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l J
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f
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a
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Q
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lito
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q
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r
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e
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e
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p
a
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sc
h
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l
lev
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a
n
d
re
se
a
rc
h
m
e
th
o
d
s.
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is
re
se
a
rc
h
is
in
th
e
li
tera
tu
re
re
v
iew
m
o
d
e
l.
In
th
is
c
o
n
tex
t,
d
a
ta
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re
o
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tai
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d
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y
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a
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g
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e
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late
d
b
o
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s,
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e
se
s
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n
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a
rti
c
les
.
In
th
e
re
se
a
rc
h
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d
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c
u
m
e
n
t
a
n
a
ly
sis
tec
h
n
iq
u
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f
q
u
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tativ
e
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se
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e
th
o
d
w
a
s
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se
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o
ll
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d
a
ta.
Ba
se
d
o
n
th
e
re
se
a
rc
h
fi
n
d
i
n
g
s,
it
is
se
e
n
th
a
t
re
se
a
rc
h
stu
d
ies
h
a
v
e
b
e
e
n
c
o
n
d
u
c
ted
in
F
in
la
n
d
to
e
sta
b
li
s
h
t
h
e
th
e
o
re
ti
c
a
l
fra
m
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rk
fo
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c
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tu
a
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z
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o
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h
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jec
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a
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tativ
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q
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ix
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d
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e
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o
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ies
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in
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e
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ic
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c
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sm
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te,
tea
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a
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m
il
y
su
p
p
o
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se
lf
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se
lf
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ip
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term
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ffe
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t
q
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o
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n
t
h
e
re
se
a
rc
h
stu
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c
o
n
d
u
c
ted
in
T
u
rk
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y
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lev
e
ls
o
f
q
u
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sc
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we
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tec
te
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s
in
th
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c
o
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d
u
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ted
in
S
o
u
th
K
o
re
a
,
th
e
imp
o
rtan
c
e
o
f
tra
d
it
io
n
a
l
v
a
l
u
e
s o
f
C
o
n
f
u
c
iu
s
d
o
c
tri
n
e
we
re
fo
c
u
se
d
o
n
.
K
ey
w
o
r
d
s
:
Qu
ality
o
f
s
ch
o
o
l
life
C
o
m
p
ar
ativ
e
ed
u
ca
tio
n
L
iter
atu
r
e
r
ev
iew
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ay
ş
e
E
lito
k
Kesici
,
Dep
ar
tm
en
t o
f
C
u
r
r
icu
lu
m
a
n
d
I
n
s
tr
u
ctio
n
,
Sch
o
o
l
o
f
E
d
u
ca
tio
n
,
Ay
d
ın
Ad
n
a
n
Me
n
d
e
r
es Un
iv
er
s
ity
,
0
9
1
0
0
,
T
u
r
k
ey
.
E
m
ail:
ae
lito
k
@
ad
u
.
ed
u
.
tr
1.
I
NT
RO
D
UCT
I
O
N
Hu
m
an
b
ein
g
s
wan
t
to
p
u
r
s
u
e
a
q
u
ality
liv
in
g
th
r
o
u
g
h
o
u
t
th
eir
life
.
A
q
u
ality
liv
in
g
is
th
e
m
o
s
t
im
p
o
r
tan
t
f
ac
to
r
f
o
r
an
in
d
iv
id
u
al
to
liv
e
a
h
a
p
p
y
,
s
af
e
a
n
d
s
atis
f
y
in
g
life
.
W
h
en
we
co
n
s
id
er
h
u
m
an
as
a
b
io
-
p
s
y
ch
o
-
s
o
cial
b
ein
g
,
w
e
h
av
e
to
ac
ce
p
t
t
h
at
th
r
o
u
g
h
o
u
t
t
h
eir
life
,
p
e
o
p
le
h
av
e
i
n
ter
ests
,
n
ee
d
s
an
d
ex
p
ec
tatio
n
s
in
th
ese
ar
ea
s
.
A
ch
iev
in
g
a
s
tan
d
ar
d
o
f
liv
in
g
th
at
tak
es
th
ese
n
ee
d
s
in
to
c
o
n
s
id
er
atio
n
en
a
b
les
an
in
d
iv
id
u
al
to
liv
e
a
h
u
m
a
n
ly
life
.
Me
etin
g
n
ee
d
s
in
th
e
s
c
h
o
o
l
en
v
i
r
o
n
m
e
n
t
im
p
r
o
v
es
th
e
q
u
a
lity
o
f
s
ch
o
o
l
life
(
QSL)
[
1
,
2
]
.
I
n
to
d
a
y
'
s
s
ch
o
o
ls
,
it
is
s
ee
n
th
at
th
e
i
m
p
o
r
tan
ce
g
iv
en
to
th
e
q
u
alit
y
o
f
s
ch
o
o
l
life
h
as
b
eg
u
n
to
i
n
cr
ea
s
e
in
o
r
d
er
to
in
cr
ea
s
e
th
e
em
o
tio
n
al
co
m
m
itm
en
t
o
f
in
d
iv
i
d
u
als
as
well
as
th
eir
ac
ad
em
ic
s
u
cc
ess
.
Qu
ality
o
f
s
ch
o
o
l
life
in
d
icate
s
th
at
s
ch
o
o
ls
s
h
o
u
ld
in
clu
d
e
v
ar
i
o
u
s
s
o
cial
ac
tiv
ities
s
u
ch
as
cu
ltu
r
e,
ar
t,
s
p
o
r
ts
an
d
liter
atu
r
e
alo
n
g
with
ac
ad
em
ic
s
atis
f
ac
tio
n
.
On
th
e
o
th
e
r
h
an
d
,
q
u
ality
o
f
s
ch
o
o
l
life
is
also
r
elate
d
to
th
e
s
ch
o
o
l'
s
co
m
p
e
ten
ce
in
ter
m
s
o
f
ac
c
o
m
m
o
d
a
ti
o
n
,
lib
r
a
r
y
an
d
m
ee
tin
g
v
a
r
io
u
s
h
u
m
an
n
ee
d
s
.
I
n
th
e
ea
r
ly
1
9
9
0
’
s
,
s
ch
o
o
l
s
f
o
cu
s
ed
o
n
ly
o
n
lear
n
er
s
'
co
g
n
itiv
e
an
d
in
tellectu
al
d
ev
elo
p
m
e
n
t
[
3
]
.
Ho
wev
er
,
th
er
e
was
also
a
g
r
o
win
g
i
n
ter
est
in
th
e
s
o
ci
al
p
u
r
p
o
s
e
o
f
s
ch
o
o
lin
g
[
4
]
.
W
h
ile
ev
alu
atin
g
th
e
o
u
tc
o
m
es
in
o
u
r
e
d
u
ca
tio
n
life
,
it
is
s
ee
n
th
at
esp
ec
ially
ac
ad
em
ic
ac
h
ie
v
em
en
ts
in
co
g
n
itiv
e
d
o
m
ain
ar
e
tak
en
in
to
c
o
n
s
id
er
atio
n
a
n
d
g
ain
s
in
th
e
af
f
ec
tiv
e
d
o
m
a
in
ar
e
ig
n
o
r
ed
.
As
s
tated
b
y
th
e
r
esear
ch
es
in
th
e
f
ield
,
q
u
ality
o
f
s
ch
o
o
l
lif
e
th
at
af
f
ec
ts
ac
ad
e
m
ic
s
u
cc
es
s
clo
s
ely
i
s
th
e
p
r
im
ar
ily
ig
n
o
r
ed
af
f
ec
tiv
e
ar
ea
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Qu
a
lity o
f sch
o
o
l life
in
Tu
r
ke
y,
F
in
la
n
d
a
n
d
S
o
u
th
K
o
r
ea
(
A
yşe
E
lito
k
K
esici
)
101
Sch
o
o
ls
ar
e
in
s
titu
tio
n
s
th
at
a
r
e
r
esp
o
n
s
ib
le
f
o
r
th
e
s
o
cial
d
ev
elo
p
m
en
t
o
f
lear
n
er
s
as
well
as
th
eir
ac
ad
em
ic
d
ev
elo
p
m
e
n
t
[
5
,
6
]
.
I
t
is
s
tate
d
th
at
th
e
d
ef
in
itio
n
o
f
"wh
at
i
s
a
g
o
o
d
s
ch
o
o
l?"
is
m
o
s
tly
d
is
cu
s
s
ed
in
ter
m
s
o
f
ac
ad
em
ic
s
u
cc
ess
,
an
d
th
e
p
er
s
o
n
ality
,
s
p
ir
itu
al,
em
o
tio
n
al
an
d
s
o
cial
s
k
ills
th
at
lear
n
er
s
g
ain
ar
e
n
o
t
co
n
s
id
er
ed
[
7
,
8
]
.
I
n
th
e
liter
atu
r
e,
m
a
n
y
s
tu
d
i
es
ex
am
in
in
g
th
e
ef
f
ec
ts
o
f
q
u
ality
o
f
s
ch
o
o
l
life
ca
n
b
e
f
o
u
n
d
in
th
e
s
tu
d
ies
co
n
d
u
cted
o
n
th
e
s
u
b
ject
[
1
,
9
-
1
1
]
.
W
h
en
th
ese
s
tu
d
ies
ar
e
ex
am
in
ed
b
r
ief
l
y
;
we
ca
n
s
ee
[
1
2
-
1
5
]
,
ex
am
in
in
g
th
e
q
u
ality
o
f
s
ch
o
o
l
life
ac
co
r
d
in
g
to
s
o
m
e
v
ar
i
ab
les
(
b
u
lly
in
g
,
e
m
p
ath
y
d
ev
e
lo
p
m
en
t,
etc.
)
a
n
d
r
esear
ch
titl
es
s
u
ch
as
r
elatio
n
s
h
ip
o
f
q
u
ali
ty
o
f
s
ch
o
o
l
lif
e
with
th
e
im
p
licit
cu
r
r
icu
lu
m
,
d
eter
m
in
atio
n
o
f
q
u
ality
o
f
s
ch
o
o
l
life
in
h
ig
h
s
ch
o
o
ls
,
co
n
ce
p
t
o
f
s
elf
a
n
d
q
u
ality
o
f
s
ch
o
o
l
life
a
n
d
d
ev
elo
p
in
g
a
s
ca
le
o
n
th
is
s
u
b
ject.
T
h
e
ab
s
en
ce
o
f
a
s
tu
d
y
in
th
e
liter
atu
r
e
co
m
p
ar
in
g
t
h
e
q
u
ality
o
f
s
c
h
o
o
l
life
in
o
th
er
co
u
n
tr
ies
m
ak
es
th
is
r
esear
ch
im
p
o
r
ta
n
t.
C
o
m
p
ar
ativ
e
ed
u
ca
tio
n
is
a
d
i
s
cip
lin
e
th
at
h
elp
s
d
ef
in
e
t
h
e
s
im
ilar
ities
an
d
d
if
f
er
en
ce
s
o
f
two
o
r
m
o
r
e
ed
u
ca
tio
n
s
y
s
tem
s
in
d
if
f
e
r
en
t
cu
ltu
r
es
an
d
d
i
f
f
er
en
t
co
u
n
tr
ies,
e
x
p
lain
s
p
h
en
o
m
en
a
th
at
lo
o
k
s
im
ilar
,
an
d
b
r
in
g
s
u
s
ef
u
l
p
r
o
p
o
s
als
ab
o
u
t
way
s
to
ed
u
ca
te
p
eo
p
le
[
1
6
-
1
8
]
.
C
o
m
p
a
r
ativ
e
ed
u
ca
tio
n
is
a
co
m
p
lex
f
ield
o
f
s
tu
d
y
th
at
h
elp
s
to
u
n
d
er
s
tan
d
ed
u
ca
tio
n
an
d
is
clo
s
ely
r
elate
d
to
d
is
cip
lin
es
s
u
ch
as
p
s
y
ch
o
lo
g
y
,
lin
g
u
is
tics
,
ec
o
n
o
m
ics,
s
o
cio
lo
g
y
,
h
is
to
r
y
an
d
a
n
th
r
o
p
o
lo
g
y
[
1
9
,
2
0
]
.
I
n
th
e
a
d
o
p
tio
n
o
f
co
m
p
ar
ativ
e
e
d
u
ca
tio
n
i
n
th
is
s
tu
d
y
as
an
ap
p
r
o
ac
h
,
th
e
co
n
ce
p
t
o
f
q
u
ality
o
f
s
ch
o
o
l
life
b
ein
g
in
a
s
tr
u
ct
u
r
e
n
o
t
lim
ited
to
s
ch
o
o
l
an
d
th
e
b
asic
s
tr
u
ctu
r
es
s
u
ch
as
s
o
ciet
y
,
cu
ltu
r
e
an
d
h
is
to
r
y
an
al
y
ze
d
m
o
r
e
ea
s
ily
with
co
m
p
ar
ativ
e
e
d
u
ca
tio
n
h
av
e
b
ee
n
ef
f
ec
tiv
e.
T
h
er
e
is
co
n
s
en
s
u
s
am
o
n
g
p
ar
en
ts
,
teac
h
er
s
,
ad
m
in
is
tr
ato
r
s
,
an
d
lear
n
er
s
th
at
s
ch
o
o
ls
s
h
o
u
ld
b
e
p
lace
s
th
at
m
ax
im
ize
ch
ild
r
e
n
'
s
lear
n
in
g
an
d
wh
e
r
e
lear
n
er
s
f
ee
l
h
ap
p
y
an
d
s
af
e
an
d
s
atis
f
ied
with
th
eir
teac
h
er
s
an
d
lear
n
i
n
g
.
A
h
ap
p
y
s
ch
o
o
l
en
v
i
r
o
n
m
e
n
t
also
in
cr
ea
s
es
ac
ad
em
ic
s
u
cc
ess
.
B
ec
au
s
e
o
f
th
e
im
p
o
r
tan
t
ef
f
ec
ts
o
f
q
u
alit
y
o
f
s
ch
o
o
l
life
o
n
th
e
ac
ad
e
m
ic
s
u
cc
ess
o
f
lear
n
er
s
an
d
th
e
o
th
er
o
u
tc
o
m
es
o
f
ed
u
ca
tio
n
,
a
lo
t
o
f
r
esear
c
h
h
a
s
b
ee
n
d
o
n
e
b
y
e
d
u
ca
to
r
s
ab
o
u
t
th
e
well
-
b
ein
g
o
f
lear
n
e
r
s
at
s
ch
o
o
l.
Ho
wev
er
,
in
th
e
s
tu
d
ies
co
n
d
u
cted
,
th
e
co
m
p
a
r
is
o
n
o
f
q
u
ality
o
f
s
ch
o
o
l
life
a
n
d
its
s
u
b
-
d
im
e
n
s
io
n
s
in
d
if
f
er
en
t
co
u
n
tr
ies
th
r
o
u
g
h
in
ter
co
u
n
tr
y
s
tu
d
ies
wer
e
n
o
t
em
p
h
asized
.
T
h
e
r
ef
o
r
e
,
it
was
aim
ed
to
c
o
m
p
ar
e
th
e
m
ajo
r
s
tu
d
ies co
n
d
u
cted
o
n
t
h
e
q
u
ali
ty
o
f
s
ch
o
o
l lif
e
in
T
u
r
k
ey
,
Fi
n
lan
d
an
d
So
u
th
Ko
r
ea
in
th
is
r
esear
ch
.
T
h
e
s
tu
d
y
f
o
cu
s
es
o
n
wh
ich
d
im
en
s
io
n
s
o
f
q
u
ality
o
f
s
ch
o
o
l
life
r
e
s
ea
r
ch
in
th
ese
th
r
ee
co
u
n
tr
i
es
wer
e
ex
am
in
ed
,
th
eir
p
ar
ticip
an
ts
,
s
ch
o
o
l le
v
el
s
an
d
r
esear
ch
m
et
h
o
d
s
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
cu
r
r
en
t
r
esear
ch
is
in
th
e
co
m
p
ar
ativ
e
ed
u
ca
tio
n
s
tr
u
ctu
r
e.
B
r
ay
an
d
T
h
o
m
as
m
eth
o
d
,
o
n
e
o
f
th
e
m
eth
o
d
s
u
s
ed
in
co
m
p
a
r
ativ
e
ed
u
ca
tio
n
,
was
u
s
ed
in
th
e
r
esear
ch
.
