I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in Ed
uca
t
io
n (
I
J
E
RE
)
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
,
p
p
.
594
~
599
I
SS
N:
2
2
5
2
-
8822
,
DOI
: 1
0
.
1
1
5
9
1
/
i
j
er
e
.
v9
i
3
.
2
0
4
9
1
594
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Pre
-
serv
ic
e t
ea
c
h
ers’ applica
tion
of unde
rsta
nding
b
y
desig
n in
less
o
n plan
ning
Rica
rdo
L
u
m
b
re
ra
s
,
J
r.
1
,
Willi
a
m
H
.
Rupl
ey
2
1
De
p
a
rt
m
e
n
t
o
f
Cu
rricu
l
u
m
a
n
d
In
stru
c
ti
o
n
,
T
a
rleto
n
S
tate
Un
iv
e
rs
it
y
,
Un
it
e
d
S
tate
s
2
De
p
a
rt
m
e
n
t
o
f
T
e
a
c
h
in
g
,
L
e
a
rn
in
g
,
a
n
d
C
u
lt
u
re
,
T
e
x
a
s
A
&
M
Un
iv
e
rsit
y
,
Un
it
e
d
S
tate
s
Art
icle
I
nfo
AB
ST
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
an
2
1
,
2
0
2
0
R
ev
i
s
ed
A
p
r
1
3
,
2
0
2
0
A
cc
ep
ted
J
u
l
15
,
2
0
2
0
T
h
is
stu
d
y
f
o
c
u
se
d
o
n
p
re
se
rv
ice
se
c
o
n
d
a
ry
tea
c
h
e
r’s
u
s
e
o
f
th
e
Un
d
e
rsta
n
d
i
n
g
b
y
D
e
sig
n
(Ub
D
),
f
ra
m
e
w
o
rk
to
c
re
a
te
e
ffe
c
ti
v
e
,
e
n
g
a
g
in
g
les
so
n
s
f
o
r
th
e
ir
f
u
tu
re
se
c
o
n
d
a
ry
lev
e
l
stu
d
e
n
ts.
T
h
e
su
b
jec
ts
c
o
n
siste
d
o
f
6
9
se
c
o
n
d
a
ry
p
re
-
se
rv
ice
se
c
o
n
d
a
ry
e
d
u
c
a
ti
o
n
m
a
jo
rs
a
t
a
T
e
x
a
s
Un
iv
e
rsit
y
w
h
o
w
e
r
e
e
n
ro
ll
e
d
i
n
a
re
q
u
ire
d
c
o
u
r
se
f
o
r
a
d
m
issio
n
in
t
o
t
h
e
tea
c
h
e
r
e
d
u
c
a
ti
o
n
p
ro
g
ra
m
.
P
re
-
p
o
sttes
t
su
rv
e
y
s
o
f
les
so
n
k
n
o
w
led
g
e
d
e
sig
n
w
e
re
a
d
m
in
istere
d
to
a
ll
s
u
b
jec
ts.
C
o
m
p
a
rin
g
p
re
-
p
o
sttes
t
re
su
lt
s
re
v
e
a
led
th
a
t
k
n
o
w
led
g
e
o
f
les
so
n
d
e
sig
n
s
h
o
w
e
d
im
p
ro
v
e
m
e
n
t
a
n
d
k
n
o
w
led
g
e
g
a
in
in
t
h
e
f
o
ll
o
w
in
g
a
re
a
s:
c
o
n
c
e
p
ts
a
n
d
v
o
c
a
b
u
lary
;
u
n
p
a
c
k
in
g
sta
n
d
a
rd
s;
u
se
o
f
v
e
rb
s
f
ro
m
th
e
sta
n
d
a
rd
s;
rig
o
r;
c
o
n
ten
t
o
b
jec
ti
v
e
s;
f
o
r
m
a
ti
v
e
a
ss
e
ss
m
e
n
t
a
n
d
su
m
m
a
ti
v
e
a
ss
e
ss
m
e
n
t.
T
h
e
a
n
a
l
y
se
s
m
a
d
e
u
se
o
f
d
e
sc
rip
ti
v
e
sta
ti
stics
a
n
d
d
e
s
c
rip
ti
o
n
s.
K
ey
w
o
r
d
s
:
B
ac
k
w
ar
d
d
esi
g
n
E
f
f
ec
tiv
e
teac
h
i
n
g
L
es
s
o
n
d
esi
g
n
P
r
eser
v
ice
teac
h
i
n
g
lear
n
in
g
Stu
d
e
n
t a
ch
ie
v
e
m
en
t
Un
d
er
s
ta
n
d
in
g
b
y
d
esi
g
n
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
:
R
icar
d
o
L
u
m
b
r
er
as,
J
r
.
,
Dep
ar
t
m
en
t o
f
C
u
r
r
icu
l
u
m
an
d
I
n
s
tr
u
ctio
n
,
T
ar
leto
n
State
Un
iv
er
s
it
y
,
1
3
3
3
W
.
W
ash
in
g
to
n
,
Step
h
e
n
v
ille,
T
X
7
6
4
0
2
,
Un
ited
States
.
E
m
ail: l
u
m
b
r
er
as
@
tar
leto
n
.
ed
u
1.
I
NT
RO
D
UCT
I
O
N
Mu
ltip
le
r
esear
c
h
er
s
[1
-
3]
h
av
e
r
ep
o
r
ted
th
at
K
-
1
2
ed
u
ca
to
r
s
w
h
o
h
a
v
e
r
ec
ei
v
ed
ex
te
n
s
i
v
e
an
d
s
y
s
te
m
atic
teac
h
er
tr
ai
n
i
n
g
a
n
d
s
u
p
p
o
r
t
ar
e
o
f
ten
r
e
ce
iv
i
n
g
th
at
tr
ain
i
n
g
f
r
o
m
i
n
s
tr
u
cto
r
s
i
n
h
ig
h
er
ed
u
ca
tio
n
w
h
o
h
a
v
e
r
ec
ei
v
ed
co
m
p
ar
ati
v
el
y
litt
le
to
n
o
i
n
s
tr
u
ctio
n
in
co
u
r
s
e
d
esi
g
n
.
R
ec
en
t p
u
b
licatio
n
s
[4
-
9]
h
av
e
at
te
m
p
ted
to
ed
u
ca
te
h
i
g
h
er
ed
u
ca
t
io
n
f
ac
u
l
t
y
ab
o
u
t
th
e
u
s
e
o
f
t
h
eo
r
ies
a
n
d
p
r
o
ce
s
s
es
o
f
b
ac
k
w
ar
d
d
esig
n
an
d
th
eir
i
m
p
ac
t
o
n
lea
r
n
er
-
ce
n
ter
ed
teac
h
in
g
p
r
ac
tic
es.
T
h
e
b
ac
k
w
ar
d
d
esig
n
m
et
h
o
d
is
also
r
ef
e
r
r
ed
to
as
Un
d
er
s
tan
d
in
g
b
y
De
s
ig
n
(
Ub
D)
an
d
h
as
b
ec
o
m
e
an
ef
f
ec
ti
v
e
p
lan
n
i
n
g
s
tr
ateg
y
f
o
r
ac
h
iev
i
n
g
r
esu
lt
s
-
b
ased
,
s
t
u
d
en
t
-
ce
n
ter
e
d
lear
n
in
g
.
T
o
o
o
f
ten
,
in
t
h
is
a
g
e
o
f
ac
co
u
n
tab
ilit
y
,
lear
n
in
g
i
m
p
r
o
v
e
m
en
t
tea
m
s
f
o
cu
s
o
n
r
aisi
n
g
ac
ad
e
m
ic
s
c
o
r
es
b
ased
o
n
ex
ter
n
al
h
ig
h
-
s
t
ak
es
as
s
ess
m
e
n
t
s
[
1
0
]
.
R
esear
ch
er
s
W
ig
g
in
s
an
d
Mc
T
ig
h
e
[
1
1
]
p
r
o
p
o
s
e
u
s
i
n
g
a
th
r
ee
-
s
tag
e
b
ac
k
w
ar
d
d
esig
n
p
r
o
ce
s
s
th
at
f
o
cu
s
e
s
o
n
1
)
id
en
ti
f
y
i
n
g
d
esire
d
r
esu
lt
s
,
2
)
an
al
y
z
in
g
m
u
ltip
le
s
o
u
r
ce
s
o
f
d
ata,
an
d
3
)
d
eter
m
in
in
g
a
n
ap
p
r
o
p
r
iate
ac
tio
n
p
lan
to
ac
h
iev
e
th
e
p
r
ed
eter
m
i
n
ed
d
esire
d
r
esu
lt
s
.
B
ac
k
w
ar
d
co
u
r
s
e
d
esi
g
n
r
eq
u
ir
es
i
n
s
tr
u
cto
r
s
to
c
o
n
s
id
er
“u
n
p
ac
k
in
g
s
tan
d
ar
d
s
”
th
at
r
e
v
ea
l
f
u
n
d
a
m
en
tal
id
ea
s
w
it
h
i
n
lear
n
i
n
g
co
n
ce
p
t
s
to
d
ev
elo
p
ce
n
tr
al
q
u
est
io
n
s
t
h
at
s
tu
d
e
n
ts
n
ee
d
to
au
th
e
n
ticall
y
d
e
m
o
n
s
tr
ate
m
aster
y
[
1
2
]
.
Su
ch
an
ap
p
r
o
ac
h
allo
w
s
ed
u
ca
to
r
s
to
v
ie
w
th
e
co
n
ce
p
ts
t
h
r
o
u
g
h
m
u
ltip
l
e
len
s
es
t
h
at
r
ev
ea
l
b
o
th
s
tu
d
en
ts
’
ac
q
u
is
itio
n
o
f
e
x
p
licit
as
w
ell
a
s
o
f
te
n
u
n
d
er
s
tated
co
n
te
n
t le
ar
n
in
g
s
.
L
o
eb
,
D
y
n
ar
s
k
i,
Mc
Far
la
n
d
,
Mo
r
r
is
,
R
ea
r
d
o
n
,
&
R
eb
er
[
1
3
]
s
u
g
g
e
s
t
ed
u
ca
to
r
s
n
ee
d
t
o
id
en
tif
y
ca
s
u
al
r
elatio
n
s
h
ip
s
i
n
ed
u
ca
tio
n
to
u
n
d
er
s
ta
n
d
w
h
at
w
o
r
k
s
.
T
h
i
s
s
tu
d
y
f
o
cu
s
e
s
o
n
d
escr
ip
tiv
e
s
tatis
t
ics
an
d
d
escr
ip
to
r
s
an
d
s
ee
k
s
to
a
n
s
w
er
q
u
est
io
n
s
ab
o
u
t
w
h
o
,
w
h
a
t,
w
h
ere,
w
h
en
,
a
n
d
to
w
h
a
t
ex
ten
t
b
y
u
t
ilizi
n
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
P
r
e
-
s
ervice
tea
ch
ers
’
a
p
p
lica
tio
n
o
f u
n
d
ers
ta
n
d
in
g
b
y
d
esig
n
in
less
o
n
p
la
n
n
in
g
(
R
ica
r
d
o
Lu
mb
r
era
s
,
Jr
.)
595
d
escr
ip
tiv
e
an
al
y
s
e
s
as
a
m
ea
n
s
to
s
i
m
p
l
if
y
t
h
e
d
ata.
W
h
en
s
tak
e
h
o
ld
er
s
at
n
atio
n
al,
s
tate,
an
d
lo
ca
l
lev
els,
as
w
ell
a
s
p
r
ac
titi
o
n
er
s
m
ak
e
“g
o
o
d
d
ec
is
io
n
s
”
ab
o
u
t
h
o
w
to
i
m
p
r
o
v
e
ed
u
ca
tio
n
th
e
y
ar
e
o
f
te
n
b
ased
o
n
th
ese
d
escr
ip
tiv
e
an
al
y
s
e
s
t
h
at
en
l
ig
h
ten
th
e
m
ab
o
u
t
t
h
e
ca
s
u
al
u
n
d
er
s
tan
d
in
g
t
h
e
y
h
ad
ab
o
u
t
a
p
h
en
o
m
e
n
a
m
o
v
i
n
g
to
w
ar
d
s
a
m
o
r
e
co
n
cr
ete
u
n
d
e
r
s
tan
d
in
g
o
f
t
h
at
s
a
m
e
p
h
e
n
o
m
en
a.
