Integrating quantitative and qualitative evaluation methods to compare two teacher inservice training programs

Qualitative and quantitative evaluation procedures were used to compare two physical‐science teacher inservice training programs. The two programs followed the master teacher training model espoused by NSF but used different types of master teachers and types of activities. The two evaluation procedures produced different results and together they provided a much clearer picture of the strengths and weaknesses of the two programs. Using only one approach or the other would have substantially altered the conclusions.