B
r
ay
an
d
T
h
o
m
as
[
2
1
]
h
a
v
e
d
ev
el
o
p
e
d
a
m
et
h
o
d
th
at
ca
n
b
e
u
s
ed
to
c
lass
if
y
co
m
p
ar
ativ
e
s
tu
d
ies
in
ed
u
ca
tio
n
b
y
lev
el
an
d
ty
p
e.
T
h
e
m
eth
o
d
,
wh
ich
ca
n
b
e
co
n
s
id
er
ed
as
a
b
r
ea
k
d
o
wn
o
f
th
e
to
p
ics
ex
am
in
ed
i
n
co
m
p
ar
is
o
n
s
,
is
d
ep
icted
as
a
cu
b
e
s
h
ap
e
an
d
is
an
an
aly
tical
to
o
l
f
o
r
t
h
e
co
m
p
ar
ativ
e
an
aly
s
i
s
o
f
th
e
q
u
esti
o
n
s
o
f
wh
o
,
wh
at
a
n
d
wh
er
e
[
2
2
]
.
I
n
th
is
s
tu
d
y
,
T
u
r
k
ey
,
Fin
lan
d
an
d
So
u
th
Ko
r
ea
wer
e
s
elec
ted
in
r
esp
o
n
s
e
to
q
u
esti
o
n
“wh
o
”,
q
u
ality
o
f
s
ch
o
o
l
life
ca
n
b
e
an
s
wer
in
r
esp
o
n
s
e
to
th
e
q
u
esti
o
n
“wh
at”
an
d
d
o
cu
m
en
t
an
aly
s
is
en
v
ir
o
n
m
en
t
ca
n
b
e
an
a
n
s
wer
to
th
e
q
u
esti
o
n
“w
h
er
e”
.
I
n
th
is
r
esear
ch
,
“liter
atu
r
e
r
ev
iew
m
eth
o
d
”
was
u
s
ed
to
ex
a
m
in
e
QSL
s
tu
d
ies.
I
n
th
is
m
eth
o
d
,
wr
itten
d
o
c
u
m
en
ts
a
b
o
u
t
th
e
p
h
en
o
m
en
o
n
o
r
ev
e
n
ts
d
is
cu
s
s
ed
in
th
e
r
esear
ch
ar
e
an
aly
ze
d
[
2
3
]
.
L
iter
atu
r
e
r
ev
iews
ar
e
u
s
ed
i
n
ed
u
ca
tio
n
al
r
esear
ch
to
r
e
v
ea
l im
p
o
r
tan
t
lin
k
s
a
n
d
f
o
r
m
s
in
t
h
e
liter
atu
r
e
an
d
to
g
u
id
e
f
u
tu
r
e
r
esear
c
h
an
d
p
r
a
ctice
s
[
2
4
]
.
I
n
th
is
c
o
n
tex
t,
r
el
ated
ar
ticles,
b
o
o
k
s
a
n
d
th
ese
s
wer
e
s
ca
n
n
ed
an
d
d
ata
wer
e
o
b
tain
ed
.
W
h
ile
an
a
ly
zin
g
th
e
d
o
cu
m
e
n
ts
in
th
e
r
e
s
ea
r
ch
,
p
r
im
ar
y
s
o
u
r
ce
s
wer
e
t
r
ied
to
b
e
ac
ce
s
s
ed
b
y
ex
am
i
n
in
g
t
h
e
cu
r
r
en
t
d
atab
ases
an
d
as
a
r
eso
u
r
ce
,
web
s
ites
o
f
th
e
m
in
is
tr
ies
o
f
e
d
u
ca
tio
n
o
f
th
e
r
elev
a
n
t
co
u
n
tr
ies,
v
ir
tu
al
lib
r
ar
ies,
web
s
ites
o
f
th
e
u
n
iv
er
s
ities
,
r
ep
o
r
ts
is
s
u
ed
b
y
t
h
e
OE
C
D
an
d
th
e
Natio
n
al
E
d
u
ca
tio
n
an
d
E
co
n
o
m
y
C
en
t
er
f
o
r
th
e
r
elev
a
n
t
co
u
n
tr
ies
(
Natio
n
al
C
en
ter
o
n
E
d
u
ca
tio
n
an
d
th
e
E
co
n
o
m
y
-
NC
E
E
)
an
d
d
atab
ase
s
o
f
s
cien
tific
jo
u
r
n
als
wer
e
u
s
ed
.
T
h
e
k
ey
wo
r
d
s
u
s
ed
wh
en
r
esear
c
h
in
g
t
h
e
co
n
ce
p
t
o
f
q
u
ality
o
f
s
ch
o
o
l
life
in
th
e
r
elev
an
t
co
u
n
tr
ies
wer
e
d
eter
m
in
ed
as
"sch
o
o
l
s
atis
f
ac
tio
n
",
"q
u
ality
o
f
s
ch
o
o
l
life
",
"sch
o
o
l
attac
h
m
e
n
t",
"sch
o
o
l
life
s
atis
f
ac
tio
n
".
C
o
n
t
en
t
an
aly
s
is
o
f
th
e
r
eso
u
r
ce
s
r
ea
ch
ed
was
m
ad
e
in
lin
e
with
th
ese
k
e
y
wo
r
d
s
.
I
n
o
r
d
er
to
c
o
llect
d
ata
in
th
e
s
t
u
d
y
,
a
s
ea
r
ch
was
m
ad
e
b
y
e
n
ter
in
g
t
h
e
k
e
y
wo
r
d
“u
n
iv
er
s
ity
q
u
ality
o
f
life
”
f
r
o
m
d
atab
ases
s
u
ch
as
E
B
SC
OH
o
s
t,
E
R
I
C
an
d
I
SI
W
eb
o
f
Sci
en
ce
an
d
th
en
f
r
o
m
th
e
Go
o
g
le
Sch
o
lar
s
ea
r
c
h
e
n
g
in
e.
Fu
ll
te
x
t
ar
ticles
wer
e
r
ea
ch
ed
as
a
r
esu
lt
o
f
t
h
is
s
ea
r
ch
.
I
n
a
d
d
itio
n
,
v
ar
io
u
s
b
o
o
k
s
an
d
th
eses
o
n
th
e
s
u
b
ject
h
av
e
b
ee
n
u
s
ed
.
I
n
th
is
s
tu
d
y
,
3
4
f
u
ll
tex
t
jo
u
r
n
al
ar
ticles
wer
e
ac
ce
s
s
ed
,
9
b
o
o
k
s
,
6
th
eses
an
d
1
p
ap
e
r
wer
e
ex
am
in
e
d
.
I
n
t
h
is
co
n
tex
t,
5
0
s
o
u
r
ce
s
h
av
e
b
ee
n
r
ea
c
h
ed
.
Acc
o
r
d
in
g
to
Kar
asar
[
2
5
,
2
6
]
s
ca
n
s
ar
e
r
esear
ch
ap
p
r
o
ac
h
e
s
th
at
tr
y
to
d
escr
ib
e
a
s
itu
atio
n
as
it
is
in
th
e
p
ast
o
r
p
r
esen
t.
I
n
th
is
s
tu
d
y
,
s
ec
o
n
d
ar
y
d
ata
s
o
u
r
ce
s
ab
o
u
t
QSL
p
u
b
lis
h
ed
in
th
e
p
ast
wer
e
in
v
esti
g
ated
.
W
ith
th
is
asp
ec
t,
th
e
s
tu
d
y
is
in
th
e
liter
atu
r
e
r
ev
iew
m
o
d
el.
Acc
o
r
d
in
g
to
E
r
k
u
ş
[
2
7
]
,
liter
atu
r
e
r
e
v
i
ews
ar
e;
to
ex
am
in
e
an
d
an
aly
ze
th
e
wo
r
k
s
th
at
h
a
v
e
b
ee
n
d
o
n
e
an
d
ac
cu
m
u
lated
in
a
ce
r
tain
ar
ea
.
I
n
th
is
m
eth
o
d
,
th
e
ad
v
an
tag
es
a
n
d
d
is
ad
v
a
n
tag
es o
f
th
e
s
tu
d
i
es a
r
e
cr
itically
h
an
d
led
an
d
i
m
p
o
r
tan
t in
f
er
en
ce
s
ar
e
m
ad
e
f
o
r
n
ew
s
tu
d
ies.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
1
0
0
-
1
0
8
102
I
n
th
is
wo
r
k
in
g
p
r
o
ce
s
s
,
a
th
r
e
e
-
s
tep
m
eth
o
d
was f
o
ll
o
wed
[
2
8
]
:
a.
Dete
r
m
in
atio
n
o
f
s
ca
n
n
in
g
m
eth
o
d
a
n
d
s
elec
tio
n
c
r
iter
ia:
n
o
r
d
er
to
ex
am
in
e
th
e
s
tu
d
ie
s
p
er
f
o
r
m
e
d
in
th
e
r
esear
ch
p
r
o
ce
s
s
an
d
t
o
clea
r
ly
d
eter
m
in
e
th
e
c
h
ar
ac
ter
is
tics
an
d
r
esu
lts
o
f
QSL
r
esear
ch
,
q
u
an
titativ
e,
q
u
alitativ
e
an
d
m
ix
ed
m
eth
o
d
r
esear
c
h
es
wer
e
ex
am
in
ed
.
T
h
eir
a
p
p
ea
r
a
n
ce
in
r
ef
er
ee
d
jo
u
r
n
als u
s
in
g
th
ese
r
esear
c
h
d
esig
n
s
was o
f
p
r
im
ar
y
c
o
n
ce
r
n
.
b.
Scan
n
in
g
p
r
o
ce
s
s
: I
n
th
is
s
tag
e,
f
ir
s
tly
,
q
u
e
r
ies with
k
ey
wo
r
d
s
wer
e
co
n
d
u
cted
in
d
atab
ases
.
c.
An
aly
s
is
p
r
o
ce
s
s
: Sim
ilar
an
d
d
if
f
er
en
t
f
in
d
in
g
s
o
f
ar
ticles we
r
e
s
u
m
m
ar
ized
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
As
a
r
esu
lt
o
f
th
e
liter
atu
r
e
r
e
v
iew
ca
r
r
ied
o
u
t
in
th
e
f
in
d
in
g
s
p
ar
t
o
f
th
e
r
esear
ch
,
s
tu
d
ie
s
r
elate
d
to
q
u
ality
o
f
s
ch
o
o
l
life
in
r
elat
ed
co
u
n
tr
ies
wer
e
in
clu
d
e
d
an
d
a
g
en
er
al
an
al
y
s
is
o
f
th
ese
s
tu
d
ies
was
m
ad
e.
T
h
e
T
ab
le
1
co
n
tain
s
th
e
r
esear
ch
es d
o
n
e
i
n
th
e
c
o
u
n
tr
ies.
T
ab
le
1
.
R
esear
ch
es o
n
q
u
ality
o
f
s
ch
o
o
l lif
e
in
T
u
r
k
e
y
,
Fin
lan
d
an
d
So
u
th
Ko
r
ea
C
o
u
n
t
r
i
e
s
R
e
se
a
r
c
h
e
r
s
R
e
se
a
r
c
h
N
a
m
e
Tu
r
k
e
y
S
a
r
ı
&
C
e
n
k
se
v
e
n
[
2
9
]
Q
u
a
l
i
t
y
o
f
s
c
h
o
o
l
l
i
f
e
a
n
d
se
l
f
-
c
o
n
c
e
p
t
a
m
o
n
g
e
l
e
m
e
n
t
a
r
y
sc
h
o
o
l
l
e
a
r
n
e
r
s
İ
n
a
l
&
S
a
d
ı
k
[
3
0
]
Ex
a
m
i
n
i
n
g
P
e
r
c
e
p
t
i
o
n
O
f
Te
a
c
h
e
r
s
A
n
d
Le
a
r
n
e
r
s
A
t
El
e
me
n
t
a
r
y
B
o
a
r
d
i
n
g
D
i
st
r
i
c
t
S
c
h
o
o
l
I
n
B
o
r
d
e
r
s Of
A
d
a
n
a
P
r
o
v
i
n
c
e
W
i
t
h
R
e
s
p
e
c
t
T
o
T
h
e
Q
u
a
l
i
t
y
O
f
S
c
h
o
o
l
L
i
f
e
P
e
l
e
n
d
i
c
i
o
ğ
l
u
[
1
4
]
Th
e
A
n
a
l
y
s
i
s
O
f
T
h
e
C
o
n
c
e
p
t
O
f
B
u
l
l
y
i
n
g
O
n
T
h
e
Q
u
a
l
i
t
y
O
f
S
c
h
o
o
l
L
i
f
e
A
n
d
V
a
r
i
a
n
t
s Of
Em
p
a
t
h
y
O
f
H
i
g
h
S
c
h
o
o
l
Le
a
r
n
e
r
s
El
i
t
o
k
K
e
si
c
i
&
Tü
r
k
o
ğ
l
u
[
3
1
]
Le
v
e
l
O
f
Q
u
a
l
i
t
y
o
f
S
c
h
o
o
l
Li
f
e
I
n
S
e
c
o
n
d
a
r
y
E
d
u
c
a
t
i
o
n
I
n
st
i
t
u
t
i
o
n
s
A
n
d
I
mp
l
i
c
i
t
B
e
h
a
v
i
o
u
r
s
Ex
h
i
b
i
t
e
d
B
y
Te
a
c
h
e
r
s
O
f
S
e
c
o
n
d
a
r
y
Ed
u
c
a
t
i
o
n
I
n
I
n
t
r
a
c
l
a
ss
C
o
mm
u
n
i
c
a
t
i
o
n
Tu
n
ç
&
B
e
şa
l
t
ı
[
1
5
]
S
t
u
d
y
o
f
Q
u
a
l
i
t
y
o
f
sc
h
o
o
l
l
i
f
e
B
a
s
e
d
o
n
C
e
r
t
a
i
n
V
a
r
i
a
b
l
e
s
F
i
n
l
a
n
d
Ta
n
g
e
n
[
3
2
]
C
o
n
c
e
p
t
u
a
l
i
si
n
g
q
u
a
l
i
t
y
o
f
s
c
h
o
o
l
l
i
f
e
f
r
o
m
p
u
p
i
l
s’
p
e
r
sp
e
c
t
i
v
e
s
:
a
f
o
u
r
‐
d
i
me
n
si
o
n
a
l
mo
d
e
l
D
a
n
i
e
l
s
e
n
,
S
a
md
a
l
,
H
e
t
l
a
n
d
&
W
o
l
d
[
3
3
]
S
c
h
o
o
l
-
R
e
l
a
t
e
d
S
o
c
i
a
l
S
u
p
p
o
r
t
a
n
d
Le
a
r
n
e
r
s' P
e
r
c
e
i
v
e
d
L
i
f
e
S
a
t
i
sf
a
c
t
i
o
n
Ee
r
o
l
a
& E
e
r
o
l
a
[
3
4
]
Ex
t
e
n
d
e
d
mu
s
i
c
e
d
u
c
a
t
i
o
n
e
n
h
a
n
c
e
s
t
h
e
q
u
a
l
i
t
y
o
f
s
c
h
o
o
l
l
i
f
e
P
a
r
k
&
Le
e
[
3
5
]
S
c
h
o
o
l
-
l
e
v
e
l
d
e
t
e
r
m
i
n
a
n
t
s
o
f
t
e
a
c
h
e
r
c
o
l
l
e
g
i
a
l
i
n
t
e
r
a
c
t
i
o
n
:
E
v
i
d
e
n
c
e
f
r
o
m
l
o
w
e
r
sec
o
n
d
a
r
y
s
c
h
o
o
l
s
i
n
E
n
g
l
a
n
d
,
F
i
n
l
a
n
d
,
S
o
u
t
h
K
o
r
e
a
,
a
n
d
t
h
e
U
S
A
Y
o
o
n
&
Jär
v
i
n
e
n
[
3
6
]
A
r
e
mo
d
e
l
P
I
S
A
p
u
p
i
l
s
a
t
s
c
h
o
o
l
?
