Primary teachers’ changing attitudes and cognition during a two‐year science in‐service programme and their effect on pupils

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The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Dimensionality and Factor Structure. (2016, background): “This notion, therefore, has brought about greater attention on how early childhood educators are prepared to serve children that have special needs (Abbitt and Klett, 2004; Jarvis and Pell, 2004).”
Thoughts on attitude measurement (2006, methodology): “Jarvis and Pell use the attitude scaling approach and quote means and standard deviations of outcomes from a Likert scale to two decimal places, with a relatively small sample (Jarvis & Pell, 2004, p. 1791 ff).”
New Routes to Recruiting and Retaining Women in STEM: Policy Implications of a Communal Goal Congruity Perspective (2015, background): “Interventions that are considered effective may have little impact in the long term (e.g., Jarvis & Pell, 2004), or among girls who are initially low in STEM interest or identification (Betz & Sekaquaptewa, 2012; Ziegler & Stoeger, 2004).”
Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching (2014, background): “Increased self-efficacy beliefs can result in more time spent on science in the classroom and the depth at which science is discussed with the children (Jarvis & Pell, 2004).”