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

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

Content Provider	Semantic Scholar
Author	Guay, Frederic Valois, Pierre Falardeau, Érick Lessard, Valérie
Copyright Year	2016
Abstract	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.
Starting Page	291
Ending Page	298
Page Count	8
File Format	PDF HTM / HTML
DOI	10.1016/j.lindif.2015.11.014
Volume Number	45
Alternate Webpage(s)	http://selfdeterminationtheory.org/wp-content/uploads/2016/11/2016_Guay_etal_Learning_Ind_Dif.pdf
Alternate Webpage(s)	https://corpus.ulaval.ca/jspui/bitstream/20.500.11794/13783/4/Examining%20the%20Effects%20of%20a%20Professional%20Development%20Program%20on%20Teachers'%20Pedagogical%20Practices%20and%20Students'%20Motivational%20Resources.pdf
Alternate Webpage(s)	https://doi.org/10.1016/j.lindif.2015.11.014
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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