NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1034146
Record Type: Journal
Publication Date: 2014-Feb
Pages: 31
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0022-4308
The Effects of a Master's Program on Teachers' Science Instruction: Results from Classroom Observations, Teacher Reports, and Student Surveys
Copur-Gencturk, Yasemin; Hug, Barbara; Lubienski, Sarah Theule
Journal of Research in Science Teaching, v51 n2 p219-249 Feb 2014
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
IES Grant or Contract Numbers: CFDA-84.366B