Randal R. Kight

Surveys have found that many high school biology teachers in the United States either reject evolution, emphasize creationism or intelligent design over evolution in their courses, or refrain from discussing evolution in their courses altogether. But few surveys have examined the rate of acceptance of evolution among educators who teach courses other than high school biology. This paper aims to measure the level of acceptance of evolution among graduate students in a master's degree program in education, offering recommendations for similar future research.