A
cc
o
r
d
in
g
to
th
e
Or
g
a
n
izat
io
n
f
o
r
E
co
n
o
m
ic
C
o
-
o
p
er
atio
n
an
d
Dev
elo
p
m
e
n
t
[
1
4
]
,
ed
u
ca
to
r
s
n
ee
d
to
o
ls
th
at
w
ill
i
n
cr
ea
s
e
s
t
u
d
en
ts
’
e
n
g
a
g
e
m
e
n
t
in
t
h
e
lear
n
i
n
g
p
r
o
ce
s
s
an
d
en
s
u
r
e
t
h
at
th
e
y
ar
e
o
b
tain
in
g
s
k
il
ls
th
at
ar
e
d
em
a
n
d
ed
in
th
e
g
lo
b
al
ec
o
n
o
m
y
.
T
h
ese
to
o
ls
s
h
o
u
l
d
b
e
f
o
u
n
d
ed
o
n
th
e
OE
C
D
g
o
als
[
1
4
]
,
w
h
ic
h
ar
e
th
e
f
o
u
r
C
’
s
:
co
mmu
n
ica
tio
n
,
co
lla
b
o
r
a
tio
n
,
crea
tivity,
an
d
co
n
n
ec
ted
n
ess
.
B
ac
k
w
ar
d
d
esig
n
i
s
a
m
o
d
el
o
f
p
lan
n
in
g
t
h
at
s
p
ea
r
h
ea
d
s
e
n
g
a
g
e
m
en
t
an
d
ac
h
ie
v
e
m
e
n
t
b
y
s
c
h
o
o
l
p
lan
n
er
s
an
d
ed
u
c
ato
r
s
.
Fu
r
t
h
er
m
o
r
e,
Un
d
er
s
ta
n
d
in
g
b
y
Desi
g
n
(
U
b
D)
h
as
b
ee
n
r
ep
o
r
ted
to
b
e
a
m
o
d
el
o
f
p
lan
n
in
g
th
a
t
p
u
ts
t
h
o
s
e
f
o
u
r
C
’
s
,
in
cl
u
d
in
g
cr
itical
t
h
in
k
i
n
g
at
t
h
e
f
o
r
ef
r
o
n
t o
f
i
n
s
tr
u
ctio
n
al
d
e
liv
er
y
[
1
,
1
5
]
.
B
ac
k
w
ar
d
s
le
s
s
o
n
d
esi
g
n
ca
l
ls
f
o
r
ed
u
ca
to
r
s
to
b
eg
in
w
i
t
h
a
n
o
m
in
al
li
s
t
o
f
es
s
e
n
tial
q
u
esti
o
n
s
g
ath
er
ed
f
r
o
m
th
e
b
ef
o
r
e
m
en
tio
n
ed
u
n
p
ac
k
in
g
s
ta
n
d
ar
d
s
tep
th
at
s
t
u
d
en
t
s
m
u
s
t
an
s
w
er
b
y
t
h
e
en
d
o
f
a
u
n
it
[
1
6
]
.
W
ith
th
i
s
en
d
i
n
m
i
n
d
teac
h
er
s
th
e
n
d
esi
g
n
ass
ess
m
en
t
s
ali
g
n
ed
w
ith
th
e
co
n
ce
p
ts
an
d
ar
e
s
i
m
il
ar
to
p
r
ev
io
u
s
l
y
ass
e
s
s
ed
q
u
e
s
ti
o
n
s
,
w
h
ich
w
i
ll
p
r
o
v
id
e
th
e
f
r
a
m
e
w
o
r
k
f
o
r
th
e
d
eli
v
er
y
o
f
ca
r
ef
u
ll
y
cr
af
ted
less
o
n
s
.
T
h
e
d
esire
d
o
u
tco
m
e
is
to
h
av
e
r
ig
o
r
o
u
s
,
e
n
g
ag
i
n
g
les
s
o
n
s
w
h
ich
ar
e
a
lig
n
ed
w
ith
th
e
co
n
ce
p
ts
an
d
th
e
ass
e
s
s
m
e
n
ts
.
I
d
ea
ll
y
,
a
ctiv
itie
s
m
ir
r
o
r
th
e
ass
ess
ed
s
k
ills
an
d
g
o
al
s
o
f
th
e
u
n
it
w
h
i
le
m
ain
tain
i
n
g
r
ig
o
r
an
d
f
air
n
e
s
s
.
B
o
th
b
eg
in
n
i
n
g
a
n
d
v
eter
an
ed
u
ca
to
r
s
o
f
te
n
f
o
r
g
et
w
h
at
it
is
li
k
e
to
b
e
a
n
o
v
ice
lear
n
er
,
th
u
s
th
i
s
p
r
o
ce
s
s
o
f
b
ac
k
w
ar
d
d
esig
n
allo
w
s
f
o
r
th
e
t
y
p
e
o
f
p
lan
n
in
g
t
h
at
en
s
u
r
es
in
s
tr
u
ct
io
n
i
s
b
o
th
alig
n
ed
to
th
e
cu
r
r
ic
u
lu
m
a
n
d
f
o
cu
s
ed
o
n
s
tu
d
en
ts
g
o
in
g
d
ee
p
an
d
n
o
t w
id
e
d
u
r
i
n
g
t
h
eir
lear
n
in
g
ex
p
er
ien
ce
s
[
1
0
]
.
B
ac
k
w
ar
d
co
u
r
s
e
d
esig
n
is
a
s
i
m
p
le,
r
atio
n
al
an
d
s
tr
u
ctu
r
ed
f
r
a
m
e
w
o
r
k
f
o
r
s
tu
d
e
n
t
-
ce
n
ter
ed
lear
n
in
g
.
I
t
al
lo
w
s
t
h
e
teac
h
e
r
to
b
ec
o
m
e
a
f
ac
i
litato
r
,
w
h
o
c
an
id
en
tify
t
h
e
cr
it
ical
p
r
o
f
icie
n
cies
th
at
s
t
u
d
en
t
s
n
ee
d
to
d
ev
elo
p
,
w
h
ile
s
i
m
u
l
tan
eo
u
s
l
y
f
i
n
d
i
n
g
a
u
t
h
e
n
tic
w
a
y
s
f
o
r
th
e
m
to
d
e
m
o
n
s
tr
at
e
th
eir
lear
n
in
g
,
v
ia
th
e
v
ar
ied
an
d
en
g
a
g
in
g
le
s
s
o
n
s
cr
ea
ted
to
r
ig
o
r
o
u
s
l
y
ali
g
n
w
it
h
t
h
e
cu
r
r
ic
u
l
u
m
.
R
e
y
n
o
ld
s
an
d
Kea
r
n
s
[
1
]
s
u
g
g
e
s
t
o
t
h
er
b
en
ef
its
i
n
cl
u
d
e
co
n
ten
t
d
eli
v
er
y
p
r
io
r
itiz
atio
n
to
s
t
u
d
en
t
s
;
ti
m
e
m
a
n
ag
e
m
e
n
t
e
f
f
icac
y
;
lectu
r
e
d
eliv
er
y
i
m
p
r
o
v
e
m
e
n
t
;
an
x
iet
y
r
ed
u
c
tio
n
;
cr
ea
tiv
it
y
i
n
cr
ea
s
e
o
f
id
ea
s
o
lu
tio
n
s
;
an
d
en
g
ag
ed
s
tu
d
e
n
ts
w
h
o
o
f
f
er
g
r
ea
ter
f
ee
d
b
ac
k
ab
o
u
t t
h
eir
co
m
p
r
eh
e
n
s
io
n
.
Fo
r
th
e
p
u
r
p
o
s
es
o
f
th
is
r
esear
ch
d
ee
p
is
d
ef
in
ed
as
th
e
co
m
p
le
m
e
n
tar
y
ar
ea
b
et
w
ee
n
k
n
o
w
led
g
e,
co
g
n
itio
n
,
an
d
v
a
lu
e
s
.
B
ased
u
p
o
n
th
e
B
lo
o
m
’
s
R
e
v
is
ed
T
ax
o
n
o
m
y
Mo
d
el
[
1
7
]
,
k
n
o
w
led
g
e
is
le
v
eled
b
y
f
ac
t
u
al,
co
n
ce
p
tu
al,
p
r
o
ce
d
u
r
al,
an
d
m
etac
o
g
n
iti
v
e,
ea
ch
o
f
w
h
ic
h
h
as
a
co
g
n
iti
v
e
p
r
o
ce
s
s
d
im
e
n
s
io
n
o
f
r
em
e
m
b
er
,
u
n
d
er
s
ta
n
d
,
ap
p
l
y
,
an
al
y
ze
,
ev
alu
ate,
an
d
cr
ea
te
[
1
8
]
.
Valu
e
d
im
en
s
io
n
s
ar
e
v
ie
w
ed
as
a
s
en
s
e
o
f
p
lace
an
d
co
n
n
ec
ted
n
es
s
,
r
esp
o
n
s
ib
ilit
y
an
d
u
n
d
er
s
ta
n
d
in
g
w
i
th
i
n
th
e
h
u
m
a
n
co
m
m
u
n
it
y
[
1
9
]
an
d
as
s
u
c
h
s
h
o
u
ld
en
h
a
n
ce
s
tu
d
e
n
ts
’
en
g
ag
e
m
e
n
t
in
an
d
ev
al
u
atio
n
o
f
lear
n
in
g
[
1
5
]
.
A
s
y
s
te
m
at
ic
an
d
m
a
n
ag
ea
b
le
in
s
tr
u
ctio
n
a
l
i
m
p
le
m
e
n
tatio
n
an
d
ass
ess
m
e
n
t
p
lan
b
ased
o
n
k
n
o
w
led
g
e,
co
g
n
iti
v
e
p
r
o
c
ess
,
an
d
v
alu
e
d
i
m
en
s
io
n
s
h
a
s
b
ee
n
f
o
u
n
d
to
in
cr
ea
s
e
b
o
th
e
f
f
ec
t
iv
e
n
es
s
an
d
r
ed
u
ce
an
x
iet
y
f
o
r
th
e
teac
h
er
/in
s
tr
u
cto
r
[
1
]
.
A
r
r
i
v
in
g
at
th
e
b
ef
o
r
e
m
e
n
tio
n
ed
d
esti
n
atio
n
r
eq
u
ir
es
an
u
n
d
er
s
tan
d
i
n
g
o
f
t
h
e
t
y
p
ical
ap
p
r
o
ac
h
to
cu
r
r
icu
l
u
m
d
ev
elo
p
m
e
n
t
a
n
d
less
o
n
d
esi
g
n
.
Alb
ileh
i,
Yo
u
n
g
-
Ha
n
,
an
d
De
s
m
id
t
[
2
0
]
d
ef
in
e
cu
r
r
ic
u
lu
m
d
ev
elo
p
m
en
t
as
a
ter
m
f
r
eq
u
e
n
tl
y
u
s
ed
in
ed
u
ca
tio
n
.
Ho
w
e
v
er
,
w
h
o
c
u
r
r
icu
l
u
m
d
ev
elo
p
er
s
ar
e,
an
d
th
eir
r
o
le
is
u
n
d
er
d
eb
ate.
W
h
ile
d
is
tr
icts
en
co
u
r
a
g
e
teac
h
er
s
to
p
ar
ticip
ate
in
th
e
d
ev
elo
p
m
e
n
t
o
f
th
is
c
u
r
r
icu
l
u
m
b
ec
au
s
e
o
f
th
eir
p
r
ac
tical
ex
p
er
ien
ce
s
in
th
e
clas
s
r
o
o
m
,
th
e
y
o
f
ten
lack
t
h
e
th
eo
r
etica
l
f
r
a
m
e
w
o
r
k
to
in
ter
p
r
et
th
eir
ex
p
er
ien
ce
s
s
o
th
at
th
e
y
ca
n
tak
e
o
w
n
er
s
h
ip
an
d
co
n
tr
o
l
o
f
th
eir
teac
h
in
g
.
C
ar
l
[
2
1
]
s
u
g
g
e
s
ts
t
h
at
cu
r
r
icu
l
u
m
d
e
v
elo
p
m
e
n
t is
n
o
t
s
o
m
et
h
in
g
d
o
n
e
to
teac
h
er
s
,
b
u
t
th
r
o
u
g
h
an
d
w
ith
th
e
m
.