Q
u
a
l
i
t
y
o
f
S
c
h
o
o
l
Li
f
e
o
f
A
d
o
l
e
s
c
e
n
t
s
i
n
F
i
n
l
a
n
d
a
n
d
K
o
r
e
a
S
o
u
t
h
K
o
r
e
a
Le
e
,
F
r
a
ser
&
F
i
sh
e
r
[
3
7
]
Te
a
c
h
e
r
–
L
e
a
r
n
e
r
I
n
t
e
r
a
c
t
i
o
n
s
i
n
K
o
r
e
a
n
H
i
g
h
S
c
h
o
o
l
S
c
i
e
n
c
e
C
l
a
ssr
o
o
ms
P
a
r
k
[
3
8
]
Li
f
e
S
a
t
i
sf
a
c
t
i
o
n
A
m
o
n
g
K
o
r
e
a
n
C
h
i
l
d
r
e
n
a
n
d
Y
o
u
t
h
A
D
e
v
e
l
o
p
m
e
n
t
a
l
P
e
r
sp
e
c
t
i
v
e
K
i
m
&
K
i
m [
3
9
]
S
o
c
i
a
l
R
e
l
a
t
i
o
n
s
a
n
d
S
c
h
o
o
l
Li
f
e
S
a
t
i
sf
a
c
t
i
o
n
i
n
S
o
u
t
h
K
o
r
e
a
Jeo
n
g
,
L
e
e
&
C
h
o
,
[
4
0
]
Ed
u
c
a
t
i
o
n
d
e
c
e
n
t
r
a
l
i
z
a
t
i
o
n
,
sc
h
o
o
l
r
e
s
o
u
r
c
e
s,
a
n
d
l
e
a
r
n
e
r
o
u
t
c
o
mes
i
n
K
o
r
e
a
D
e
t
e
r
s [
4
1
]
C
o
m
p
a
r
i
n
g
t
h
e
E
x
p
e
r
i
e
n
c
e
s
a
n
d
N
e
e
d
s
o
f
P
o
s
t
se
c
o
n
d
a
r
y
I
n
t
e
r
n
a
t
i
o
n
a
l
Le
a
r
n
e
r
s
f
r
o
m
C
h
i
n
a
a
n
d
S
o
u
t
h
K
o
r
e
a
T
h
e
r
esear
ch
o
f
Sar
ı
a
n
d
C
e
n
k
s
ev
en
[
2
9
]
was
ca
r
r
ied
o
u
t
o
n
4
9
3
lear
n
er
s
(
2
3
5
g
ir
ls
,
2
5
8
b
o
y
s
)
atten
d
in
g
th
e
4
th
,
5
th
,
6
th
an
d
7
th
g
r
ad
es
o
f
f
o
u
r
p
r
im
ar
y
s
ch
o
o
ls
.
Gr
ad
u
al
r
eg
r
ess
io
n
a
n
aly
s
is
was
u
s
ed
to
an
aly
ze
th
e
d
ata
co
llected
u
s
i
n
g
th
e
"Qu
ality
o
f
s
ch
o
o
l
life
Scale"
(
QSLS)
an
d
"Pier
s
Ha
r
r
is
Self
-
C
o
n
ce
p
t
Scale
in
C
h
ild
r
en
".
As
a
r
esu
l
t
o
f
th
e
a
n
aly
s
is
o
f
th
e
d
ata,
it
was
d
eter
m
in
ed
th
at
all
d
im
e
n
s
io
n
s
o
f
th
e
“Self
-
C
o
n
ce
p
t
Scale
in
C
h
ild
r
en
”
s
h
o
w
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
s
with
th
e
q
u
ality
o
f
s
ch
o
o
l
life
.
T
h
is
r
esear
ch
was
co
n
d
u
cte
d
b
y
q
u
a
n
titativ
e
m
eth
o
d
.
T
h
e
p
ar
ticip
an
ts
o
f
İ
n
al
an
d
S
ad
ık
’
s
[
3
0
]
r
esear
ch
ar
e
3
6
tea
ch
er
s
an
d
6
4
3
lear
n
e
r
s
s
tu
d
y
in
g
in
th
ese
s
ch
o
o
ls
.
Qu
an
titativ
e
m
eth
o
d
was
u
s
ed
in
th
e
r
esear
ch
.
As
a
r
esu
lt
o
f
th
e
r
esear
ch
,
it
wa
s
s
ee
n
th
at
teac
h
e
r
s
'
an
d
lear
n
er
s
'
p
er
ce
p
tio
n
s
r
eg
ar
d
in
g
R
eg
io
n
al
Prim
ar
y
B
o
a
r
d
in
g
Sch
o
o
ls
’
life
q
u
ality
w
er
e
alm
o
s
t
s
im
ilar
,
an
d
b
o
th
g
r
o
u
p
s
p
e
r
ce
iv
ed
th
eir
s
ch
o
o
ls
'
life
q
u
ality
p
o
s
itiv
ely
,
a
litt
le
ab
o
v
e
th
e
m
id
d
l
e
lev
el.
T
h
e
m
o
s
t
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
teac
h
e
r
s
an
d
lear
n
er
s
ab
o
u
t
th
e
q
u
ali
ty
o
f
s
ch
o
o
l
life
o
f
R
PB
S
wer
e
to
war
d
s
th
eir
o
wn
s
tatu
s
an
d
th
e
m
o
s
t
n
eg
ativ
e
p
er
ce
p
tio
n
s
wer
e
to
war
d
s
s
ch
o
o
l
m
an
ag
e
m
en
t,
an
d
it
was
d
eter
m
in
ed
th
at
th
e
p
er
ce
p
tio
n
s
o
f
f
e
m
ale
lear
n
er
s
an
d
f
e
m
ale
teac
h
er
s
wer
e
m
o
r
e
p
o
s
itiv
e.
I
n
t
h
e
r
esear
ch
,
wh
er
e
teac
h
er
s
p
er
ce
i
v
ed
lear
n
er
s
m
o
r
e
p
o
s
itiv
ely
an
d
lear
n
er
s
p
e
r
ce
iv
ed
s
c
h
o
o
l
m
a
n
ag
em
en
t
m
o
r
e
p
o
s
itiv
ely
th
an
teac
h
er
s
,
it wa
s
o
b
s
er
v
ed
th
at
teac
h
er
s
p
er
ce
iv
ed
th
e
s
ch
o
o
l'
s
life
q
u
ality
h
ig
h
er
in
g
e
n
er
al.
T
h
e
p
ar
ticip
a
n
ts
o
f
th
e
s
tu
d
y
o
f
Pelen
d
icio
ğ
lu
[
1
4
]
wer
e
8
5
9
h
ig
h
s
ch
o
o
l
lear
n
e
r
s
in
9
th
,
1
0
th
an
d
1
1
th
g
r
ad
es.
Qu
ality
o
f
s
ch
o
o
l
life
s
co
r
es
wer
e
f
o
u
n
d
to
b
e
h
ig
h
er
in
th
o
s
e
wh
o
d
id
n
o
t
p
ar
t
icip
ate
in
b
u
lly
in
g
.
T
h
e
d
ata
o
f
th
e
r
esear
ch
wer
e
co
llected
b
y
q
u
an
titativ
e
m
eth
o
d
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Qu
a
lity o
f sch
o
o
l life
in
Tu
r
ke
y,
F
in
la
n
d
a
n
d
S
o
u
th
K
o
r
ea
(
A
yşe
E
lito
k
K
esici
)
103
A
to
tal
o
f
9
6
9
lear
n
er
s
s
tu
d
y
in
g
in
1
8
h
ig
h
s
ch
o
o
ls
p
ar
ticip
ated
in
th
e
s
tu
d
y
o
f
E
lito
k
Kesici
an
d
T
ü
r
k
o
ğ
lu
[
3
1
]
.
Acc
o
r
d
i
n
g
to
th
e
r
esear
ch
f
in
d
in
g
s
,
it
ca
n
b
e
s
aid
th
at
th
e
lear
n
e
r
s
p
er
ce
iv
e
th
e
life
q
u
ality
i
n
th
eir
s
ch
o
o
ls
ju
s
t
ab
o
v
e
t
h
e
m
id
d
le.
W
h
en
th
e
f
in
d
in
g
s
o
b
tain
ed
f
r
o
m
t
h
e
o
b
s
er
v
atio
n
s
wer
e
ev
alu
ated
,
it
was
o
b
s
er
v
ed
th
at
th
e
p
o
s
itiv
e
b
eh
av
io
r
s
o
f
th
e
teac
h
e
r
s
in
cr
ea
s
ed
as
th
e
q
u
ality
o
f
h
i
g
h
s
ch
o
o
l
life
in
cr
ea
s
ed
in
th
e
class
r
o
o
m
co
m
m
u
n
icatio
n
with
in
th
e
s
co
p
e
o
f
th
e
im
p
licit
p
r
o
g
r
am
.
T
h
e
m
ix
e
d
m
eth
o
d
was
u
s
ed
i
n
th
is
r
esear
ch
.
T
h
e
r
esear
ch
o
f
T
u
n
ç
a
n
d
B
e
ş
altı
[
1
5
]
was
ca
r
r
ied
o
u
t
o
n
6
th
,
7
th
an
d
8
th
g
r
ad
e
lear
n
e
r
s
(
n
=
4
6
9
)
.
As
a
r
esu
lt
o
f
th
e
r
esear
ch
,
i
n
ter
m
s
o
f
g
en
d
e
r
;
th
er
e
wer
e
s
i
g
n
if
ican
t
d
if
f
er
e
n
ce
s
b
etwe
en
th
e
s
co
r
es
o
b
tain
ed
f
r
o
m
th
e
"c
o
m
m
u
n
icatio
n
b
et
wee
n
lear
n
er
s
"
an
d
"tea
ch
er
d
i
m
en
s
io
n
"
s
u
b
s
ca
les
o
f
th
e
Q
u
ality
o
f
Sch
o
o
l
L
if
e
Scale;
ac
co
r
d
in
g
to
p
a
r
en
ts
'
liv
in
g
to
g
eth
er
o
r
s
ep
ar
ately
,
b
e
twee
n
th
e
s
co
r
es
th
e
y
o
b
tain
e
d
f
r
o
m
th
e
“tea
ch
er
d
im
en
s
io
n
”
s
u
b
s
ca
le;
ac
co
r
d
i
n
g
to
th
eir
p
er
ce
iv
e
d
s
o
cio
-
ec
o
n
o
m
ic
lev
els,
b
etwe
en
t
h
e
s
co
r
es
o
b
ta
in
ed
f
r
o
m
th
e
s
u
b
-
s
ca
les
o
f
“statu
s
”,
“sc
h
o
o
l
m
an
ag
e
m
en
t”,
“f
ee
lin
g
s
ab
o
u
t
th
e
s
ch
o
o
l”
an
d
“tea
ch
er
d
im
en
s
io
n
”
an
d
b
etwe
en
th
e
s
co
r
es
o
b
tain
e
d
f
r
o
m
th
e
t
o
tal
o
f
th
e
s
ca
le;
ac
co
r
d
in
g
t
o
th
e
lear
n
er
s
'
p
er
ce
p
tio
n
o
f
th
em
s
elv
es
i
n
ter
m
s
o
f
s
ch
o
o
l
s
u
cc
ess
,
b
etw
ee
n
th
e
s
co
r
es
o
b
tain
e
d
f
r
o
m
th
e
"statu
s
",
"sch
o
o
l
m
a
n
ag
e
m
en
t"
an
d
"f
ee
lin
g
s
ab
o
u
t sch
o
o
l"
s
u
b
s
ca
les.
I
n
th
i
s
r
esear
ch
,
q
u
an
titativ
e
m
et
h
o
d
was u
s
ed
.
T
h
is
p
ap
er
p
r
esen
ts
a
f
o
u
r
‐
d
i
m
en
s
io
n
al,
d
y
n
am
ic
m
o
d
el
o
f
p
u
p
ils
’
s
u
b
jectiv
e
q
u
ality
o
f
s
ch
o
o
l
life
.
T
h
e
m
o
d
el
is
b
ased
o
n
th
e
a
u
th
o
r
’
s
an
d
co
lleag
u
es’
s
tu
d
i
es
o
f
ex
p
e
r
ien
ce
s
an
d
p
er
s
p
e
ctiv
es
o
f
p
u
p
ils
in
r
eg
u
lar
s
ch
o
o
ls
wh
o
h
a
v
e
b
e
en
ass
ess
ed
as
h
av
in
g
“sp
ec
ial
ed
u
ca
tio
n
al
n
e
ed
s
”.
T
h
e
c
o
n
ce
p
tu
aliza
tio
n
o
f
q
u
ality
o
f
s
ch
o
o
l
life
p
r
o
p
o
s
e
d
h
er
e
is
aim
ed
at
s
er
v
i
n
g
as
a
“d
ir
ec
tio
n
in
d
icato
r
”
f
o
r
wh
er
e
to
lo
o
k
a
n
d
h
o
w
to
lis
ten
to
p
u
p
ils
,
n
o
t
at
g
iv
i
n
g
d
etailed
d
ef
in
itio
n
s
o
r
p
r
es
cr
ip
tio
n
s
.
T
h
e
m
o
d
el
m
ay
also
s
er
v
e
as
a
to
o
l
f
o
r
s
tu
d
y
in
g
an
d
d
is
cu
s
s
in
g
q
u
al
ity
o
f
s
ch
o
o
l
life
in
ter
m
s
o
f
o
v
er
all
ed
u
ca
tio
n
al
g
o
als
as
well
as
s
ch
o
o
lin
g
co
n
d
itio
n
s
th
at
ar
e
b
ein
g
o
f
f
er
ed
b
y
n
atio
n
al
s
ch
o
o
l
s
y
s
tem
s
an
d
in
d
iv
id
u
al
s
ch
o
o
ls
.
A
f
ew
asp
ec
t
s
o
f
r
elatio
n
s
b
etwe
en
s
u
b
jectiv
e
q
u
ality
o
f
s
ch
o
o
l
life
a
n
d
“o
b
jectiv
e”
co
n
d
itio
n
s
,
wh
ich
ar
e
v
er
y
co
m
p
lex
,
ar
e
d
is
cu
s
s
ed
.
I
t
is
co
n
clu
d
ed
th
at
th
e
ex
p
er
ien
ce
s
an
d
p
er
s
p
ec
tiv
es
o
f
p
u
p
ils
,
esp
ec
ially
o
f
th
o
s
e
p
u
p
ils
wh
o
s
e
v
o
ices
ar
e
s
eld
o
m
h
ea
r
d
,
ca
n
m
a
k
e
a
p
o
wer
f
u
l
co
n
t
r
ib
u
tio
n
to
d
ev
elo
p
i
n
g
a
b
ette
r
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
eq
u
ality
,
in
clu
s
io
n
an
d
q
u
ality
o
f
s
ch
o
o
l lif
e
ca
n
b
e
ac
h
iev
ed
[
3
2
]
.
I
n
an
o
th
er
s
tu
d
y
co
n
d
u
cted
in
Fin
lan
d
titl
ed
“L
if
e
s
atis
f
ac
tio
n
p
er
ce
i
v
ed
b
y
lear
n
er
s
an
d
s
o
cial
s
u
p
p
o
r
t
ab
o
u
t
s
ch
o
o
l”
was
b
r
o
u
g
h
t
to
th
e
liter
atu
r
e
b
y
Dan
ie
ls
en
,
Sam
d
al,
Hetlan
d
an
d
W
o
ld
[
3
3
]
.
T
h
e
s
tu
d
y
was
d
esig
n
ed
as
a
m
eth
o
d
o
f
p
ath
a
n
aly
s
is
an
d
ac
co
r
d
i
n
g
to
th
e
p
r
o
p
o
s
ed
m
o
d
el;
th
e
r
e
latio
n
s
h
ip
b
etwe
en
th
e
co
n
ce
p
ts
o
f
class
m
ate
s
u
p
p
o
r
t,
teac
h
er
s
u
p
p
o
r
t,
f
am
ily
s
u
p
p
o
r
t
o
n
s
ch
o
o
l
s
atis
f
ac
tio
n
,
s
ch
o
o
l
s
k
ills
an
d
th
eir
g
en
e
r
al
s
elf
-
ef
f
icac
y
an
d
lear
n
er
s
'
life
s
atis
f
ac
tio
n
wer
e
ex
am
in
ed
.
