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 E
du
ca
t
io
n
(
I
J
E
RE
)
Vo
l.
10
,
No
.
3
,
Sep
tem
b
er
202
1
,
p
p
.
9
2
1
~
9
2
9
I
SS
N:
2252
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ije
r
e
.
v
10
i
3
.
2
1
1
0
1
921
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
From co
mpeti
tio
n t
o
colla
bo
ra
tion
:
Unra
v
eling
teac
hers’ lesso
n
study
experien
ces
Ro
m
iro
G
.
B
a
utista
1
,
Wilfr
edo
B
.
B
a
niq
ued
2
1
Co
ll
e
g
e
o
f
Tea
c
h
e
r
Ed
u
c
a
ti
o
n
,
Q
u
iri
n
o
S
tate
Un
iv
e
rsit
y
-
M
a
in
Ca
m
p
u
s,
P
h
il
i
p
p
i
n
e
s
2
Co
ll
e
g
e
o
f
En
g
i
n
e
e
rin
g
,
Qu
iri
n
o
S
tate
Un
iv
e
rsit
y
-
Ca
b
a
rro
g
u
is Ca
m
p
u
s,
P
h
il
i
p
p
i
n
e
s
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Oct
6
,
2
0
20
R
ev
is
ed
J
u
n
1
5
,
2
0
21
Acc
ep
ted
Ju
l
1
2
,
2
0
21
Les
so
n
stu
d
y
is
a
p
r
o
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
p
r
o
g
ra
m
a
m
o
n
g
tea
c
h
e
rs.
It
re
c
ip
ro
c
a
tes
tea
c
h
e
rs’
d
e
v
e
lo
p
m
e
n
t
t
o
stu
d
e
n
ts’
o
u
tco
m
e
s
.
It
is
a
ls
o
a
n
a
c
t
o
f
lev
e
ra
g
in
g
c
las
sro
o
m
p
ra
c
ti
c
e
s,
e
n
rich
i
n
g
tea
c
h
e
rs’
c
o
n
ten
t
k
n
o
wle
d
g
e
,
a
n
d
p
ro
c
e
ss
sk
il
ls
a
n
d
b
e
li
e
fs.
T
h
is
st
u
d
y
e
x
p
lo
re
d
th
e
e
x
p
e
rien
c
e
s
o
f
a
g
ro
u
p
o
f
sc
ien
c
e
se
c
o
n
d
a
ry
sc
h
o
o
l
tea
c
h
e
r
s
th
a
t
imp
lem
e
n
ted
th
e
les
so
n
stu
d
y
in
th
e
ir
c
las
se
s.
Qu
a
li
tativ
e
d
a
ta
we
re
g
a
t
h
e
re
d
fro
m
th
e
i
n
fo
rm
a
n
ts’
in
terv
iew
d
u
ri
n
g
th
e
imp
lem
e
n
tatio
n
o
f
th
e
les
s
o
n
st
u
d
y
.
Da
ta
we
re
p
ro
c
e
ss
e
d
th
r
o
u
g
h
do
c
u
m
e
n
t
trail
a
m
o
n
g
th
e
in
f
o
rm
a
n
ts
to
a
sc
e
rtain
th
e
v
e
ra
c
it
y
o
f
t
h
e
tran
sc
rib
e
d
re
sp
o
n
se
s,
re
flec
ti
o
n
s,
a
n
d
o
b
se
rv
a
ti
o
n
s.
Th
e
m
a
ti
c
a
n
a
ly
sis
re
v
e
a
led
fiv
e
th
e
m
e
s
o
n
th
e
e
x
p
e
rien
c
e
s
o
f
th
e
tea
c
h
e
rs
in
imp
lem
e
n
ti
n
g
th
e
Les
so
n
S
t
u
d
y
:
d
e
v
e
lo
p
in
g
a
c
u
lt
u
re
o
f
o
n
e
n
e
ss
,
c
ra
fti
n
g
tea
c
h
e
rs’
c
o
m
p
e
ten
c
e
th
r
o
u
g
h
sy
n
e
r
g
ism
,
b
o
o
st
in
g
tea
c
h
e
rs’
m
o
ra
le
a
n
d
c
o
n
fi
d
e
n
c
e
,
re
fin
in
g
th
e
q
u
a
li
t
y
o
f
th
e
re
se
a
rc
h
les
so
n
,
a
n
d
sc
h
e
m
in
g
a
v
e
n
u
e
s
f
o
r
c
rit
ica
l
th
in
k
in
g
.
It
is,
t
h
e
re
fo
re
,
su
g
g
e
ste
d
th
a
t
les
so
n
stu
d
y
b
e
imp
lem
e
n
ted
b
y
a
ll
te
a
c
h
e
rs
a
c
ro
ss
a
ll
su
b
jec
t
-
a
re
a
s
in
t
h
e
d
i
v
isio
n
a
n
d
in
tr
o
d
u
c
e
d
a
m
o
n
g
p
re
-
se
rv
ice
tea
c
h
e
rs
to
fu
rth
e
r
d
isc
o
v
e
r
it
s
e
ffica
c
y
to
wa
rd
s
tea
c
h
e
rs’
d
e
v
e
lo
p
m
e
n
t
a
n
d
st
u
d
e
n
ts’
o
u
tco
m
e
s.
F
u
rth
e
rm
o
re
,
it
is
str
o
n
g
ly
su
g
g
e
ste
d
th
a
t
k
n
o
wle
d
g
e
a
b
le
o
th
e
rs
b
e
in
v
o
l
v
e
d
i
n
t
h
e
imp
lem
e
n
tati
o
n
o
f
th
e
les
so
n
stu
d
y
a
s
th
e
ir
p
re
se
n
c
e
we
re
fo
u
n
d
sig
n
ifi
c
a
n
t
in
e
n
su
ri
n
g
i
ts
su
c
c
e
ss
a
s
m
o
st
o
f
th
e
tea
c
h
e
rs are
n
o
t
sp
e
c
ialize
d
in
t
h
e
field
th
a
t
th
e
y
a
re
tea
c
h
i
n
g
.
K
ey
w
o
r
d
s
:
I
n
s
tr
u
ctio
n
al
p
lan
n
in
g
L
ess
o
n
s
tu
d
y
Pro
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
R
esear
ch
less
o
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
o
m
ir
o
G.
B
au
tis
ta
Of
f
ice
o
f
th
e
U
n
iv
er
s
ity
Dir
ec
to
r
f
o
r
I
n
s
tr
u
ctio
n
Qu
ir
in
o
State
Un
iv
er
s
ity
-
Ma
in
C
am
p
u
s
3
4
1
1
Dif
f
u
n
,
Qu
ir
in
o
,
Ph
ilip
p
i
n
es
E
m
ail: r
o
m
ir
o
.
b
au
tis
ta@
q
s
u
.
ed
u
.
p
h
1.
I
NT
RO
D
UCT
I
O
N
L
ess
o
n
s
tu
d
y
,
as
co
n
ce
iv
ed
in
J
ap
an
a
n
d
s
tem
m
e
d
th
r
o
u
g
h
o
u
t
th
e
wo
r
ld
,
is
a
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
p
r
o
g
r
am
g
ea
r
ed
to
war
d
s
d
ev
elo
p
in
g
a
cu
ltu
r
e
o
f
in
q
u
ir
y
in
ev
er
y
class
r
o
o
m
in
s
tr
u
ctio
n
.
I
t
ce
n
ter
s
th
e
id
ea
s
o
n
r
en
ewin
g
class
r
o
o
m
p
r
ac
tices,
en
r
ich
in
g
teac
h
er
s
’
co
n
ten
t
k
n
o
wled
g
e
an
d
p
r
o
ce
s
s
s
k
ills
an
d
b
elief
s
;
th
u
s
,
im
p
r
o
v
in
g
s
tu
d
en
ts
’
o
u
tco
m
es
th
at
em
p
h
a
s
izes
s
o
cial
in
ter
ac
tio
n
am
o
n
g
th
em
[
1
]
-
[
3
]
.
T
h
is
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
p
r
o
g
r
am
r
e
v
italizes
in
s
tr
u
ctio
n
al
p
lan
n
in
g
p
r
o
ce
d
u
r
es
th
at
r
e
cip
r
o
ca
te
teac
h
er
s
’
d
ev
elo
p
m
e
n
t v
is
-
à
-
v
is
s
tu
d
en
t
s
’
o
u
tco
m
es [
3
]
-
[
1
0
]
.
L
ess
o
n
s
tu
d
y
(
L
S),
as
a
p
r
o
f
ess
io
n
al
p
r
ac
tice,
co
v
er
s
a
f
o
u
r
-
ph
ase
cy
cle:
1
)
Go
al
s
ettin
g
an
d
p
lan
n
in
g
:
T
ea
ch
er
-
im
p
lem
en
t
er
s
m
ee
t
an
d
co
lleg
ially
m
ak
e
r
esear
ch
less
o
n
(
R
L
)
f
o
r
im
p
lem
en
tatio
n
b
ased
o
n
th
e
cu
r
r
ic
u
lu
m
,
u
n
it
g
o
al,
an
d
co
m
p
ete
n
cy
s
tan
d
ar
d
s
o
f
th
e
s
u
b
ject;
2
)
T
ea
ch
in
g
th
e
r
esear
ch
less
o
n
:
o
n
e
o
f
th
e
teac
h
er
-
im
p
lem
en
ter
s
e
x
ec
u
tes
th
e
R
L
in
th
e
p
r
esen
c
e
o
f
th
e
m
em
b
er
s
o
f
th
e
g
r
o
u
p
.
I
t
m
u
s
t
b
e
n
o
ted
th
at
th
is
is
an
R
L
im
p
lem
en
ta
tio
n
an
d
ev
al
u
atio
n
a
n
d
n
o
t
a
d
em
o
n
s
tr
atio
n
class
.
T
h
e
o
b
s
e
r
v
atio
n
ce
n
ter
s
o
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
3
,
Sep
tem
b
er
2
0
2
1
:
921
-
9
2
9
922
h
o
w
th
e
less
o
n
was
ex
ec
u
ted
an
d
h
o
w
th
e
s
tu
d
en
t
-
lear
n
e
r
s
r
esp
o
n
d
to
th
e
R
L
.
T
h
e
q
u
al
ity
o
f
th
e
d
etailed
o
b
s
er
v
atio
n
s
o
n
th
e
s
tu
d
e
n
ts
’
ac
tu
al
r
esp
o
n
s
es
m
u
s
t
b
e
well
-
d
o
cu
m
e
n
ted
as
it
will
o
r
ch
es
tr
ate
th
e
m
ea
s
u
r
es
an
d
r
ev
is
io
n
s
to
b
e
m
ad
e
in
th
e
R
L
;
3
)
Po
s
t
-
less
o
n
d
is
c
u
s
s
io
n
:
T
h
is
p
o
s
t
-
less
o
n
d
is
cu
s
s
io
n
is
d
o
n
e
in
a
d
eb
r
ief
in
g
s
ess
io
n
wh
er
e
th
e
o
b
s
er
v
atio
n
s
a
r
e
an
aly
ze
d
.
Su
g
g
esti
o
n
s
an
d
r
ec
o
m
m
e
n
d
atio
n
s
ar
e
s
o
u
g
h
t
to
f
u
r
th
er
im
p
r
o
v
e
th
e
R
L
;
an
d
4
)
C
o
n
s
o
lid
atio
n
o
f
lear
n
in
g
:
R
ec
o
m
m
en
d
atio
n
s
ar
e
in
c
o
r
p
o
r
ated
in
th
e
R
L
f
o
r
th
e
n
ex
t
im
p
lem
en
tatio
n
.
R
ev
is
io
n
f
o
r
m
s
an
in
te
g
r
al
p
ar
t
in
t
h
e
d
ev
elo
p
m
en
t
o
f
t
h
e
R
L
.
Usu
ally
,
th
e
g
r
o
u
p
is
co
m
p
o
s
ed
o
f
3
-
5
m
em
b
e
r
teac
h
er
s
wh
o
ar
e
teac
h
in
g
s
im
ilar
f
ield
s
u
n
d
er
t
h
e
s
u
p
er
v
is
io
n
o
f
a
s
en
io
r
o
r
a
s
ea
s
o
n
ed
teac
h
er
in
a
s
p
ec
if
ie
d
f
ield
o
f
lear
n
i
n
g
[
3
]
,
[
1
0
]
,
[
1
1
]
.
T
h
e
im
p
lem
en
tatio
n
o
f
L
S
in
J
ap
an
y
ield
e
d
s
ig
n
if
ican
t
r
esu
lts
an
d
ea
r
n
e
d
p
o
s
itiv
e
f
ee
d
b
ac
k
in
th
e
ac
ad
e
m
ic
co
m
m
u
n
ities
ar
o
u
n
d
t
h
e
wo
r
ld
[
7
]
,
[
1
2
]
-
[
1
4
]
.
Ap
tly
,
Ph
ilip
p
in
es
is
o
n
e
o
f
th
e
co
u
n
tr
ies
th
at
l
o
o
k
e
d
in
t
o
th
e
p
o
ten
tialiti
es
o
f
co
n
d
u
c
tin
g
L
S.
T
h
e
s
am
e
f
r
am
ewo
r
k
as
im
p
lem
e
n
t
ed
in
J
ap
an
an
d
th
e
r
est
o
f
th
e
wo
r
ld
was
u
s
ed
b
y
th
e
Ph
ilip
p
in
es
in
its
q
u
est
o
f
ad
o
p
tin
g
L
S to
war
d
s
lev
er
a
g
in
g
th
e
ac
a
d
em
ic
ac
tiv
ities
an
d
ex
p
er
ien
ce
s
o
f
Fil
ip
in
o
s
tu
d
e
n
ts
[
1
5
]
,
[
1
6
]
.
Ap
tly
,
L
S
in
a
Div
is
io
n
o
f
th
e
Dep
ar
tm
en
t
o
f
E
d
u
ca
tio
n
,
Ph
ilip
p
in
es
w
as
f
ir
s
t
im
p
lem
en
te
d
in
2
0
1
7
b
y
th
e
Natio
n
al
I
n
s
titu
te
f
o
r
Scien
ce
an
d
Ma
th
em
atics E
d
u
ca
tio
n
Dev
elo
p
m
en
t,
Un
iv
e
r
s
ity
o
f
th
e
Ph
ilip
p
in
es
-
Dilim
an
in
co
o
r
d
in
atio
n
with
a
Pro
v
in
cial
Go
v
er
n
m
en
t
u
n
it,
a
State
Un
iv
er
s
ity
,
an
d
o
th
er
s
tak
eh
o
ld
er
s
.
I
t
s
tar
ted
with
a
Pr
o
f
ess
io
n
al
D
ev
elo
p
m
en
t
T
r
ain
in
g
o
n
Ap
r
il
2
0
1
7
w
h
ich
was
p
ar
ticip
ated
in
b
y
Scien
ce
an
d
Ma
th
teac
h
er
s
in
a
Dep
E
d
-
Div
is
io
n
,
Ph
ilip
p
in
es
an
d
p
r
o
f
es
s
o
r
s
o
f
a
State
Un
iv
e
r
s
ity
wh
o
ev
en
t
u
ally
s
er
v
ed
as
k
n
o
wled
g
ea
b
le
o
th
e
r
s
(
KOs)
o
f
th
e
L
S
im
p
lem
en
tatio
n
s
s
o
m
e
tim
e
in
Sep
tem
b
er
2
0
1
7
an
d
Feb
r
u
ar
y
2
0
1
8
.