Sh
a
w
er
[
2
2
]
ad
d
s
in
s
i
g
h
t
s
to
h
o
w
cu
r
r
icu
lu
m
i
m
p
ac
ts
t
h
e
i
n
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es
ed
u
c
ato
r
s
m
a
y
u
s
e
th
e
:
1
)
fid
elity
a
p
p
r
o
a
c
h
w
h
er
e
ed
u
ca
to
r
s
tr
an
s
m
it
th
e
cu
r
r
icu
l
u
m
a
s
is
;
2
)
a
d
a
p
ta
tio
n
a
p
p
r
o
a
ch
,
in
w
h
ic
h
ed
u
ca
to
r
s
m
a
k
e
ad
j
u
s
t
m
e
n
ts
an
d
ad
ap
tatio
n
s
to
e
x
is
t
in
g
c
u
r
r
icu
l
u
m
;
a
n
d
3)
en
a
ctme
n
t
a
p
p
r
o
a
c
h
,
in
w
h
ich
ed
u
ca
to
r
s
v
ie
w
th
e
c
u
r
r
icu
l
u
m
as
a
cr
ea
tio
n
i
n
ac
ti
o
n
.
P
r
e
-
s
er
v
ice
ed
u
ca
to
r
s
n
ee
d
to
b
e
m
ad
e
a
w
ar
e
o
f
th
ese
ap
p
r
o
ac
h
es
if
o
n
l
y
to
h
e
lp
th
e
m
u
n
d
er
s
tan
d
th
e
b
as
is
o
f
ea
ch
in
th
eir
in
s
tr
u
ctio
n
a
l
d
ec
is
io
n
-
m
ak
in
g
.
T
h
e
f
id
elit
y
ap
p
r
o
ac
h
ca
n
b
e
v
ie
w
ed
as
p
r
ef
ab
r
icate
d
an
d
n
o
t
u
n
iq
u
el
y
ad
ap
ted
to
th
e
s
t
u
d
en
ts
a
n
d
th
e
e
n
ac
t
m
en
t a
p
p
r
o
ac
h
is
b
es
t c
h
ar
ac
ter
ized
w
it
h
t
h
e
a
n
alo
g
y
o
f
f
lyin
g
b
y
th
e
s
ea
t o
f y
o
u
r
p
a
n
ts
.
A
n
ad
ap
tio
n
ap
p
r
o
ac
h
is
ch
ar
ac
ter
ized
b
y
cr
ea
tin
g
,
n
eg
o
tia
tin
g
,
a
n
d
r
en
eg
o
tiat
in
g
t
h
e
co
n
ce
p
ts
,
s
k
ills
,
an
d
m
ater
ial
s
m
is
s
i
n
g
i
n
t
h
e
o
fficia
l
cu
r
r
icu
l
u
m
a
n
d
m
o
s
t c
lo
s
el
y
r
ese
m
b
le
s
th
e
p
r
in
cip
le
s
o
f
b
ac
k
w
ar
d
d
esig
n
[
2
0
]
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
w
as
ca
r
r
ied
o
u
t
v
ia
ac
tio
n
r
esear
ch
.
Mu
ltip
le
au
th
o
r
s
[
2
3
-
25]
r
ep
o
r
t
ac
tio
n
r
esear
ch
s
tu
d
ie
s
ar
e
ad
m
i
n
i
s
ter
ed
in
o
r
d
er
to
d
iag
n
o
s
e
a
q
u
est
io
n
ab
o
u
t
ed
u
ca
tio
n
a
n
d
to
d
ev
elo
p
s
o
lu
tio
n
s
o
r
an
s
w
er
s
to
th
o
s
e
q
u
esti
o
n
s
w
it
h
t
h
e
ex
p
r
ess
ed
i
n
te
n
t
o
f
s
h
ap
i
n
g
a
n
d
i
m
p
r
o
v
in
g
ed
u
ca
tio
n
a
l
p
r
ac
tices
t
h
r
o
u
g
h
th
e
co
llected
d
ata.
I
t
is
in
th
i
s
r
esp
ec
t,
th
at
th
e
i
n
s
tr
u
m
e
n
te
d
r
esear
ch
p
lan
w
a
s
p
u
t
i
n
to
ac
tio
n
in
e
x
a
m
in
i
n
g
teac
h
er
an
d
s
t
u
d
en
t
f
id
elit
y
an
d
u
n
d
er
s
ta
n
d
in
g
r
eg
ar
d
in
g
Ub
D
an
d
its
i
m
p
ac
t o
n
s
t
u
d
en
t
u
n
d
e
r
s
tan
d
in
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2
0
2
0
:
594
-
599
596
T
h
e
p
ar
ticip
an
ts
(
n
=
6
9
)
co
n
s
i
s
ted
o
f
3
4
m
ale
s
,
3
5
f
e
m
ales
w
h
o
w
er
e
d
ec
lar
ed
s
ec
o
n
d
ar
y
p
r
e
-
s
er
v
ice
ed
u
ca
to
r
s
,
h
o
ld
i
n
g
a
J
u
n
io
r
s
tat
u
s
,
an
d
w
h
o
h
ad
n
o
t
b
ee
n
ad
m
itted
in
to
t
h
e
teac
h
i
n
g
tr
ain
i
n
g
p
r
o
g
r
a
m
at
th
e
co
o
p
er
atin
g
u
n
i
v
er
s
i
t
y
.
T
h
is
s
tu
d
y
to
o
k
p
lace
d
u
r
in
g
t
h
e
f
all
2018
s
em
e
s
ter
,
ac
r
o
s
s
tw
o
s
ec
tio
n
s
o
f
th
e
co
u
r
s
e,
w
ith
a
r
esp
o
n
s
e
r
ate
o
f
9
3
p
e
r
ce
n
t.
2
.
1
.
I
ns
t
ru
m
ent
a
t
io
n
I
n
s
tr
u
m
e
n
tatio
n
u
s
ed
i
n
th
is
s
tu
d
y
w
as
th
e
r
es
u
lt
o
f
a
r
esear
ch
er
s
’
d
ev
elo
p
ed
s
u
r
v
e
y
b
ased
o
n
th
e
m
aj
o
r
ch
ar
ac
ter
is
tics
o
f
U
b
D
an
d
co
u
r
s
e
d
e
s
ir
ed
o
u
tco
m
es.
T
h
e
co
n
ten
t
o
f
th
e
s
u
r
v
e
y
w
a
s
v
a
lid
ated
b
y
f
o
u
r
p
r
o
f
ess
o
r
s
,
w
it
h
ex
p
er
tis
e
in
cu
r
r
icu
l
u
m
a
n
d
in
s
tr
u
ctio
n
.
T
h
e
s
u
r
v
e
y
co
n
s
is
ted
o
f
s
i
x
q
u
esti
o
n
s
an
d
h
ad
a
s
lid
in
g
s
ca
le
r
esp
o
n
s
e
f
o
r
m
at
t
h
at
r
an
g
ed
f
r
o
m
1
to
5
(
1
:
Stro
n
g
l
y
d
is
ag
r
ee
,
5
:
Stro
n
g
l
y
a
g
r
ee
)
.
T
h
e
v
alid
atio
n
p
r
o
ce
s
s
i
n
cl
u
d
ed
s
en
d
in
g
o
u
t
t
h
e
s
u
r
v
e
y
q
u
esti
o
n
s
to
f
o
u
r
ter
m
in
all
y
d
e
g
r
ee
d
ed
u
ca
to
r
s
w
i
th
co
n
ce
n
tr
atio
n
s
in
c
u
r
r
icu
l
u
m
a
n
d
in
s
tr
u
ct
io
n
f
o
r
v
ali
d
atio
n
,
r
ec
eiv
in
g
f
ee
d
b
ac
k
,
co
r
r
ec
tin
g
/clar
if
y
i
n
g
th
e
q
u
e
s
tio
n
s
,
an
d
r
esen
d
i
n
g
o
u
t
ag
ai
n
f
o
r
v
alid
atio
n
.
L
e
v
el
o
f
ag
r
ee
m
en
t
f
o
r
th
e
v
alid
atio
n
p
r
o
ce
s
s
w
as
u
n
a
n
i
m
o
u
s
a
n
d
w
as
b
ased
o
n
a
r
ec
ip
r
o
ca
l
p
r
o
ce
s
s
in
ten
d
e
d
to
cr
ea
te
a
s
u
r
v
e
y
th
at
w
as
n
o
t
o
n
l
y
v
alid
b
u
t
alig
n
ed
w
i
th
t
h
e
co
n
te
n
t o
f
t
h
e
co
u
r
s
e
an
d
in
te
n
t o
f
t
h
e
r
esear
ch
.
2.2.
Resea
rc
h que
s
t
io
n a
nd
s
u
pp
o
rt
ing
s
t
a
t
em
e
nts
T
h
e
p
u
r
p
o
s
e
o
f
th
i
s
s
t
u
d
y
was
to
d
is
ce
r
n
w
h
at
k
i
n
d
o
f
c
h
an
g
e
U
n
d
er
s
ta
n
d
in
g
b
y
Des
ig
n
m
ad
e
o
n
p
r
e
-
s
er
v
i
ce
teac
h
er
s
’
p
er
ce
p
tio
n
s
an
d
v
o
ca
b
u
lar
y
u
s
e
w
h
ile
d
esi
g
n
in
g
ed
u
ca
tio
n
a
l
less
o
n
s
f
o
r
th
e
ir
s
tu
d
e
n
ts
.
T
h
e
r
esear
c
h
q
u
e
s
ti
o
n
is
a
s
f
o
llo
w
s
:
Ho
w
a
r
e
s
e
co
n
d
a
r
y
p
r
e
-
s
ervice
tea
ch
ers
’
p
ercep
tio
n
s
a
b
o
u
t
less
o
n
p
la
n
n
in
g
,
d
esig
n
,
a
n
d
d
elive
r
y
in
flu
en
ce
d
b
y
th
e
Un
d
er
s
ta
n
d
in
g
b
y
Desig
n
p
h
ilo
s
o
p
h
y?
T
h
is
q
u
esti
o
n
w
a
s
r
esear
ch
ed
b
y
d
ef
i
n
i
n
g
t
h
e
s
ix
ch
ar
ac
ter
i
s
tics
th
e
co
u
r
s
e
co
m
p
eten
cie
s
ca
lled
f
o
r
an
d
h
o
w
t
h
e
y
r
elate
d
to
Ub
D.
T
h
o
s
e
ch
ar
ac
ter
is
tics
wer
e
w
r
it
ten
as
s
tate
m
e
n
ts
t
h
at
s
tu
d
e
n
ts
r
esp
o
n
d
ed
to
in
a
p
r
e
-
s
u
r
v
e
y
th
e
f
ir
s
t
d
a
y
o
f
class
,
a
n
d
a
p
o
s
t
-
s
u
r
v
e
y
i
n
w
ee
k
n
i
n
e
o
f
t
h
e
co
u
r
s
e
a
f
ter
ex
p
o
s
u
r
e,
in
s
tr
u
ct
io
n
,
a
n
d
p
r
ac
tice
u
tili
zi
n
g
th
e
Ub
D
f
r
a
m
e
w
o
r
k
to
cr
ea
te
lear
n
in
g
o
b
j
ec
tiv
es a
n
d
en
g
a
g
i
n
g
le
s
s
o
n
s
.
T
h
e
s
tate
m
en
t
s
ar
e
as f
o
llo
w
s
:
a.
State
m
e
n
t O
n
e:
I
u
n
d
ers
ta
n
d
th
e
imp
o
r
ta
n
ce
o
f
u
n
p
a
ck
in
g
a
s
ta
n
d
a
r
d
b.
State
m
e
n
t T
w
o
:
I
u
n
d
ers
ta
n
d
t
h
e
r
ela
tio
n
s
h
ip
b
etw
ee
n
a
ctio
n
w
o
r
d
s
in
TEKs
a
n
d
id
en
tifyin
g
r
esu
lts
c.
State
m
e
n
t T
h
r
ee
:
I
u
n
d
ers
ta
n
d
th
e
r
ela
tio
n
s
h
ip
b
etw
ee
n
b
a
ck
w
a
r
d
d
esig
n
a
n
d
r
ig
o
r
d.
State
m
e
n
t Fo
u
r
:
I
u
n
d
ers
ta
n
d
t
h
e
r
ela
tio
n
s
h
ip
b
etw
ee
n
a
s
s
ess
men
t a
n
d
less
o
n
d
esig
n
e.