T
h
e
s
am
p
le
o
f
th
e
s
tu
d
y
c
o
n
s
is
ted
o
f
13
-
y
ea
r
-
o
ld
lear
n
er
s
(
N=
1
,
7
3
6
)
an
d
1
5
-
y
ea
r
-
o
ld
lear
n
er
s
(
N=
1
,
6
2
2
)
b
y
s
elec
tin
g
3
3
5
8
l
ea
r
n
er
s
ac
co
r
d
in
g
t
o
th
e
s
y
s
tem
atic
s
am
p
lin
g
m
eth
o
d
.
Dif
f
er
e
n
t scale
s
wer
e
u
s
ed
to
m
ea
s
u
r
e
7
item
s
as a
d
ata
co
llectio
n
to
o
l.
I
n
d
ep
e
n
d
en
t
t
-
test
was
u
s
ed
t
o
d
eter
m
i
n
e
wh
eth
e
r
th
er
e
wa
s
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
t
h
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
ac
co
r
d
i
n
g
to
ag
e
an
d
g
en
d
er
.
At
b
o
th
ag
e
lev
els,
m
en
h
av
e
claim
ed
h
ig
h
er
life
s
atis
f
ac
tio
n
,
s
elf
-
ef
f
icac
y
an
d
ac
a
d
em
ic
s
k
ills
.
On
th
e
o
th
er
h
a
n
d
,
g
ir
ls
o
n
ly
h
a
v
e
h
ig
h
e
r
s
co
r
es
o
n
s
ch
o
o
l
s
atis
f
ac
tio
n
.
Acc
o
r
d
in
g
to
th
e
ag
es,
1
5
-
y
ea
r
-
o
ld
s
wer
e
f
o
u
n
d
to
b
e
s
ig
n
if
ican
tly
d
i
f
f
er
en
t
in
b
o
th
g
e
n
d
er
s
,
with
th
e
ex
ce
p
tio
n
o
f
ac
ad
em
ic
s
k
ills
an
d
s
elf
-
ef
f
icac
y
.
I
t
w
as
d
eter
m
in
ed
th
at
th
er
e
is
a
h
ig
h
in
ter
ac
tio
n
(R
2
=
.
5
5
;
p
<.
0
5
)
b
etwe
en
te
ac
h
er
s
u
p
p
o
r
t
an
d
s
ch
o
o
l
s
atis
f
ac
tio
n
.
Fam
ily
an
d
class
m
ate
s
u
p
p
o
r
t
a
r
e
o
th
e
r
v
ar
iab
les
th
at
d
ir
ec
tly
af
f
ec
t
lear
n
er
s
'
life
s
a
tis
f
ac
tio
n
.
I
n
ad
d
itio
n
,
wh
ile
s
ch
o
o
l
s
atis
f
ac
tio
n
d
ir
ec
tly
af
f
ec
ts
life
s
atis
f
ac
tio
n
,
ac
ad
em
ic
s
k
ills
in
d
ir
ec
tly
af
f
ec
t lif
e
s
atis
f
ac
tio
n
th
r
o
u
g
h
g
en
er
al
s
elf
-
e
f
f
ic
ac
y
.
E
er
o
la
an
d
E
er
o
la’
s
r
esear
ch
[
3
4
]
“T
h
e
claim
o
f
wh
et
h
er
m
u
s
ic
ed
u
ca
tio
n
ca
n
c
r
ea
te
s
o
ci
al
b
en
ef
its
in
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t”
was
test
ed
in
1
0
Fin
n
is
h
s
ch
o
o
ls
with
an
ex
ten
d
ed
m
u
s
ic
cu
r
r
icu
lar
class
an
d
co
n
tr
o
l
class
es.
T
h
e
q
u
ality
o
f
s
ch
o
o
l
life
(
QSL)
was
as
s
ess
ed
b
y
a
r
ep
r
esen
tativ
e
s
am
p
le
(
N=
7
3
5
)
o
f
p
u
p
ils
at
y
ea
r
s
3
an
d
6
(
9
-
an
d
1
2
-
y
e
ar
s
-
o
ld
s
)
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
ex
ten
d
e
d
m
u
s
ic
ed
u
ca
tio
n
en
h
an
ce
s
t
h
e
QSL,
p
ar
ticu
lar
ly
in
a
r
e
as
r
elate
d
to
g
en
er
al
s
atis
f
ac
tio
n
ab
o
u
t
th
e
s
ch
o
o
l
a
n
d
a
s
en
s
e
o
f
ac
h
iev
em
e
n
t
an
d
o
p
p
o
r
tu
n
ity
f
o
r
lear
n
er
s
.
Dif
f
er
en
ce
s
r
elate
d
to
th
e
s
ch
o
o
ls
an
d
g
en
d
er
d
i
d
n
o
t
ac
co
u
n
t
f
o
r
th
e
r
esu
lts
.
A
f
o
llo
w
-
u
p
s
tu
d
y
ex
a
m
in
e
d
wh
eth
er
th
e
in
cr
ea
s
e
in
cr
itical
QSL
v
ar
iab
les
wa
s
r
elate
d
to
m
u
s
ic.
T
h
is
an
aly
s
is
u
tili
ze
d
d
ata
f
r
o
m
o
th
er
class
es
(
N=
9
8
)
with
an
ex
ten
d
ed
c
u
r
r
icu
lu
m
(
s
p
o
r
ts
an
d
v
is
u
al
ar
ts
)
.
T
h
ese
class
es
d
id
n
o
t
co
n
f
er
s
im
ilar
b
en
ef
its
.
Ov
er
all,
th
e
r
esu
lts
im
p
ly
th
at
ex
ten
d
ed
m
u
s
ic
ed
u
ca
tio
n
h
as
a
p
o
s
itiv
e
ef
f
ec
t o
n
th
e
s
o
cial
asp
ec
ts
o
f
s
ch
o
o
lin
g
.
Par
k
an
d
L
ee
’
s
[
3
5
]
s
tu
d
y
in
v
esti
g
ated
th
e
in
f
lu
en
ce
o
f
b
et
wee
n
-
s
ch
o
o
l
d
if
f
e
r
en
ce
s
in
p
a
r
ticip
ativ
e
s
ch
o
o
l c
lim
ate,
tim
e
an
d
m
o
n
e
y
as lea
r
n
in
g
s
u
p
p
o
r
ts
,
f
r
eq
u
e
n
cy
o
f
teac
h
e
r
ap
p
r
aisal,
s
ch
o
o
l SE
S,
an
d
n
u
m
b
e
r
o
f
teac
h
er
s
o
n
in
d
iv
id
u
al
teac
h
er
'
s
co
lleg
ial
in
ter
ac
tio
n
.
Na
tio
n
ally
r
ep
r
esen
tativ
e
d
ata
f
o
r
8
8
6
9
teac
h
e
r
s
in
5
5
1
lo
wer
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
E
n
g
lan
d
,
Fin
lan
d
,
So
u
th
Ko
r
ea
,
an
d
t
h
e
USA
wer
e
an
aly
ze
d
.
I
n
all
f
o
u
r
co
u
n
tr
ies,
a
p
ar
ticip
ativ
e
s
ch
o
o
l
clim
ate
was
p
o
s
itiv
ely
as
s
o
ciate
d
with
teac
h
er
co
lleg
ia
l
in
ter
ac
tio
n
,
wh
ile
s
u
p
p
o
r
t
in
th
e
f
o
r
m
o
f
ex
tr
a
c
o
m
p
en
s
atio
n
d
i
d
n
o
t
h
av
e
a
s
ig
n
if
ican
t
ef
f
ec
t
o
n
teac
h
er
c
o
lleg
ial
in
ter
ac
tio
n
.
T
h
e
in
f
lu
e
n
ce
o
f
o
th
er
s
ch
o
o
l
-
lev
el
f
ea
tu
r
es wa
s
n
o
t c
o
n
s
is
te
n
t a
cr
o
s
s
co
u
n
tr
ies.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
1
0
0
-
1
0
8
104
An
o
th
er
s
tu
d
y
o
n
co
m
p
a
r
in
g
t
h
e
q
u
ality
o
f
s
ch
o
o
l
life
o
f
ad
u
lts
in
Fin
l
an
d
an
d
Ko
r
ea
,
"I
s
th
e
PISA
m
o
d
el
p
e
o
p
le
h
ap
p
y
at
s
ch
o
o
l?"
was
co
n
d
u
cted
b
y
Yo
o
n
an
d
J
ar
v
i
n
en
[
3
6
]
.
Acc
o
r
d
in
g
to
th
e
r
esu
lts
o
f
th
e
PISA
(
Pro
g
r
am
f
o
r
I
n
ter
n
atio
n
al
L
ea
r
n
e
r
Ass
ess
m
en
t
)
co
n
d
u
cted
r
e
g
u
lar
ly
a
m
o
n
g
OE
C
D
co
u
n
tr
ies,
a
s
tu
d
y
was
co
n
d
u
cted
o
n
th
e
q
u
ality
o
f
life
o
f
s
ch
o
o
ls
ac
r
o
s
s
th
e
two
s
u
cc
e
s
s
f
u
l
s
am
p
l
e
co
u
n
tr
ies.
I
n
th
is
s
tu
d
y
,
s
ch
o
o
l
q
u
ality
o
f
life
was
d
is
cu
s
s
ed
u
n
d
er
3
m
ain
titl
es
an
d
th
ese
titl
es
wer
e
d
et
er
m
in
ed
as
Gen
er
al
Satis
f
ac
tio
n
,
Peer
R
elatio
n
s
an
d
L
ea
r
n
er
-
T
ea
ch
er
R
elatio
n
s
.
I
n
th
is
s
tu
d
y
,
th
e
ed
u
ca
tio
n
s
y
s
tem
o
f
Fin
n
is
h
a
n
d
Ko
r
ea
n
p
eo
p
le
was
tr
ied
t
o
b
e
a
n
aly
z
ed
b
o
th
in
s
o
cial
an
d
ed
u
ca
tio
n
al
ter
m
s
b
y
th
e
f
o
llo
win
g
ar
g
u
m
en
t
s
.
T
h
e
f
ir
s
t
o
f
th
ese
v
ar
iab
les
is
to
ex
am
in
e
th
e
d
if
f
e
r
en
ce
b
etwe
en
n
atio
n
s
an
d
r
eg
io
n
s
o
r
s
o
cio
-
cu
ltu
r
es
b
ase
d
o
n
th
e
i
n
d
iv
id
u
al
s
o
cial,
cu
ltu
r
al
a
n
d
h
is
to
r
ical
co
n
tex
t
o
f
ea
ch
c
o
u
n
tr
y
.
I
n
c
o
m
p
a
r
ativ
e
ed
u
ca
tio
n
r
esear
ch
,
it
is
g
e
n
er
ally
c
o
n
s
id
er
ed
in
te
r
m
s
o
f
co
g
n
itiv
e
-
af
f
ec
tiv
e
lear
n
i
n
g
o
u
tco
m
es
in
ea
s
t
-
west,
s
ch
o
o
l
e
n
v
ir
o
n
m
en
t.
T
h
e
s
ec
o
n
d
v
ar
ia
b
le,
wh
ile
co
g
n
it
iv
e
lear
n
in
g
is
m
o
r
e
im
p
o
r
tan
t
in
r
esear
ch
in
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t,
th
e
af
f
ec
tiv
e
d
o
m
ain
lik
e
s
ch
o
o
l
life
is
ig
n
o
r
ed
.
T
h
is
s
tu
d
y
s
h
e
d
s
lig
h
t o
n
th
is
ar
ea
as c
o
n
te
n
t.
T
h
e
aim
o
f
th
is
s
tu
d
y
is
to
ex
am
in
e
th
e
s
ch
o
o
l
life
q
u
ality
,
teac
h
er
-
lear
n
er
in
ter
ac
tio
n
,
g
en
e
r
al
s
atis
f
ac
tio
n
an
d
p
ee
r
r
elatio
n
s
h
ip
o
f
lear
n
er
s
o
f
two
d
if
f
er
en
t
co
u
n
tr
ies,
wh
ich
ar
e
s
u
cc
ess
f
u
l
ac
co
r
d
in
g
to
PISA
r
esu
lts
in
2
0
1
2
in
te
r
m
s
o
f
th
eir
c
u
ltu
r
al,
in
s
titu
tio
n
al
an
d
h
is
to
r
ical
asp
ec
ts
.
Firstl
y
,
PISA
r
esu
lts
,
m
ea
s
u
r
em
en
t
o
f
p
ast
p
er
f
o
r
m
an
ce
s
ap
p
lied
to
lear
n
e
r
s
an
d
f
o
r
m
s
with
s
ch
o
o
l
-
r
elate
d
f
a
cto
r
s
an
d
in
ter
v
iew
f
o
r
m
s
with
lear
n
er
s
(
s
u
ch
as
wh
eth
er
th
ey
a
r
e
h
ap
p
y
at
s
c
h
o
o
l
an
d
wh
at
ca
u
s
es
if
th
ey
ar
e
u
n
h
a
p
p
y
)
wer
e
u
s
ed
in
th
e
s
tu
d
y
.
8
8
2
9
lear
n
er
s
at
th
e
ag
e
o
f
1
5
f
r
o
m
Fin
lan
d
an
d
5
0
3
3
lea
r
n
er
s
f
r
o
m
So
u
th
Ko
r
e
a
p
ar
ticip
ated
in
th
e
s
tu
d
y
.
T
h
ese
lear
n
er
s
ar
e
th
e
lea
r
n
er
s
wh
o
h
av
e
en
ter
e
d
PISA.
I
n
q
u
esti
o
n
s
ab
o
u
t
h
a
p
p
in
ess
in
s
ch
o
o
l;
No
r
th
e
r
n
co
u
n
tr
ies
g
av
e
h
ig
h
er
p
o
s
itiv
e
an
s
wer
s
to
alm
o
s
t
all
item
s
co
m
p
ar
ed
to
ea
s
ter
n
co
u
n
tr
ies.
I
n
s
tatis
tic
al
s
tu
d
ies
,
th
er
e
was
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
ac
co
r
d
in
g
to
B
o
n
f
er
r
o
n
i
a
n
d
z
-
test
.
C
o
m
p
ar
ed
to
th
e
OE
C
D
av
er
ag
e,
it
is
s
ee
n
th
at
ea
s
ter
n
co
u
n
tr
ies
h
av
e
a
lo
wer
av
er
ag
e.
C
o
n
s
id
er
in
g
th
e
h
ap
p
in
ess
v
ar
ian
ce
o
f
ch
ild
r
e
n
in
th
e
PISA
m
o
d
el
in
Fin
n
is
h
an
d
Ko
r
ea
n
s
ch
o
o
ls
,
it
is
s
ee
n
th
at
it
is
b
elo
w
th
e
OE
C
D
av
er
ag
e.
Ko
r
ea
h
as
ac
h
iev
ed
v
a
lu
es
b
elo
w
th
e
OE
C
D
av
er
ag
e
in
ter
m
s
o
f
b
o
th
s
atis
f
ac
tio
n
in
teac
h
er
lear
n
e
r
in
ter
ac
tio
n
an
d
s
atis
f
ac
tio
n
in
p
ee
r
in
ter
ac
tio
n
.
I
t
h
as
b
ee
n
o
b
s
er
v
ed
th
at
Fin
n
is
h
lear
n
er
s
ar
e
m
o
r
e
s
atis
f
ied
with
s
ch
o
o
l
life
q
u
ality
a
n
d
p
ee
r
r
elatio
n
s
h
i
p
s
th
an
So
u
th
Ko
r
ea
n
lear
n
er
s
.
I
n
th
e
s
tu
d
ies
co
n
d
u
cted
b
y
B
r
o
n
f
en
b
r
en
n
er
[
4
2
]
a
n
d
Ho
f
s
ted
e
[
4
3
]
,
it
was
co
n
clu
d
ed
th
at
Ko
r
ea
n
in
d
i
v
id
u
als
ar
e
m
o
r
e
m
ascu
lin
e,
lo
n
g
-
ter
m
th
in
k
in
g
an
d
f
leein
g
en
te
r
tain
m
en
t d
u
e
t
o
th
eir
f
u
tu
r
e
a
n
x
iet
y
.
