|
Participant
|
BARSTL
|
TBI
|
|---|
|
Beth
|
−
|
+
|
|
Amy
|
+
|
+
|
|
Jackie
|
−
| |
|
Rachel
|
+
| |
|
Ellen
|
+
|
+
|
|
Karen
|
+
|
+
|
|
Hilary
|
+
|
+
|
|
Mark
|
+
|
+
|
|
Sandy
|
−
|
+
|
|
Tyler
|
+
|
+
|
|
Mandy
|
+
| |
|
Linda
|
+
|
−
|
|
John
|
+
|
+
|
|
Becky
|
−
|
+
|
|
Tammy
|
+
| |
|
Lori
|
+
|
+
|
|
Nicole
|
+
|
+
|
|
Anne
|
−
|
+
|
|
Andrew
|
+
|
+
|
|
Lauren
|
−
|
+
|
|
Henry
|
+
| |
- Shifts toward more reformed pedagogical beliefs between pre- and post-development phases for the BARSTL survey and TBI are indicated with a positive sign; shifts toward more traditional pedagogical beliefs are noted with a minus sign; the absence of a symbol indicates no change between pre- and post-development phases. Participants highlighted in italics show positive improvements on both instruments