State
m
e
n
t F
iv
e:
I
u
n
d
ers
ta
n
d
th
e
r
ela
tio
n
s
h
ip
b
etw
ee
n
co
n
ten
t o
b
jective
s
a
n
d
less
o
n
d
elive
r
y
f.
State
m
e
n
t S
ix
:
I
u
n
d
ers
ta
n
d
th
e
imp
o
r
ta
n
ce
o
f fo
r
ma
tive
a
s
s
ess
men
ts
d
u
r
in
g
less
o
n
d
elive
r
y
2
.
3
.
P
ro
ce
du
re
s
T
h
e
s
u
r
v
e
y
w
a
s
ad
m
i
n
is
ter
e
d
in
t
w
o
s
ec
tio
n
s
o
f
t
h
e
s
a
m
e
co
u
r
s
e
ta
u
g
h
t
b
y
t
h
e
f
ir
s
t
au
t
h
o
r
.
A
d
m
i
n
is
tr
atio
n
o
f
th
e
s
u
r
v
e
y
b
eg
an
w
it
h
a
v
er
b
al
d
escr
ip
ti
o
n
o
f
w
h
at
to
d
o
,
h
o
w
to
ac
c
ess
th
e
s
u
r
v
e
y
(
Q
R
co
d
e)
,
r
elate
d
d
ir
ec
tio
n
s
o
f
an
s
w
er
i
n
g
th
e
q
u
e
s
tio
n
(
a
s
ca
l
e
o
f
1
to
5
–
wh
er
e
1
w
as
s
tr
o
n
g
l
y
d
is
a
g
r
ee
an
d
5
w
a
s
s
tr
o
n
g
l
y
a
g
r
ee
)
,
an
d
f
i
n
all
y
a
c
h
o
ice
to
p
ar
ticip
ate
o
r
n
o
t
p
ar
ticip
ate
in
th
e
s
u
r
v
e
y
,
as
w
ell
a
s
th
e
s
tate
m
en
t
o
f
ass
u
r
ed
co
n
f
id
en
tialit
y
.
Af
ter
s
u
r
v
e
y
co
m
p
letio
n
o
f
th
e
p
r
e
an
d
p
o
s
t
s
u
r
v
e
y
s
r
esu
lts
w
er
e
an
al
y
ze
d
u
t
ilizi
n
g
d
escr
ip
tiv
e
s
tatis
t
ics
g
ath
er
ed
f
r
o
m
th
e
Q
u
altr
ics Su
r
v
e
y
T
o
o
l.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
Ub
D
is
th
e
f
r
a
m
e
w
o
r
k
f
r
o
m
w
h
ic
h
m
aj
o
r
co
n
ce
p
ts
o
f
le
s
s
o
n
d
esi
g
n
w
er
e
tau
g
h
t
i
n
t
h
e
co
u
r
s
e.
C
o
n
ce
p
ts
a
n
d
v
o
ca
b
u
lar
y
,
u
n
p
ac
k
in
g
s
tan
d
ar
d
s
,
u
ti
lizi
n
g
t
h
e
v
er
b
s
f
r
o
m
t
h
e
lear
n
i
n
g
s
ta
n
d
ar
d
s
,
r
ig
o
r
,
co
n
ten
t
o
b
j
ec
tiv
es,
f
o
r
m
at
iv
e
as
s
es
s
m
en
t
an
d
s
u
m
m
ati
v
e
ass
e
s
s
m
e
n
t
w
er
e
all
in
co
r
p
o
r
ated
in
to
th
e
f
r
a
m
e
w
o
r
k
.
State
m
e
n
t
o
n
e
co
n
ce
r
n
s
its
el
f
w
it
h
u
n
p
ac
k
i
n
g
a
s
ta
n
d
ar
d
,
w
h
ic
h
is
tau
g
h
t
as
th
e
f
ir
s
t
s
t
ep
in
Ub
D.
Stu
d
en
ts
ar
e
tau
g
h
t
to
a
s
k
t
h
e
m
s
e
lv
e
s
t
h
e
f
o
llo
w
i
n
g
q
u
e
s
tio
n
s
w
h
en
ex
a
m
in
i
n
g
a
s
tan
d
ar
d
to
teac
h
:
“
W
h
at
is
th
e
v
er
b
in
th
e
s
ta
n
d
ar
d
I
am
teac
h
i
n
g
?
”;
“
W
h
at
is
th
e
v
er
b
ask
i
n
g
m
e
to
d
o
?
”;
“
W
h
at
in
f
o
r
m
atio
n
d
o
I
n
ee
d
t
o
ad
eq
u
atel
y
ad
d
r
ess
(
in
clu
d
i
n
g
w
h
a
t
is
ex
p
licitl
y
s
tated
an
d
th
e
u
n
d
er
l
y
i
n
g
i
n
f
o
r
m
atio
n
t
h
e
r
ein
)
?
”
Un
p
ac
k
in
g
th
e
s
tan
d
ar
d
is
a
cr
itical
s
tep
in
b
ac
k
w
ar
d
d
esig
n
.
B
ec
au
s
e,
if
y
o
u
d
o
n
o
t
k
n
o
w
w
h
a
t
is
r
eq
u
ir
ed
o
f
y
o
u
to
teac
h
,
h
o
w
ca
n
y
o
u
d
esi
g
n
a
le
s
s
o
n
o
r
an
as
s
es
s
m
e
n
t t
h
at
tar
g
ets t
h
e
s
k
ill
s
?
T
h
e
p
r
e
-
s
u
r
v
e
y
r
es
u
lt
s
ar
e
d
is
p
lay
ed
in
T
ab
le
1
an
d
s
u
g
g
es
t
an
ac
q
u
ain
ta
n
ce
w
ith
t
h
e
co
n
ce
p
t
an
d
ter
m
s
,
b
u
t
n
o
t
t
h
e
d
ee
p
u
n
d
er
s
tan
d
in
g
a
n
d
s
k
ill
s
r
eq
u
ir
e
d
to
d
eliv
er
ef
f
ec
ti
v
e
an
d
e
n
g
a
g
i
n
g
in
s
tr
u
c
tio
n
.
T
h
e
p
o
s
t
-
s
u
r
v
e
y
r
es
u
lt
s
in
T
a
b
le
2
r
ev
ea
l
an
in
cr
ea
s
ed
m
e
an
,
a
d
ec
r
ea
s
ed
s
tan
d
ar
d
d
ev
i
atio
n
an
d
v
ar
ian
c
e
s
ig
n
i
f
y
in
g
t
h
at
t
h
e
b
ef
o
r
e
m
en
tio
n
ed
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
a
n
d
ap
p
licab
ilit
y
h
as d
ev
e
lo
p
ed
.
W
h
ile
it is
w
id
el
y
ac
ce
p
ted
th
at
co
r
r
elatio
n
d
o
e
s
n
o
t
lead
to
ca
u
s
atio
n
,
th
es
e
d
escr
ip
tiv
e
s
tatis
tic
s
s
u
p
p
o
r
t
s
tu
d
en
t
s
’
g
r
o
w
t
h
w
it
h
i
n
t
h
e
s
tu
d
e
n
ts
.
Fu
r
t
h
er
m
o
r
e,
ef
f
ec
ti
v
en
e
s
s
o
f
g
r
o
u
p
in
s
tr
u
ctio
n
is
o
f
te
n
as
s
o
ciate
d
w
it
h
a
r
ed
u
c
tio
n
o
f
v
ar
ian
ce
w
i
th
i
n
t
h
e
g
r
o
u
p
[
1
0
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
P
r
e
-
s
ervice
tea
ch
ers
’
a
p
p
lica
tio
n
o
f u
n
d
ers
ta
n
d
in
g
b
y
d
esig
n
in
less
o
n
p
la
n
n
in
g
(
R
ica
r
d
o
Lu
mb
r
era
s
,
Jr
.)
597
T
ab
le
1
.
P
r
e
-
s
u
r
v
e
y
s
t
u
d
y
f
i
n
d
in
g
s
V
a
r
i
a
b
l
e
M
e
a
n
S
t
a
n
d
a
r
d
D
e
v
i
a
t
i
o
n
V
a
r
i
a
n
c
e
S
t
a
t
e
me
n
t
1
2
.
0
4
1
.
1
8
1
.
4
0
S
t
a
t
e
me
n
t
2
2
.
3
1
1
.
1
2
1
.
2
5
S
t
a
t
e
me
n
t
3
1
.
9
2
1
.
3
8
1
.
9
1
S
t
a
t
e
me
n
t
4
3
.
0
8
1
.
1
7
1
.
3
8
S
t
a
t
e
me
n
t
5
3
.
2
6
1
.
1
7
1
.
3
8
S
t
a
t
e
me
n
t
6
2
.
7
1
1
.
3
1
1
.
7
0
T
ab
le
2
.
P
o
s
t
-
s
u
r
v
e
y
s
t
u
d
y
f
in
d
in
g
s
V
a
r
i
a
b
l
e
M
e
a
n
S
t
a
n
d
a
r
d
D
e
v
i
a
t
i
o
n
V
a
r
i
a
n
c
e
S
t
a
t
e
me
n
t
1
4
.
6
4
0
.
6
7
0
.
4
5
S
t
a
t
e
me
n
t
2
4
.
6
1
0
.
5
9
0
.
3
5
S
t
a
t
e
me
n
t
3
3
.
6
1
0
.
8
6
0
.
7
4
S
t
a
t
e
me
n
t
4
4
.
3
6
0
.
7
1
0
.
5
1
S
t
a
t
e
me
n
t
5
4
.
6
1
0
.
6
4
0
.
4
0
S
t
a
t
e
me
n
t
6
4
.
1
1
0
.
9
4
0
.
8
8
State
m
e
n
t
t
w
o
ad
d
r
ess
es
t
h
e
r
elatio
n
s
h
ip
b
et
w
ee
n
th
e
T
E
Ks
(
T
ex
as
E
s
s
en
tial
K
n
o
w
led
g
e
an
d
Sk
ills
)
an
d
th
e
e
x
p
ec
ted
r
esu
lt
s
o
f
te
ac
h
in
g
t
h
e
T
E
K.
T
E
Ks
ar
e
th
e
co
m
p
ete
n
cie
s
s
t
u
d
en
t
s
ar
e
ex
p
ec
ted
to
m
aster
in
t
h
eir
r
esp
ec
ti
v
e
g
r
ad
e
lev
el
s
.
T
h
e
r
elatio
n
s
h
ip
as
d
escr
ib
ed
in
t
h
e
co
u
r
s
e
is
to
id
en
ti
f
y
w
h
at
ca
teg
o
r
y
th
e
v
er
b
(
i.e
.
ac
tio
n
w
o
r
d
)
f
all
s
in
to
:
E
v
al
u
atio
n
,
S
y
n
th
e
s
i
s
,
A
n
al
y
s
is
,
A
p
p
licatio
n
,
C
o
m
p
r
e
h
en
s
io
n
,
o
r
Kn
o
w
led
g
e
[
2
6
]
.
On
ce
th
at
is
ac
co
m
p
li
s
h
ed
,
id
en
ti
f
y
in
g
r
esu
lt
s
en
tail
s
ex
a
m
i
n
in
g
h
o
w
th
is
s
k
ill
h
as
b
ee
n
ass
es
s
ed
in
th
e
p
as
s
,
an
d
h
o
w
it
ca
n
b
e
ass
e
s
s
ed
in
t
h
e
p
r
esen
t
v
ia
w
ell
t
h
o
u
g
h
t
o
u
t,
en
g
a
g
in
g
les
s
o
n
s
.
A
co
m
p
ar
is
o
n
o
f
P
r
e
-
s
u
r
v
e
y
r
esu
lt
s
(
s
ee
T
ab
le
1
)
an
d
Po
s
t
-
Su
r
v
e
y
r
es
u
lts
(
s
ee
T
ab
le
2
)
o
f
f
er
en
co
u
r
ag
e
m
e
n
t.
As
t
h
e
m
ea
n
in
cr
ea
s
ed
,
th
e
s
tan
d
ar
d
d
ev
iat
io
n
a
n
d
v
ar
i
an
ce
d
ec
r
ea
s
ed
s
i
g
n
if
y
i
n
g
a
g
r
ea
ter
g
r
a
s
p
an
d
ap
p
licab
ilit
y
o
f
th
e
d
es
ir
ed
s
k
i
lls
.