I
n
th
e
Ph
ilip
p
in
es,
it is
a
f
ac
t th
at
teac
h
er
s
teac
h
s
u
b
jects b
ey
o
n
d
th
eir
f
iel
d
o
f
s
p
ec
ializatio
n
s
esp
ec
ially
in
th
e
p
r
esen
t
ed
u
ca
tio
n
al
clim
ate
an
d
f
r
am
ewo
r
k
–
th
e
Sp
ir
al
C
u
r
r
icu
lu
m
.
I
n
s
cien
ce
,
teac
h
er
s
ar
e
task
ed
to
teac
h
all
b
r
an
ch
es
o
f
s
cien
ce
th
e
w
h
o
le
y
ea
r
r
o
u
n
d
d
esp
ite
th
eir
ac
ad
em
ic
p
r
ep
a
r
atio
n
s
,
i.e
.
,
Gr
ad
e
7
-
1
0
s
cien
ce
teac
h
er
s
teac
h
E
ar
th
Scien
c
e,
B
io
lo
g
y
,
C
h
em
is
tr
y
,
an
d
Ph
y
s
ics
alth
o
u
g
h
th
ese
ar
e
n
o
t
th
eir
f
ield
s
o
f
s
p
ec
ializatio
n
;
h
en
ce
,
th
er
e
is
a
n
e
e
d
t
o
h
a
v
e
s
o
m
e
b
o
d
y
to
f
ac
ilit
ate
th
eir
in
s
tr
u
ctio
n
al
p
l
an
n
in
g
ac
tiv
ities
as
th
ey
ar
e
n
o
t e
x
p
e
r
ts
in
th
e
f
iel
d
s
th
at
th
ey
ar
e
teac
h
in
g
.
T
h
e
cr
u
x
is
: L
S r
esp
o
n
d
s
to
b
o
th
teac
h
er
s
’
d
ev
elo
p
m
en
t a
n
d
s
tu
d
en
ts
’
o
u
tco
m
es.
T
ea
ch
er
s
co
m
e
in
to
an
en
co
u
n
ter
with
o
th
er
teac
h
er
s
f
r
o
m
o
th
er
i
n
s
titu
tio
n
s
wh
ich
s
er
v
es
as
an
in
d
ir
ec
t
lear
n
i
n
g
f
o
r
th
em
th
r
o
u
g
h
f
o
cu
s
ed
g
r
o
u
p
d
is
cu
s
s
io
n
(
FGD)
,
d
ialo
g
ical
in
ter
ac
tio
n
s
,
an
d
b
u
zz
s
ess
io
n
s
–
all
o
f
wh
ich
ar
e
g
ea
r
ed
to
war
d
s
im
p
r
o
v
in
g
th
e
teac
h
in
g
-
a
n
d
-
le
ar
n
in
g
m
ea
s
u
r
es
u
n
d
e
r
co
lleg
i
al
-
s
o
cial
r
ec
o
n
s
tr
u
ctio
n
.
Stu
d
e
n
ts
’
o
u
tco
m
es,
o
n
th
e
o
th
er
h
an
d
,
a
r
e
an
o
b
s
er
v
a
b
le
o
u
tco
m
e
o
f
th
e
ed
u
ca
tio
n
a
l
en
co
u
n
ter
o
f
th
ese
L
S
teac
h
er
-
im
p
lem
en
ter
s
in
a
f
o
r
m
o
f
a
p
r
ac
ticed
co
m
m
u
n
ity
o
f
in
q
u
ir
y
.
T
h
is
s
tu
d
y
tr
ies
to
m
en
d
th
e
g
ap
o
n
p
r
o
v
id
in
g
a
b
ar
-
no
n
e
C
o
n
tin
u
in
g
Pro
f
ess
io
n
al
Dev
elo
p
m
en
tal
(
C
PD)
Pro
g
r
am
am
o
n
g
p
u
b
li
c
s
ch
o
o
ls
’
teac
h
er
s
in
th
e
Ph
ilip
p
in
es
p
ar
ticu
lar
ly
in
th
e
lo
ca
le
o
f
th
e
s
tu
d
y
b
r
o
u
g
h
t
b
y
t
h
e
im
p
le
m
en
tatio
n
o
f
th
e
s
o
-
ca
lled
‘
s
p
ir
al
cu
r
r
i
cu
lu
m
’
o
f
th
e
Ph
ilip
p
i
n
e
K
-
1
2
p
r
o
g
r
am
.
L
et
it
b
e
no
ted
t
h
e
J
ap
an
’
s
L
S
is
im
p
l
em
en
ted
to
a
g
r
o
u
p
o
f
teac
h
e
r
s
wh
o
a
r
e
au
t
h
o
r
ities
in
t
h
ei
r
f
ield
wh
ile
in
th
e
cu
r
r
en
t stu
d
y
,
th
e
teac
h
e
r
s
d
o
i
n
g
th
e
L
S a
r
e
n
o
t a
u
th
o
r
ities
in
th
e
f
ield
th
at
t
h
ey
ar
e
tr
y
in
g
to
teac
h
.
Mo
r
eo
v
er
,
th
is
s
tu
d
y
tr
ies to
d
o
cu
m
en
t e
v
i
d
en
ce
s
o
n
th
e
lear
n
in
g
s
an
d
e
x
p
er
ien
ce
s
o
f
a
ce
r
tain
g
r
o
u
p
o
f
teac
h
e
r
s
as
a
way
o
f
an
al
y
zin
g
t
h
e
b
e
n
ef
its
ea
r
n
e
d
b
y
th
e
in
f
o
r
m
an
ts
s
in
ce
t
h
e
e
d
u
c
atio
n
s
ec
to
r
i
n
th
e
Ph
ilip
p
in
es
is
tr
y
in
g
to
ad
o
p
t L
S
wh
ich
is
p
o
p
u
lar
ized
in
J
a
p
an
.
Mo
r
e
o
v
er
,
it
tr
ies
to
g
ath
er
r
ec
o
m
m
e
n
d
atio
n
s
o
n
th
e
p
o
s
s
ib
ilit
y
o
f
in
co
r
p
o
r
a
tin
g
it in
th
e
T
ea
c
h
er
E
d
u
ca
tio
n
cu
r
r
ic
u
lu
m
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
ed
t
h
e
Qu
al
itativ
e
R
esear
ch
Des
ig
n
u
s
in
g
Ph
en
o
m
en
o
l
o
g
y
as
s
tr
ateg
y
f
o
r
in
q
u
ir
y
.
T
h
e
in
f
o
r
m
an
ts
,
wh
er
e
q
u
alitativ
e
d
ata
wer
e
g
en
er
ated
,
ar
e
s
cien
ce
teac
h
er
s
wh
o
atten
d
ed
th
e
Pro
f
ess
io
n
al
Dev
elo
p
m
en
t T
r
ain
in
g
i
n
L
S a
n
d
m
em
b
er
s
o
f
a
s
cien
ce
g
r
o
u
p
th
at
im
p
lem
en
te
d
R
L
.
T
o
b
e
q
u
alif
ied
as
in
f
o
r
m
an
ts
o
f
th
e
s
tu
d
y
,
th
ey
m
u
s
t
h
av
e
atten
d
ed
th
e
Pro
f
ess
io
n
al
De
v
elo
p
m
en
t
T
r
ain
in
g
o
n
im
p
lem
en
tin
g
L
e
s
s
o
n
Stu
d
y
at
th
e
UP
-
NI
SME
D
an
d
ac
tiv
e
m
em
b
er
s
o
f
th
e
R
L
g
r
o
u
p
.
Activ
e
m
em
b
er
s
ar
e
teac
h
er
s
wh
o
r
el
ig
io
u
s
ly
p
a
r
ticip
ated
t
h
e
p
la
n
n
in
g
,
im
p
lem
en
tatio
n
,
an
d
r
ev
is
io
n
o
f
t
h
e
R
L
.
T
h
e
in
f
o
r
m
a
n
ts
ex
p
lain
ed
th
eir
e
x
p
er
ien
ce
s
in
clu
d
i
n
g
a
co
n
f
i
g
u
r
ed
m
o
d
e
o
f
u
n
d
er
s
tan
d
in
g
a
n
d
p
r
in
cip
les
–
th
e
m
ea
n
in
g
s
o
f
th
eir
s
to
r
ies an
d
e
x
p
er
ien
ce
s
as p
ar
t
o
f
an
i
d
en
tity
d
ev
elo
p
m
en
t
[
1
7
]
.
On
e
o
f
th
e
p
r
o
p
o
n
en
ts
p
er
s
o
n
ally
in
ter
v
iewe
d
th
e
in
f
o
r
m
an
t
s
to
g
ath
er
th
e
n
ee
d
e
d
d
ata
in
th
e
s
tu
d
y
.
B
ef
o
r
e
th
e
in
ter
v
iew
was
co
n
d
u
cted
,
th
e
in
ter
v
iewe
r
b
r
ie
f
ed
th
e
in
f
o
r
m
a
n
ts
th
at
th
eir
p
ar
ticip
atio
n
in
th
e
in
ter
v
iew
is
v
o
l
u
n
tar
y
an
d
th
ey
ca
n
ter
m
in
ate
it
an
y
tim
e.
A
co
n
s
en
t
f
o
r
m
was
s
ig
n
ed
b
y
th
e
in
f
o
r
m
an
ts
.
T
r
an
s
cr
ip
ts
o
f
th
e
in
ter
v
iew
wer
e
ca
r
ef
u
lly
tr
an
s
cr
ib
ed
a
n
d
co
d
ed
wh
ich
wer
e
v
alid
ated
b
y
a
r
esear
ch
er
wh
o
s
e
cr
ed
ib
ilit
y
is
b
e
y
o
n
d
c
o
m
p
ar
e.
Au
d
it
tr
ail
was
em
p
lo
y
ed
i
n
r
o
u
tin
g
th
e
tr
an
s
cr
ip
ts
o
f
th
e
in
ter
v
iew
t
o
th
e
in
f
o
r
m
a
n
ts
in
ascer
tain
in
g
th
e
v
er
ac
ity
o
f
th
e
claim
s
.
Au
d
it tr
ail
is
an
in
-
d
ep
th
ap
p
r
o
ac
h
to
illu
s
tr
atin
g
th
at
th
e
tr
an
s
cr
ip
ts
ar
e
b
ased
o
n
th
e
p
ar
ticip
an
ts
’
n
ar
r
ativ
es.
I
t
al
s
o
in
v
o
lv
ed
a
d
escr
ip
tio
n
o
n
h
o
w
th
e
d
ata
wer
e
g
ath
er
ed
a
n
d
an
al
y
ze
d
[
1
8
]
,
[
1
9
]
.
Hen
ce
f
o
r
th
,
t
h
e
d
ata
ar
e
co
n
s
id
er
ed
v
er
i
f
ied
an
d
v
alid
.
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:
225
2
-
8
8
2
2
F
r
o
m
co
mp
etitio
n
to
co
lla
b
o
r
a
tio
n
:
Un
r
a
ve
lin
g
tea
ch
ers
’
le
s
s
o
n
s
tu
d
y
ex
p
erien
ce
s
(
R
o
mir
o
G.
B
a
u
tis
ta
)
923
Mo
r
eo
v
er
,
th
e
g
ath
er
ed
d
ata
wer
e
an
aly
ze
d
th
r
o
u
g
h
NVI
VO
q
u
alitativ
e
tex
tu
al
an
aly
s
is
s
o
f
twar
e.
On
th
e
b
asis
o
f
th
e
f
o
r
e
g
o
in
g
,
NVI
VO
is
an
a
p
p
r
o
ac
h
i
n
q
u
alitativ
e
d
ata
an
aly
s
is
t
h
at
s
y
s
tem
atica
lly
an
d
r
ig
o
r
o
u
s
ly
s
y
n
th
esizin
g
u
n
e
q
u
iv
o
ca
l
q
u
alitativ
e
d
ata
in
to
cu
r
ated
an
d
co
n
n
ec
ted
f
in
d
in
g
s
in
a
th
em
atic
f
r
am
ewo
r
k
o
f
an
aly
s
is
an
d
p
r
esen
tatio
n
[
2
0
]
,
[
2
1
]
.
T
h
e
p
r
esen
ted
th
em
es
in
th
e
s
u
cc
ee
d
in
g
s
ec
tio
n
wer
e
f
o
r
m
u
lated
ac
co
r
d
in
g
to
th
e
wo
r
d
clo
u
d
f
r
o
m
th
e
in
f
o
r
m
an
ts
as
s
u
g
g
ested
b
y
t
h
e
NV
I
VO
r
esu
lts
wh
ich
s
er
v
ed
as
b
ases
in
an
in
q
u
ir
y
-
b
ased
an
aly
s
is
v
is
-
à
-
v
is
th
e
r
esear
ch
p
r
o
b
lem
.
Ap
tly
,
th
e
a
n
aly
s
is
d
o
n
e
in
th
e
r
esear
ch
in
clu
d
es
f
am
iliar
izati
o
n
a
n
d
o
r
g
a
n
izatio
n
,
co
d
i
n
g
an
d
r
ec
o
d
in
g
,
an
d
s
u
m
m
ar
izi
n
g
a
n
d
in
ter
p
r
etin
g
[
2
2
]
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
f
o
llo
win
g
th
em
es
wer
e
f
o
r
m
u
lated
b
ased
o
n
th
e
g
ath
e
r
ed
d
ata
f
r
o
m
th
e
i
n
f
o
r
m
an
ts
’
in
ter
v
iew.
T
h
e
th
em
es we
r
e
b
ased
o
n
th
e
wo
r
d
clo
u
d
o
u
tp
u
t
o
f
NVI
VO
q
u
alitativ
e
tex
tu
al
an
aly
s
is
s
o
f
twar
e.
3
.
1
.
Dev
el
o
pin
g
a
cult
ure
o
f
o
nenes
s
T
h
e
L
S
im
p
lem
en
tatio
n
in
a
D
ep
E
d
-
Div
is
io
n
,
Ph
ilip
p
in
es
h
a
s
d
ev
elo
p
ed
a
cu
ltu
r
e
o
f
o
n
en
e
s
s
am
o
n
g
th
e
teac
h
er
-
im
p
lem
en
ter
s
p
ar
t
icu
lar
ly
o
n
s
h
ar
in
g
th
eir
r
eso
u
r
ce
s
.
I
t
ca
n
b
e
n
o
ted
th
at
p
u
b
lic
s
ch
o
o
ls
h
av
e
lim
ited
r
eso
u
r
ce
s
lik
e
s
cien
ce
f
ac
ilit
ies
an
d
eq
u
ip
m
en
t
in
clu
d
in
g
s
o
m
e
co
n
s
u
m
a
b
l
e
m
ater
ials
in
th
e
lab
o
r
ato
r
y
.
I
n
t
h
e
L
S
im
p
lem
en
tatio
n
,
teac
h
er
s
ca
m
e
to
a
p
lan
with
e
v
er
y
b
o
d
y
’
s
s
h
ar
e
in
o
r
d
er
t
o
m
a
x
im
ize
th
e
p
o
ten
tial
o
f
th
e
less
o
n
.
