The effects of a master's program on teachers' science instruction: Results from classroom observations, teacher reports, and student surveys

This study examines the impact of a new master's degree program on the instructional practices of K-8 in-service teachers. This 2.5-year master's program was designed to deepen in-service teachers' knowledge in science and mathematics and promote greater use of reform-oriented instruction. Teachers' instructional practices were captured annually through classroom observations, student reports, and teacher self-reports. Based on the results of...