This study used a cluster randomized controlled trial design to characterize changes in elementary teachers' reforms-based science instruction following participation in a state-wide professional development program. Treatment teachers' understandings and implementation of reforms-based instruction were significantly greater than control teachers.
Jennifer L. Maeng (University of Virginia)
Randy L. Bell (Oregon State University)
Brooke A. Whitworth (Northern Arizona University)
Friday January 9, 2015 2:45pm - 3:45pm PST
Salon C