T
h
is
cu
ltu
r
e
wh
en
n
u
r
tu
r
ed
will
r
ea
lize
a
b
ig
g
er
s
en
s
e
o
f
ac
co
u
n
tab
ilit
y
am
o
n
g
th
em
.
I
t
was
claim
ed
th
at
u
n
d
er
g
o
in
g
L
S
is
n
o
t
ju
s
t
s
im
p
ly
u
n
d
er
g
o
in
g
an
y
p
r
o
f
es
s
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
b
u
t p
ar
ticip
a
n
ts
ar
e
ab
le
to
d
ev
elo
p
a
s
h
ar
ed
p
r
o
f
es
s
io
n
al
cu
ltu
r
e
th
r
o
u
g
h
co
llectiv
e
p
ar
ticip
atio
n
an
d
lo
n
g
-
ter
m
p
er
s
p
ec
tiv
es o
f
h
elp
in
g
o
th
er
s
[
1
5
]
,
[
1
6
]
,
[
2
3
]
-
[
2
5
]
.
T
h
e
f
o
llo
win
g
tr
a
n
s
cr
ip
ts
f
r
o
m
th
e
i
n
f
o
r
m
an
ts
q
u
alif
y
th
e
claim
o
f
th
is
s
tu
d
y
th
at
L
S
d
ev
elo
p
s
a
cu
ltu
r
e
o
f
o
n
e
n
ess
am
o
n
g
th
e
m
:
T
ea
ch
er
A
:
“…I
t
fo
s
ters
s
h
a
r
in
g
o
f
r
eso
u
r
ce
s
b
etw
ee
n
a
n
d
a
mo
n
g
tea
ch
er
-
imp
leme
n
ters
a
s
w
e
h
a
ve
p
o
o
r
la
b
o
r
a
to
r
y
h
o
ld
in
g
s
,
eq
u
ip
men
t,
a
n
d
fa
cilities
.
S
o
,
w
e
b
o
r
r
o
w
fr
o
m
o
th
er
s
ch
o
o
ls
th
a
t h
o
ld
th
o
s
e
r
eso
u
r
ce
s
,
e.
g
.
,
ch
emic
a
ls
,
a
p
p
a
r
a
tu
s
,
etc…
…
I
c
a
n
s
a
y
th
a
t
th
ere
is
a
n
ex
ce
llen
t
o
u
tco
me
–
th
e
le
a
r
n
in
g
o
p
p
o
r
tu
n
ities
to
b
o
th
te
a
c
h
er
s
a
n
d
s
tu
d
en
ts
.
Tea
ch
ers
lea
r
n
fr
o
m
ea
ch
o
th
er
–
fr
o
m
p
la
n
n
in
g
to
ex
ec
u
tio
n
in
clu
d
in
g
th
eir
tea
ch
in
g
t
a
ctics.
We
h
elp
ed
e
a
ch
o
t
h
er
fr
o
m
p
la
n
n
in
g
to
i
mp
leme
n
ta
tio
n
,
to
r
ev
is
io
n
.
U
n
like
b
efo
r
e
th
a
t
I
w
o
r
ke
d
in
i
s
o
la
ti
o
n
w
ith
th
e
mere
r
e
s
o
u
r
ce
s
in
my
s
ch
o
o
l
–
I
p
la
n
,
I
imp
lem
en
t,
I
ev
a
lu
a
te
a
n
d
r
ev
is
e
my
o
w
n
w
o
r
k.
I
th
in
k,
th
is
i
s
th
e
b
ea
u
ty
o
f
less
o
n
s
tu
d
y
-
th
e
cu
ltu
r
e
o
f
o
n
en
ess
a
mo
n
g
tea
ch
ers
a
n
d
s
ch
o
o
ls
…”
T
ea
ch
er
B
:
“…
S
h
a
r
in
g
a
n
d
co
o
p
era
tio
n
a
mo
n
g
mem
b
ers
o
f
th
e
Les
s
o
n
S
tu
d
y
a
r
e
d
ev
el
o
p
ed
esp
ec
ia
lly
in
terms
o
f
r
eso
u
r
ce
s
a
n
d
eq
u
ip
men
t
in
s
cien
ce
.
(
Yo
u
kn
o
w
)
n
o
t
a
ll
s
ch
o
o
ls
h
a
ve
g
o
o
d
r
eso
u
r
ce
s
a
n
d
eq
u
i
p
men
t
in
s
cien
ce
.
Th
e
R
L
is
d
ev
elo
p
ed
co
lla
b
o
r
a
tively
b
y
th
e
me
mb
er
-
tea
ch
ers
.
R
ev
is
io
n
is
to
o
vita
l
in
r
efin
in
g
it
(
R
L).
Th
e
o
u
t
p
u
t
is
g
o
o
d
a
s
it
is
a
p
r
o
d
u
ct
o
f
o
u
r
o
fficio
u
s
r
ev
is
io
n
a
n
d
tr
y
-
o
u
t.
I
c
a
n
s
a
y
th
a
t
th
e
p
la
n
is
g
o
o
d
a
s
w
e
h
a
ve
p
la
n
n
ed
a
n
d
tr
ied
it
o
u
t well…”
T
ea
ch
er
B
e
x
p
licated
well
th
e
d
ev
elo
p
ed
co
llab
o
r
atio
n
b
y
th
e
m
em
b
er
teac
h
er
s
o
f
th
e
L
S
g
r
o
u
p
.
Mo
r
eo
v
er
,
b
o
th
teac
h
er
B
an
d
A
ca
teg
o
r
ically
m
en
tio
n
ed
th
e
ac
t
o
f
s
h
ar
in
g
th
eir
r
eso
u
r
ce
s
to
th
e
m
em
b
er
teac
h
er
s
.
I
t
ca
n
b
e
co
n
s
tr
u
ed
t
h
at
th
e
c
o
n
d
u
cted
L
S
r
esu
lted
to
ex
ce
llen
t
o
u
tco
m
es
esp
ec
i
ally
o
n
th
e
lear
n
in
g
o
p
p
o
r
tu
n
ities
to
b
o
th
t
ea
ch
e
r
s
an
d
s
tu
d
e
n
ts
.
I
t
c
o
u
ld
b
e
n
o
ted
th
at
L
S
r
esu
lted
p
o
s
itiv
e
o
u
tco
m
es
as
d
o
cu
m
e
n
ted
b
y
th
e
d
if
f
er
en
t
co
u
n
tr
ies
th
at
im
p
lem
en
ted
it.
Pre
v
io
u
s
s
tu
d
ies
[
5
]
,
[
6
]
,
[
2
4
]
ca
teg
o
r
ically
claim
ed
th
at
teac
h
er
’
s
g
r
o
wth
in
co
n
te
n
t
k
n
o
wled
g
e
a
n
d
r
ef
o
r
m
s
in
p
r
ac
tic
e
ar
e
lear
n
ed
i
n
b
r
in
g
in
g
teac
h
er
s
to
g
eth
er
.
T
h
is
co
llab
o
r
atio
n
en
g
ag
es
r
ec
ip
r
o
ca
l
e
x
ch
an
g
e
s
o
f
k
n
o
wled
g
e
am
o
n
g
th
ei
r
co
llab
o
r
ato
r
s
as
m
en
tio
n
ed
b
y
teac
h
er
s
A
an
d
B
.
I
n
th
e
cu
r
r
en
t
s
tu
d
y
,
th
is
a
ct
o
f
b
r
in
g
in
g
teac
h
er
s
to
g
eth
er
is
p
ar
am
o
u
n
t
to
a
r
eto
o
lin
g
p
r
o
g
r
am
as m
o
s
t o
f
t
h
em
ar
e
n
o
t a
ca
d
em
ically
p
r
ep
ar
ed
to
teac
h
t
h
e
s
u
b
jects th
at
th
ey
ar
e
teac
h
in
g
.
3
.
2
.
Cra
f
t
ing
t
e
a
cher
s
’
co
mp
et
ence
t
hro
ug
h sy
nerg
is
m
Sy
n
er
g
is
m
p
lay
s
a
v
ital
r
o
le
in
ev
er
y
g
r
o
u
p
p
r
o
ject.
T
h
r
o
u
g
h
it,
teac
h
er
s
will
co
m
e
to
a
n
o
p
p
o
r
tu
n
ity
o
f
co
-
ex
is
tin
g
with
ea
ch
o
th
er
as
team
p
lay
er
s
a
n
d
n
o
t
as
co
m
p
etito
r
s
;
h
e
n
ce
,
th
ey
l
ea
r
n
th
e
cu
ltu
r
e
o
f
ac
co
u
n
tab
ilit
y
a
n
d
th
e
s
en
s
e
o
f
b
elo
n
g
in
g
n
ess
.
T
h
is
r
ep
lace
d
th
e
o
ld
t
r
ait
o
f
ka
n
y
a
-
ka
n
ya
s
ystem
wh
ich
th
ey
o
b
s
er
v
ed
in
t
h
e
p
ast
y
ea
r
s
b
e
ca
u
s
e
o
f
ex
ten
s
iv
e
ac
ad
em
ic
co
m
p
etitio
n
s
b
etwe
en
an
d
am
o
n
g
s
ch
o
o
ls
in
th
e
d
iv
is
io
n
.
T
h
e
ka
n
ya
-
k
a
n
ya
s
y
s
tem
is
a
p
r
ac
tice
wh
er
e
teac
h
er
s
p
lan
,
ex
ec
u
te,
an
d
e
v
alu
ate
th
eir
o
wn
less
o
n
p
lan
s
wh
ich
th
ey
will r
e
u
s
e
in
th
e
y
ea
r
s
to
co
m
e
b
ased
o
n
th
e
p
er
ce
iv
ed
e
f
f
ec
tiv
en
ess
b
y
t
h
e
teac
h
er
h
im
s
elf
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
3
,
Sep
tem
b
er
2
0
2
1
:
921
-
9
2
9
924
I
n
th
e
im
p
le
m
en
tatio
n
o
f
L
S
in
a
Dep
E
d
-
Div
is
io
n
,
Ph
ilip
p
in
es,
co
llab
o
r
atio
n
is
u
s
ed
a
s
a
p
o
ten
t
s
tr
ateg
y
to
im
p
lem
e
n
t
th
e
c
u
r
r
icu
lu
m
in
a
b
a
r
-
n
o
n
e
s
tan
d
ar
d
as
teac
h
er
s
co
llab
o
r
ate
with
ea
ch
o
t
h
er
th
r
o
u
g
h
f
u
n
ctio
n
al
g
r
o
u
p
s
.
T
h
e
im
p
o
r
tan
ce
o
f
d
ialo
g
u
e
an
d
in
ter
ac
tio
n
is
u
n
d
er
s
co
r
ed
wh
ich
s
u
p
p
o
r
ts
th
e
id
ea
th
at
lear
n
er
s
in
g
r
o
u
p
s
h
av
e
th
e
ab
ilit
y
to
o
r
g
an
ize
an
d
g
u
i
d
e
th
e
ir
lear
n
in
g
ac
tiv
ities
.
Fu
r
th
er
m
o
r
e,
lear
n
er
s
co
m
e
to
a
lear
n
in
g
p
r
o
g
r
ess
io
n
in
a
s
h
ar
ed
-
lear
n
in
g
c
o
n
d
itio
n
u
n
d
e
r
s
o
cial
co
n
s
tr
u
ctiv
is
m
[
1
]
,
[
1
6
]
,
[
2
5
]
,
[
2
6
]
.
Pu
r
p
o
r
ted
ly
,
teac
h
er
s
as
life
-
lo
n
g
lear
n
er
s
in
ter
ac
t
p
r
o
f
es
s
io
n
ally
an
d
s
y
n
er
g
is
tically
with
o
th
er
teac
h
er
s
to
g
en
er
ate
lear
n
in
g
p
lan
s
.
T
h
is
p
lan
is
d
er
iv
ed
f
r
o
m
a
m
u
lti
-
v
o
ice
an
d
m
u
lti
-
p
e
r
s
p
ec
tiv
e
ap
p
r
o
ac
h
in
lear
n
i
n
g
th
at
is
in
h
e
r
en
t
in
a
d
ialo
g
u
e
a
n
d
in
ter
ac
tio
n
s
with
o
th
er
s
th
r
o
u
g
h
s
o
cial
r
ec
o
n
s
tr
u
ctio
n
.
T
h
is
in
ter
ac
tio
n
s
ca
f
f
o
ld
s
teac
h
er
s
’
k
n
o
wled
g
e
,
s
k
ills
,
an
d
b
elief
s
to
war
d
s
th
e
s
u
b
ject.
Ap
tly
,
th
is
is
v
ital
as
m
o
s
t
o
f
th
em
a
r
e
n
o
t sp
ec
ialized
t
o
a
s
p
ec
if
ic
f
i
eld
in
s
cien
ce
th
at
th
ey
ar
e
teac
h
in
g
.
I
n
th
e
ca
s
es
o
f
th
e
o
th
er
co
u
n
tr
ies
th
at
im
p
lem
en
ted
L
S
p
r
i
o
r
to
th
e
Ph
ilip
p
in
es,
it
was
p
o
in
ted
o
u
t
th
at
th
e
co
r
e
o
f
th
e
L
S
is
th
e
co
llab
o
r
ativ
e
less
o
n
p
la
n
n
in
g
f
r
o
m
a
g
r
o
u
p
o
f
teac
h
e
r
s
with
s
im
ilar
in
ter
ests
u
n
d
er
a
s
u
p
er
v
is
io
n
o
f
a
s
en
io
r
teac
h
er
.
T
h
is
p
r
ac
tice
is
b
eliev
ed
to
p
r
o
d
u
ce
in
s
tr
u
ctio
n
a
l
im
p
r
o
v
em
en
t
as
it
d
r
iv
es
s
tu
d
en
t
lear
n
in
g
w
h
ich
s
er
v
e
as
b
asis
f
o
r
i
n
d
ir
ec
t
le
ar
n
in
g
b
y
t
h
e
teac
h
er
s
im
p
lem
en
tin
g
it
[
3
]
,
[
2
6
]
,
[
2
7
]
.
I
n
th
e
Ph
ilip
p
in
es,
p
ar
ti
cu
lar
ly
in
a
Dep
E
d
-
Div
is
io
n
,
p
r
o
f
ess
o
r
s
f
r
o
m
a
State
Un
iv
er
s
ity
s
er
v
ed
as
th
e
KOs
am
o
n
g
th
e
teac
h
er
-
im
p
lem
en
ter
s
.
T
h
ese
KOs
wh
o
s
er
v
ed
as
cr
itics
r
ev
italized
th
e
p
l
an
n
in
g
s
ess
io
n
an
d
th
e
r
ev
is
io
n
o
f
th
e
p
lan
.
T
h
ese
co
n
co
r
d
an
ce
s
b
r
in
g
th
e
teac
h
er
-
im
p
le
m
e
n
ter
s
in
a
co
m
m
u
n
ity
o
f
in
q
u
ir
y
as
th
eir
k
n
o
wled
g
e
ar
e
d
ev
elo
p
e
d
h
o
lis
tically
with
in
a
co
m
m
u
n
ity
o
f
in
q
u
ir
y
an
d
p
r
ac
tice
[
1
5
]
,
[
1
6
]
,
[
2
8
]
-
[
3
2
]
.
T
h
e
f
o
llo
win
g
tr
an
s
cr
ip
ts
f
r
o
m
th
e
in
f
o
r
m
an
ts
m
an
if
est
a
cu
ltu
r
e
o
f
co
llab
o
r
atio
n
am
o
n
g
th
em
in
th
eir
s
tr
id
e
o
f
im
p
lem
en
tin
g
L
S.