State
m
e
n
t
th
r
ee
all
u
d
es
to
t
h
e
u
n
d
er
s
ta
n
d
in
g
o
f
r
ig
o
r
i
n
t
h
e
c
lass
r
o
o
m
.
P
aig
e,
et
al.
[
2
7
]
s
u
g
g
e
s
t
t
h
at
r
ig
o
r
is
n
o
w
v
ie
w
ed
as
an
in
d
ep
en
d
en
t
v
ar
iab
le
th
at
ca
n
b
e
in
te
n
tio
n
al
l
y
m
an
ip
u
lated
b
y
t
h
e
ed
u
ca
to
r
,
w
it
h
i
n
a
r
an
g
e
o
f
lear
n
in
g
ac
ti
v
it
ies
(
lectu
r
e,
r
ea
d
in
g
,
p
r
o
b
le
m
s
o
lv
in
g
,
w
r
iti
n
g
,
g
r
o
u
p
w
o
r
k
,
c
lass
d
i
s
cu
s
s
io
n
s
,
p
r
esen
tatio
n
s
,
p
r
o
b
lem
-
b
ased
lear
n
in
g
,
m
at
h
,
as
w
ell
as
in
n
u
m
er
ab
le
ac
ad
e
m
ic
ac
ti
v
itie
s
)
th
at
Sch
lech
t
y
[
2
8
]
ca
lls
k
n
o
w
led
g
e
w
o
r
k
.
T
h
is
d
ef
in
i
tio
n
ad
d
r
ess
e
s
f
o
u
r
d
i
m
en
s
io
n
s
o
f
r
i
g
o
r
;
a
co
n
ti
n
u
u
m
o
f
co
g
n
itio
n
(
i.e
.
th
i
n
k
i
n
g
)
r
an
g
in
g
f
r
o
m
s
i
m
p
l
e
to
co
m
p
le
x
;
a
q
u
a
n
ti
f
icatio
n
o
f
r
ig
o
r
i
n
th
e
cla
s
s
r
o
o
m
;
i
t
p
lace
s
k
n
o
w
led
g
e
w
o
r
k
at
th
e
e
n
d
o
f
t
h
e
co
n
tin
u
u
m
s
o
t
h
at
m
o
r
e
co
m
p
le
x
co
g
n
iti
v
e
t
h
in
k
i
n
g
ca
n
b
e
s
ca
f
f
o
ld
ed
;
f
in
a
ll
y
,
r
i
g
o
r
is
in
te
n
tio
n
al
l
y
m
a
n
ip
u
la
ted
to
en
co
u
r
ag
e
g
r
o
w
t
h
f
r
o
m
s
i
m
p
le
to
co
m
p
lex
t
h
i
n
k
in
g
i
n
s
tu
d
en
ts
.
A
s
a
r
esu
lt,
r
ig
o
r
is
d
ef
in
ed
as
“
th
e
ex
te
n
t
to
w
h
ic
h
th
e
k
n
o
w
led
g
e
w
o
r
k
en
g
a
g
ed
in
b
y
s
t
u
d
en
t
s
r
eq
u
ir
es
co
g
n
itiv
e
s
i
m
p
lic
it
y
-
co
m
p
le
x
it
y
”
[
2
7
]
.
T
h
is
r
elatio
n
s
h
ip
b
et
w
ee
n
b
ac
k
w
ar
d
d
esig
n
an
d
r
ig
o
r
p
r
o
v
ed
d
if
f
icu
lt
to
m
ap
d
u
r
in
g
co
u
r
s
e
d
eliv
er
y
.
T
h
e
in
ten
t
w
as
to
h
elp
th
e
p
r
e
-
s
er
v
ice
teac
h
er
s
u
n
d
er
s
ta
n
d
th
at
in
u
n
p
ac
k
in
g
an
d
id
en
ti
f
y
in
g
d
esire
d
r
esu
lts
“
r
i
g
o
r
”
w
o
u
ld
n
at
u
r
all
y
o
cc
u
r
b
ec
au
s
e
t
h
e
y
w
o
u
ld
cr
ea
te
e
n
g
a
g
i
n
g
,
co
llab
o
r
ati
v
e
les
s
o
n
s
ali
g
n
ed
w
i
th
p
as
t
ass
es
s
m
en
t
s
th
at
tar
g
ete
d
th
e
d
esire
d
s
k
ill.
I
n
s
tead
,
th
e
y
as
s
o
ciate
d
r
ig
o
r
w
ith
le
n
g
th
a
n
d
co
m
p
lex
i
t
y
,
w
it
h
litt
le
r
eg
ar
d
f
o
r
s
tu
d
en
t
s
’
ab
ilit
ies
.
I
n
s
tead
,
th
e
y
ass
o
ciate
d
r
ig
o
r
w
ith
co
o
p
er
ati
o
n
o
r
p
a
s
s
i
v
e
en
g
ag
e
m
e
n
t
.
Hen
ce
,
t
h
e
r
esu
lts
f
r
o
m
t
h
e
p
r
e
-
s
u
r
v
e
y
(
s
ee
T
ab
le
1
)
an
d
th
e
p
o
s
t
-
s
u
r
v
e
y
(
s
ee
T
ab
le
2
)
d
o
n
o
t
d
em
o
n
s
tr
ate
th
e
s
a
m
e
k
in
d
o
f
g
r
o
w
t
h
f
o
u
n
d
in
th
e
o
th
er
co
n
ce
p
ts
.
I
n
th
i
s
f
r
a
m
e
w
o
r
k
,
t
h
e
r
elatio
n
s
h
ip
b
et
w
ee
n
a
s
s
es
s
m
en
t
an
d
less
o
n
d
esi
g
n
g
o
es
b
e
y
o
n
d
r
ig
o
r
an
d
alig
n
m
e
n
t.
I
t
i
s
a
q
u
es
tio
n
o
f
f
air
n
es
s
to
th
e
s
t
u
d
en
t.
I
f
s
t
u
d
en
t
s
ar
e
g
o
i
n
g
to
b
e
ass
es
s
ed
lo
ca
ll
y
at
th
e
clas
s
r
o
o
m
lev
el
u
s
in
g
t
h
e
d
is
tr
icts
’
a
s
s
e
s
s
m
e
n
ts
a
n
d
b
en
ch
m
ar
k
s
,
an
d
also
at
th
e
s
tate
lev
el
u
s
i
n
g
s
tan
d
ar
d
ized
test
s
,
t
h
en
i
t
tr
ac
k
s
t
h
at
w
h
a
t
is
ta
u
g
h
t
s
h
o
u
l
d
n
o
t
o
n
l
y
b
e
ali
g
n
ed
,
b
u
t
es
s
en
tia
l
to
th
e
s
k
ill
s
n
ee
d
ed
to
p
ass
th
e
ass
ess
m
e
n
t
s
.
T
ea
ch
er
s
ca
n
ill
af
f
o
r
d
to
te
ac
h
s
k
ills
t
h
at
ar
e
n
o
t
n
ee
d
ed
o
r
g
o
s
o
f
ar
b
ey
o
n
d
th
e
co
m
p
eten
c
y
t
h
at
t
h
e
r
esu
lts
o
n
th
e
ex
a
m
s
lo
w
er
s
elf
-
estee
m
f
o
r
th
e
s
tu
d
en
t.
A
li
g
n
in
g
t
h
e
ass
es
s
m
en
t
w
it
h
t
h
e
d
esig
n
ed
less
o
n
s
i
s
cr
itical
to
s
tu
d
en
t
s
u
cc
es
s
.
J
o
n
es
et.
al.
[
1
6
]
s
u
g
g
e
s
t
t
h
at
af
ter
u
n
it
g
o
al
s
an
d
ass
e
s
s
m
e
n
ts
h
a
v
e
b
ee
n
c
r
ea
ted
,
teac
h
er
s
m
u
s
t
d
es
ig
n
th
o
s
e
e
n
g
ag
i
n
g
a
n
d
en
r
ic
h
i
n
g
less
o
n
s
th
at
m
ee
t
b
o
th
th
e
u
n
it
an
d
less
o
n
o
b
j
ec
tiv
es.
T
o
th
at
en
d
,
th
e
d
ata
s
u
p
p
o
r
ts
th
at
s
t
u
d
en
ts
wh
o
p
ar
ticip
ated
in
th
e
r
esear
ch
s
t
u
d
y
in
ter
n
alize
d
th
e
co
n
ce
p
ts
(
s
ee
T
ab
le
1
an
d
T
a
b
le
2
f
o
r
a
c
o
m
p
ar
is
o
n
o
f
p
r
e
an
d
p
o
s
t
ass
es
s
m
en
t r
es
u
lt
s
)
.
C
o
n
te
n
t
o
b
j
ec
tiv
es
an
d
le
s
s
o
n
d
eliv
er
y
en
co
m
p
ass
s
t
ate
m
e
n
t
f
iv
e.
C
o
n
te
n
t
o
b
j
e
ctiv
es
ar
e
th
e
r
o
ad
m
ap
o
f
le
s
s
o
n
d
eliv
e
r
y
.
T
h
e
y
tell
t
h
e
s
tu
d
e
n
t
w
h
a
t
to
ex
p
ec
t
an
d
t
h
e
i
n
s
tr
u
cto
r
w
h
at
n
ee
d
s
to
b
e
ac
co
m
p
li
s
h
ed
b
y
th
e
e
n
d
o
f
th
e
less
o
n
.
B
ae
ch
er
,
Far
n
s
wo
r
th
,
an
d
E
d
ig
er
[
2
6
]
s
u
p
p
o
r
t
th
is
id
ea
as
th
e
y
s
u
g
g
e
s
t
th
e
d
ev
elo
p
m
e
n
t
o
f
l
ea
r
n
in
g
o
b
j
ec
tiv
es
as
p
ar
t
o
f
less
o
n
p
lan
n
i
n
g
is
o
n
e
w
a
y
o
f
id
en
ti
f
y
in
g
w
h
at
th
e
f
o
c
u
s
o
f
a
le
s
s
o
n
s
h
o
u
ld
b
e
an
d
s
ets o
u
t to
ac
h
iev
e.
Mu
ltip
le
r
e
s
ea
r
ch
er
s
[
2
9
-
33]
d
is
cu
s
s
less
o
n
p
la
n
n
i
n
g
a
s
p
ed
ag
o
g
ical
r
ea
s
o
n
i
n
g
t
h
at
r
ef
lect
s
th
e
teac
h
er
s
’
e
x
p
er
ien
ce
s
a
s
n
o
t
o
n
l
y
lear
n
er
s
,
b
u
t
te
ac
h
er
s
.
Kn
o
w
led
g
e
o
f
t
h
eir
class
r
o
o
m
p
u
p
il
s
,
p
ed
ag
o
g
ical
co
n
te
n
t
k
n
o
w
led
g
e,
an
d
th
eo
r
ies
ab
o
u
t
lear
n
i
n
g
ca
n
an
d
o
f
te
n
d
o
r
esu
lt
i
n
th
at
p
la
n
n
in
g
an
d
th
e
p
lan
its
e
lf
e
x
p
o
s
in
g
th
e
ir
b
elief
s
,
u
n
d
er
s
ta
n
d
in
g
s
,
an
d
o
r
ien
tatio
n
s
.
T
h
is
is
cr
itical
b
ec
au
s
e
e
d
u
ca
to
r
s
te
n
d
to
teac
h
th
e
w
a
y
th
e
y
w
er
e
tau
g
h
t.
T
h
is
d
y
n
a
m
ic
is
a
m
aj
o
r
d
is
cu
s
s
io
n
in
th
e
co
u
r
s
e
b
ec
au
s
e
o
f
ten
p
r
e
-
s
er
v
ice
ed
u
ca
to
r
s
n
ee
d
t
h
i
s
p
ar
ad
ig
m
s
h
i
f
t
in
t
h
eir
t
h
in
k
i
n
g
f
r
o
m
o
n
e
o
f
tr
a
n
s
m
itter
o
f
f
a
cts
to
f
ac
ilit
a
to
r
o
f
k
n
o
w
led
g
e.
