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

• CASIS has increased among teachers the use of cooperation, support for autonomy, authentic task, and involvement.
• CASIS students show intrinsic motivation, whereas those of the control group show a decrease.
• CASIS students outperformed those of the control group on a dictation.

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.