T
ea
ch
er
A
:
“…
I
ca
n
s
a
y
t
h
a
t
th
ere
is
a
n
ex
ce
llen
t o
u
tco
me
–
th
e
lea
r
n
in
g
o
p
p
o
r
tu
n
ities
to
b
o
th
tea
ch
ers
a
n
d
s
tu
d
en
ts
.
Tea
ch
e
r
s
lea
r
n
fr
o
m
ea
ch
o
t
h
er
–
fr
o
m
p
la
n
n
i
n
g
to
ex
ec
u
tio
n
in
clu
d
in
g
th
eir
tea
ch
in
g
ta
ctics.
We
h
e
lp
ed
ea
c
h
o
th
er
fr
o
m
p
la
n
n
i
n
g
to
imp
leme
n
ta
tio
n
t
o
r
ev
is
io
n
.
Un
like
b
efo
r
e
th
a
t
I
w
o
r
ke
d
in
is
o
la
tio
n
w
ith
o
u
r
mere
r
eso
u
r
ce
s
–
I
p
la
n
,
I
imp
leme
n
t,
I
ev
a
lu
a
te
a
n
d
r
ev
is
e
my
o
w
n
w
o
r
k.
I
th
in
k,
th
is
i
s
th
e
b
ea
u
ty
o
f
less
o
n
s
tu
d
y
-
th
e
cu
ltu
r
e
o
f
o
n
en
ess
a
mo
n
g
tea
ch
ers
a
n
d
s
ch
o
o
ls
…”
T
ea
ch
er
B
:
“…
S
h
a
r
in
g
a
n
d
co
o
p
era
tio
n
a
mo
n
g
mem
b
ers
o
f
th
e
Les
s
o
n
S
tu
d
y
a
r
e
d
ev
el
o
p
ed
esp
ec
ia
lly
in
terms
o
f
r
eso
u
r
ce
s
a
n
d
eq
u
ip
men
t
in
s
c
ien
ce
.
(
Yo
u
kn
o
w
)
n
o
t
a
ll
s
ch
o
o
ls
h
a
ve
g
o
o
d
r
eso
u
r
ce
s
a
n
d
eq
u
i
p
men
t
in
s
cien
ce
.
Th
e
R
L
is
d
ev
elo
p
ed
co
lla
b
o
r
a
tively
b
y
th
e
me
mb
er
-
tea
ch
ers
.
R
ev
is
io
n
is
to
o
vita
l
in
r
efin
in
g
it
(
R
L).
Th
e
o
u
t
p
u
t
is
g
o
o
d
a
s
it
is
a
p
r
o
d
u
ct
o
f
o
u
r
o
fficio
u
s
r
ev
is
io
n
a
n
d
tr
y
-
o
u
t.
I
c
a
n
s
a
y
th
a
t
th
e
p
la
n
is
g
o
o
d
a
s
w
e
h
a
ve
p
la
n
n
ed
a
n
d
tr
ied
it
o
u
t well…”
T
ea
ch
er
C
:
“…Th
e
q
u
a
lity
o
f
th
e
less
o
n
is
imp
r
o
ve
d
fr
o
m
th
e
o
b
s
erved
q
u
a
liti
es
d
u
r
in
g
th
e
tr
ia
l
-
imp
leme
n
ta
tio
n
s
.
We
s
ee
s
o
me
mis
co
n
ce
p
tio
n
s
,
len
g
th
y
a
n
d
r
ep
etitive
a
ctivities,
e
r
r
o
n
eo
u
s
a
ctivities,
a
n
d
w
r
o
n
g
d
ir
ec
tio
n
s
.
A
s
w
e
imp
leme
n
t
it,
w
e
en
r
ich
ed
th
e
p
la
n
b
y
in
co
r
p
o
r
a
tin
g
mo
r
e
a
p
p
r
o
p
r
ia
te
mea
s
u
r
es.
Th
e
co
u
r
s
es
o
f
a
ctio
n
s
th
a
t
w
e
imp
leme
n
t
(
tea
ch
ers
a
n
d
h
ea
d
tea
ch
ers
in
s
cien
ce
)
a
r
e
effec
tive
b
ec
a
u
s
e
w
e
p
la
n
a
s
o
n
e
t
o
g
eth
er
w
ith
o
u
r
K
n
o
w
led
g
ea
b
le
Oth
ers
(
K
Os)
fr
o
m
a
s
ta
te
u
n
ivers
ity.
I
feel
like
w
e
a
r
e
o
n
e…
”
T
ea
ch
er
D
:
“…Wea
kn
ess
es
a
n
d
in
a
d
e
q
u
a
cies
o
f
th
e
o
r
ig
i
n
a
l
p
la
n
a
r
e
s
ee
n
a
n
d
co
r
r
ec
ted
.
Likew
i
s
e,
th
e
p
la
n
(
r
esea
r
ch
less
o
n
)
is
en
r
ich
ed
b
y
fo
r
tifyin
g
it
w
ith
a
p
p
r
o
p
r
ia
te
a
ctivities.
A
t
times,
w
e
d
r
a
w
s
o
me
in
a
p
p
r
o
p
r
ia
te
a
ctivities,
p
r
o
ce
d
u
r
es,
a
mo
n
g
o
th
ers
,
b
u
t
th
ey
a
r
e
co
r
r
ec
ted
a
s
w
e
imp
leme
n
t
it.
I
t
w
a
s
g
o
o
d
a
s
th
ere
w
a
s
s
en
s
e
o
f
o
w
n
ers
h
ip
a
mo
n
g
a
ll
th
e
mem
b
ers
o
f
th
e
g
r
o
u
p
.
I
t
is
a
s
if
w
e
a
r
e
ju
s
t
o
n
e
w
o
r
kin
g
h
a
n
d
-
in
-
han
d
to
w
a
r
d
s
a
co
mmo
n
g
o
a
l.
S
u
p
erb
…”
T
ea
ch
er
E
:
“…I
r
ea
liz
ed
th
a
t we
la
ck
s
o
me
kn
o
w
led
g
e
in
less
o
n
p
la
n
n
in
g
.
I
r
ea
liz
ed
o
u
r
err
o
r
s
–
fr
o
m
o
u
r
mis
co
n
ce
p
tio
n
s
,
th
e
err
o
n
eo
u
s
d
ir
ec
tio
n
s
a
n
d
p
r
o
ce
d
u
r
es,
a
n
d
len
g
th
y
a
ctivities.
I
t
w
id
en
s
my
kn
o
w
led
g
e
th
r
o
u
g
h
co
lla
b
o
r
a
tio
n
–
tea
ch
er
-
im
p
leme
n
ters
co
lla
b
o
r
a
te
a
s
w
e
s
h
a
r
e
o
u
r
kn
o
w
led
g
e
o
n
th
e
s
u
b
jec
t
ma
tter
.
I
t
is
n
o
t
o
u
r
field
o
f
s
p
ec
ia
liz
a
tio
n
(
a
lth
o
u
g
h
w
e
a
r
e
s
cien
ce
tea
ch
ers
)
;
s
o
,
w
e
lea
r
n
fr
o
m
ev
ery
en
co
u
n
ter…”
T
ea
ch
er
F
:
“…Th
r
o
u
g
h
co
lla
b
o
r
a
tio
n
,
n
o
n
-
ma
jo
r
s
w
ill
n
o
w
b
e
a
b
le
to
d
ev
elo
p
a
n
d
d
eli
ve
r
th
e
less
o
n
b
etter…”
T
ea
ch
er
G
:
“…it
ma
ke
s
lea
r
n
in
g
mo
r
e
mea
n
in
g
f
u
l
a
n
d
in
teres
tin
g
.
Lea
r
n
ers
a
r
e
ma
d
e
to
th
in
k.
I
t is g
o
o
d
to
s
ee
th
e
co
o
p
era
tio
n
o
f e
ve
r
y
tea
ch
er
a
lth
o
u
g
h
t
h
ey
co
me
fr
o
m
d
iffer
en
t sch
o
o
ls
…”
T
h
e
s
y
n
er
g
y
f
r
o
m
th
e
co
llab
o
r
atio
n
o
f
th
e
teac
h
er
-
im
p
lem
e
n
ter
s
led
to
th
e
o
n
en
ess
o
f
t
h
e
g
r
o
u
p
–
f
r
o
m
wo
r
k
in
g
in
is
o
latio
n
t
o
wo
r
k
in
g
as
a
f
u
n
ctio
n
al
g
r
o
u
p
to
war
d
s
o
n
e
p
u
r
p
o
s
e.
T
h
e
claim
o
f
teac
h
er
G
ex
p
licated
well
th
e
co
o
p
er
atio
n
o
f
ev
er
y
teac
h
er
alth
o
u
g
h
t
h
ey
co
m
e
in
d
if
f
er
en
t
s
ch
o
o
ls
.
T
h
e
o
u
tp
u
t
o
f
th
e
g
r
o
u
p
b
ec
am
e
a
n
in
teg
r
al
m
at
er
ial
o
n
th
eir
claim
ed
e
f
f
icien
cy
in
teac
h
in
g
t
h
e
s
u
b
ject
as
claim
ed
b
y
teac
h
er
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:
225
2
-
8
8
2
2
F
r
o
m
co
mp
etitio
n
to
co
lla
b
o
r
a
tio
n
:
Un
r
a
ve
lin
g
tea
ch
ers
’
le
s
s
o
n
s
tu
d
y
ex
p
erien
ce
s
(
R
o
mir
o
G.
B
a
u
tis
ta
)
925
A,
B
,
C
,
an
d
D.
T
ea
ch
er
s
E
an
d
F
ca
teg
o
r
ically
claim
ed
th
at
n
o
n
-
m
ajo
r
s
ca
m
e
to
b
e
p
r
ep
ar
ed
in
teac
h
in
g
v
ar
i
o
u
s
ar
ea
s
o
f
s
cien
ce
o
u
ts
id
e
th
eir
s
p
ec
ializatio
n
th
r
o
u
g
h
th
eir
lear
n
i
n
g
en
c
o
u
n
ter
s
in
th
e
L
S
s
ess
io
n
s
.
Mo
r
eo
v
er
,
teac
h
er
G
claim
e
d
t
h
at
lear
n
er
s
ar
e
m
a
d
e
to
th
i
n
k
b
ec
au
s
e
o
f
th
e
m
ea
n
in
g
f
u
l a
n
d
in
ter
esti
n
g
p
lan
.
T
h
e
f
o
r
eg
o
i
n
g
claim
s
a
r
e
f
o
u
n
d
to
b
e
s
im
ilar
with
th
o
s
e
o
f
s
tu
d
ies
[
2
]
,
[
7
]
,
[
1
6
]
,
[
2
5
]
,
[
3
3
]
.
Mo
n
,
Dali,
an
d
Sam
[
2
5
]
claim
ed
th
e
L
S
m
ad
e
Ma
lay
s
ian
-
im
p
lem
en
ter
s
to
b
ec
o
m
e
r
ef
lec
tiv
e
an
d
k
ee
n
er
in
p
r
o
m
o
tin
g
s
tu
d
en
ts
to
b
ec
o
m
e
ac
tiv
e
an
d
p
ar
ticip
ativ
e
in
th
e
p
lan
n
ed
less
o
n
.
Mo
r
e
o
v
er
,
B
u
tu
n
[
7
]
cited
th
e
ca
s
e
o
f
T
u
r
k
ey
’
s
L
S
in
tr
an
s
f
o
r
m
in
g
teac
h
e
r
s
to
b
e
m
o
r
e
ac
tiv
e
in
m
ak
in
g
s
tu
d
en
ts
to
th
in
k
.
T
h
ese
co
n
co
r
d
an
ce
s
o
f
B
u
tu
n
[
7
]
,
E
b
ae
g
u
in
an
d
Step
h
e
n
s
[
1
6
]
ar
o
u
s
ed
teac
h
er
-
im
p
lem
e
n
ter
s
to
b
e
m
o
r
e
en
th
u
s
iast
ic
to
b
e
m
o
r
e
f
o
cu
s
ed
in
lear
n
in
g
th
an
in
teac
h
in
g
:
all
b
ec
au
s
e
o
f
th
eir
en
co
u
n
ter
s
in
th
e
L
S
g
r
o
u
p
[
2
5
]
,
[
3
3
]
.
3
.
3
.
B
o
o
s
t
ing
t
e
a
cher
s
’
m
o
r
a
le
a
nd
co
nfidence
As
teac
h
er
-
im
p
lem
en
ter
s
c
o
m
e
to
a
c
u
ltu
r
e
o
f
o
n
en
ess
in
a
cu
ltu
r
e
o
f
i
n
q
u
ir
y
an
d
p
r
ac
tice
th
r
o
u
g
h
co
llab
o
r
atio
n
,
th
ey
d
e
v
elo
p
a
n
ich
e
to
f
u
r
t
h
er
e
n
r
ich
th
eir
k
n
o
wled
g
e
t
h
at
b
o
o
s
t
th
eir
m
o
r
ale
an
d
c
o
n
f
i
d
en
ce
to
d
ev
elo
p
ev
er
y
less
o
n
wh
ich
is
b
ey
o
n
d
th
eir
ac
ad
e
m
ic
p
r
e
p
ar
atio
n
s
.
I
t
ca
n
b
e
n
o
ted
th
at
o
n
e
o
f
th
e
f
ac
ets
o
f
L
S
is
an
av
en
u
e
f
o
r
in
d
ir
ec
t
le
ar
n
in
g
b
y
t
h
e
teac
h
er
s
as
teac
h
in
g
is
claim
ed
to
b
e
a
cu
lt
u
r
a
l
ac
tiv
ity
[
2
4
]
,
[
3
2
]
,
[
3
4
]
,
[
3
5
]
.
Fu
r
th
er
m
o
r
e,
L
S
in
th
e
f
r
am
ewo
r
k
o
f
ed
u
ca
tio
n
al
s
tan
d
p
o
in
t
is
g
ea
r
ed
to
war
d
s
t
h
e
d
ev
elo
p
m
en
t
o
f
a
s
h
ar
ed
p
r
o
f
ess
io
n
al
cu
ltu
r
e
an
d
n
o
t
ju
s
t
a
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
ac
tiv
ity
[
3
]
,
[
1
5
]
,
[
3
3
]
,
[
3
6
]
.
Pu
r
p
o
r
ted
ly
,
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
lik
e
L
S
e
n
ab
les
th
e
d
ev
elo
p
m
en
t
o
f
p
r
o
g
r
ess
iv
e
tr
aits
o
f
teac
h
er
th
at
will
h
o
n
e
th
eir
ef
f
icac
y
as
class
r
o
o
m
f
ac
ilit
ato
r
s
.
I
n
th
e
Ph
ilip
p
in
es,
s
cien
ce
teac
h
er
s
n
ee
d
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
ac
tiv
ities
th
at
will
s
h
ar
p
en
th
eir
p
r
o
f
ess
io
n
al
k
n
o
w
-
h
o
w
to
war
d
s
th
e
s
u
b
ject
m
atter
as
m
an
y
o
f
th
e
m
ar
e
n
o
n
-
m
ajo
r
s
.