C
o
n
s
eq
u
en
tl
y
,
t
h
e
d
ata
r
e
p
o
r
ted
in
T
ab
le
1
an
d
T
ab
le
2
s
u
p
p
o
r
t
th
at
s
tu
d
e
n
ts
g
r
asp
th
e
lar
g
er
i
m
p
licatio
n
s
f
o
r
th
ese
ac
tio
n
s
an
d
th
e
i
m
p
o
r
ta
n
ce
o
f
i
m
p
le
m
en
ti
n
g
t
h
e
m
in
t
h
eir
clas
s
r
o
o
m
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2
0
2
0
:
594
-
599
598
Fo
r
m
ati
v
e
as
s
es
s
m
e
n
t
s
d
if
f
er
f
r
o
m
s
u
m
m
at
iv
e
a
s
s
e
s
s
m
e
n
t
s
i
n
t
h
at
t
h
e
y
o
cc
u
r
d
u
r
i
n
g
i
n
s
t
r
u
ctio
n
.
Kee
le
y
[
3
4
]
b
eliev
e
s
an
i
m
p
o
r
tan
t
f
ea
t
u
r
e
o
f
t
h
e
a
s
s
e
s
s
m
e
n
t
-
ce
n
ter
ed
class
r
o
o
m
is
th
e
a
s
s
ess
m
e
n
t
s
u
p
p
o
r
ts
lear
n
in
g
b
y
p
r
o
v
id
in
g
s
t
u
d
en
t
s
w
ith
o
p
p
o
r
tu
n
itie
s
to
r
ev
is
e
an
d
i
m
p
r
o
v
e
th
eir
t
h
in
k
i
n
g
.
Of
te
n
,
th
i
s
o
cc
u
r
s
d
u
r
in
g
w
h
at
ed
u
ca
to
r
s
d
escr
ib
e
as
a
ctive
s
u
p
ervis
io
n
.
Mu
ltip
le
r
esear
c
h
er
s
[
3
5
-
37]
r
ep
o
r
t
th
at
ac
tiv
e
s
u
p
er
v
i
s
io
n
h
as
b
ee
n
s
h
o
w
n
t
o
p
o
s
itiv
el
y
i
m
p
ac
t
s
t
u
d
en
t
b
eh
av
io
r
,
p
r
o
d
u
ce
d
a
class
r
o
o
m
-
w
id
e
d
ec
r
ea
s
e
i
n
m
i
n
o
r
b
eh
av
io
r
al
i
n
cid
en
t
s
,
an
d
r
esu
lted
in
h
i
g
h
er
le
v
el
s
o
f
ac
tiv
e
p
ar
ticip
atio
n
.
F
u
r
t
h
er
m
o
r
e,
it
is
th
e
d
eg
r
ee
o
f
ac
tiv
e
s
u
p
er
v
is
io
n
an
d
n
o
t
th
e
teac
h
er
to
s
tu
d
e
n
t
r
atio
t
h
at
ac
co
u
n
ted
f
o
r
t
h
e
g
r
ea
te
s
t
v
ar
ian
ce
in
n
o
n
-
class
r
o
o
m
tr
a
n
s
it
io
n
s
e
tti
n
g
s
.
W
h
ile
t
h
e
s
co
p
e
o
f
f
o
r
m
ati
v
e
ass
es
s
m
en
t
s
tr
ate
g
ies
is
b
e
y
o
n
d
th
e
p
ar
a
m
eter
s
an
d
ca
p
ab
ilit
ies
o
f
th
e
co
u
r
s
e
an
d
th
is
r
ep
o
r
t,
th
e
tech
n
iq
u
e
s
o
f
ch
ec
k
i
n
g
f
o
r
u
n
d
er
s
ta
n
d
in
g
an
d
b
u
ild
in
g
r
elatio
n
s
h
ip
s
w
it
h
s
tu
d
e
n
ts
wer
e
m
aj
o
r
co
r
n
er
s
to
n
e
s
o
f
t
h
e
Ub
D
f
r
a
m
e
w
o
r
k
.
Kee
le
y
[
3
4
]
s
u
g
g
e
s
ts
t
h
er
e
ar
e
f
o
u
r
clas
s
r
o
o
m
en
v
ir
o
n
m
en
ts
t
h
at
s
u
p
p
o
r
t f
o
r
m
ativ
e
a
s
s
e
s
s
m
en
t:
a.
A
lear
n
er
-
ce
n
ter
ed
en
v
ir
o
n
m
e
n
t
w
h
er
e
teac
h
er
s
p
a
y
ca
r
ef
u
l
to
th
e
k
n
o
w
led
g
e,
b
elie
f
s
,
at
tit
u
d
es
an
d
s
k
i
lls
o
f
th
eir
s
t
u
d
en
ts
.
b.
A
k
n
o
w
led
g
e
-
ce
n
ter
ed
e
n
v
i
r
o
n
m
e
n
t
w
h
er
e
teac
h
er
s
k
n
o
w
t
h
e
g
o
al
s
,
k
e
y
co
n
ce
p
t
s
,
id
ea
s
,
an
d
p
r
er
eq
u
is
ites
f
o
r
lear
n
i
n
g
.
c.
An
as
s
es
s
m
en
t
-
ce
n
ter
ed
en
v
ir
o
n
m
e
n
t
w
h
er
e
s
t
u
d
en
ts
ar
e
ab
le
to
r
ev
is
e
a
n
d
i
m
p
r
o
v
e
th
e
ir
th
i
n
k
i
n
g
w
h
ile
m
o
n
ito
r
i
n
g
t
h
eir
o
w
n
lear
n
i
n
g
.
d.
A
co
m
m
u
n
it
y
-
ce
n
ter
ed
en
v
ir
o
n
m
e
n
t
w
h
er
e
s
t
u
d
en
ts
lear
n
f
r
o
m
ea
ch
o
t
h
er
an
d
co
n
ti
n
u
all
y
s
tr
i
v
e
to
i
m
p
r
o
v
e
th
e
ir
lear
n
i
n
g
.
T
h
e
g
o
al
ac
co
r
d
in
g
to
Kee
le
y
[
3
4
]
to
cr
ea
te
a
class
r
o
o
m
ec
o
s
y
s
te
m
w
h
er
e
t
h
e
s
e
f
o
u
r
e
n
v
ir
o
n
m
e
n
t
s
o
v
er
lap
an
d
b
o
th
s
tu
d
en
t
s
an
d
teac
h
er
s
f
ee
l
p
ar
t
o
f
th
e
in
tellectu
al
lear
n
in
g
co
m
m
u
n
it
y
th
at
i
s
co
n
s
ta
n
tl
y
g
r
o
w
i
n
g
an
d
i
m
p
r
o
v
in
g
w
it
h
r
eg
ar
d
s
to
teac
h
in
g
an
d
lear
n
i
n
g
.
A
cc
o
r
d
in
g
l
y
,
th
e
d
ata
r
ep
o
r
ted
in
T
ab
le
1
an
d
T
ab
le
2
s
u
p
p
o
r
t th
at
s
tu
d
en
t
s
i
n
ter
n
al
ized
th
ese
b
elie
f
s
a
n
d
s
ee
th
e
i
m
p
o
r
tan
ce
o
f
b
o
th
in
t
h
eir
class
r
o
o
m
s
.
4.
CO
NCLU
SI
O
N
T
h
e
Ub
D
f
r
a
m
e
w
o
r
k
(
a
n
d
s
u
b
s
eq
u
en
t
r
atio
n
ales)
p
r
ese
n
te
d
in
th
is
s
tu
d
y
s
ee
k
to
h
elp
p
r
e
-
s
er
v
ice
ed
u
ca
to
r
s
f
ee
l
b
etter
p
r
ep
ar
ed
ac
r
o
s
s
m
o
s
t
d
i
m
e
n
s
io
n
s
o
f
t
ea
ch
in
g
.
T
ea
ch
er
q
u
alit
y
,
q
u
a
lif
ied
teac
h
er
s
,
an
d
ef
f
ec
tiv
e
teac
h
er
s
ar
e
t
h
e
g
o
al
o
f
lear
n
i
n
g
t
h
is
f
r
a
m
e
w
o
r
k
.
T
h
at
s
aid
,
th
er
e
ar
e
s
ev
er
al
im
p
o
r
ta
n
t
li
m
itatio
n
s
th
at
s
h
o
u
ld
b
e
n
o
ted
w
it
h
th
i
s
r
esear
ch
r
ep
o
r
t.
First,
is
th
e
to
p
ic
o
f
Ub
D
an
d
h
o
w
it
w
as
u
s
ed
as
th
e
f
r
a
m
e
w
o
r
k
f
o
r
less
o
n
p
lan
n
i
n
g
,
less
o
n
d
esig
n
,
an
d
les
s
o
n
d
eli
v
er
y
.
Di
f
f
er
e
n
t
ed
u
ca
to
r
s
,
f
r
o
m
d
i
f
f
er
e
n
t
co
n
t
en
t
ar
ea
s
,
r
e
s
o
n
ate
d
i
f
f
er
en
tl
y
w
it
h
m
u
ltip
le
to
o
ls
an
d
ap
p
r
o
ac
h
es
th
a
t
w
o
r
k
f
o
r
th
e
m
b
ec
au
s
e
o
f
th
eir
p
r
e
f
er
r
ed
s
t
y
le.
I
t
is
th
at
v
ei
n
o
f
t
h
i
n
k
in
g
t
h
at
Ub
D
w
a
s
u
tili
ze
d
in
t
h
is
w
a
y
,
f
o
r
th
i
s
co
n
ten
t
d
eli
v
er
y
,
in
t
h
is
p
r
e
-
s
er
v
ice
ed
u
ca
to
r
co
u
r
s
e.
Seco
n
d
,
s
u
r
v
e
y
r
es
u
lts
w
er
e
an
al
y
ze
d
u
s
i
n
g
d
escr
ip
ti
v
e
s
ta
tis
tics
.
T
h
e
s
u
r
v
e
y
w
a
s
n
o
t
d
esig
n
ed
to
u
tili
ze
i
n
f
er
e
n
tial
s
t
atis
tical
a
n
al
y
s
is
o
r
n
o
n
-
p
ar
a
m
etr
ical
s
tati
s
tical
p
r
o
ce
d
u
r
es.
As
s
u
c
h
,
v
io
latio
n
s
o
f
n
o
r
m
alit
y
w
er
e
n
o
t
an
al
y
ze
d
.
T
h
ir
d
,
th
is
w
as
a
s
a
m
p
le
o
f
co
n
v
e
n
ie
n
ce
,
w
h
ic
h
li
m
i
ts
g
e
n
er
aliza
b
ilit
y
.
T
h
e
p
o
p
u
latio
n
co
u
ld
b
e
d
ee
m
ed
h
o
m
o
g
en
eo
u
s
(
p
r
e
-
s
er
v
ice
ed
u
ca
to
r
s
)
w
h
o
s
e
p
er
ce
p
tio
n
s
an
d
o
p
in
io
n
s
w
er
e
s
k
e
w
ed
(
to
th
e
p
o
s
itiv
e)
b
ec
au
s
e
o
f
th
e
e
m
p
h
asi
s
p
u
t
u
p
o
n
th
e
Ub
D
f
r
a
m
e
w
o
r
k
in
t
h
e
co
u
r
s
e.
Fin
all
y
,
a
q
u
a
litati
v
e
co
m
p
o
n
en
t
is
n
ee
d
ed
to
f
u
r
th
er
e
x
p
lo
r
e
p
r
e
-
s
er
v
ice
teac
h
er
s
’
d
ef
in
i
tio
n
an
d
u
n
d
er
s
tan
d
i
n
g
o
f
t
h
ese
co
n
ce
p
ts
.
C
o
n
tr
ad
ictio
n
s
a
n
d
ar
ea
s
o
f
co
n
f
lict
o
r
m
is
u
n
d
er
s
tan
d
in
g
s
ar
e
n
o
t
m
ea
s
u
r
ab
le
w
it
h
o
u
t
it.
T
h
e
p
ed
ag
o
g
ical
r
eq
u
ir
e
m
en
ts
t
h
at
te
ac
h
er
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
as
k
o
f
th
eir
p
r
e
-
s
er
v
ic
e
teac
h
er
s
n
ec
es
s
itate
a
n
e
w
w
a
y
o
f
d
eliv
er
i
n
g
co
u
r
s
e
co
n
ten
t
r
elate
d
to
less
o
n
p
lan
n
i
n
g
,
d
e
s
ig
n
,
a
n
d
d
eliv
er
y
.
