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

Abstract

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 the first 2 years of program implementation, there was a significantly positive change in the extent to which teachers implemented reform‐oriented practices in the classroom. However, these changes were most prominent in the first year of the program. A comparison of different data sources indicated that teachers perceived their progress toward reform‐oriented instruction as far more steady than indicated by outside observers or student reports. Implications for current policies, professional development, and further research are discussed. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 51: 219–249, 2014

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