I
t
m
ay
b
e
n
o
ted
t
h
at
th
e
cu
r
r
en
t
c
u
r
r
icu
l
ar
f
r
a
m
ewo
r
k
u
s
es
th
e
Sp
ir
al
C
u
r
r
icu
lu
m
wh
ich
ch
an
g
ed
its
p
lo
ts
p
er
y
ea
r
lev
el,
i
.
e.
,
s
cien
ce
p
er
y
ea
r
lev
el
in
teg
r
ates
E
ar
th
Scien
ce
,
B
io
lo
g
y
,
C
h
em
is
tr
y
,
an
d
Ph
y
s
ics u
n
lik
e
th
e
p
r
ev
i
o
u
s
p
lo
t w
h
ich
o
f
f
er
ed
s
p
ec
ialize
d
f
ield
s
.
Desp
ite
th
e
f
ac
t
th
at
s
o
m
e
s
cien
ce
teac
h
er
s
ar
e
n
o
n
-
m
ajo
r
s
to
th
e
s
cien
ce
s
u
b
jects
th
a
t
th
ey
ar
e
teac
h
in
g
,
it
i
s
b
r
o
ad
as
th
e
d
ay
-
lig
h
t
th
at
th
ey
g
ain
ed
m
o
r
ale
an
d
co
n
f
id
en
ce
f
r
o
m
t
h
eir
ex
p
er
ien
ce
s
in
th
e
L
S.
T
h
is
is
ev
id
en
t in
th
e
f
o
llo
win
g
tr
an
s
cr
ip
ts
:
T
ea
ch
er
B
:
“…I
feel
mo
r
e
co
n
fid
en
t
a
s
th
e
p
la
n
(
R
L)
is
r
e
vised
fo
r
h
o
w
ma
n
y
time
s
w
it
h
th
e
o
th
er
mem
b
ers
o
f
th
e
g
r
o
u
p
a
n
d
K
Os.
A
lth
o
u
g
h
th
is
is
n
o
t
my
ma
jo
r
,
I
a
m
(
n
o
w
)
c
o
n
fid
e
n
t
th
a
t
I
ca
n
tea
ch
it
w
ell
u
n
like
b
efo
r
e
th
a
t
I
a
m
ve
r
y
mu
c
h
p
erp
lexe
d
th
a
t
I
ma
y
co
mmit
mis
co
n
ce
p
tio
n
s
d
esp
ite
th
e
n
u
mb
er
o
f
o
cc
a
s
io
n
s
o
f
r
ea
d
in
g
it
fr
o
m
th
e
b
o
o
k
a
s
t
h
is
is
n
o
t
my
s
p
ec
i
a
liz
a
tio
n
a
lth
o
u
g
h
I
a
m
a
s
cien
ce
te
a
ch
er.
Likew
is
e,
I
w
a
s
ju
s
t
a
lo
n
e
in
p
l
a
n
n
in
g
b
efo
r
e…
”
T
ea
ch
er
E
:
“…I
t d
imin
is
h
es
m
y
a
n
xieties in
tea
ch
in
g
th
e
s
u
b
ject
b
ec
a
u
s
e
I
a
m
s
u
r
e
(
n
o
w
)
t
h
a
t I
g
o
t
th
e
co
r
r
ec
t
n
o
tio
n
a
n
d
kn
o
w
led
g
e
a
s
th
e
p
la
n
(
R
L)
is
a
p
r
o
d
u
ct
o
f
th
e
a
ca
d
emic
en
c
o
u
n
ter
o
f a
g
r
o
u
p
o
f te
a
ch
ers
in
th
e
fi
eld
to
g
eth
er w
ith
th
e
Hea
d
Te
a
ch
ers
a
n
d
K
n
o
w
led
g
ea
b
le
Oth
ers
.
We
n
o
w
co
lla
b
o
r
a
te
u
n
like
b
ef
o
r
e
–
yo
u
kn
o
w
it
fo
r
s
u
r
e
(
…smiles
…)
.
Th
i
s
is
n
o
t
my
ma
jo
r
b
u
t
I
feel
mo
r
e
co
n
fid
en
t
n
o
w
–
th
e
a
ca
d
emic
ex
ch
a
n
g
e
o
f id
ea
s
is
h
ea
lth
y
fo
r
u
s
…”
C
o
en
d
er
s
an
d
N.
Ver
h
o
e
f
[
9
]
;
On
o
a
n
d
Fer
r
eir
a
[
3
0
]
p
o
in
t
ed
o
u
t
th
at
L
S
b
r
i
n
g
s
th
e
im
p
lem
en
ts
a
n
ew
v
iew
in
teac
h
in
g
t
h
eir
less
o
n
s
.
T
h
e
s
h
ar
ed
e
x
p
er
ien
ce
s
o
f
th
e
co
llab
o
r
ato
r
s
d
u
r
in
g
th
e
d
ev
elo
p
m
e
n
t p
h
ase
m
ad
e
th
em
th
in
k
an
d
f
ee
l
co
m
p
etitiv
e
in
teac
h
in
g
.
I
n
th
e
s
am
e
m
an
n
er
,
teac
h
er
s
B
an
d
E
d
ev
elo
p
ed
s
im
ilar
f
ee
lin
g
s
an
d
lin
e
o
f
th
in
k
in
g
a
f
ter
u
n
d
er
g
o
i
n
g
th
e
d
esig
n
ed
L
S
in
th
eir
ar
ea
.
T
h
e
p
r
esen
ce
o
f
th
e
MK
Os
in
th
e
cu
r
r
en
t
s
tu
d
y
m
ad
e
th
e
teac
h
e
r
-
im
p
lem
en
ter
s
to
d
ev
elo
p
c
o
n
f
id
en
ce
th
at
b
o
o
s
ted
th
eir
m
o
r
ale
alth
o
u
g
h
s
o
m
e
o
f
th
e
s
u
b
jects th
at
th
ey
ar
e
te
ac
h
in
g
ar
e
b
ey
o
n
d
th
ei
r
s
p
ec
ializatio
n
.
3
.
4
.
Ref
ini
ng
t
he
qu
a
lity
o
f
t
he
re
s
ea
rc
h less
o
n
T
h
e
L
S
im
p
lem
en
tatio
n
in
t
h
e
lo
ca
le
o
f
th
e
s
tu
d
y
o
f
f
e
r
s
a
wid
e
r
an
g
e
o
f
o
p
p
o
r
tu
n
ities
f
o
r
th
e
teac
h
er
-
im
p
lem
en
te
r
s
to
lo
o
k
b
ac
k
o
n
th
eir
in
s
tr
u
ctio
n
al
p
la
n
n
in
g
ac
tiv
ities
–
f
r
o
m
th
eir
k
a
n
ya
-
k
a
n
ya
s
ystem
to
a
R
esear
ch
L
ess
o
n
Stu
d
y
wh
ich
is
an
o
u
tp
u
t
o
f
th
eir
FG
D
s
ess
io
n
s
with
th
eir
co
u
n
t
er
p
ar
ts
am
o
n
g
t
h
eir
n
eig
h
b
o
r
in
g
s
ch
o
o
ls
an
d
KOs.
L
et
it
b
e
n
o
ted
th
at
L
S
co
v
e
r
s
ac
tiv
ities
wh
er
e
teac
h
er
-
im
p
lem
en
ter
s
ca
n
s
ee
th
e
cu
r
r
icu
lu
m
,
less
o
n
p
lan
,
in
s
tr
u
ctio
n
al
m
ater
ials
,
an
d
co
n
ten
t
in
a
m
o
r
e
f
o
cu
s
ed
lear
n
i
n
g
s
ess
io
n
.
T
ea
ch
er
s
in
v
o
lv
ed
in
th
is
L
S
r
esear
ch
co
llab
o
r
ativ
ely
p
lan
a
less
o
n
,
i
m
p
lem
en
t
it,
an
d
d
is
cu
s
s
th
e
o
b
s
er
v
ed
r
esu
lts
in
a
d
eb
r
ief
in
g
s
ess
io
n
:
all
in
a
p
u
r
s
u
it
o
f
im
p
r
o
v
i
n
g
th
e
p
lan
an
d
th
e
lea
r
n
in
g
clim
ate
to
b
e
o
f
f
er
ed
a
m
o
n
g
s
tu
d
en
t
-
lear
n
er
s
[
3
]
,
[
1
5
]
,
[
3
2
]
,
[
3
7
]
.
I
n
th
is
s
tu
d
y
,
th
e
teac
h
er
-
im
p
lem
en
ter
s
r
ea
lized
th
e
b
ea
u
ty
o
f
L
S
p
ar
ticu
lar
ly
o
n
p
o
lis
h
in
g
th
e
R
L
.
T
h
e
b
en
e
f
its
o
f
its
im
p
lem
en
ta
tio
n
ar
e
f
o
u
n
d
b
en
e
f
icial
as e
v
id
en
ce
d
in
t
h
e
f
o
llo
win
g
tr
an
s
cr
ip
ts
:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
3
,
Sep
tem
b
er
2
0
2
1
:
921
-
9
2
9
926
T
ea
ch
er
H
:
“…Th
e
R
L
a
n
d
LS
in
g
en
era
l,
is
effe
ctive
.
Her
e,
w
e
fin
e
-
tu
n
e
o
u
r
p
la
n
(
R
L)
.
We
s
a
w
s
o
me
q
u
esti
o
n
s
,
d
ir
ec
tio
n
s
,
a
n
d
a
ctivities
th
a
t
a
r
e
t
r
icky
(
if
n
o
t,
th
ey
a
r
e
err
o
n
eo
u
s
b
ec
a
u
s
e
o
f
t
h
e
mis
co
n
ce
p
tio
n
s
)
.
S
o
,
a
ctivities
co
n
ta
in
ed
in
th
e
p
la
n
a
r
e
r
efin
ed
–
th
ey
b
e
co
me
fitt
ed
to
th
e
n
ee
d
s
o
f
les
s
o
n
.
Th
is
en
s
u
r
es
th
a
t
th
e
p
la
n
is
co
r
r
ec
t
w
h
en
w
e
imp
leme
n
t
it
in
o
u
r
o
w
n
s
ch
o
o
l…”
T
ea
ch
er
B
:
“…Th
e
co
n
d
u
ct
o
f
LS
min
imiz
es
o
r
elimin
a
tes
th
e
mis
co
n
ce
p
tio
n
s
o
f
tea
ch
ers
:
w
e
d
is
s
ec
t
co
n
ce
p
ts
,
co
ve
r
a
g
e
o
f
th
e
less
o
n
,
a
s
w
ell
a
s
th
e
a
c
tivities
to
b
e
co
n
d
u
cte
d
to
fu
r
th
er
o
p
timiz
e
th
e
tea
ch
in
g
-
le
a
r
n
in
g
co
n
d
itio
n
s
.
Th
e
p
la
n
fits
th
e
s
co
p
e
w
ith
in
th
e
time
fr
a
me…
”
“…I
feel
mo
r
e
co
n
fid
en
t
a
s
th
e
p
la
n
(
R
L)
is
r
ev
is
ed
fo
r
h
o
w
ma
n
y
times
w
ith
th
e
o
th
er
mem
b
ers
o
f
th
e
g
r
o
u
p
a
n
d
K
O
s
.
A
lth
o
u
g
h
th
is
is
n
o
t
my
ma
j
o
r
,
I
a
m
(
n
o
w
)
co
n
fid
en
t
th
a
t
I
ca
n
tea
ch
it
w
ell
u
n
like
b
efo
r
e
th
a
t
I
a
m
ve
r
y
mu
ch
p
erp
lexe
d
th
a
t
I
ma
y
co
mmit
mis
co
n
ce
p
tio
n
s
d
esp
ite
th
e
n
u
mb
er
o
f
o
cc
a
s
io
n
s
o
f
r
ea
d
in
g
it
fr
o
m
th
e
b
o
o
k
a
s
th
is
is
n
o
t
my
s
p
ec
ia
liz
a
tio
n
a
lth
o
u
g
h
I
a
m
a
s
cien
ce
tea
c
h
er.
Likew
i
s
e,
I
w
a
s
ju
s
t a
lo
n
e
in
p
la
n
n
in
g
b
efo
r
e…
”
T
ea
ch
er
I
:
“…Th
e
R
L
is
w
ell
-
p
la
n
n
e
d
b
ec
a
u
s
e
o
f
th
e
r
ev
is
io
n
s
–
th
e
o
b
s
erva
tio
n
s
w
e
h
a
d
d
u
r
in
g
th
e
tr
ia
l
-
imp
leme
n
ta
t
io
n
s
w
ere
in
co
r
p
o
r
a
ted
in
th
e
fin
a
l
p
la
n
.
Th
e
p
l
a
n
(
R
L)
is
imp
leme
n
ted
s
u
p
erb
ly
a
s
w
e
i
mp
leme
n
t a
n
d
r
ev
is
e
b
a
s
ed
o
n
th
e
o
b
s
erva
tio
n
s
th
a
t we h
a
d
in
th
e
tr
ia
l
-
imp
leme
n
ta
tio
n
…”
T
ea
ch
er
D
:
“…Wea
kn
ess
e
s
a
n
d
s
h
o
r
tco
min
g
s
o
f
th
e
o
r
ig
in
a
l
p
la
n
a
r
e
s
ee
n
a
n
d
co
r
r
ec
ted
.
Likew
i
s
e,
th
e
p
la
n
(
R
L)
is
en
r
ich
ed
b
y
fo
r
tifyin
g
it
w
ith
a
p
p
r
o
p
r
ia
te
a
ctivities.
A
t
time
s
,
w
e
d
r
a
w
s
o
me
in
a
p
p
r
o
p
r
ia
te
a
c
tivities
,
p
r
o
ce
d
u
r
es,
a
mo
n
g
o
th
ers
,
b
u
t
it
is
co
r
r
ec
ted
a
s
w
e
imp
leme
n
t
it.
I
t
w
a
s
g
o
o
d
a
s
th
ere
w
a
s
a
s
en
s
e
o
f
o
w
n
er
s
h
ip
a
mo
n
g
a
ll
th
e
mem
b
ers
o
f
th
e
g
r
o
u
p
.
I
t is a
s
if w
e
a
r
e
ju
s
t o
n
e
w
o
r
kin
g
h
a
n
d
-
in
-
h
a
n
d
to
w
a
r
d
s
a
co
mmo
n
g
o
a
l.
S
u
p
e
r
b
…”
T
ea
ch
er
J
:
“…Th
e
s
h
a
r
in
g
s
o
f
o
u
r
co
-
co
lla
b
o
r
a
to
r
s
a
r
e
ve
r
y
imp
o
r
ta
n
t.
I
t
imp
r
o
ve
s
th
e
p
la
n
.
I
t
is
a
ls
o
b
en
eficia
l
to
th
e
s
tu
d
en
ts
b
ec
a
u
s
e
t
h
e
less
o
n
is
w
ell
-
p
la
n
n
ed
.
I
t
elimin
a
tes
w
r
o
n
g
n
o
tio
n
s
th
r
o
u
g
h
co
lla
b
o
r
a
tive
fo
cu
s
d
is
cu
s
s
io
n
s
…”
R
ef
in
em
en
t
o
f
th
e
L
S
is
alwa
y
s
wan
tin
g
as
co
llab
o
r
ato
r
s
c
o
m
e
with
n
ew
p
ed
ag
o
g
ies
an
d
p
er
s
p
ec
tiv
e
o
f
teac
h
in
g
a
n
d
lear
n
i
n
g
:
co
n
ten
t
is
ch
ec
k
ed
,
s
tr
ateg
ies
ar
e
h
eig
h
ten
ed
,
an
d
s
tu
d
e
n
ts
’
lear
n
in
g
is
o
p
tim
ized
.
