Examining the effects of a professional development program on teachers' pedagogical practices and students' motivational resources and achievement in written french

Authors: Guay, FrédéricValois, PierreFalardeau, ÉrickLessard, Valérie
Abstract: We tested the effects of a professional development program (CASIS) on teachers' pedagogical practices and students' motivation and achievement in written French. CASIS involved a two-day workshop in which we taught teachers to use collaboration, autonomy support, authentic tasks, involvement, and structure. We conducted a quasi-experimental longitudinal study among 18 elementary school teachers and 277 of their students. The results showed large group effect sizes for four of the five pedagogical practices and increased intrinsic motivation for students whose teachers attended CASIS. The discussion centers on the implications of these findings for research and practice.
Document Type: Article de recherche
Issue Date: 4 December 2015
Open Access Date: Restricted access
Document version: VoR
Permalink: http://hdl.handle.net/20.500.11794/13783
This document was published in: Learning and individual differences, Vol. 45, 291–298 (2016)
https://doi.org/ 10.1016/j.lindif.2015.11.014
JAI Press
Alternative version: 10.1016/j.lindif.2015.11.014
Collection:Articles publiés dans des revues avec comité de lecture

All documents in CorpusUL are protected by Copyright Act of Canada.