As
th
e
lim
itatio
n
o
f
th
e
s
tu
d
y
,
th
e
r
esear
c
h
er
s
tated
th
at
th
e
s
tatis
tica
l
v
alu
es
o
b
tain
ed
f
r
o
m
a
s
tan
d
ar
d
s
ca
le
co
u
ld
n
o
t
b
e
f
u
lly
s
u
f
f
icien
t
in
e
x
p
lain
in
g
an
ab
s
tr
ac
t
co
n
ce
p
t
s
u
c
h
as
q
u
ality
o
f
s
ch
o
o
l
life
.
I
n
th
is
r
eg
ar
d
,
t
h
e
v
iews
a
n
d
ex
p
er
ien
ce
s
o
f
C
h
in
ese
an
d
K
o
r
ea
n
lear
n
er
s
o
n
s
ch
o
o
l
q
u
ali
ty
o
f
life
co
u
ld
n
o
t
b
e
f
u
lly
r
ef
lecte
d
in
t
h
e
s
tu
d
y
.
I
n
a
n
o
th
er
s
tu
d
y
o
n
lear
n
er
-
t
ea
ch
er
in
te
r
ac
tio
n
in
K
o
r
ea
;
L
ee
,
Fra
s
er
a
n
d
Fis
h
er
[
3
7
]
tr
an
s
lated
th
e
s
ca
le
o
f
teac
h
er
in
ter
ac
tio
n
at
a
h
ig
h
s
ch
o
o
l
le
v
el
in
to
Ko
r
ea
n
an
d
ap
p
lied
it
to
4
3
9
lear
n
er
s
f
r
o
m
d
if
f
e
r
en
t
b
r
an
ch
es.
T
h
e
m
ain
aim
o
f
th
e
s
tu
d
y
is
to
ex
am
in
e
t
h
e
en
v
i
r
o
n
m
en
ts
o
f
s
cien
ce
class
es
at
h
ig
h
s
ch
o
o
l
lev
el
in
Ko
r
ea
in
th
r
ee
d
if
f
er
e
n
t
way
s
as
th
e
d
eg
r
ee
o
f
ap
p
licatio
n
o
f
c
o
n
s
tr
u
ctiv
is
m
,
th
e
s
tr
u
ctu
r
e
o
f
lear
n
er
-
teac
h
e
r
in
ter
ac
tio
n
an
d
th
e
lear
n
i
n
g
e
n
v
ir
o
n
m
e
n
t
o
f
lab
o
r
ato
r
y
class
es.
I
n
th
e
s
tu
d
y
,
o
b
s
er
v
atio
n
s
a
n
d
in
ter
v
iews
with
teac
h
er
s
an
d
lear
n
e
r
s
wer
e
h
e
ld
in
th
r
ee
class
es.
I
n
th
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
,
th
e
teac
h
e
r
s
wh
o
g
u
id
e
d
t
h
at
th
e
in
ter
ac
tio
n
in
th
e
s
cien
ce
class
is
lik
e
th
e
o
ld
-
y
o
u
n
g
i
n
ter
ac
tio
n
in
t
h
e
s
o
ciety
s
tated
th
at
th
er
e
is
an
in
ter
ac
tio
n
in
th
e
f
o
r
m
o
f
lear
n
er
s
wh
o
f
o
llo
w
th
e
r
u
les.
I
n
a
d
d
itio
n
,
it
was d
eter
m
in
ed
th
at
th
ey
s
h
o
we
d
m
o
r
e
s
p
ec
ial
co
m
m
u
n
icatio
n
an
d
i
n
ter
ac
tio
n
s
k
ills
with
s
o
m
e
teac
h
er
s
an
d
th
is
d
if
f
er
en
ce
is
th
o
u
g
h
t
t
o
b
e
d
u
e
to
th
e
f
ac
t
th
at
th
e
p
er
s
o
n
al
c
h
ar
ac
ter
is
tics
o
f
teac
h
er
s
co
in
cid
e
with
th
e
ch
ar
ac
ter
is
tic
o
f
a
cu
r
r
icu
l
u
m
(
eg
.
c
u
r
r
icu
l
u
m
,
ex
p
ec
tatio
n
f
o
r
lear
n
er
s
in
th
at
cu
r
r
ic
u
lu
m
)
.
T
h
e
s
tu
d
y
g
a
v
e
a
n
in
s
ig
h
t
in
to
th
e
cu
r
r
e
n
t
s
tate
o
f
s
cien
ce
class
es in
h
ig
h
s
ch
o
o
ls
in
Ko
r
ea
.
A
cr
o
s
s
-
s
ec
tio
n
al
s
tu
d
y
o
f
d
e
v
elo
p
m
en
tal
d
if
f
e
r
en
ce
s
an
d
s
im
ilar
ities
in
th
e
lev
els
a
n
d
c
o
r
r
elate
s
o
f
life
s
atis
f
ac
tio
n
was
co
n
d
u
ct
ed
with
7
1
6
So
u
th
Ko
r
ea
n
l
ea
r
n
er
s
in
elem
en
ta
r
y
,
m
id
d
l
e
an
d
h
ig
h
s
ch
o
o
l.
W
ith
ag
e,
g
lo
b
al
an
d
d
o
m
ai
n
-
s
p
ec
if
ic
life
s
atis
f
ac
tio
n
(
with
f
am
ily
,
s
ch
o
o
l,
liv
in
g
e
n
v
ir
o
n
m
en
t
a
n
d
s
elf
)
d
ec
r
ea
s
ed
;
s
atis
f
ac
tio
n
with
f
r
ien
d
s
d
id
n
o
t
ch
an
g
e
with
ag
e
.
T
h
e
f
am
ily
d
o
m
ai
n
was
an
i
m
p
o
r
tan
t
p
r
ed
icto
r
of
g
l
o
b
al
life
s
atis
f
ac
tio
n
o
f
Ko
r
ea
n
lear
n
er
s
o
f
all
a
g
es.
T
h
e
im
p
o
r
tan
ce
o
f
th
e
s
elf
-
d
o
m
ain
to
g
lo
b
al
life
s
atis
f
ac
tio
n
in
cr
ea
s
ed
s
u
b
s
tan
tially
with
ag
e
to
em
e
r
g
e
as
th
e
m
o
s
t
im
p
o
r
tan
t
co
n
tr
ib
u
to
r
f
o
r
g
lo
b
al
life
s
atis
f
ac
tio
n
am
o
n
g
h
ig
h
s
ch
o
o
l
lear
n
er
s
.
Sc
h
o
o
l
s
atis
f
ac
tio
n
was
co
n
s
is
ten
tly
im
p
o
r
ta
n
t
f
o
r
Ko
r
ea
n
lear
n
er
s
’
g
lo
b
al
life
s
atis
f
ac
tio
n
ac
r
o
s
s
all
ag
es,
alth
o
u
g
h
its
r
elativ
e
im
p
o
r
tan
ce
d
ec
r
ea
s
ed
with
a
g
e.
T
h
ese
f
in
d
in
g
s
wer
e
d
is
cu
s
s
ed
with
r
esp
ec
t
to
th
e
d
e
v
elo
p
m
e
n
t
o
f
c
o
n
ce
r
n
s
an
d
in
ter
ests
am
o
n
g
c
h
ild
r
en
an
d
a
d
o
lescen
ts
an
d
in
ter
m
s
o
f
Ko
r
ea
n
cu
ltu
r
a
l v
alu
es b
ased
o
n
C
o
n
f
u
cian
is
m
[
3
8
]
.
T
h
is
s
tu
d
y
p
ay
s
s
p
ec
ial
atten
tio
n
to
ad
o
lescen
ts
wh
o
ar
e
at
th
e
cr
itical
s
tag
e
o
f
s
o
cial,
co
g
n
itiv
e
an
d
em
o
tio
n
al
d
ev
elo
p
m
en
t
a
n
d
th
eir
s
atis
f
ac
tio
n
with
s
ch
o
o
l
life
wh
ich
is
im
p
o
r
tan
t
f
o
r
th
eir
ed
u
ca
tio
n
al
ex
p
er
ien
ce
an
d
ad
u
lt
life
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
is
to
e
x
am
in
e
h
o
w
lear
n
er
s
’
r
elatio
n
s
h
ip
s
with
f
r
ien
d
s
,
teac
h
er
s
an
d
p
ar
e
n
ts
ar
e
ass
o
ciate
d
with
t
h
eir
s
ch
o
o
l
lif
e
s
atis
f
ac
tio
n
.
W
e
co
n
d
u
cted
h
ier
ar
c
h
ical
lin
ea
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Qu
a
lity o
f sch
o
o
l life
in
Tu
r
ke
y,
F
in
la
n
d
a
n
d
S
o
u
th
K
o
r
ea
(
A
yşe
E
lito
k
K
esici
)
105
m
o
d
elin
g
with
n
atio
n
ally
r
ep
r
esen
tativ
e
d
ata
o
n
3
,
7
9
0
h
ig
h
s
ch
o
o
l
s
en
io
r
s
i
n
th
e
c
o
n
s
id
e
r
atio
n
o
f
d
if
f
er
en
t
s
ch
o
o
l
ty
p
es
(
g
en
er
al
a
n
d
v
o
c
atio
n
al
h
ig
h
s
ch
o
o
ls
)
r
ef
lectin
g
th
e
co
n
tex
tu
al
ch
a
r
ac
ter
is
tics
o
f
So
u
th
Ko
r
ea
n
ed
u
ca
tio
n
s
y
s
tem
.
O
u
r
f
i
n
d
in
g
s
s
h
o
w
th
at
all
th
o
s
e
r
elatio
n
s
ar
e
ass
o
ciate
d
with
s
ch
o
o
l
life
s
atis
f
ac
tio
n
an
d
th
at
s
o
m
e
d
is
tin
ctiv
e
d
im
en
s
i
o
n
s
o
f
ea
c
h
r
elatio
n
m
atter
f
o
r
lear
n
er
s
’
s
ch
o
o
l
life
s
atis
f
ac
tio
n
.
I
n
p
ar
ticu
lar
,
teac
h
er
-
lear
n
er
r
elatio
n
s
h
ip
w
as
f
o
u
n
d
t
o
s
h
ap
e
lear
n
er
s
’
s
atis
f
ac
tio
n
w
ith
s
ch
o
o
l
life
b
o
t
h
at
in
d
iv
id
u
al
an
d
s
ch
o
o
l
lev
el.
I
n
s
p
ite
o
f
s
ev
e
r
al
lim
itatio
n
s
,
th
e
b
r
o
ad
in
v
esti
g
atio
n
o
f
lear
n
er
s
’
s
o
cial
r
elatio
n
s
p
r
o
v
id
e
d
a
p
o
licy
im
p
licatio
n
f
o
r
im
p
r
o
v
in
g
ad
o
lescen
ts
’
s
atis
f
ac
tio
n
with
th
eir
s
ch
o
o
l liv
es [
3
9
]
.
Go
v
er
n
m
e
n
t
d
ec
e
n
tr
aliza
tio
n
is
in
wo
r
ld
wid
e
u
s
e
f
o
r
ed
u
c
atio
n
r
ef
o
r
m
s
.
I
t
tak
es
d
if
f
er
en
t
f
o
r
m
s
ac
r
o
s
s
co
u
n
tr
ies
f
r
o
m
p
o
liti
ca
l
an
d
f
is
ca
l
p
er
s
p
ec
tiv
es.
I
t
is
a
u
n
iq
u
e
f
ea
tu
r
e
t
h
at
th
e
g
o
v
e
r
n
an
ce
o
f
Ko
r
ea
is
p
o
liti
ca
lly
d
ec
en
tr
alize
d
,
b
u
t it
r
em
ain
s
f
is
ca
lly
f
ed
er
alize
d
.
I
n
th
is
ar
ticle,
we
u
tili
ze
d
b
o
th
p
o
liti
ca
l a
n
d
f
is
ca
l
p
er
s
p
ec
tiv
es
to
e
v
alu
ate
h
er
d
ec
en
tr
aliza
tio
n
b
y
s
ch
o
o
l
r
e
s
o
u
r
ce
s
an
d
lear
n
er
o
u
tco
m
e
s
.
Af
ter
an
aly
zi
n
g
th
e
p
an
el
d
ata,
we
f
in
d
th
at
f
is
ca
l
d
ec
en
tr
aliza
tio
n
is
p
o
s
iti
v
ely
r
elate
d
to
lear
n
er
o
u
tco
m
es.
I
n
co
n
tr
ast,
we
f
in
d
litt
le
ev
i
d
en
ce
o
n
an
y
r
elatio
n
s
h
ip
b
etwe
en
p
o
liti
ca
l
d
ec
en
tr
aliza
tio
n
,
s
ch
o
o
l
r
es
o
u
r
ce
s
,
a
n
d
lea
r
n
er
o
u
tco
m
es.
L
astl
y
,
we
d
r
aw
u
s
ef
u
l
p
o
licy
im
p
licatio
n
s
f
o
r
d
e
v
elo
p
in
g
co
u
n
tr
ies
wh
o
s
e
d
ec
en
tr
aliza
tio
n
m
o
v
es
lik
e
Ko
r
ea
[
4
0
]
.
4.
DIS
CU
S
SI
O
N
I
n
th
e
s
tu
d
y
titl
ed
“Sch
o
o
l
L
i
f
e
Qu
ality
in
Fin
n
is
h
a
n
d
Sw
ed
is
h
Sp
o
k
e
n
Sch
o
o
ls
”
b
y
L
i
n
ak
y
la
a
n
d
B
r
u
n
ell
[
44
]
,
th
e
q
u
ality
o
f
s
c
h
o
o
l
life
b
etwe
en
two
Fin
n
is
h
-
s
p
ea
k
in
g
an
d
two
Swed
is
h
-
s
p
ea
k
in
g
s
ch
o
o
ls
was
tr
ied
to
b
e
d
eter
m
in
ed
in
t
h
e
s
ch
o
o
l
e
n
v
ir
o
n
m
en
t
.
1
3
7
9
s
tu
d
en
ts
f
r
o
m
th
e
8
th
g
r
ad
e
Fin
n
is
h
-
s
p
ea
k
in
g
s
ch
o
o
ls
an
d
d
esp
ite
th
e
f
ac
t
th
at
Sw
ed
is
h
s
p
ea
k
er
s
wer
e
n
o
t
f
u
lly
s
p
ec
if
ied
in
th
e
s
am
p
le,
ab
o
u
t
4
6
9
7
p
eo
p
le
p
ar
ticip
ated
in
th
e
s
tu
d
y
o
n
a
n
atio
n
al
s
ca
le.
I
n
th
e
r
esea
r
ch
,
a
2
9
-
item
s
ca
le
d
ev
elo
p
e
d
b
y
W
i
lliam
s
an
d
B
atten
in
1
9
8
1
[
45
]
i
n
clu
d
in
g
t
h
e
s
u
b
-
d
im
en
s
io
n
s
o
f
g
en
er
al
s
atis
f
ac
tio
n
,
n
eg
ativ
e
em
o
tio
n
s
,
lear
n
in
g
ex
citem
e
n
t,
p
er
s
o
n
a
lity
d
ev
elo
p
m
e
n
t
an
d
s
tatu
s
was
u
s
ed
.
Acc
o
r
d
in
g
to
t
h
e
r
esear
ch
r
esu
lts
;
in
th
e
p
r
o
f
ile
o
f
Fin
n
is
h
an
d
S
wed
is
h
s
p
ea
k
in
g
s
c
h
o
o
ls
,
m
an
y
s
im
ilar
ities
h
av
e
b
ee
n
d
etec
ted
as
well
a
s
s
o
m
e
d
if
f
er
en
ce
s
.
Qu
ality
o
f
s
ch
o
o
l
life
h
as
th
e
s
am
e
lev
el
o
f
ef
f
ec
tiv
en
ess
in
b
o
th
s
ch
o
o
l
s
y
s
t
em
s
.
W
h
en
we
lo
o
k
at
th
e
to
p
ics
o
b
s
er
v
ed
in
th
e
s
tu
d
y
,
s
ch
o
o
l
s
atis
f
ac
tio
n
,
n
eg
a
tiv
e
r
ea
ctio
n
to
th
e
s
ch
o
o
l,
o
p
en
m
in
d
ed
n
ess
an
d
s
o
cial
id
en
tity
o
f
th
e
s
tu
d
en
ts
wer
e
ex
am
in
ed
.