B
o
o
n
s
en
a
,
et
a
l.
[
2
9
]
claim
ed
th
at
th
e
d
esig
n
ed
less
o
n
s
ar
e
m
ad
e
ef
f
icac
io
u
s
in
m
e
etin
g
th
e
ex
p
ec
tatio
n
s
o
f
ev
er
y
s
tu
d
en
t
in
a
h
ig
h
er
m
ec
h
an
is
m
.
C
an
[
8
]
an
d
R
o
y
ce
[
3
1
]
claim
th
at
th
e
teac
h
er
-
im
p
lem
en
ter
s
im
p
r
o
v
e
d
th
eir
k
n
o
wled
g
e
o
n
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
an
d
ass
ess
m
en
t
co
m
p
o
n
en
ts
.
Similar
ly
,
teac
h
e
r
B
an
d
J
ex
p
licated
th
at
th
e
L
S
is
b
e
n
ef
icial
to
th
e
s
tu
d
en
ts
d
u
e
to
th
e
o
p
tim
ized
teac
h
in
g
-
a
n
d
-
lear
n
in
g
ac
tiv
ities
.
T
ea
ch
er
s
D
,
H
,
an
d
I
ca
m
e
t
o
r
ea
lize
th
at
th
e
l
ess
o
n
is
f
o
r
tifie
d
with
ac
tiv
ities
th
at
p
r
o
m
o
te
b
etter
lear
n
in
g
o
u
tco
m
es [
8
]
,
[
3
1
]
,
[
3
3
]
.
3
.
5
.
Schem
ing
a
v
enues
f
o
r
c
rit
ica
l t
hin
k
ing
L
ess
o
n
Stu
d
ies
ar
e
m
o
d
elled
to
p
r
o
d
u
ce
lear
n
er
s
in
a
p
r
ac
ticed
co
m
m
u
n
ity
o
f
in
q
u
ir
ies
as
teac
h
er
s
ar
e
task
ed
to
co
llectiv
ely
r
esear
ch
an
d
p
la
n
a
less
o
n
f
o
r
th
e
p
u
r
p
o
s
es
o
f
im
p
r
o
v
in
g
in
s
tr
u
ctio
n
al
p
r
ac
tices
in
o
b
s
er
v
ab
le
n
o
r
m
s
an
d
p
r
ac
tic
es
[
5
]
,
[
6
]
,
[
3
7
]
,
[
3
8
]
.
Pu
r
p
o
r
t
ed
ly
,
th
is
p
r
ac
ticed
co
m
m
u
n
it
y
o
f
in
q
u
ir
y
h
o
ld
s
th
e
f
o
llo
win
g
ten
ets
as
m
ea
s
u
r
es
o
f
in
q
u
ir
y
-
b
ased
s
cien
ce
teac
h
in
g
ef
f
ec
tiv
e
n
ess
[
8
]
,
[
1
2
]
,
[
2
6
]
,
[
2
8
]
:
1
)
I
t
b
o
o
s
ts
th
e
s
ch
o
o
l
s
cien
ce
lear
n
in
g
p
r
o
ce
d
u
r
es
in
ter
m
s
o
f
s
tu
d
en
ts
’
ac
tiv
e
n
ess
,
lear
n
i
n
g
m
o
tiv
atio
n
,
an
d
en
g
ag
em
e
n
t
in
s
cien
tific
in
v
esti
g
atio
n
s
;
2
)
I
t
im
p
r
o
v
es
t
h
e
p
r
o
ce
s
s
s
k
ills
o
f
th
e
s
tu
d
en
t
-
lear
n
er
s
,
i.e
.
,
o
b
s
er
v
in
g
,
m
ea
s
u
r
in
g
,
class
if
y
in
g
,
in
ter
p
r
etin
g
,
d
ata
an
aly
s
is
,
ex
p
er
im
en
tin
g
,
a
n
d
co
m
m
u
n
icatin
g
;
an
d
3
)
I
t
im
p
r
o
v
es o
b
s
er
v
ab
le
q
u
alitativ
e
b
eh
a
v
io
r
an
d
attitu
d
e
o
f
s
tu
d
en
ts
to
war
d
s
th
e
s
u
b
ject.
T
h
e
co
llectiv
e
p
lan
n
in
g
an
d
im
p
lem
en
tatio
n
o
f
th
e
L
S
d
ev
elo
p
b
etter
p
lan
s
th
at
c
o
m
e
f
r
o
m
a
co
lleg
ial
s
cr
u
tin
y
an
d
e
d
u
ca
ti
o
n
al
c
o
m
m
en
ts
f
r
o
m
th
e
g
r
o
u
p
.
T
h
e
c
o
m
m
u
n
ity
o
f
i
n
q
u
ir
y
is
p
r
ac
ticed
t
h
r
o
u
g
h
a
r
an
g
e
o
f
s
tr
ateg
ies
f
r
o
m
th
e
teac
h
er
-
im
p
lem
e
n
ter
s
th
at
s
tem
s
to
o
b
s
er
v
a
b
l
e
an
d
p
r
ac
tic
ed
n
o
r
m
s
f
r
o
m
th
e
s
tu
d
en
t
-
lear
n
er
s
.
Stu
d
e
n
t
-
lear
n
er
s
co
m
e
t
o
th
in
k
in
g
s
ess
io
n
s
in
a
s
tr
u
ct
u
r
ed
in
q
u
ir
y
less
o
n
as
th
ey
g
et
en
g
ag
ed
with
th
e
s
tr
u
ctu
r
ed
p
r
o
b
lem
s
an
d
o
t
h
er
av
e
n
u
es
f
o
r
lear
n
in
g
in
th
e
d
ev
elo
p
e
d
R
L
[
3
]
,
[
2
3
]
,
[
2
6
]
,
[
3
1
]
,
[
3
9
]
,
[
4
0
]
.
T
h
e
f
o
llo
win
g
tr
an
s
cr
ip
ts
ex
u
d
e
th
at
L
S
im
p
r
o
v
es
t
h
e
em
p
l
o
y
m
en
t
o
f
cr
itical
th
in
k
in
g
to
class
r
o
o
m
less
o
n
s
th
r
o
u
g
h
m
ea
n
in
g
f
u
l a
n
d
in
ter
esti
n
g
ac
tiv
ities
:
T
ea
ch
er
F
:
“…Les
s
o
n
s
tu
d
y
p
r
o
vid
es mo
r
e
a
ve
n
u
es fo
r
c
r
iti
ca
l th
in
kin
g
th
r
o
u
g
h
a
ctivities
–
th
e
p
r
o
p
er
p
a
ci
n
g
a
n
d
imp
leme
n
t
a
tio
n
a
r
e
a
d
d
ed
fa
cto
r
s
co
n
tr
ib
u
tin
g
t
o
its
s
u
cc
ess
.
S
o
,
s
tu
d
en
ts
a
r
e
tr
a
n
s
fo
r
med
to
b
ec
o
me
th
i
n
ke
r
s
b
ec
a
u
s
e
o
f th
ese
mea
n
in
g
fu
l a
ctivities…”
T
ea
ch
er
G
:
“…it
ma
ke
s
lea
r
n
in
g
mo
r
e
mea
n
in
g
f
u
l
a
n
d
in
teres
tin
g
.
Lea
r
n
ers
a
r
e
ma
d
e
to
th
in
k.
I
t is g
o
o
d
to
s
ee
th
e
co
o
p
era
tio
n
o
f e
ve
r
y
tea
ch
er
a
lth
o
u
g
h
t
h
ey
co
me
fr
o
m
d
iffer
en
t sch
o
o
ls
…”
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:
225
2
-
8
8
2
2
F
r
o
m
co
mp
etitio
n
to
co
lla
b
o
r
a
tio
n
:
Un
r
a
ve
lin
g
tea
ch
ers
’
le
s
s
o
n
s
tu
d
y
ex
p
erien
ce
s
(
R
o
mir
o
G.
B
a
u
tis
ta
)
927
T
ea
ch
er
A
:
“…I
b
eliev
e
th
a
t
th
e
s
tu
d
en
ts
a
r
e
mo
r
e
p
a
r
ticip
a
tive
n
o
w
.
A
ctivities
a
r
e
ma
d
e
in
teres
tin
g
th
a
t req
u
ir
es k
ee
n
a
n
d
th
o
r
o
u
g
h
a
n
a
lysi
s
…”
T
ea
ch
er
I
:
“…Yea
h
!
I
mu
s
t
s
u
b
mit
th
a
t
LS
b
r
in
g
s
t
h
e
b
est
a
mo
n
g
s
tu
d
en
ts
.
A
ctivitie
s
a
r
e
ca
r
efu
lly
p
la
n
n
ed
b
y
t
h
e
tea
m.
Th
is
is
i
mp
era
tive
to
b
etter
s
ess
io
n
s
th
a
t
r
eq
u
ir
e
w
id
er
s
en
s
e
o
f
u
n
d
ers
ta
n
d
in
g
.
Th
ey
a
r
e
r
ea
ll
y
ma
d
e
to
th
i
n
k…
”
E
n
g
ag
in
g
class
r
o
o
m
tactics
a
r
e
alwa
y
s
wan
tin
g
in
th
e
s
p
ir
it
o
f
a
lear
n
er
-
ce
n
ter
ed
teac
h
in
g
a
n
d
lear
n
in
g
.
T
ea
c
h
er
s
A,
G,
F,
an
d
I
b
eliev
ed
t
h
at
lear
n
er
s
in
th
e
im
p
lem
en
ted
L
S
a
r
e
m
ad
e
th
i
n
k
er
s
,
p
ar
ticip
ativ
e,
k
ee
n
e
r
,
an
d
a
n
aly
tical
d
u
e
to
th
e
ac
tiv
ities
th
a
t
th
ey
ar
e
ex
p
o
s
ed
with
.
Simi
lar
p
h
en
o
m
en
o
n
is
o
b
s
er
v
ed
b
y
v
ar
io
u
s
a
u
th
o
r
s
wh
o
im
p
lem
en
te
d
L
S
[
1
]
,
[
6
]
,
[
7
]
,
[
1
3
]
,
[
1
4
]
,
[
2
5
]
.
I
k
s
an
,
Z
ak
ar
ia,
an
d
Dau
d
[
1
]
em
p
h
asized
th
e
r
o
le
o
f
s
o
cial
in
ter
ac
tio
n
,
wh
ile
B
u
tu
n
[
7
]
,
B
ay
r
am
an
d
C
an
ar
an
[
1
3
]
s
u
g
g
ested
th
at
t
ea
ch
er
s
s
h
o
u
ld
co
m
e
with
a
tan
g
ib
le
r
esear
ch
p
lan
ad
d
r
ess
in
g
th
e
o
b
s
er
v
ed
s
tr
en
g
th
s
an
d
wea
k
n
e
s
s
es
o
f
L
S
in
th
eir
r
esear
ch
lo
ca
le.
T
h
e
cu
r
r
en
t
s
tu
d
y
also
r
ec
o
m
m
en
d
s
th
at
teac
h
er
-
im
p
lem
en
ter
s
m
ay
co
m
e
u
p
with
co
llab
o
r
ativ
e
r
esear
ch
a
ctiv
ities
o
n
th
e
ef
f
ec
ts
o
f
L
S
o
n
t
h
e
ac
ad
em
ic
ac
h
iev
e
m
en
t
a
n
d
p
er
f
o
r
m
a
n
ce
s
o
f
s
tu
d
en
ts
,
as
well
as
th
eir
ex
p
er
ien
ce
s
in
th
eir
r
esp
ec
tiv
e
cla
s
s
es.
Do
cu
m
en
tatio
n
o
f
th
e
s
u
cc
ess
s
to
r
ies
alo
n
g
th
is
lin
e
m
ay
also
b
e
co
n
d
u
cted
am
o
n
g
th
o
s
e
wh
o
h
av
e
im
p
l
em
en
ted
it si
n
ce
it wa
s
p
ilo
t te
s
ted
in
th
e
d
iv
is
io
n
in
2
0
1
7
.
4.
CO
NCLU
SI
O
N
B
ased
o
n
th
e
f
in
d
in
g
s
o
f
t
h
e
g
ath
er
ed
d
ata
f
r
o
m
th
e
in
f
o
r
m
an
ts
’
in
ter
v
iew,
it
ca
n
b
e
co
n
c
lu
d
ed
t
h
at
L
S
d
ev
elo
p
s
cu
ltu
r
e
o
f
o
n
en
es
s
,
cr
af
ts
teac
h
er
s
’
co
m
p
eten
ce
th
r
o
u
g
h
s
y
n
er
g
is
m
,
b
o
o
s
ts
te
ac
h
er
s
’
m
o
r
ale
a
n
d
co
n
f
i
d
en
ce
,
a
n
d
r
ef
in
es
t
h
e
q
u
ality
o
f
th
e
less
o
n
p
la
n
o
f
s
cien
ce
teac
h
er
s
,
as
well
as
s
c
h
em
es
av
en
u
es
f
o
r
cr
itical
th
in
k
in
g
f
o
r
s
tu
d
en
t
-
lear
n
er
s
.
L
ess
o
n
Stu
d
y
b
r
id
g
ed
th
e
g
a
p
b
etwe
en
th
e
teac
h
er
s
’
ac
ad
em
ic
p
r
ep
ar
atio
n
an
d
th
e
s
u
b
jects
th
ey
ar
e
teac
h
i
n
g
b
ec
a
u
s
e
o
f
t
h
e
im
p
lem
en
tatio
n
o
f
K
-
1
2
p
r
o
g
r
am
in
th
e
b
asic
ed
u
ca
tio
n
.
As
ev
id
e
n
ce
d
i
n
th
is
s
tu
d
y
,
th
e
in
f
o
r
m
an
ts
a
r
e
te
ac
h
in
g
s
u
b
jects
wh
ich
a
r
e
b
ey
o
n
d
th
eir
ac
a
d
em
ic
p
r
ep
ar
atio
n
s
.
Hen
ce
f
o
r
th
,
t
h
e
em
p
lo
y
m
e
n
t
o
f
th
is
C
PD
p
r
o
g
r
am
am
o
n
g
t
h
e
teac
h
er
s
i
n
th
e
lo
ca
le
o
f
th
e
s
tu
d
y
b
r
id
g
ed
th
e
g
a
p
o
n
th
eir
ac
ad
e
m
ic
s
h
o
r
tco
m
in
g
s
th
r
o
u
g
h
th
e
p
r
o
v
is
io
n
s
o
f
th
e
L
S im
p
lem
e
n
tatio
n
.
Mo
r
eo
v
er
,
th
e
Kn
o
wled
g
ea
b
le
Oth
er
s
f
r
o
m
State
Un
iv
er
s
itie
s
an
d
C
o
lleg
es
p
lay
ed
an
im
p
o
r
tan
t
r
o
le
in
en
s
u
r
in
g
t
h
e
s
u
cc
ess
o
f
th
e
L
ess
o
n
Stu
d
y
esp
ec
ial
ly
th
at
th
e
teac
h
er
s
ar
e
n
o
n
-
m
aj
o
r
s
t
o
th
e
s
u
b
jects
th
at
th
ey
wer
e
teac
h
in
g
.