I
t
is
an
ticip
ated
th
at
th
is
f
r
a
m
e
w
o
r
k
ca
n
co
n
ti
n
u
e
to
b
e
u
s
ed
f
o
r
th
e
b
ef
o
r
e
m
e
n
tio
n
ed
p
u
r
p
o
s
e
s
,
w
h
ile
s
i
m
u
lta
n
eo
u
s
l
y
i
m
p
le
m
en
t
in
g
q
u
al
itati
v
e
a
n
d
i
n
f
er
e
n
tia
l
s
tati
s
tical
an
al
y
s
is
to
d
is
ce
r
n
an
d
d
escr
ib
e
th
e
in
d
i
v
id
u
a
l r
esp
o
n
s
es a
n
d
o
p
in
io
n
s
o
f
th
e
f
r
a
m
e
w
o
r
k
.
RE
F
E
R
E
NC
E
S
[1
]
H.L
.
Re
y
n
o
ld
s
a
n
d
K.D.
Ke
a
rn
s,
“
A
p
lan
n
in
g
to
o
l
f
o
r
i
n
c
o
rp
o
ra
ti
n
g
b
a
c
k
wa
rd
d
e
sig
n
,
a
c
ti
v
e
lea
rn
in
g
,
a
n
d
a
u
th
e
n
ti
c
a
ss
e
ss
m
e
n
t
in
th
e
c
o
ll
e
g
e
c
las
sro
o
m
,
”
Co
ll
e
g
e
T
e
a
c
h
in
g
,
v
o
l
.
65
,
n
o
.
1
,
p
p
.
1
7
-
2
7
,
2
0
1
7
.
[2
]
D.H.
W
u
lff
,
A
.
E.
A
u
stin
,
J.D.
H
y
q
u
ist,
a
n
d
J.
S
p
ra
g
u
e
,
“
T
h
e
De
v
e
lo
p
m
e
n
t
o
f
G
r
a
d
u
a
te
S
tu
d
e
n
ts
a
s
T
e
a
c
h
in
g
S
c
h
o
lars
:
A
F
o
u
r
-
Ye
a
r
L
o
n
g
it
u
d
i
n
a
l
S
tu
d
y
,
”
in
Pa
th
s
to
th
e
Pro
fes
so
ria
te:
S
tra
teg
ies
fo
r
En
ric
h
i
n
g
th
e
Pre
p
a
ra
ti
o
n
o
f
F
u
tu
re
F
a
c
u
lt
y
,
D
.
H.
W
u
lf
f
&
A
.
E.
A
u
stin
,
Ed
s.,
p
p
.
4
6
-
74
,
2
0
0
4
.
[3
]
C.
M
.
G
o
ld
e
a
n
d
T
.
M
Do
re
,
“
A
t
Cro
ss
P
u
rp
o
se
s:
W
h
a
t
th
e
Ex
p
e
rien
c
e
s
o
f
T
o
d
a
y
’s
Do
c
to
ra
l
S
tu
d
e
n
ts
Re
v
e
a
l
a
b
o
u
t
Do
c
to
ra
l
E
d
u
c
a
ti
o
n
:
A
S
u
rv
e
y
In
it
iate
d
b
y
th
e
P
e
w
Ch
a
rit
a
b
le
T
ru
sts
,
”
P
h
il
a
d
e
lp
h
ia:
A
re
p
o
rt
p
re
p
a
re
d
f
o
r
th
e
P
e
w
Ch
a
rit
a
b
le T
ru
sts
,
2
0
0
1
.
[4
]
K.K.
Da
u
g
h
e
rty
,
“
Ba
c
k
wa
rd
c
o
u
rse
d
e
sig
n
:
M
a
k
in
g
th
e
e
n
d
t
h
e
b
e
g
in
n
i
n
g
,
”
Ame
ric
a
n
J
o
u
rn
a
l
o
f
Ph
a
rm
a
c
e
u
ti
c
a
l
Ed
u
c
a
ti
o
n
,
v
o
l
.
70
,
n
o
.
6
,
p
p
.
1
-
5
,
2
0
0
6
.
[5
]
E.
L
.
Do
lan
a
n
d
J.
P
.
Co
ll
in
s,
“
W
e
m
u
st t
e
a
c
h
m
o
re
e
ff
e
c
ti
v
e
l
y
:
He
re
a
re
f
o
u
r
wa
y
s
to
g
e
t
sta
rted
,
”
M
o
lec
u
la
r B
io
l
o
g
y
o
f
t
h
e
Ce
ll
,
v
o
l.
25
,
n
o
.
1
2
,
pp.
2
1
5
1
-
2
1
5
5
,
2
0
1
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
P
r
e
-
s
ervice
tea
ch
ers
’
a
p
p
lica
tio
n
o
f u
n
d
ers
ta
n
d
in
g
b
y
d
esig
n
in
less
o
n
p
la
n
n
in
g
(
R
ica
r
d
o
Lu
mb
r
era
s
,
Jr
.)
599
[6
]
W
.
B.
W
o
o
d
,
“
In
n
o
v
a
ti
o
n
s
in
tea
c
h
in
g
u
n
d
e
rg
ra
d
u
a
te
b
io
lo
g
y
a
n
d
w
h
y
we
n
e
e
d
T
h
e
m
,
”
An
n
u
a
l
Re
v
iew
o
f
Ce
ll
a
n
d
De
v
e
lo
p
me
n
ta
l
B
io
l
o
g
y
,
v
o
l.
2
5
,
n
o
.
5
,
p
p
.
9
3
-
1
1
2
,
2
0
0
9
.
[7
]
L
.
A
.
Ba
k
e
r,
e
t
a
l.
,
“
Co
l
late
ra
l
sc
h
o
lars
’
c
o
ll
a
b
o
ra
ti
v
e
n
e
w
f
a
c
u
l
ty
w
o
rk
sh
o
p
:
P
r
o
f
e
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
f
o
r
n
e
w
c
h
e
m
istr
y
f
a
c
u
lt
y
a
n
d
in
it
ial
a
ss
e
ss
m
e
n
t
o
f
it
s e
ff
ica
c
y
,
”
J
.
o
f
Ch
e
m
.
Ed
u
c
.
,
v
o
l.
91
,
n
o
.
1
1
,
p
p
.
1
8
7
4
-
1
8
8
1
,
2
0
1
4
.
[8
]
D.
Eb
e
rt
-
M
a
y
,
e
t
a
l
,
“
W
h
a
t
w
e
sa
y
is
n
o
t
w
h
a
t
w
e
d
o
:
Eff
e
c
ti
v
e
e
v
a
lu
a
ti
o
n
o
f
fa
c
u
lt
y
p
ro
f
e
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
p
ro
g
ra
m
s,
”
Bi
o
S
c
ien
c
e
,
v
o
l.
61
,
n
o
.
7
,
p
p
.
5
5
0
-
5
5
8
,
2
0
1
1
.
[9
]
K.
T
rig
we
ll
,
“
P
ro
m
o
ti
n
g
Ef
fe
c
ti
v
e
S
tu
d
e
n
t
L
e
a
rn
in
g
in
Hig
h
e
r
Ed
u
c
a
ti
o
n
,
”
in
In
ter
n
a
ti
o
n
a
l
En
c
y
c
lo
p
e
d
i
a
o
f
E
d
u
c
a
t
io
n
4
,
P
.
P
e
ters
o
n
,
E.
Ba
k
e
r,
a
n
d
B.
M
c
G
a
w
,
Ed
s.
Ox
f
o
rd
:
El
se
v
ier,
p
p
.
4
6
1
-
4
6
6
,
2
0
1
0
.
[1
0
]
W
.
A
u
,
“
Hig
h
sta
k
e
s
tes
ti
n
g
a
n
d
c
u
rricu
lar
c
o
n
tro
l:
A
q
u
a
li
tativ
e
m
e
tas
y
n
th
e
sis,”
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
e
r
,
v
o
l.
3
6
,
n
o
.
5
,
p
p
.
2
5
8
-
2
6
7
,
2
0
0
7
.
[1
1
]
G
.
W
i
g
g
in
s a
n
d
J.
M
c
T
ig
h
e
,
Un
d
e
rs
ta
n
d
i
n
g
b
y
d
e
si
g
n
.
A
lex
a
n
d
ria,
V
A
:
A
S
CD,
1
9
9
8
.
[1
2
]
J.
M
c
T
ig
h
e
a
n
d
R.
S
.
T
h
o
m
a
s,
“
Ba
c
k
wa
rd
d
e
sig
n
f
o
r
f
o
rw
a
rd
a
c
ti
o
n
,
”
E
d
u
c
a
ti
o
n
a
l
L
e
a
d
e
rs
h
i
p
,
v
o
l.
6
0
,
n
o
.
5
,
p
p
.
52
-
5
5
,
2
0
0
3
.
[1
3
]
S
.
L
o
e
b
,
e
t
a
l.
,
“
De
sc
rip
ti
v
e
a
n
a
ly
sis
in
e
d
u
c
a
ti
o
n
:
A
g
u
id
e
f
o
r
re
se
a
rc
h
e
rs”
(
NCEE
2
0
1
7
-
4
0
2
3
).
W
a
sh
in
g
to
n
,
DC:
U.S
.
De
p
a
rtm
e
n
t
o
f
Ed
u
c
a
ti
o
n
,
In
stit
u
te
o
f
Ed
u
c
a
ti
o
n
S
c
ien
c
e
s,
Na
ti
o
n
a
l
Ce
n
ter
f
o
r
E
d
u
c
a
ti
o
n
Ev
a
lu
a
ti
o
n
a
n
d
Re
g
io
n
a
l
A
ss
istan
c
e
,
2
0
1
7
.
[
On
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
s://
f
il
e
s.e
ric.ed
.
g
o
v
/f
u
ll
tex
t/
ED5
7
3
3
2
5
.
p
d
f
[1
4
]
Org
a
n
iza
ti
o
n
f
o
r
Eco
n
o
m
ic
Co
-
o
p
e
ra
ti
o
n
a
n
d
De
v
e
lo
p
m
e
n
t,
“
T
re
n
d
s
sh
a
p
i
n
g
e
d
u
c
a
ti
o
n
,
”
2
0
1
3
.
[
O
n
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
:
//
ww
w
.
o
e
c
d
.
o
rg
/ed
u
c
a
ti
o
n
/ea
g
2
0
1
3
%
2
0
(e
n
g
)
--
F
INA
L%
2
0
2
0
%
2
0
Ju
n
e
%
2
0
2
0
1
3
.
p
d
f
[1
5
]
T
.
P
.
F
lo
rian
a
n
d
J.
P
.
Zi
m
m
e
r
m
a
n
,
“
Un
d
e
rsta
n
d
i
n
g
b
y
d
e
sig
n
,
m
o
o
d
le,
a
n
d
b
le
n
d
e
d
lea
rn
in
g
:
A
se
c
o
n
d
a
ry
sc
h
o
o
l
c
a
se
stu
d
y
,
”
M
ER
L
OT
J
o
u
rn
a
l
o
f
On
li
n
e
L
e
a
rn
i
n
g
a
n
d
T
e
a
c
h
in
g
,
v
o
l.
11
,
n
o
.
1
,
p
p
.
1
0
3
-
1
1
1
,
2
0
1
5
.
[1
6
]
K.A
.
Jo
n
e
s
,
P
.
J.
V
e
rm
e
tt
e
,
a
n
d
J.L
.
Jo
n
e
s,
“
A
n
in
teg
ra
ti
o
n
o
f
b
a
c
k
wa
rd
s
p
lan
n
in
g
u
n
it
d
e
sig
n
w
it
h
th
e
tw
o
-
ste
p
les
so
n
p
la
n
n
i
n
g
f
ra
m
e
w
o
r
k
,
”
Ed
u
c
a
ti
o
n
,
v
o
l.
1
3
0
,
n
o
.
2
,
p
p
.
3
5
7
-
3
6
0
,
2
0
0
9
.
[1
7
]
D.
Kra
th
w
o
h
l
a
n
d
L
.
A
n
d
e
rso
n
,
“
M
e
rli
n
C.
W
it
tro
c
k
a
n
d
th
e
Re
v
isio
n
o
f
Blo
o
m
’s
T
a
x
o
n
o
m
y
,
”
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
lo
g
ists
,
v
o
l.
45
,
n
o
.
1
,
p
p
.
64
-
6
5
,
2
0
1
0
.
[1
8
]
W
.