I
n
th
e
s
tu
d
y
,
th
e
f
ac
t
th
at
th
e
f
am
ilies
o
f
th
e
s
tu
d
en
ts
wh
o
s
p
ea
k
Swed
is
h
ar
e
wea
lth
ier
ca
u
s
ed
s
o
m
e
d
if
f
er
e
n
ce
s
.
T
h
i
s
s
itu
atio
n
is
ef
f
ec
tiv
e
o
n
s
tu
d
en
ts
'
m
o
tiv
atio
n
,
th
eir
s
tatu
s
in
t
h
e
class
r
o
o
m
an
d
th
eir
q
u
ality
o
f
s
ch
o
o
l
lif
e.
I
n
ad
d
itio
n
,
th
e
s
tu
d
y
h
as
a
co
m
p
ar
ativ
e
s
tu
d
y
f
ea
tu
r
e
an
d
d
ata
at
th
e
en
d
o
f
th
e
s
tu
d
y
wer
e
co
m
p
a
r
ed
wi
th
a
to
tal
o
f
2
4
7
3
2
s
tu
d
e
n
ts
f
r
o
m
Ger
m
an
y
an
d
No
r
d
ic
co
u
n
tr
ies th
at
ar
e
No
r
way
,
Den
m
ar
k
an
d
I
ce
lan
d
.
W
h
en
th
e
r
esear
ch
s
tu
d
ies
r
el
ated
to
th
e
q
u
ality
o
f
s
ch
o
o
l
l
if
e
in
T
u
r
k
ey
,
Fin
lan
d
an
d
So
u
th
Ko
r
ea
ar
e
ev
alu
ated
in
g
en
e
r
al,
it
was
d
eter
m
in
ed
th
at
th
e
s
tu
d
ies
in
T
u
r
k
ey
wer
e
p
er
f
o
r
m
e
d
o
n
teac
h
er
s
an
d
p
r
im
ar
y
a
n
d
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
[
46
]
.
Stu
d
ies co
n
d
u
ct
ed
in
Fin
lan
d
h
av
e
b
ee
n
co
n
d
u
cted
with
p
r
im
ar
y
,
s
ec
o
n
d
ar
y
an
d
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
Stu
d
ies
co
n
d
u
cted
in
So
u
th
Ko
r
ea
ar
e
at
p
r
im
ar
y
,
s
ec
o
n
d
ar
y
,
h
ig
h
s
ch
o
o
l
an
d
u
n
i
v
er
s
ity
lev
el.
Qu
an
titat
iv
e
an
d
q
u
alitativ
e
m
eth
o
d
s
w
er
e
u
s
ed
in
s
tu
d
ies
in
T
u
r
k
ey
,
an
d
th
e
q
u
ality
o
f
s
ch
o
o
l
life
m
o
d
el,
p
ath
an
al
y
s
is
m
o
d
el
an
d
q
u
a
n
titativ
e
r
ese
ar
ch
m
eth
o
d
s
wer
e
u
s
ed
in
t
h
e
s
tu
d
ies
co
n
d
u
cted
in
Fin
lan
d
.
I
n
Fin
lan
d
,
it
is
s
ee
n
th
at
r
esear
ch
s
tu
d
ies
h
av
e
b
ee
n
d
o
n
e
t
o
estab
lis
h
a
th
eo
r
etica
l
f
r
am
ewo
r
k
f
o
r
co
n
ce
p
tu
aliza
tio
n
o
f
th
e
s
u
b
je
ct.
Qu
alitativ
e,
q
u
an
titativ
e
an
d
m
ix
ed
m
eth
o
d
s
wer
e
u
s
ed
i
n
s
tu
d
ies
co
n
d
u
cte
d
in
So
u
th
Ko
r
ea
.
I
n
th
e
r
esear
ch
s
tu
d
ies
co
n
d
u
cted
in
th
r
ee
co
u
n
tr
ies,
th
e
co
n
ce
p
t
o
f
s
elf
,
b
u
lly
in
g
,
im
p
licit
p
r
o
g
r
a
m
,
g
en
d
er
,
p
ar
en
ts
liv
in
g
to
g
eth
e
r
o
r
s
ep
ar
ately
,
s
o
cio
-
ec
o
n
o
m
ic
lev
el,
class
m
ate
s
u
p
p
o
r
t,
teac
h
e
r
s
u
p
p
o
r
t,
f
am
ily
s
u
p
p
o
r
t,
s
elf
-
e
f
f
icac
y
,
m
u
s
ic,
liv
in
g
e
n
v
ir
o
n
m
en
t,
s
elf
an
d
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
h
a
v
e
b
ee
n
f
o
u
n
d
to
a
f
f
ec
t
th
e
q
u
alit
y
o
f
s
ch
o
o
l
life
.
I
n
th
e
s
tu
d
ies
co
n
d
u
cted
in
T
u
r
k
ey
,
wh
ile
t
h
e
lev
els
o
f
q
u
ality
o
f
s
ch
o
o
l
life
ar
e
d
ete
r
m
in
ed
,
th
e
im
p
o
r
ta
n
ce
o
f
tr
ad
itio
n
al
v
alu
es
o
f
th
e
C
o
n
f
u
ciu
s
d
o
ctr
in
e
is
em
p
h
asized
in
s
tu
d
ies
co
n
d
u
cte
d
in
So
u
th
Ko
r
ea
.
I
n
So
u
t
h
Ko
r
ea
,
it
was d
et
er
m
in
ed
t
h
at
teac
h
e
r
s
r
aise
s
tu
d
en
ts
ac
co
r
d
in
g
to
tr
ad
itio
n
al
r
u
les.
I
n
ad
d
itio
n
,
t
h
e
f
ac
t
th
at
th
e
ed
u
ca
tio
n
s
y
s
tem
h
as
a
ce
n
tr
al
s
tr
u
ctu
r
e
in
So
u
th
Ko
r
ea
af
f
ec
ts
s
tu
d
en
ts
'
s
ch
o
o
l sati
s
f
ac
tio
n
p
o
s
itiv
ely
.
R
esear
ch
s
tu
d
ies
co
n
d
u
cted
in
Fin
lan
d
ca
n
co
n
tr
ib
u
te
to
th
e
f
o
r
m
atio
n
o
f
a
th
eo
r
etica
l
f
r
a
m
ewo
r
k
in
a
s
cien
tific
s
en
s
e.
Stu
d
ies
s
u
p
p
o
r
tin
g
th
e
th
eo
r
etica
l
f
r
am
ewo
r
k
m
ay
b
e
in
clu
d
ed
in
q
u
ality
o
f
s
ch
o
o
l
life
r
esear
ch
s
tu
d
ies
in
T
u
r
k
ey
an
d
So
u
th
Ko
r
ea
.
I
n
all
t
h
r
ee
c
o
u
n
tr
ies,
q
u
ality
o
f
s
ch
o
o
l
life
r
esear
ch
s
tu
d
ies
th
at
in
clu
d
e
all
lear
n
i
n
g
s
tag
es
f
r
o
m
k
i
n
d
er
g
a
r
ten
to
d
o
cto
r
at
e
l
ev
el
ca
n
b
e
in
clu
d
e
d
.
I
n
f
u
tu
r
e
r
esear
ch
es,
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
'
q
u
ality
o
f
life
an
d
m
an
y
co
n
ce
p
ts
t
h
at
af
f
ec
t
s
tu
d
en
t'
s
p
er
ce
p
tio
n
ca
n
b
e
ex
am
in
ed
.
Dete
r
m
in
in
g
h
o
w
QSL,
wh
ich
co
n
s
is
ts
o
f
f
ac
to
r
s
af
f
ec
tin
g
s
tu
d
en
ts
'
s
ch
o
o
l
ac
h
iev
em
en
ts
an
d
m
o
tiv
atio
n
a
n
d
ex
p
lain
s
t
h
e
en
v
ir
o
n
m
en
t
in
wh
ich
s
tu
d
en
ts
ca
n
b
e
h
ap
p
y
in
all
asp
ec
t
s
o
f
th
e
s
ch
o
o
l,
is
p
er
ce
iv
ed
b
y
s
tu
d
en
ts
is
o
f
g
r
e
at
im
p
o
r
ta
n
ce
f
o
r
th
e
ef
f
ec
tiv
e
d
ev
elo
p
m
en
t
o
f
ed
u
ca
tio
n
an
d
tr
ain
in
g
ac
tiv
ities
an
d
th
e
d
ev
el
o
p
m
en
t
o
f
s
tu
d
e
n
ts
an
d
s
o
cia
l d
ev
elo
p
m
en
t.
I
n
f
u
tu
r
e
r
esear
ch
es,
ed
u
ca
tio
n
s
y
s
tem
s
o
f
co
u
n
tr
ies
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
1
0
0
-
1
0
8
106
ca
n
b
e
co
m
p
ar
e
d
in
ter
m
s
o
f
q
u
ality
o
f
s
ch
o
o
l
life
b
y
u
s
in
g
m
ix
ed
m
eth
o
d
.
T
h
u
s
,
ap
p
lic
atio
n
s
o
f
ed
u
ca
tio
n
s
y
s
tem
s
with
p
o
s
itiv
e
ch
ar
ac
ter
is
tics
ca
n
b
e
tak
en
as e
x
am
p
l
e
b
y
ed
u
ca
tio
n
s
y
s
tem
s
o
f
o
th
er
co
u
n
t
r
ies.
5.
CO
NCLU
SI
O
N
I
n
th
e
r
esear
c
h
co
n
d
u
cted
in
T
u
r
k
ey
,
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
h
as
b
ee
n
f
o
u
n
d
b
etwe
en
t
h
e
co
n
ce
p
t
o
f
s
elf
o
f
ch
ild
r
en
an
d
ad
u
lts
,
s
ch
o
o
l
b
u
lly
in
g
an
d
q
u
ality
o
f
s
ch
o
o
l
life
.
T
h
e
m
eth
o
d
s
u
s
ed
in
th
ese
s
tu
d
ies
wer
e
q
u
an
tita
tiv
e,
q
u
alitativ
e
an
d
m
ix
ed
m
et
h
o
d
s
.
R
esear
ch
es
wer
e
co
n
d
u
cted
at
s
ec
o
n
d
a
r
y
an
d
h
i
g
h
s
ch
o
o
l
lev
el.
Atten
tio
n
was
d
r
awn
t
o
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
im
p
licit
p
r
o
g
r
am
an
d
q
u
a
lity
o
f
s
ch
o
o
l
life
.
An
o
th
er
r
esear
ch
was
co
n
d
u
c
ted
with
teac
h
er
s
an
d
s
tu
d
en
t
s
in
r
eg
io
n
al
b
o
a
r
d
in
g
s
ch
o
o
l
s
an
d
it
was
f
o
u
n
d
th
at
b
o
th
g
r
o
u
p
s
’
p
e
r
ce
p
tio
n
s
o
f
s
ch
o
o
l
q
u
ality
o
f
life
a
l
ittl
e
ab
o
v
e
th
e
m
id
d
le
lev
el.
T
h
e
m
o
s
t
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
teac
h
er
s
an
d
s
tu
d
en
ts
ab
o
u
t
th
e
q
u
ality
o
f
s
c
h
o
o
l
life
wer
e
d
ir
ec
ted
to
war
d
s
th
eir
s
tatu
s
an
d
th
e
m
o
s
t
n
eg
ativ
e
p
er
ce
p
tio
n
s
wer
e
to
war
d
s
th
e
s
ch
o
o
l
ad
m
in
is
tr
atio
n
.
I
t
h
as
b
ee
n
d
eter
m
in
ed
th
a
t
th
e
p
er
ce
p
tio
n
s
o
f
f
em
ale
lear
n
er
s
an
d
f
em
ale
teac
h
e
r
s
ar
e
m
o
r
e
p
o
s
itiv
e
in
ter
m
s
o
f
s
ch
o
o
l lif
e
q
u
ality
.
I
t w
as
d
eter
m
in
ed
t
h
at
p
er
s
o
n
al
v
ar
i
ab
les
s
u
ch
as
g
en
d
e
r
o
f
th
e
s
tu
d
en
ts
,
wh
eth
er
th
eir
p
ar
e
n
ts
liv
e
to
g
eth
er
o
r
s
ep
ar
ately
,
an
d
t
h
e
s
o
cio
-
ec
o
n
o
m
ic
lev
el
s
ig
n
if
ican
tly
d
if
f
er
en
tiate
th
eir
s
ch
o
o
l lif
e
q
u
ality
s
co
r
es.
I
n
th
e
r
esear
ch
ca
r
r
ie
d
o
u
t
in
Fin
lan
d
,
a
f
o
u
r
-
d
im
en
s
io
n
al
s
ch
o
o
l
q
u
ality
o
f
life
m
o
d
e
l
w
as
cr
ea
ted
an
d
th
is
r
esear
ch
aim
ed
to
s
e
r
v
e
th
e
co
n
ce
p
tu
aliza
tio
n
o
f
t
h
e
s
u
b
ject.
T
h
is
m
o
d
el
h
as
a
lead
in
g
f
ea
t
u
r
e
f
o
r
ed
u
ca
tio
n
al
s
y
s
tem
s
.
T
h
e
m
o
d
el
ca
n
also
s
er
v
e
as
a
to
o
l
to
s
tu
d
y
an
d
d
is
cu
s
s
s
ch
o
o
l
q
u
ality
o
f
life
.
Sev
er
al
asp
ec
ts
o
f
th
e
r
elati
o
n
s
h
ip
b
etwe
en
th
e
s
u
b
jectiv
e
q
u
ality
o
f
s
ch
o
o
l
life
an
d
th
e
v
er
y
co
m
p
le
x
“o
b
jectiv
e”
co
n
d
itio
n
s
ar
e
b
ein
g
d
is
cu
s
s
ed
.
I
t
h
as
b
ee
n
d
eter
m
in
ed
th
at
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
eq
u
ality
,
p
a
r
ticip
atio
n
an
d
q
u
ality
ca
n
b
e
ac
h
iev
ed
in
s
ch
o
o
l
life
ca
n
m
a
k
e
a
s
tr
o
n
g
co
n
tr
ib
u
tio
n
b
y
th
e
h
elp
o
f
th
is
m
o
d
el.
I
n
an
o
th
er
s
tu
d
y
c
o
n
d
u
cted
i
n
Fin
lan
d
;
th
e
s
tu
d
y
was
d
esig
n
ed
as
a
m
eth
o
d
o
f
p
ath
an
aly
s
is
,
an
d
ac
co
r
d
in
g
t
o
th
e
p
r
o
p
o
s
ed
m
o
d
el;
th
e
r
elatio
n
s
h
ip
b
etwe
en
t
h
e
co
n
ce
p
ts
o
f
class
m
ate
s
u
p
p
o
r
t,
teac
h
er
s
u
p
p
o
r
t
an
d
f
am
il
y
s
u
p
p
o
r
t,
s
ch
o
o
l
s
atis
f
ac
tio
n
,
g
en
er
al
s
elf
-
ef
f
ica
cy
ab
o
u
t
s
ch
o
o
l
s
k
ills
,
m
u
s
ic
an
d
s
tu
d
en
ts
'
life
s
atis
f
ac
tio
n
wer
e
ex
am
in
ed
.
R
esear
ch
s
tu
d
ies
in
Fin
lan
d
wer
e
co
n
d
u
cted
with
p
r
im
a
r
y
,
s
ec
o
n
d
ar
y
an
d
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
Qu
a
n
titativ
e
r
esear
ch
m
eth
o
d
was
u
s
ed
.
Sch
o
o
l
s
atis
f
ac
tio
n
o
f
f
em
ale
s
tu
d
en
ts
is
h
ig
h
er
.
A
h
ig
h
r
elatio
n
s
h
ip
was
d
et
er
m
in
ed
b
etwe
en
ac
ad
e
m
ic
s
k
ills
,
s
elf
-
ef
f
icac
y
,
class
r
o
o
m
s
u
p
p
o
r
t,
teac
h
e
r
s
u
p
p
o
r
t,
f
am
ily
s
u
p
p
o
r
t
a
n
d
s
ch
o
o
l
s
atis
f
ac
tio
n
.