T
h
e
Ph
ilip
p
in
e
v
er
s
io
n
o
f
K
-
1
2
p
r
o
g
r
am
p
a
r
ticu
lar
ly
in
s
ec
o
n
d
ar
y
s
cien
ce
o
f
f
e
r
s
in
teg
r
ated
s
cien
ce
ta
u
g
h
t
b
y
n
o
n
-
m
aj
o
r
s
,
i.e
.
,
ev
er
y
y
ea
r
l
ev
el
h
as
p
h
y
s
ics,
ch
em
is
tr
y
,
b
io
lo
g
y
,
an
d
ea
r
th
s
cien
ce
.
T
h
e
b
u
r
d
en
is
s
h
ar
ed
b
y
all
s
in
ce
th
ey
ar
e
teac
h
in
g
to
p
ics
b
ey
o
n
d
th
eir
ac
ad
em
ic
p
r
ep
ar
atio
n
,
i.e
.
,
a
b
io
lo
g
y
m
aj
o
r
is
teac
h
in
g
ch
e
m
is
tr
y
,
p
h
y
s
ics,
an
d
ea
r
th
s
cie
n
ce
,
an
d
v
ice
v
er
s
a.
T
h
eir
in
d
u
lg
en
ce
in
th
is
C
PD
p
r
o
g
r
a
m
will
s
u
r
el
y
r
e
v
ital
ize
th
e
i
n
f
o
r
m
an
ts
’
ac
a
d
em
ic
co
n
co
r
d
an
ce
s
d
u
e
t
o
th
eir
in
ab
ilit
y
to
f
o
r
m
u
late
th
eo
r
etica
l
an
d
lab
o
r
ato
r
y
co
n
ce
p
ts
as
th
ey
ar
e
n
o
t
au
th
o
r
ities
in
th
e
s
u
b
jects
th
at
th
ey
ar
e
t
ea
ch
in
g
.
A
p
tly
,
L
S
as
ev
id
en
ce
d
in
th
is
s
tu
d
y
a
s
a
p
o
ten
tial
ed
u
ca
tio
n
al
p
r
o
g
r
am
is
r
em
ar
k
a
b
le
in
r
esh
a
p
in
g
th
e
s
ch
em
atic
k
n
o
wled
g
e
an
d
co
m
p
eten
ce
o
f
th
e
teac
h
e
r
-
in
f
o
r
m
an
ts
in
ar
ea
s
th
at
th
ey
a
r
e
n
o
t
au
t
h
o
r
ities
en
jo
in
in
g
p
r
ac
tices
th
at
s
o
licit c
o
llab
o
r
ativ
e
ac
ts
am
o
n
g
t
h
em
th
r
o
u
g
h
co
ac
h
i
n
g
an
d
m
o
d
ellin
g
.
RE
F
E
R
E
NC
E
S
[1
]
Z.
Ik
sa
n
,
E
.
Zak
a
ria,
a
n
d
M
d
.
Da
u
d
,
“
M
o
d
e
l
o
f
les
so
n
stu
d
y
a
p
p
ro
a
c
h
d
u
ri
n
g
m
icro
tea
c
h
in
g
,”
In
ter
n
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
S
tu
d
ies
,
v
o
l.
7
,
n
o
.
1
3
,
p
p
.
2
5
3
-
260
,
2
0
1
4
,
d
o
i:
1
0
.
5
5
3
9
/
i
e
s.v
7
n
1
3
p
2
5
3
.
[2
]
M
.
L.
Wa
h
m
a
n
,
A.
P
e
p
l
o
w,
R.
Ku
m
a
r,
a
n
d
B
.
Re
fa
e
i,
“
Be
n
e
fit
s
o
f
u
sin
g
les
so
n
stu
d
y
fo
r
sc
h
o
lars
h
ip
o
f
tea
c
h
i
n
g
a
n
d
lea
rn
in
g
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
f
o
r
th
e
S
c
h
o
la
rs
h
ip
o
f
T
e
a
c
h
i
n
g
a
n
d
L
e
a
rn
i
n
g
,
v
o
l
.
14
,
n
o
.
1
,
p
p
.
1
-
6
,
2
0
2
0
,
d
o
i:
1
0
.
2
0
4
2
9
/
ij
so
tl
.
2
0
2
0
.
1
4
0
1
0
2
.
[3
]
B.
Do
ig
a
n
d
S.
G
ro
v
e
s,
“
Ja
p
a
n
e
se
les
so
n
stu
d
y
:
tea
c
h
e
r
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
th
r
o
u
g
h
c
o
m
m
u
n
it
ies
o
f
in
q
u
iry
,”
M
a
t
h
e
ma
ti
c
s T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
a
n
d
De
v
e
lo
p
me
n
t,
v
o
l.
13
,
n
o
.
1
,
p
p
.
11
-
93
,
2
0
1
1
.
[4
]
E.
S
a
it
o
,
“
Ke
y
issu
e
s
o
f
les
so
n
stu
d
y
i
n
Ja
p
a
n
a
n
d
th
e
Un
i
ted
S
tate
s:
A
li
tera
tu
re
re
v
iew
,”
Pro
fes
sio
n
a
l
De
v
e
lo
p
me
n
t
in
Ed
u
c
a
ti
o
n
,
v
o
l.
38
,
n
o
.
5
,
p
p
.
7
7
7
-
7
8
9
,
2
0
1
2
,
d
o
i:
1
0
.
1
0
8
0
/1
9
4
1
5
2
5
7
.
2
0
1
2
.
6
6
8
8
5
7
.
[5
]
J.
M
y
e
rs,
“
T
h
e
e
ffe
c
ts
o
f
les
so
n
stu
d
y
o
n
c
las
sro
o
m
o
b
se
rv
a
ti
o
n
s
a
n
d
p
e
rc
e
p
ti
o
n
s
o
f
les
so
n
e
ffe
c
ti
v
e
n
e
ss
,”
T
h
e
J
o
u
rn
a
l
o
f
Ef
fec
ti
v
e
T
e
a
c
h
in
g
,
v
o
l
.
12
,
n
o
.
3
,
p
p
.
94
-
1
0
4
,
2
0
1
2
.
[6
]
E.
A.
Bu
rr
o
u
g
h
s
a
n
d
J.
L.
Lu
e
b
e
c
k
,
“
P
re
-
se
rv
ice
tea
c
h
e
rs
i
n
m
a
th
e
m
a
ti
c
s
les
so
n
stu
d
y
,”
T
h
e
M
o
n
ta
n
a
M
a
th
e
ma
t
ics
En
th
u
sia
st
,
v
o
l.
7
,
n
o
.
3
,
p
p
.
3
9
1
-
400
,
2
0
1
0
.
[7
]
M.
B
u
tu
n
,
“
M
a
th
e
m
a
ti
c
s
tea
c
h
e
rs’
e
a
rly
les
so
n
stu
d
y
e
x
p
e
rien
c
e
s
in
T
u
rk
e
y
:
C
h
a
ll
e
n
g
e
s
a
n
d
a
d
v
a
n
tag
es
,”
W
o
rl
d
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
,
v
o
l.
9
,
n
o
.
5
,
p
p
.
51
-
62
,
2
0
1
9
,
d
o
i:
1
0
.
5
4
3
0
/
wje
.
v
9
n
5
p
5
1
.
[8
]
H.
Ca
n
,
“
Lea
rn
i
n
g
sc
ien
c
e
tea
c
h
in
g
b
y
ta
k
in
g
a
d
v
a
n
tag
e
s
o
f
l
e
ss
o
n
stu
d
y
:
An
e
ffe
c
ti
v
e
f
o
rm
o
f
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
,”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Iss
u
e
s,
v
o
l.
5
,
n
o
.
2
,
p
p
.
1
5
0
-
169
,
2
0
1
9
,
d
o
i:
1
0
.
5
2
9
6
/
jei.
v
5
i2
.
1
5
4
9
7
.
[9
]
F.
Co
e
n
d
e
rs
a
n
d
N.
Ve
rh
o
e
f,
“
L
e
ss
o
n
stu
d
y
:
P
ro
fe
ss
io
n
a
l
De
v
e
lo
p
m
e
n
t
fo
r
b
e
g
i
n
n
in
g
a
n
d
e
x
p
e
rie
n
c
e
d
tea
c
h
e
rs
,”
Pro
fes
sio
n
a
l
De
v
e
lo
p
me
n
t
in
Ed
u
c
a
ti
o
n
,
v
o
l.
45
,
n
o
.
2
,
p
p
.
2
1
7
-
2
3
0
,
2
0
1
9
,
d
o
i:
1
0
.
1
0
8
0
/1
9
4
1
5
2
5
7
.
2
0
1
8
.
1
4
3
0
0
5
0
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
3
,
Sep
tem
b
er
2
0
2
1
:
921
-
9
2
9
928
[1
0
]
T.
F
u
ji
i,
“
Im
p
lem
e
n
ti
n
g
Ja
p
a
n
e
se
les
so
n
stu
d
y
i
n
fo
re
i
g
n
c
o
u
n
tri
e
s:
M
isc
o
n
c
e
p
ti
o
n
s
re
v
e
a
led
,”
M
a
t
h
e
ma
ti
c
s
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
a
n
d
De
v
e
lo
p
me
n
t,
v
o
l.
16
,
n
o
.
1
,
p
p
.
65
–
83
,
2
0
1
4
.
[1
1
]
G
.
Zh
o
u
,
J.
Xu
,
a
n
d
D.
M
a
rti
n
o
v
i
c
,
“
De
v
e
lo
p
i
n
g
p
re
-
se
rv
ice
tea
c
h
e
rs’
c
a
p
a
c
it
y
i
n
tea
c
h
in
g
sc
ien
c
e
w
it
h
tec
h
n
o
lo
g
y
th
ro
u
g
h
m
icro
tea
c
h
i
n
g
les
so
n
s
tu
d
y
a
p
p
ro
a
c
h
,”
EURA
S
IA
J
o
u
r
n
a
l
o
f
M
a
t
h
e
ma
ti
c
s,
S
c
ien
c
e
a
n
d
T
e
c
h
n
o
lo
g
y
Ed
u
c
a
ti
o
n
,
v
o
l
.
13
,
n
o
.
1
,
p
p
.
85
-
103
,
2
0
1
7
,
d
o
i:
1
0
.
1
2
9
7
3
/eu
ra
sia
.
2
0
1
7
.
0
0
6
0
5
a
.
[1
2
]
A.
Og
e
g
b
o
,
E
.
G
a
ig
h
e
r,
a
n
d
T.
S
a
lag
a
ra
m
,
“
Be
n
e
fit
s
a
n
d
c
h
a
ll
e
n
g
e
s
o
f
les
so
n
st
u
d
y
:
A
c
a
se
o
f
tea
c
h
in
g
p
h
y
sic
a
l
sc
ien
c
e
in
S
o
u
th
Afric
a
,”
S
o
u
th
Af
ric
a
n
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
,
v
o
l.
39
,
n
o
.
1
,
p
p
.
1
-
9
,
2
0
1
9
,
d
o
i
:
1
0
.
1
5
7
0
0
/sa
je.v
3
9
n
1
a
1
6
8
0
.
[1
3
]
I.
Ba
y
ra
m
a
n
d
O.
Ca
n
a
ra
n
,
“
A
n
i
n
v
e
sti
g
a
ti
o
n
o
f
Tu
r
k
ish
n
o
v
i
c
e
EF
L
tea
c
h
e
rs’
p
e
rc
e
p
ti
o
n
s
o
f
les
so
n
stu
d
y
,”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
C
u
rr
icu
l
u
m a
n
d
I
n
stru
c
ti
o
n
,
v
o
l.
11
,
n
o
.
1
,
p
p
.
1
7
2
-
1
8
9
,
2
0
1
9
.
[1
4
]
A.
Oz
d
e
m
ir,
“
Im
p
lem
e
n
tatio
n
o
f
th
e
les
so
n
stu
d
y
a
s
a
t
o
o
l
t
o
imp
ro
v
e
st
u
d
e
n
ts’
lea
rn
i
n
g
a
n
d
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
o
f
tea
c
h
e
rs
,”
Pa
rtici
p
a
t
o
ry
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l
.
6
,
n
o
.
1
,
p
p
.
36
-
53
,
2
0
1
9
.
[1
5
]
M.
Eb
a
e
g
u
in
,
“
De
sig
n
i
n
g
Ja
p
a
n
e
se
les
so
n
stu
d
y
a
s
a
tea
c
h
e
r
p
ro
fe
ss
io
n
a
l
d
e
v
e
l
o
p
m
e
n
t
p
ro
g
ra
m
in
a
P
h
i
li
p
p
in
e
se
tt
in
g
:
Cu
lt
u
ra
l
c
o
n
si
d
e
ra
ti
o
n
s,
c
h
a
ll
e
n
g
e
s,
a
n
d
o
p
p
o
rtu
n
it
ies
,”
J
o
u
rn
a
l
o
f
t
h
e
I
n
ter
n
a
t
io
n
a
l
S
o
c
iety
fo
r
De
sig
n
a
n
d
De
v
e
lo
p
me
n
t
Ed
u
c
a
ti
o
n
,
v
o
l.
3
,
n
o
.
1
1
,
p
p
.
1
-
15
,
2
0
1
9
.
[1
6
]
M.
Eb
a
e
g
u
in
a
n
d
M.
S
tep
h
e
n
s,
“
Cu
lt
u
ra
l
c
h
a
ll
e
n
g
e
s
in
a
d
a
p
ti
n
g
le
ss
o
n
stu
d
y
t
o
a
P
h
il
i
p
p
i
n
e
s
se
tt
in
g
,”
M
a
th
e
ma
ti
c
s
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
a
n
d
De
v
e
lo
p
me
n
t,
v
o
l.
1
6
,
n
o
.
1
,
p
p
.
1
-
25
,
2
0
1
4
.
[1
7
]
L.
Ho
sh
m
a
n
d
,
“
Na
rra
to
l
o
g
y
,
c
u
lt
u
ra
l
p
s
y
c
h
o
l
o
g
y
,
a
n
d
c
o
u
n
se
ll
in
g
re
se
a
rc
h
,”
J
o
u
rn
a
l
o
f
Co
u
n
se
ll
i
n
g
Psy
c
h
o
lo
g
y
,
v
o
l.
52
,
n
o
.
2
,
p
p
.
1
7
8
-
1
8
6
,
2
0
0
5
,
d
o
i:
1
0
.
1
0
3
7
/0
0
2
2
-
0
1
6
7
.
5
2
.
2
.
1
7
8
.
[1
8
]
L.
Leu
n
g
,
“
Va
li
d
it
y
,
re
li
a
b
il
it
y
,
a
n
d
g
e
n
e
ra
li
z
a
b
il
it
y
i
n
Qu
a
li
tativ
e
Re
se
a
rc
h
,”
Res
e
a
rc
h
a
n
d
Au
d
i
t
,
v
o
l.
4
,
n
o
.
3
,
p
p
.
3
2
4
-
327
,
2
0
1
5
,
d
o
i:
1
0
.
4
1
0
3
/
2
2
4
9
-
4
8
6
3
.
1
6
1
3
0
6
.
[1
9
]
K.