Hu
it
t,
“
A
h
o
li
st
ic
v
iew
o
f
e
d
u
c
a
ti
o
n
a
n
d
sc
h
o
o
li
n
g
:
G
u
id
i
n
g
stu
d
e
n
ts
to
d
e
v
e
lo
p
c
a
p
a
c
it
ies
,
a
c
q
u
ire
v
irt
u
e
s,
a
n
d
p
ro
v
id
e
se
rv
ice
,
”
Re
v
isio
n
o
f
p
a
p
e
r
p
re
se
n
ted
a
t
th
e
1
2
th
A
n
n
u
a
l
In
ter
n
a
ti
o
n
a
l
C
o
n
f
e
re
n
c
e
sp
o
n
so
re
d
b
y
th
e
A
th
e
n
s
In
stit
u
te
f
o
r
Ed
u
c
a
ti
o
n
a
n
d
Re
se
a
rc
h
(AT
INE
R),
M
a
y
2
4
-
2
7
,
2
0
1
1
.
[
O
n
li
n
e
]
.
A
v
a
il
a
b
le:
h
tt
p
:
//
ww
w
.
e
d
p
sy
c
in
tera
c
ti
v
e
.
o
rg
/p
a
p
e
rs/h
o
li
stic
-
v
iew
-
of
-
sc
h
o
o
li
n
g
-
re
v
.
p
d
f
[1
9
]
H.L
.
Re
y
n
o
ld
s,
“
Ov
e
rv
ie
w
:
Co
re
L
e
a
rn
in
g
G
o
a
ls
f
o
r
Ca
m
p
u
s
-
W
id
e
En
v
iro
n
m
e
n
tal
L
it
e
ra
c
y
,
”
in
T
e
a
c
h
in
g
En
v
iro
n
me
n
ta
l
L
it
e
ra
c
y
:
Acr
o
ss
Ca
mp
u
s
a
n
d
Acr
o
ss
th
e
Cu
rr
ic
u
lu
m
,
H
.
L
.
Re
y
n
o
ld
s,
E.
S
.
Bro
n
d
izio
,
a
n
d
J
.
M
.
Ro
b
i
n
so
n
,
E
d
s.
Bl
o
o
m
in
g
to
n
,
IN:
In
d
ia
n
a
Un
iv
e
rsity
P
re
ss
,
p
p
.
1
7
-
2
7
,
2
0
1
0
.
[2
0
]
R.
A
lb
il
e
h
i,
J.
Yo
u
n
g
-
Ha
n
,
a
n
d
H.
De
s
m
id
t,
“
Cu
rricu
lu
m
d
e
v
e
lo
p
m
e
n
t
1
0
1
:
L
e
ss
o
n
s
lea
rn
e
d
f
ro
m
a
c
u
rricu
lu
m
-
d
e
sig
n
p
ro
jec
t,
”
T
h
e
C
a
tes
o
l
J
o
u
r
n
a
l
,
v
o
l.
24
,
n
o
.
1
,
p
p
.
1
8
7
-
1
9
7
,
2
0
1
2
-
2
0
1
3
.
[2
1
]
A
.
Ca
rl,
T
e
a
c
h
e
r
e
mp
o
we
rm
e
n
t
t
h
ro
u
g
h
c
u
rr
icu
lu
m
d
e
v
e
lo
p
me
n
t:
T
h
e
o
ry
i
n
to
p
r
a
c
ti
c
e
.
Ca
p
e
T
o
wn
.
S
o
u
th
A
f
rica
:
Ju
ta,
1
9
9
5
.
[2
2
]
S
.
S
h
a
w
e
r,
“
Clas
sro
o
m
-
lev
e
l
c
u
rricu
lu
m
d
e
v
e
lo
p
m
e
n
t:
EF
L
tea
c
h
e
rs
a
s
c
u
rricu
lu
m
-
d
e
v
e
lo
p
e
rs,
c
u
rricu
lu
m
-
m
a
k
e
rs
a
n
d
c
u
rric
u
lu
m
-
tran
sm
it
ters
,
”
T
e
a
c
h
in
g
a
n
d
T
e
a
c
h
e
r E
d
u
c
a
t
io
n
,
v
o
l
.
26
,
n
o
.
2
,
p
p
.
1
7
3
-
1
8
4
,
2
0
1
0
.
[2
3
]
L
.
Be
rg
,
Qu
a
li
ta
t
ive
re
se
a
rc
h
me
th
o
d
s
fo
r t
h
e
so
c
i
a
l
sc
ien
c
e
s.
L
o
n
d
o
n
,
UK
:
P
e
a
rso
n
Ed
u
c
a
ti
o
n
,
I
n
c
.
,
2
0
0
1
.
[2
4
]
A
.
Bu
rn
s,
Do
in
g
a
c
ti
o
n
re
se
a
rc
h
in
En
g
li
s
h
la
n
g
u
a
g
e
tea
c
h
i
n
g
:
A
g
u
i
d
e
fo
r
Pr
a
c
ti
ti
o
n
e
rs
.
L
o
n
d
o
n
&
Ne
w
Yo
rk
:
Ro
u
tl
e
d
g
e
,
2
0
1
0
.
[2
5
]
J.W
.
Cre
s
we
ll
,
Ed
u
c
a
t
io
n
a
l
re
se
a
rc
h
:
Pl
a
n
n
i
n
g
,
c
o
n
d
u
c
ti
n
g
,
a
n
d
e
v
a
lu
a
ti
n
g
q
u
a
n
ti
ta
ti
v
e
a
n
d
q
u
a
li
ta
ti
v
e
re
se
a
rc
h
.
M
a
ss
a
c
h
u
se
tt
s,
M
A
:
P
e
a
rso
n
Ed
u
c
a
ti
o
n
,
I
n
c
.
,
2
0
1
2
.
[2
6
]
H.K.
W
o
n
g
a
n
d
R.
T
.
W
o
n
g
,
T
h
e
fi
rs
t
d
a
y
s
o
f
sc
h
o
o
l:
Ho
w
to
b
e
a
n
e
ff
e
c
ti
v
e
tea
c
h
e
r.
M
o
u
n
tai
n
Vie
w
,
C
A
:
Ha
rr
y
K.
W
o
n
g
P
u
b
l
ica
ti
o
n
s,
2
0
0
9
.
[2
7
]
D.D.
P
a
ig
e
,
G
.
S
.
S
m
it
h
,
a
n
d
J.
M
.
S
ize
m
o
re
,
“
Co
n
c
e
p
tu
a
li
z
in
g
rig
o
r
a
n
d
it
s
im
p
li
c
a
ti
o
n
s
f
o
r
e
d
u
c
a
ti
o
n
i
n
th
e
e
ra
o
f
th
e
c
o
m
m
o
n
c
o
re
,
”
Co
g
e
n
t
E
d
u
c
a
ti
o
n
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
1
-
1
0
,
2
0
1
5
.
[2
8
]
P
.
S
c
h
lec
h
ty
,
“
Cre
a
ti
n
g
th
e
c
a
p
a
c
it
y
to
su
p
p
o
rt
in
n
o
v
a
ti
o
n
s,”
Oc
c
a
sio
n
a
l
P
a
p
e
r
,
n
o
.
2
,
p
p
.
1
-
2
4
,
2
0
0
5
.
[
O
n
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
:/
/sc
h
lec
h
ty
c
e
n
ter.
o
rg
[2
9
]
L
.
Ba
e
c
h
e
r,
T
.
F
a
rn
s
w
o
rth
,
A
.
Ed
ig
e
r,
“
T
h
e
c
h
a
ll
e
n
g
e
s
o
f
p
lan
n
in
g
lan
g
u
a
g
e
o
b
jec
ti
v
e
s
in
c
o
n
ten
t
-
b
a
se
d
ES
L
in
stru
c
ti
o
n
,
”
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
Res
e
a
rc
h
,
v
o
l.
18
,
n
o
.
1
,
p
p
.
1
1
8
-
1
3
6
,
2
0
1
3
.
[3
0
]
B.
Ho
,
“
Us
in
g
les
so
n
p
la
n
s a
s a
m
e
a
n
s o
f
re
f
lec
ti
o
n
,
”
EL
T
J
o
u
r
n
a
l
,
v
o
l.
49
,
n
o
.
1
,
p
p
.
6
6
-
7
1
,
1
9
9
5
.
[3
1
]
P
.
D.
Jo
h
n
,
“
Co
u
rse
,
c
u
rricu
lar
a
n
d
c
las
sro
o
m
in
f
lu
e
n
c
e
s
o
n
t
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
stu
d
e
n
t
tea
c
h
e
rs’
les
so
n
p
lan
n
in
g
p
e
rsp
e
c
ti
v
e
s,”
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.
7
,
n
o
.
1
,
p
p
.
3
5
9
-
3
7
3
,
1
9
9
1
.
[3
2
]
P
.
D.
J
o
h
n
,
“
T
h
e
i
n
teg
ra
ti
o
n
o
f
re
se
a
rc
h
v
a
li
d
a
ted
k
n
o
w
led
g
e
w
it
h
p
ra
c
ti
c
e
:
L
e
ss
o
n
p
lan
n
i
n
g
a
n
d
t
h
e
stu
d
e
n
t
h
ist
o
ry
tea
c
h
e
r,
”
Ca
mb
rid
g
e
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
,
v
o
l.
24
,
n
o
.
1
,
p
p
.
3
3
-
4
9
,
1
9
9
4
.
[3
3
]
LL
.
W
a
rr
e
n
,
“
T
e
a
c
h
in
g
p
lan
n
i
n
g
:
A
li
tera
tu
re
re
v
ie
w
,
”
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
Qu
a
rte
rly
,
v
o
l.
24
,
n
o
.
1
,
p
p
.
3
7
-
4
2
,
2
0
0
0
.
[3
4
]
P
.
Ke
e
le
y
,
S
c
ien
c
e
Fo
rm
a
ti
v
e
Asse
ss
me
n
t:
7
5
p
ra
c
ti
c
a
l
stra
te
g
ies
fo
r
li
n
k
i
n
g
a
ss
e
ss
me
n
t,
in
stru
c
ti
o
n
,
a
n
d
lea
rn
i
n
g
.
T
h
o
u
sa
n
d
Oa
k
s,
CA
:
Co
rw
in
/NS
TA
P
re
ss
,
2
0
0
8
.
[3
5
]
B.
S
im
o
n
se
n
,
S
.
F
a
ir
b
a
n
k
s,
A
.
Bries
c
h
,
D.
M
y
e
rs,
G
.
S
u
g
a
i,
“
E
v
i
d
e
n
c
e
-
b
a
se
d
p
ra
c
ti
c
e
s
in
c
las
sro
o
m
m
a
n
a
g
e
m
e
n
t:
Co
n
sid
e
ra
ti
o
n
s f
o
r
re
se
a
rc
h
to
p
ra
c
ti
c
e
,
”
Ed
u
c
a
ti
o
n
a
n
d
T
re
a
tme
n
t
o
f
Ch
il
d
re
n
,
v
o
l.
31
,
n
o
.
3
,
p
p
.
3
5
1
-
3
8
0
,
2
0
0
8
.
[3
6
]
J.M
.
S
c
h
u
l
d
h
e
isz
a
n
d
H.
v
a
n
d
e
r
M
a
rs,
“
A
c
ti
v
e
su
p
e
rv
isio
n
a
n
d
st
u
d
e
n
ts’
p
h
y
sic
a
l
a
c
ti
v
it
y
in
m
id
d
l
e
sc
h
o
o
l
p
h
y
sic
a
l
e
d
u
c
a
ti
o
n
,
”
J
o
u
r
n
a
l
o
f
T
e
a
c
h
i
n
g
i
n
Ph
y
sic
a
l
Ed
u
c
a
ti
o
n
,
v
o
l.
21
,
n
o
.
1
,
p
p
.
7
5
-
9
0
,
2
0
0
1
.
[3
7
]
G
.
Co
lv
in
,
G
.
S
u
g
a
i,
R.
H.
G
o
o
d
I
ll
,
a
n
d
Y
-
Y L
e
e
,
“
Us
in
g
a
c
ti
v
e
su
p
e
rv
isio
n
a
n
d
p
re
-
c
o
rre
c
ti
o
n
to
i
m
p
ro
v
e
tran
siti
o
n
b
e
h
a
v
io
rs i
n
a
n
e
lem
e
n
tar
y
sc
h
o
o
l,
”
S
c
h
o
o
l
Psy
c
h
o
l
o
g
y
Qu
a
rte
rly
,
v
o
l.
1
2
,
n
o
.
1
,
p
p
.
3
4
4
-
3
6
1
,
1
9
9
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.