Fam
ily
a
n
d
class
m
ate
s
u
p
p
o
r
t
ar
e
v
ar
iab
les
th
at
d
i
r
ec
tly
af
f
ec
t
s
tu
d
en
ts
'
life
s
atis
f
ac
tio
n
.
Mu
s
ic
an
d
p
a
r
ticip
ato
r
y
s
ch
o
o
l
e
n
v
ir
o
n
m
en
t
p
o
s
itiv
ely
a
f
f
ec
t
th
e
q
u
ality
o
f
s
ch
o
o
l lif
e.
R
esear
ch
s
tu
d
ies
co
n
d
u
cted
i
n
So
u
th
Ko
r
ea
ar
e
at
p
r
im
ar
y
,
s
ec
o
n
d
a
r
y
,
h
ig
h
s
ch
o
o
l
a
n
d
u
n
iv
er
s
ity
lev
el.
I
n
a
r
esear
ch
,
r
elatio
n
s
h
ip
s
b
etwe
en
f
am
ily
,
s
ch
o
o
l,
li
v
in
g
e
n
v
ir
o
n
m
en
t
a
n
d
s
elf
an
d
q
u
ality
o
f
s
ch
o
o
l
life
wer
e
d
ete
r
m
in
ed
.
T
h
e
im
p
o
r
tan
ce
o
f
tr
ad
itio
n
a
l
v
alu
es
o
f
C
o
n
f
u
ciu
s
d
o
ctr
in
e
is
em
p
h
asized
.
Qu
alitativ
e,
q
u
an
titativ
e
an
d
m
ix
e
d
m
eth
o
d
s
wer
e
u
s
ed
in
th
e
s
tu
d
ies.
I
t
h
as
b
ee
n
d
eter
m
in
ed
t
h
at
teac
h
er
s
r
aise
s
tu
d
en
ts
ac
co
r
d
in
g
to
tr
ad
itio
n
al
r
u
les.
T
h
e
s
tu
d
y
g
a
v
e
a
p
o
in
t o
f
v
ie
w
ab
o
u
t th
e
c
u
r
r
en
t state
o
f
s
ci
en
ce
class
es o
f
h
ig
h
s
ch
o
o
ls
in
Ko
r
ea
.
I
n
p
ar
ticu
l
ar
,
it
was
f
o
u
n
d
th
at
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
h
a
p
es
s
tu
d
en
ts
'
s
atis
f
ac
t
io
n
with
s
ch
o
o
l
life
at
b
o
th
in
d
iv
id
u
al
an
d
s
ch
o
o
l
lev
el.
T
h
er
e
f
o
r
e,
it
r
eq
u
ir
es
an
in
cr
ea
s
e
in
th
e
q
u
alif
icatio
n
s
o
f
teac
h
e
rs
.
T
h
e
f
ac
t
t
h
at
th
e
ed
u
ca
tio
n
s
y
s
tem
h
as
a
c
en
tr
al
s
tr
u
ctu
r
e
af
f
ec
ts
s
ch
o
o
l
s
atis
f
ac
tio
n
o
f
s
tu
d
en
ts
p
o
s
itiv
ely
.
RE
F
E
R
E
NC
E
S
[1
]
A.
El
it
o
k
Ke
sic
i,
a
n
d
B.
Ça
v
u
ş,
“
Un
iv
e
rsity
li
fe
q
u
a
li
ty
a
n
d
imp
a
c
t
a
re
a
s
,
”
Un
ive
rs
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
7
,
n
o
.
6
,
p
p
.
1
3
7
6
-
1
3
8
6
,
2
0
1
9
.
[2
]
A.
Du
rm
a
z
,
“
Li
se
lerd
e
o
k
u
l
y
a
sa
m
k
a
li
tes
i
(Kırk
lare
li
İli
Örn
e
ğ
i)
,
”
Yü
k
se
k
L
isa
n
s
Tez
i,
Trak
y
a
Ün
i
v
e
rsites
i
S
o
sy
a
l
Bil
imle
r
En
stit
ü
sü
,
Ed
ir
n
e
,
2
0
0
8
.
[3
]
D.
Ty
a
c
k
,
&
L
.
C
u
b
a
n
,
“
Ti
n
k
e
rin
g
to
wa
rd
Uto
p
ia:
A
c
e
n
tu
r
y
o
f
p
u
b
li
c
sc
h
o
o
l
re
fo
rm
,
”
Ca
m
b
r
id
g
e
:
Ha
rv
a
rd
Un
iv
e
rsity
P
re
ss
,
1
9
9
7
.
[4
]
J.A.
Ba
k
e
r,
“
Th
e
s
o
c
ial
c
o
n
tex
t
o
f
sc
h
o
o
l
sa
ti
sfa
c
ti
o
n
a
m
o
n
g
u
r
b
a
n
,
lo
w
-
i
n
c
o
m
e
,
Afric
a
n
Am
e
rica
n
stu
d
e
n
ts
,
”
S
c
h
o
o
l
Psy
c
h
o
lo
g
y
Qu
a
rte
rly
,
v
o
l
.
13
,
n
o
.
1
,
p
p
.
25
-
44
,
1
9
9
8
.
[5
]
G
.
N.
M
a
rk
s,
“
Atti
tu
d
e
s
to
sc
h
o
o
l
li
fe
:
Th
e
ir
ı
n
flu
e
n
c
e
s
a
n
d
th
e
ir
e
ffe
c
ts
o
n
a
c
h
iev
e
m
e
n
t
a
n
d
lea
v
in
g
sc
h
o
o
l
,
”
Au
stra
li
a
n
Co
u
n
c
il
F
o
r E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
L
t
d
,
Au
stra
li
a
,
1
9
9
8
.
[6
]
M
.
Öz
d
e
m
ir,
“
Ün
iv
e
rsite
ö
ğ
re
n
c
il
e
rin
i
n
o
k
u
l
y
a
şa
m
ın
ı
n
n
it
e
li
ğ
in
e
il
iş
k
in
a
l
g
ıl
a
rın
ı
n
c
in
si
y
e
t
v
e
fa
k
ü
lt
e
d
e
ğ
işk
e
n
lerin
e
g
ö
re
i
n
c
e
len
m
e
si
,
”
Ku
ra
m ve
Uy
g
u
l
a
ma
d
a
Eğ
i
ti
m Y
ö
n
e
ti
mi
,
v
o
l.
18
,
n
o
.
2
,
p
p
.
2
2
5
-
2
4
2
,
2
0
1
2
.
[7
]
R.
Wes
to
n
,
“
Qu
a
li
ty
o
f
sc
h
o
o
l
l
if
e
in
g
o
v
e
rn
me
n
t
,
Ca
th
o
li
c
a
n
d
o
t
h
e
r
p
riv
a
te
sc
h
o
o
ls
,
”
F
a
m
il
y
M
a
t
ters
,
Wi
n
ter,
5
0
,
5
6
6
1
,
1
9
9
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Qu
a
lity o
f sch
o
o
l life
in
Tu
r
ke
y,
F
in
la
n
d
a
n
d
S
o
u
th
K
o
r
ea
(
A
yşe
E
lito
k
K
esici
)
107
[8
]
H.Ald
in
ç
,
B
.
A
y
tar,
M
.
E.
De
m
e
tçi,
A.
E.
S
e
ç
e
n
,
A.
Ş
a
h
i
n
&
H.
Yılma
z
,
”
An
k
a
ra
il
in
d
e
se
ç
il
e
n
b
iri
n
c
i
b
a
sa
m
a
k
sa
ğ
lı
k
k
u
r
u
lu
şla
rı
n
a
b
a
şv
u
ra
n
1
8
y
a
ş
v
e
ü
z
e
ri
k
işil
e
ri
n
m
e
d
i
k
o
so
sy
a
l
ö
z
e
ll
ik
leri
n
e
g
ö
re
y
a
şa
m
k
a
li
tele
rin
i
n
k
a
rşılaş
tı
rıl
m
a
sı
,
”
M
a
ste
r’sTh
e
sis,
G
a
z
i
Ün
iv
e
rsites
i
,
An
k
a
ra
,
2
0
0
4
.
[9
]
N.
Cift
c
i
Arid
a
g
,
M
.
Ay
d
ın
a
n
d
R.
Ay
d
ı
n
,
“
Un
d
e
rg
ra
d
u
a
te
S
tu
d
e
n
ts'
S
a
ti
sfa
c
ti
o
n
L
e
v
e
ls
o
n
th
e
Q
u
a
li
ty
o
f
F
a
c
u
lt
y
L
if
e
,
”
Eu
r
a
sia
n
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
io
n
a
l
Res
e
a
rc
h
,
v
o
l.
7
3
,
p
p
.
1
-
18
,
2
0
1
8
.
[1
0
]
C.
T
o
ra
m
a
n
,
B.
Ay
ç
içe
k
,
“
An
i
n
v
e
stig
a
ti
o
n
o
f
t
h
e
re
latio
n
sh
i
p
s
b
e
twe
e
n
a
tt
a
c
h
m
e
n
t
lev
e
ls
to
s
c
h
o
o
l
a
n
d
t
h
e
v
a
riab
les
o
f
t
h
e
p
e
rc
e
p
ti
o
n
o
f
s
c
h
o
o
l
li
fe
q
u
a
li
ty
a
n
d
p
e
e
r
p
re
s
su
re
a
m
o
n
g
h
ig
h
sc
h
o
o
l
st
u
d
e
n
t
s
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
n
d
T
ra
i
n
i
n
g
S
tu
d
ies
,
”
v
o
l
.
7
,
n
o
.
1
,
Ja
n
2
0
1
9
.
[1
1
]
M
.
S
a
rı,
“
Ok
u
l
y
a
şa
m
ın
ın
d
e
ğ
e
r
len
d
iri
lme
si:
o
k
u
l
y
a
şa
m
k
a
li
tes
i
ö
lçe
ğ
i
n
in
g
e
ç
e
rli
k
v
e
g
ü
v
e
n
irl
i
ğ
i
,
”
Ha
c
e
tt
e
p
e
Ün
ive
rs
it
e
si
,
Eğ
it
im F
a
k
ü
lt
e
si De
rg
isi,
v
o
l
.
4
2
,
p
p
.
3
4
4
-
3
5
5
,
2
0
1
2
.
[1
2
]
M
.
S
a
rı,
“
De
m
o
k
ra
ti
k
d
e
ğ
e
rlerin
k
a
z
a
n
ımı
su
re
c
in
d
e
ö
rtü
k
p
ro
g
ra
m
:
D
ü
şü
k
v
e
y
ü
k
se
k
o
k
u
l
y
a
şa
m
k
a
li
tes
in
e
sa
h
i
p
ik
i
il
k
ö
ğ
re
ti
m
o
k
u
l
u
n
d
a
n
it
e
l
b
ir
ç
a
lı
şm
a
,
”
Y
a
y
ın
lan
m
a
m
ış
Do
k
to
r
a
Tez
i,
Çu
k
u
r
o
v
a
Ün
i
v
e
rsites
i,
S
o
sy
a
l
Bil
ims
e
l
En
stit
ü
s
ü
,
A
d
a
n
a
,
2
0
0
7
.
[1
3
]
A.
El
it
o
k
-
Ke
sic
i,
“
Or
ta
ö
ğ
re
ti
m
ö
ğ
re
tme
n
ler
in
i
n
sı
n
ıf
içi
il
e
ti
şi
md
e
k
u
ll
a
n
d
ıkla
rı
ö
rtü
k
p
ro
g
r
a
mın
ö
ze
ll
ikle
ri
,
”
(Do
k
t
o
ra
Tez
i),
Ad
n
a
n
M
e
n
d
e
re
s
Ün
iv
e
rsites
i
S
o
sy
a
l
Bil
imle
r
E
n
sti
tü
sü
,
A
y
d
ı
n
.
2
0
1
0
.
[1
4
]
B.
P
e
len
d
ici
o
ğ
l
u
,
“
L
ise
ö
ğ
re
n
c
il
e
rin
d
e
zo
r
b
a
lı
k
o
lg
u
su
n
u
n
o
k
u
l
y
a
sa
m
k
a
li
tes
i
v
e
e
mp
a
ti
d
e
ğ
işk
e
n
ler
i
b
a
k
ımın
d
a
n
in
c
e
len
me
si
,
”
Yü
k
se
k
L
isa
n
s T
e
z
i
,
S
o
s
y
a
l
B
il
imle
r
E
n
stit
ü
s
ü
,
A
b
a
n
t
İz
z
e
t
Ba
y
sa
l
Ün
iv
e
rsites
i.
2
0
1
1
.
[1
5
]
E.
Tu
n
ç
a
n
d
M
.
Be
şa
lt
ı,
“
Ok
u
l
Ya
şa
m
k
a
li
tes
in
in
b
a
z
ı
d
e
ğ
iş
k
e
n
lere
g
ö
re
i
n
c
e
len
m
e
si
,
”
T
u
r
k
ish
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
,
v
o
l
.
3
,
n
o
.
4
,
p
p
.
28
-
39
,
DO
I:
1
0
.
1
9
1
2
8
/t
u
rje.1
8
1
0
9
0
,
2
0
1
4
.
[1
6
]
A.
Tü
r
k
o
ğ
lu
,
“
Fra
n
s
a
,
İsv
e
ç
v
e
Ro
ma
n
y
a
E
ğ
it
im
S
istem
ler
i
,
”
An
k
a
ra
:
An
k
a
ra
Ü
n
iv
e
rsites
i
E
ğ
it
im
Bil
imle
ri
Ya
y
ın
ları
,
n
o
.
1
2
1
,
1
9
8
3
.
[1
7
]
H.M
.
Eri
ş.
“
Ün
i
v
e
rsite
Öğ
re
n
c
il
e
rin
in
y
a
şa
m
k
a
li
tes
i
d
ü
z
e
y
lerin
i
n
b
a
z
ı
d
e
ğ
iş
k
e
n
lere
g
ö
re
in
c
e
len
m
e
si
,
”
(Yü
k
se
k
li
sa
n
s
Tez
i),
Ha
c
e
tt
e
p
e
Ün
iv
e
r
sites
i
S
o
sy
a
l.
B
il
imle
rEn
stit
ü
sü
,
An
k
a
ra
,
2
0
1
2
.
[1
8
]
Ö.
De
m
irel,
“
Eğ
it
im
S
ö
zlü
ğ
ü
(5
.
Ba
sk
ı)
,”
An
k
a
ra
,
P
e
g
e
m
Ak
a
d
e
m
i
Ya
y
ın
c
ıl
ı
k
,
2
0
1
2
.
[1
9
]
G
.
P
h
il
ip
Altb
a
c
h
a
n
d
P
.
G
a
il
Ke
ll
y
,
“
Ne
w
a
p
p
ro
a
c
h
to
c
o
m
p
a
ra
ti
v
e
e
d
u
c
a
ti
o
n
,
”
Ch
ica
g
o
,
Un
i
v
e
rsity
o
f
C
h
ica
g
o
P
re
ss
,
1
9
8
6
.
[2
0
]
T.
Arg
o
n
&
M
.
İsm
e
to
ğ
l
u
,
“
Öğ
r
e
n
c
il
e
rin
li
se
y
a
şa
m
k
a
li
tes
i
a
lg
ı
l
a
rı
il
e
o
k
u
la
b
a
ğ
l
ıl
ık
d
ü
z
e
y
leri
a
r
a
sın
d
a
k
i
il
işk
i
,
”
Eğ
it
im
v
e
Öğ
re
ti
m A
r
a
ştırma
l
a
rı
De
rg
isi
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
2
3
8
-
2
4
9
,
DO
I:
1
0
.
1
7
7
1
9
/
ji
sr.2
0
1
7
.
1
7
9
9
,
2
0
1
6
.
[2
1
]
M
.
Bra
y
,
a
n
d
R.
M
.
Th
o
m
a
s,
“
Lev
e
ls
o
f
c
o
m
p
a
riso
n
i
n
e
d
u
c
a
t
io
n
a
l
stu
d
ies
:
D
iffere
n
t
in
si
g
h
ts
fro
m
d
iffere
n
t
li
tera
tu
re
s a
n
d
t
h
e
v
a
l
u
e
o
f
m
u
lt
il
e
v
e
l
a
n
a
ly
sis
,
”
Ha
rv
a
r
d
Ed
u
c
a
ti
o
n
a
l
Rev
iew
,
v
o
l
.