M
a
lt
e
ru
d
,
“
Qu
a
li
tativ
e
re
se
a
rc
h
:
S
tan
d
a
rd
s,
c
h
a
ll
e
n
g
e
s,
a
n
d
g
u
i
d
e
li
n
e
s
,”
T
h
e
L
a
n
c
e
t,
v
o
l.
3
5
8
,
n
o
.
9
2
8
0
,
p
p
.
4
8
3
-
488
,
2
0
0
1
,
d
o
i:
1
0
.
1
0
1
6
/
S
0
1
4
0
-
6
7
3
6
(
0
1
)
0
5
6
2
7
-
6
.
[2
0
]
C.
Ho
u
g
h
t
o
n
,
K.
M
u
rp
h
y
,
B.
M
e
e
h
a
n
,
J.
T
h
o
m
a
s,
D.
Bro
o
k
e
r,
a
n
d
D.
Ca
se
y
,
“
F
ro
m
sc
re
e
n
in
g
t
o
s
y
n
t
h
e
sis:
Us
in
g
NV
IVO
to
e
n
h
a
n
c
e
tran
s
p
a
re
n
c
y
in
q
u
a
li
tati
v
e
e
v
id
e
n
c
e
sy
n
t
h
e
sis
,”
J
o
u
rn
a
l
o
f
Cli
n
ica
l
N
u
rs
in
g
,
v
o
l.
2
6
,
n
o
.
5
-
6
,
p
p
.
8
7
3
–
8
8
1
,
2
0
1
6
,
d
o
i
:
1
0
.
1
1
1
1
/j
o
c
n
.
1
3
4
4
3
.
[2
1
]
C.
Zam
a
we
,
“
Th
e
imp
li
c
a
ti
o
n
s
o
f
u
sin
g
NV
IVO
so
ftwa
re
in
q
u
a
li
t
a
ti
v
e
d
a
ta
a
n
a
ly
sis:
Ev
i
d
e
n
c
e
-
b
a
se
d
Re
flec
ti
o
n
s
,”
M
a
l
a
wi
M
e
d
ica
l
J
o
u
r
n
a
l,
v
o
l.
27
,
n
o
.
1
,
p
p
.
13
-
1
5
,
2
0
1
5
,
d
o
i
:
1
0
.
4
3
1
4
/mm
j.
v
2
7
i1
.
4
.
[2
2
]
L.
No
we
ll
,
J.
No
r
ris,
D.
W
h
it
e
,
a
n
d
N.
M
o
u
les
,
“
Th
e
m
a
ti
c
a
n
a
ly
si
s:
S
tri
v
i
n
g
t
o
m
e
e
t
th
e
tr
u
stwo
rt
h
in
e
ss
c
rit
e
ria
,”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Q
u
a
li
ta
ti
v
e
M
e
th
o
d
s,
v
o
l.
1
6
,
n
o
.
1
,
p
p
.
2
4
8
-
2
5
8
,
d
o
i
:
1
0
.
1
1
7
7
/1
6
0
9
4
0
6
9
1
7
7
3
3
8
4
7
.
[2
3
]
M
.
R.
S
.
Ara
n
i,
F.
Ke
isu
k
e
,
a
n
d
J.P
.
Las
se
g
a
rd
,
“
"
Les
so
n
S
tu
d
y
"
a
s
p
ro
fe
ss
io
n
a
l
c
u
lt
u
re
in
Ja
p
a
n
e
se
S
c
h
o
o
ls:
A
h
isto
rica
l
p
e
rsp
e
c
ti
v
e
o
n
e
lem
e
n
tary
c
las
sro
o
m
p
ra
c
ti
c
e
s
,”
J
a
p
a
n
Rev
iew
,
v
o
l.
22
,
p
p
.
1
7
1
–
2
0
0
,
2
0
1
0
.
[2
4
]
K.H.
Ch
e
n
a
u
lt
,
“
Bu
il
d
in
g
c
o
ll
a
b
o
ra
ti
v
e
p
e
d
a
g
o
g
y
:
Les
so
n
stu
d
y
i
n
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
,”
Co
ll
e
g
e
Qu
a
rte
rly
,
v
o
l
.
20
,
n
o
.
1
,
p
p
.
1
-
23
,
2
0
1
7
.
[2
5
]
C.
C.
M
o
n
,
M
.
H.
Da
li
,
a
n
d
L.
C.
S
a
m
,
“
Im
p
lem
e
n
tatio
n
o
f
les
so
n
stu
d
y
a
s
a
n
in
n
o
v
a
ti
v
e
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
m
o
d
e
l
a
m
o
n
g
M
a
lay
sia
n
sc
h
o
o
l
tea
c
h
e
rs
,”
M
a
l
a
y
sia
n
J
o
u
rn
a
l
o
f
L
e
a
rn
in
g
a
n
d
In
str
u
c
ti
o
n
,
v
o
l.
1
3
,
p
p
.
82
-
1
1
1
,
2
0
1
6
.
[2
6
]
Z.
Ya
k
a
r
a
n
d
D.
T
u
rg
u
t,
“
Eff
e
c
ti
v
e
n
e
ss
o
f
Les
so
n
stu
d
y
a
p
p
r
o
a
c
h
o
n
p
re
se
rv
ice
sc
ien
c
e
tea
c
h
e
rs’
b
e
li
e
fs
,”
In
ter
n
a
t
io
n
a
l
Ed
u
c
a
ti
o
n
S
t
u
d
ies
,
v
o
l.
10
,
n
o
.
6
,
p
p
.
36
-
43
,
2
0
1
7
,
d
o
i:
1
0
.
5
5
3
9
/i
e
s.v
1
0
n
6
p
3
6
.
[2
7
]
S.
As
a
ri,
N.
F
a
u
z
iy
a
h
,
a
n
d
S.
U
c
h
ti
a
wa
ti
,
“
Im
p
ro
v
i
n
g
tea
c
h
e
r
p
e
d
a
g
o
g
ic
c
o
m
p
e
ten
c
ies
in
re
m
o
te
a
re
a
s
th
ro
u
g
h
les
so
n
stu
d
y
a
c
ti
v
it
y
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
n
d
L
it
e
ra
c
y
S
tu
d
ies
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
53
-
62
,
2
0
1
8
,
d
o
i:
1
0
.
7
5
7
5
/aia
c
.
ij
e
ls.
v
.
6
n
.
2
p
.
5
3
.
[2
8
]
A.
Esp
in
o
sa
,
J.
Da
tu
k
a
n
,
B.
B
u
tro
n
,
a
n
d
AD
.
Tam
e
ta,
“
P
e
rc
e
p
ti
o
n
o
f
p
re
-
se
rv
ice
c
h
e
m
istry
t
e
a
c
h
e
rs
o
n
th
e
u
ti
li
z
a
ti
o
n
o
f
p
r
o
d
u
c
ti
v
e
les
so
n
stu
d
y
a
s
a
fra
m
e
wo
rk
o
f
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
f
o
r
th
e
S
c
h
o
l
a
rs
h
i
p
o
f
T
e
a
c
h
in
g
a
n
d
L
e
a
rn
in
g
,
v
o
l.
12
,
n
o
.
1
,
p
p
.
1
-
7
,
2
0
1
8
,
d
o
i:
1
0
.
2
0
4
2
9
/
ij
so
tl
.
2
0
1
8
.
1
2
0
1
0
9
.
[2
9
]
N.
Bo
o
n
se
n
a
,
M
.
In
p
ra
sith
a
,
N.
Ch
a
n
g
sri,
a
n
d
G
.
M
a
tn
e
y
,
“
Tea
c
h
e
rs
lea
rn
in
g
a
b
o
u
t
tea
c
h
i
n
g
p
ra
c
ti
c
e
in
a
m
o
d
ifi
y
les
so
n
stu
d
y
,”
Psy
c
h
o
lo
g
y
,
v
o
l
.
1
0
,
n
o
.
7
,
p
p
.
9
7
7
-
9
8
8
,
2
0
1
9
d
o
i:
1
0
.
4
2
3
6
/p
s
y
c
h
.
2
0
1
9
.
1
0
7
0
6
4
.
[3
0
]
Y.
On
o
a
n
d
J.
F
e
rre
ira,
“
A ca
se
st
u
d
y
o
f
c
o
n
ti
n
u
in
g
tea
c
h
e
r
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
t
h
ro
u
g
h
les
so
n
stu
d
y
in
S
o
u
t
h
Afric
a
,”
S
o
u
t
h
Af
ric
a
n
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
,
v
o
l.
30
,
n
o
.
1
,
p
p
.
59
–
74
,
2
0
1
0
.
[3
1
]
C.
Ro
y
c
e
,
“
A
re
v
o
l
u
ti
o
n
a
ry
m
o
d
e
l
o
f
p
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
,”
S
c
ien
c
e
S
c
o
p
e
,
v
o
l
.
34
,
n
o
.
3
,
p
.
6
,
2
0
1
0
.
[3
2
]
O.
Zas
lav
sk
y
,
O.
C
h
a
p
m
a
n
,
a
n
d
R.
Li
e
k
e
n
,
“
P
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
o
f
m
a
th
e
m
a
ti
c
s
tea
c
h
e
rs:
tr
e
n
d
s
a
n
d
tas
k
s
,”
in
A.J.
Bis
h
o
p
,
M
.
A.
Clem
e
n
ts,
C.
Ke
it
e
l,
J.
Kil
p
a
tr
ick
,
F
.
K.S
.
Leu
n
g
,
e
d
s
.,
S
e
c
o
n
d
I
n
ter
n
a
ti
o
n
a
l
Ha
n
d
b
o
o
k
o
f
M
a
t
h
e
ma
ti
c
s E
d
u
c
a
t
io
n
,
2
0
03
,
p
p
.
8
8
7
-
9
1
7
.
[3
3
]
K.
Ab
u
-
Al
g
h
a
y
t
h
,
P.
Jo
n
e
s,
D.
P
a
c
e
-
P
h
il
li
p
s,
a
n
d
R.
M
e
y
e
rs,
“
Th
r
o
u
g
h
t
h
e
lo
o
k
i
n
g
g
las
s:
Les
so
n
st
u
d
y
in
a
c
e
n
te
r
sc
h
o
o
l
,”
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
M
e
th
o
d
o
l
o
g
y
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
4
2
3
-
4
3
3
,
2
0
2
0
,
d
o
i:
1
0
.
1
2
9
7
3
/i
jem
.
6
.
2
.
4
2
3
.
[3
4
]
T.
Ka
d
r
o
n
a
n
d
M
.
In
p
ra
sith
a
,
“
P
ro
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
o
f
m
a
th
e
m
a
ti
c
s
tea
c
h
e
rs
with
les
so
n
s
tu
d
y
a
n
d
o
p
e
n
a
p
p
ro
a
c
h
:
T
h
e
p
ro
c
e
ss
o
f
c
h
a
n
g
in
g
tea
c
h
e
rs
v
a
lu
e
s
a
b
o
u
t
tea
c
h
in
g
m
a
th
e
m
a
ti
c
s
,”
Psy
c
h
o
lo
g
y
,
v
o
l.
4
,
n
o
.
2
,
p
p
.
1
0
1
-
105
,
2
0
1
3
,
d
o
i:
1
0
.
4
2
3
6
/
p
sy
c
h
.
2
0
1
3
.
4
2
0
1
4
.
[3
5
]
E.
Ka
n
e
ll
o
p
o
u
l
o
u
a
n
d
M
.
Da
rra
,
“
Th
e
p
lan
n
in
g
o
f
tea
c
h
in
g
in
t
h
e
c
o
n
tex
t
o
f
les
so
n
st
u
d
y
:
Re
se
a
rc
h
fin
d
in
g
s
,”
In
ter
n
a
t
io
n
a
l
E
d
u
c
a
ti
o
n
S
t
u
d
ies
,
v
o
l.
11
,
n
o
.
2
,
p
p
.
67
-
82
,
2
0
1
8
,
d
o
i:
1
0
.
5
5
3
9
/i
e
s.v
1
1
n
2
p
6
7
.
[3
6
]
E.
G
ian
n
a
k
id
o
u
,
K.
G
io
ftsa
li
,
a
n
d
E
.
Tzio
ra
,
“
Th
e
re
flec
ti
v
e
a
c
t
o
f
th
e
p
ro
s
p
e
c
ti
v
e
tea
c
h
e
rs
in
a
p
p
l
y
in
g
a
c
u
sto
m
ize
d
v
e
rsio
n
o
f
th
e
Les
s
o
n
S
t
u
d
y
m
o
d
e
l
,”
He
ll
e
n
ic
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
,
v
o
l.
1,
n
o
.
1
,
p
p
.
27
-
55
,
2
0
1
3
,
d
o
i:
1
0
.
1
2
6
8
1
/h
j
re
.
8
7
9
1
.
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:
225
2
-
8
8
2
2
F
r
o
m
co
mp
etitio
n
to
co
lla
b
o
r
a
tio
n
:
Un
r
a
ve
lin
g
tea
ch
ers
’
le
s
s
o
n
s
tu
d
y
ex
p
erien
ce
s
(
R
o
mir
o
G.
B
a
u
tis
ta
)
929
[3
7
]
A.
Tak
a
h
a
sh
i,
“
T
h
e
ro
le
o
f
th
e
k
n
o
wle
d
g
e
a
b
le
o
th
e
r
i
n
les
so
n
st
u
d
y
:
Ex
a
m
in
in
g
th
e
fi
n
a
l
c
o
m
m
e
n
ts
o
f
e
x
p
e
rien
c
e
d
les
so
n
stu
d
y
p
ra
c
ti
ti
o
n
e
rs
,”
M
a
th
e
ma
ti
c
s T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
a
n
d
De
v
e
lo
p
me
n
t,
v
o
l.
1
6
,
n
o
.
1
,
p
p
.
26
-
41
,
2
0
1
4
.
[3
8
]
C.
Ya
re
m
a
,
“
M
a
th
e
m
a
ti
c
tea
c
h
e
rs’
v
iew
s
o
f
a
c
c
o
u
n
tab
il
it
y
tes
ti
n
g
re
v
e
a
led
th
r
o
u
g
h
les
so
n
st
u
d
y
,”
M
a
t
h
e
ma
ti
c
s
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
a
n
d
De
v
e
lo
p
me
n
t,
v
o
l.
12
,
n
o
.
1
,
p
p
.
3
-
18
,
2
0
1
0
.
[3
9
]
W.
Na
sh
ru
d
d
i
n
a
n
d
D.
Nu
rra
c
h
m
a
n
,
“
Th
e
imp
lem
e
n
tatio
n
o
f
les
so
n
stu
d
y
i
n
E
n
g
li
s
h
la
n
g
u
a
g
e
l
e
a
rn
in
g
:
A
c
a
se
stu
d
y
,”
Din
a
mik
a
Ilm
u
,
v
o
l
.
16
,
n
o
.
2
,
p
p
.
1
6
9
-
1
7
9
,
2
0
1
6
.
[4
0
]
E.
Du
e
z
,
“
G
lo
b
a
l
a
p
p
li
c
a
ti
o
n
s
o
f
th
e
Ja
p
a
n
e
se
les
so
n
stu
d
y
i
n
tea
c
h
e
r
e
d
u
c
a
ti
o
n
a
n
d
train
i
n
g
m
o
d
e
l
,”
In
ter
n
a
ti
o
n
a
l
Dia
lo
g
u
e
s o
n
E
d
u
c
a
ti
o
n
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
65
-
73
,
2
0
1
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.