.
2. Meet online in December and
February for a round table
check-in.
3. Meet in April for data analysis
and report writing workshop.
 The school division covers 7000 km2
in south-central
Manitoba.
 The division is located approximately 120 km north of
Winnipeg.
 Lakeshore includes 10 schools, and 1 adult learning
center.
 There are 110 teachers and approximately 1150 K-12
students.

2. Participant Feedback:
“It felt like I was a brand new teacher trying new things – I was excited!”
“I feel like I don’t need to change jobs because I have renewed this one by doing this project.”
“I never realized how interested in the data and the research I was! I actually enjoyed it. I would like to do more!”
“Kids’ reflections were eye opening.”
What we learned:
 Action research can encourage broader system change. Within the context of the school division
initiative, it was a successful way to move people forward from the grassroots rather than from
the top down.
 The teachers reported higher levels of engagement and lower levels of frustration when we
touched base with them online during the school year.
 The sophistication of the projects grew over time as teachers came back for a second project and
Technology
Instruction Facilities
4
4 8
Some of the projects:
 Hockey course for credit to improve
attendance.
 Combining sections of grade nine ELA
and Social Studies
 Changing seating to increase on task
behavior and improve written work
 Using iPads to travel the world and to
test alternative assessment practices
 A greenhouse project to build bridges
between seniors and youth in the com-
munity
 From traditional library to learning
commons to increase usage