Access and Use
Batiza, A. F., Gruhl, M., Zhang, B., Harrington, T., Roberts, M., LaFlamme, D., ... & Hagedorn, E. (2013). The effects of the SUN project on teacher knowledge and self-efficacy regarding biological energy transfer are significant and long-lasting: Results of a randomized controlled trial. CBE-Life Sciences Education, 12(2), 287-305.
Bleicher, R. E. (2004). Revisiting the STEBI-B: Measuring Self-Efficacy in Preservice Elementary Teachers. School Science and Mathematics, 104(8), 383–391.
Sandholtz, J. H., Ringstaff, C., & Matlen, B. (2016). Temporary Fix or Lasting Solution? Investigating the Longitudinal Impact of Teacher Professional Development on K–2 Science Instruction. The Elementary School Journal, 117(2), 192–215.
Enochs, L. G., & Riggs, I. M. (1990). Further Development of an Elementary Science Teaching Efficacy Belief Instrument: A Preservice Elementary Scale. School Science and Mathematics, 90(8), 694–706.
Riggs, I. M., & Enochs, L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(6), 625–637.