65
,
n
o
.
3
,
p
p
.
4
7
2
-
4
8
9
,
1
9
9
5
.
[2
2
]
İ.
Yü
k
se
l
a
n
d
M
.
S
a
ğ
lam
,
“
Ka
rşılaş
tı
rm
a
lı
e
ğ
it
im y
a
n
sım
a
ları
,
”
P
e
g
e
m
a
k
a
d
e
m
i
,
An
k
a
ra
.
2
0
1
2
.
[2
3
]
A.
Yıld
ırı
m
,
v
e
H.
Ş
imş
e
k
,
“
S
o
s
y
a
l
b
il
imle
rd
e
n
it
e
l
a
ra
ştırma
y
ö
n
tem
leri
,
”
(G
ü
n
c
e
ll
e
ştiri
lmiş
v
e
g
e
li
ştiri
lmiş
1
1
.
b
a
sk
ı)
,
A
n
k
a
ra
,
S
e
ç
k
i
n
Ya
y
ı
n
c
ıl
ık
,
2
0
1
8
.
[2
4
]
D.
D.
M
in
n
e
r,
A.
J.
Lev
y
,
&
J.
C
e
n
tu
ry
,
“
In
q
u
ir
y
-
b
a
se
d
sc
ien
c
e
in
stru
c
ti
o
n
–
wh
a
t
is
it
a
n
d
d
o
e
s
it
m
a
tt
e
r?
Re
su
lt
s
fro
m
a
re
se
a
rc
h
sy
n
t
h
e
sis
y
e
a
rs
1
9
8
4
to
2
0
0
2
,
”
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
i
n
S
c
ien
c
e
T
e
a
c
h
i
n
g
,
v
o
l
.
4
7
,
p
p
.
4
7
4
-
4
9
6
,
d
o
i:
1
0
.
1
0
0
2
/t
e
a
.
2
0
3
4
7
,
2
0
1
0
.
[2
5
]
N.
Ka
ra
sa
r,
“
Bil
ims
e
l
Ara
ştırm
a
Yö
n
tem
leri
,
”
No
b
e
l
Ya
y
ın
c
ıl
ı
k
,
A
n
k
a
ra
,
2
0
1
9
.
[2
6
]
L.
Co
h
e
n
,
L.
M
a
n
io
n
,
&
K.
M
o
rr
iso
n
,
“
Re
se
a
rc
h
m
e
th
o
d
s
in
e
d
u
c
a
ti
o
n
,
”
T
a
y
lo
r&
Fra
n
c
is
e
li
b
ra
ry
.
[Ad
o
b
e
Dig
it
a
l
Ve
rsio
n
]
,
2
0
0
5
.
[2
7
]
A.
Erk
u
ş,
“
Da
v
ra
n
ış
b
il
imle
ri
içi
n
b
il
ims
e
l
a
ra
ştırma
sü
re
c
i
,
”
S
e
ç
k
i
n
Ya
y
ın
c
ıl
ık
,
An
k
a
ra
.
2
0
1
7
.
[2
8
]
Z.
Ka
ra
ç
a
m
,
“
S
istem
a
ti
k
d
e
rle
m
e
m
e
to
d
o
l
o
ji
si:
S
istem
a
ti
k
d
e
rlem
e
h
a
z
ırl
a
m
a
k
için
b
ir
re
h
b
e
r
,
”
D
o
k
u
z
Eyl
ü
l
Ün
ive
rs
it
e
si He
mş
ire
li
k
Y
ü
k
se
k
o
k
u
lu
El
e
k
tro
n
ik De
rg
isi
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
26
-
33
,
2
0
1
3
.
[2
9
]
M
.
S
a
rı
v
e
F
.
Ce
n
k
se
v
e
n
,
“
İlk
ö
ğ
re
ti
m
ö
ğ
re
n
c
il
e
rin
d
e
o
k
u
l
y
a
şa
m
k
a
li
tes
i
v
e
b
e
n
li
k
k
a
v
ra
m
ı
,”
Ul
u
sla
ra
ra
sı
İn
s
a
n
Bi
li
mle
ri De
rg
isi
,
c
ilt
.
5
,
S
a
y
ı
.
2
,
p
p
.
1
-
16
,
2
0
0
8
.
[3
0
]
U.
İn
a
l
v
e
F
.
S
a
d
i
k
,
“
Ad
a
n
a
il
i
sin
irl
a
ri
içe
risin
d
e
k
i
y
a
ti
li
i
lk
ö
ğ
re
ti
m
b
ö
lg
e
o
k
u
l
larin
d
a
b
u
l
u
n
a
n
ö
ğ
re
n
c
i
v
e
ö
ğ
re
tme
n
lerin
o
k
u
l
y
a
şa
m
k
a
li
t
e
si
a
lg
il
a
rin
i
n
in
c
e
len
m
e
si
,
”
Çu
k
u
ro
v
a
Ü
n
ive
rs
it
e
si
S
o
sy
a
l
Bi
li
mle
r
En
stit
ü
sü
De
rg
isi
,
v
o
l.
20
,
n
o
.
2
,
p
p
.
2
4
3
-
2
5
8
,
2
0
1
1
.
[3
1
]
A.
El
it
o
k
Ke
sic
i,
&
A.
T
ü
rk
o
ğ
l
u
,
“
Orta
ö
ğ
re
ti
m
k
u
r
u
m
ların
ı
n
o
k
u
l
y
a
şa
m
k
a
li
tes
i
d
ü
z
e
y
i
v
e
o
rtaö
ğ
re
ti
m
ö
ğ
re
tme
n
lerin
i
n
sın
ıf
içi
il
e
ti
şi
m
d
e
k
u
ll
a
n
d
ı
k
ları
ö
rt
ü
k
d
a
v
ra
n
ı
şla
r
,
”
Pa
mu
k
k
a
le
Ün
ive
rs
it
e
si
Eğ
it
im
F
a
k
ü
lt
e
s
i
De
rg
isi
,
v
o
l.
31
,
n
o
.
1
,
p
p
.
1
4
9
-
1
6
2
,
2
0
1
2
.
[3
2
]
R.
Tan
g
e
n
,
“
C
o
n
c
e
p
t
u
a
li
sin
g
q
u
a
li
ty
o
f
sc
h
o
o
l
li
fe
fro
m
p
u
p
i
ls’
p
e
rsp
e
c
ti
v
e
s:
A
fo
u
r
d
ime
n
sio
n
a
l
m
o
d
el
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
I
n
c
lu
siv
e
Ed
u
c
a
ti
o
n
,
v
o
l.
13
,
n
o
.
8
,
p
p
.
8
2
9
-
8
4
4
,
2
0
0
9
.
[3
3
]
A.
Da
n
ielse
n
,
O
.
S
a
m
d
a
l,
J.
He
tl
a
n
d
,
a
n
d
B.
W
o
ld
,
“
S
c
h
o
o
l
-
re
l
a
ted
so
c
ial
s
u
p
p
o
rt
a
n
d
stu
d
e
n
ts
’p
e
rc
e
iv
e
d
li
f
e
sa
ti
sfa
c
ti
o
n
,
”
T
h
e
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
1
0
2
,
n
o
.
4
,
p
p
.
3
0
3
-
3
2
0
,
DO
I:
1
0
.
3
2
0
0
/JO
ER.
1
0
2
.
4
.
3
0
3
-
320
,
2
0
1
0
.
[3
4
]
P
ä
iv
i
-
S
is
k
o
Eero
la,
&
T
u
o
m
a
s
Eero
la,
“
Ex
ten
d
e
d
m
u
sic
e
d
u
c
a
t
io
n
e
n
h
a
n
c
e
s
th
e
q
u
a
li
ty
o
f
sc
h
o
o
l
li
fe
,
”
M
u
sic
Ed
u
c
a
ti
o
n
Res
e
a
rc
h
,
v
o
l.
16
,
n
o
.
1
,
p
p
.
88
-
1
0
4
,
DO
I:
1
0
.
1
0
8
0
/1
4
6
1
3
8
0
8
.
2
0
1
3
.
8
2
9
4
2
8
,
2
0
1
4
.
[3
5
]
J.
P
a
rk
,
&
J.
Lee
,
“
S
c
h
o
o
l
-
lev
e
l
d
e
term
in
a
n
ts
o
f
tea
c
h
e
r
c
o
ll
e
g
i
a
l
in
tera
c
ti
o
n
:
E
v
id
e
n
c
e
fro
m
lo
we
r
se
c
o
n
d
a
ry
sc
h
o
o
ls
in
E
n
g
la
n
d
,
F
i
n
lan
d
,
S
o
u
t
h
Ko
re
a
,
a
n
d
th
e
USA
,
”
T
e
a
c
h
in
g
a
n
d
T
e
a
c
h
e
r
E
d
u
c
a
ti
o
n
,
v
o
l.
5
0
,
p
p
.
24
-
35
,
2
0
1
5
.
[3
6
]
J.
Yo
o
n
,
&
T
.
Jä
rv
i
n
e
n
,
“
Are
m
o
d
e
l
P
IS
A
p
u
p
il
s
h
a
p
p
y
a
t
sc
h
o
o
l?
Qu
a
li
ty
o
f
sc
h
o
o
l
li
fe
o
f
a
d
o
les
c
e
n
ts
in
F
in
lan
d
a
n
d
Ko
re
a
,
”
Co
m
p
a
r
a
ti
v
e
Ed
u
c
a
t
io
n
,
v
o
l.
52
,
n
o
.
4
,
p
p
.
4
2
7
-
4
4
8
,
2
0
1
6
.
[3
7
]
S
.
S
.
Lee
,
B.
J.
F
ra
se
r,
&
D.L
.
F
i
sh
e
r,
“
Tea
c
h
e
r
–
stu
d
e
n
t
ın
tera
c
ti
o
n
s
i
n
K
o
re
a
n
Hi
g
h
sc
h
o
o
l
sc
ien
c
e
c
las
sro
o
m
s
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
S
c
ien
c
e
a
n
d
M
a
t
h
e
ma
ti
c
s
Ed
u
c
a
ti
o
n
,
v
o
l.
1,
p
p
.
67
-
85
h
tt
p
s:/
/d
o
i.
o
rg
/
1
0
.
1
0
2
3
/A:1
0
2
6
1
9
1
2
2
6
6
7
6
,
2
0
0
3
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
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J
.
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v
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.
&
R
es
.
E
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u
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.
Vo
l.
9
,
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2
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2
0
:
1
0
0
-
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0
8
108
[3
8
]
N.
P
a
rk
,
“
Li
fe
sa
ti
sfa
c
ti
o
n
a
m
o
n
g
Ko
re
a
n
c
h
il
d
re
n
a
n
d
y
o
u
th
:
A
d
e
v
e
lo
p
m
e
n
tal
p
e
rsp
e
c
ti
v
e
,
”
S
c
h
o
o
l
Psy
c
h
o
l
o
g
y
In
ter
n
a
t
io
n
a
l,
v
o
l.
2
6
,
p
p
.
2
0
9
-
223
,
2
0
0
5
.
[3
9
]
D.
H.
Kim
,
&
J.
H.
Kim
,
“
S
o
c
ial
re
latio
n
s
a
n
d
sc
h
o
o
l
l
ife
sa
ti
sfa
c
ti
o
n
in
S
o
u
t
h
K
o
re
a
,
”
S
o
c
i
a
l
In
d
ica
to
rs
Res
e
a
rc
h
,
v
o
l.
1
1
2
,
n
o
.
1
,
p
p
.
1
0
5
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1
2
7
,
d
o
i:
1
0
.
1
0
0
7
/s
1
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2
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5
-
0
1
2
-
0
0
4
2
-
8
,
2
0
1
3
.
[4
0
]
D.
W.
Je
o
n
g
,
H.
J.
Lee
a
n
d
S
.
K.
Ch
o
,
“
Ed
u
c
a
ti
o
n
d
e
c
e
n
traliza
ti
o
n
,
sc
h
o
o
l
re
so
u
rc
e
s,
a
n
d
st
u
d
e
n
t
o
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tco
m
e
s
in
Ko
re
a
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
De
v
e
lo
p
me
n
t
,
v
o
l.
5
3
,
p
p
.
12
-
27
,
2
0
1
7
.
[4
1
]
P.
De
ters
,
“
Co
m
p
a
rin
g
th
e
e
x
p
e
r
ien
c
e
s
a
n
d
n
e
e
d
s
o
f
p
o
stse
c
o
n
d
a
ry
in
tern
a
ti
o
n
a
l
st
u
d
e
n
ts
fr
o
m
C
h
in
a
a
n
d
S
o
u
t
h
Ko
re
a
”,
Co
ll
e
g
e
Q
u
a
rte
rly
,
v
o
l
.
18
,
n
o.
1,
[On
li
n
e
]
A
v
a
il
a
b
le
a
t:
h
tt
p
:/
/co
ll
e
g
e
q
u
a
rterly
.
c
a
/2
0
1
5
-
v
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l1
8
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m
0
1
-
win
ter/in
d
e
x
.
h
tml
,
2
0
1
5
.
[4
2
]
U.
Bro
n
fe
n
b
re
n
n
e
r,
“
Th
e
e
c
o
l
o
g
y
o
f
h
u
m
a
n
d
e
v
e
lo
p
m
e
n
t
,
”
Ca
m
b
ri
d
g
e
,
M
A:
Ha
rv
a
rd
U
n
iv
e
rsit
y
P
re
ss
,
1
9
8
1
.
[4
3
]
G
.
Ho
fste
d
e
,
B.
Ne
u
ij
e
n
,
D.
D.Oh
a
v
y
,
&
G
.
S
a
n
d
e
rs,
“
M
e
a
su
rin
g
o
rg
a
n
iza
ti
o
n
a
l
c
u
l
tu
re
s
-
A
q
u
a
li
tati
v
e
a
n
d
q
u
a
n
t
it
a
ti
v
e
st
u
d
y
a
c
ro
ss
2
0
c
a
se
s
,
”
Ad
min
istra
ti
v
e
S
c
ien
c
e
Qu
a
rte
rly
,
v
o
l.
3
5
,
p
p
.
2
8
6
-
3
1
6
,
1
9
9
0
.
[4
4
]
P
.
Li
n
n
a
k
y
lä,
v
e
V.
Bru
n
e
ll
,
“
Qu
a
li
ty
o
f
sc
h
o
o
l
li
fe
ı
n
T
h
e
F
in
n
ish
An
d
S
we
d
ish
s
p
e
a
k
in
g
sc
h
o
o
ls
ın
F
in
lan
d
,
”
i
n
M
.
Bin
k
ley
,
K.
Ru
st
v
e
T.
Wi
l
li
a
m
s
(Ed
s.)
Rea
d
in
g
L
it
e
ra
c
y
In
An
In
ter
n
a
ti
o
n
a
l
Per
sp
e
c
ti
v
e
,
2
0
3
-
2
1
7
,
U.S
.
De
p
a
rtme
n
t
o
f
E
d
u
c
a
ti
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n
Offic
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Ed
u
c
a
ti
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n
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l
Re
se
a
rc
h
a
n
d
Im
p
ro
v
e
m
e
n
t
NCES
9
7
-
8
7
5
.
1
9
9
6
.
[4
5
]
T.Willia
m
s
,
a
n
d
M
.
Ba
tte
n
,
“
T
h
e
q
u
a
li
ty
o
f
sc
h
o
o
l
li
fe.
ACE
R
Res
e
a
rc
h
M
o
n
o
g
r
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p
h
,
”
n
o
.
1
2
,
Ha
wth
o
rn
,
Vic
.
:
ACER,
1
9
8
1
.
[4
6
]
M
.
S
a
rı,
E.
Öt
ü
n
ç
v
e
H.
Erce
y
lan
,
“
Li
se
lerd
e
o
k
u
l
y
a
şa
m
k
a
li
tes
i:
Ad
a
n
a
İli
Örn
e
ğ
i
,
”
Ku
ra
m ve
Uy
g
u
la
ma
d
a
Eğ
i
ti
m
Y
ö
n
e
ti
mi
,
v
o
l.
5
0
,
p
p
.
2
9
7
-
3
2
0
,
2
0
0
7
.
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