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Resea
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Vo
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10
~
20
I
SS
N:
2252
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8
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ttp
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//
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e.
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esco
r
e.
co
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T
he opini
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ns o
f
st
udents,
profess
o
r
s a
nd
pra
ctice
teachers
o
n t
he
teaching
p
ra
ctice
cours
e
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ra
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re
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p
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rtme
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İsta
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rsity
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icle
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y:
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ed
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ra
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c
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rse
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th
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P
sy
c
h
o
lo
g
ica
l
Co
u
n
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li
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g
a
n
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id
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n
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(P
CG
)
d
e
p
a
rtme
n
t
b
y
stu
d
e
n
ts,
p
ro
fe
ss
o
rs
a
n
d
p
ra
c
ti
c
e
tea
c
h
e
rs.
It
wa
s
a
p
n
e
u
m
o
lo
g
y
st
u
d
y
d
e
si
g
n
e
d
wit
h
q
u
a
li
tati
v
e
re
se
a
rc
h
m
e
th
o
d
.
T
h
e
stu
d
y
g
r
o
u
p
c
o
n
sists
o
f
se
v
e
n
stu
d
e
n
ts,
f
iv
e
p
ro
fe
ss
o
rs
a
n
d
fi
v
e
p
ra
c
ti
c
e
tea
c
h
e
rs
fro
m
3
d
iffere
n
t
sc
h
o
o
ls
a
n
d
3
d
iffere
n
t
u
n
i
v
e
rsiti
e
s
in
İsta
n
b
u
l.
S
t
u
d
y
d
a
ta
we
re
a
n
a
ly
z
e
d
with
c
o
n
ten
t
a
n
a
ly
sis.
It
wa
s
fo
u
n
d
t
h
a
t
th
e
c
o
m
m
u
n
ica
ti
o
n
a
n
d
c
o
ll
a
b
o
ra
ti
o
n
b
e
t
we
e
n
th
e
p
ro
fe
ss
o
rs
a
n
d
p
ra
c
ti
c
e
tea
c
h
e
rs
o
f
th
e
tea
c
h
in
g
p
ra
c
ti
c
e
c
o
u
rse
we
re
lo
w,
a
n
d
t
h
e
a
p
p
li
c
a
ti
o
n
s
with
in
th
e
sc
o
p
e
o
f
th
e
c
o
u
rse
we
re
i
n
a
d
e
q
u
a
te.
Ad
d
it
i
o
n
a
ll
y
,
t
h
e
stu
d
y
h
a
s
re
v
e
a
led
th
a
t
it
is
n
e
c
e
ss
a
ry
to
in
fo
rm
t
h
e
p
ra
c
ti
c
e
tea
c
h
e
rs
a
b
o
u
t
t
h
e
p
r
e
v
io
u
s
c
o
u
rs
e
s
a
n
d
in
tern
sh
i
p
s
t
h
e
stu
d
e
n
ts
h
a
v
e
tak
e
n
,
to
e
n
su
re
th
e
a
tt
e
n
d
a
n
c
e
o
f
stu
d
e
n
ts
to
fu
l
l
-
d
a
y
p
ra
c
ti
c
e
c
o
u
rse
s
o
n
d
iffere
n
t
d
a
y
s
a
n
d
th
a
t
a
d
e
tailed
tea
c
h
in
g
p
ra
c
ti
c
e
c
o
u
rse
g
u
i
d
e
is
p
re
p
a
re
d
.
Th
is
st
u
d
y
is
t
h
o
u
g
h
t
to
b
e
n
e
fit
t
h
e
li
tera
tu
re
i
n
th
e
se
n
se
t
h
a
t
it
sh
o
ws
h
o
w
P
CG
tea
c
h
in
g
p
ra
c
ti
c
e
c
o
u
rse
d
i
ffe
rs
fro
m
o
th
e
r
tea
c
h
i
n
g
p
ra
c
ti
c
e
c
o
u
rse
s,
in
a
d
d
it
io
n
to
su
g
g
e
stio
n
s
to
t
h
e
d
e
c
isio
n
m
a
k
e
rs
a
n
d
p
ra
c
ti
t
io
n
e
rs
fo
r
imp
ro
v
i
n
g
th
e
c
o
u
rse
.
K
ey
w
o
r
d
s
:
Gu
id
an
ce
Ps
y
ch
o
lo
g
ical
co
u
n
s
elin
g
T
ea
ch
in
g
p
r
ac
tice
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
:
E
s
r
a
T
ö
r
e
Dep
ar
tm
en
t o
f
E
d
u
ca
tio
n
Scien
ce
,
İ
s
tan
b
u
l Sab
ah
attin
Z
aim
Un
i
v
er
s
ity
,
3
4
3
0
3
,
Kü
çü
k
çe
k
m
ec
e
,
İ
s
tan
b
u
l,
T
u
r
k
ey
.
E
m
ail: e
s
r
a.
to
r
e@
izu
.
ed
u
.
tr
1.
I
NT
RO
D
UCT
I
O
N
E
d
u
ca
tio
n
is
am
o
n
g
t
h
e
p
r
i
m
a
r
y
co
n
ce
r
n
s
o
f
s
o
cieties.
I
m
p
r
o
v
in
g
t
h
e
q
u
ality
o
f
e
d
u
ca
tio
n
is
clo
s
ely
r
elate
d
to
tr
ain
in
g
q
u
alif
ied
t
ea
ch
er
s
.
T
h
e
r
ap
id
ly
ch
a
n
g
in
g
an
d
d
ev
elo
p
in
g
co
n
d
itio
n
s
o
f
th
e
2
1
s
t
ce
n
tu
r
y
n
ec
ess
itate
th
at
q
u
ality
t
r
ain
i
n
g
is
g
iv
en
to
tea
ch
er
s
in
th
e
f
ac
u
lties
o
f
ed
u
ca
tio
n
,
as
well
as
im
p
r
o
v
in
g
th
e
ex
p
e
r
ien
ce
,
k
n
o
wled
g
e
a
n
d
s
k
ills
o
f
t
h
e
teac
h
er
ca
n
d
id
a
tes
b
y
p
r
o
v
id
i
n
g
t
h
e
r
e
q
u
ir
ed
m
ea
n
s
an
d
s
u
p
p
o
r
t
in
th
e
p
r
ac
tice
s
ch
o
o
ls
[
1
]
.
Pra
ctica
l
ap
p
licatio
n
s
in
th
e
p
r
e
-
s
er
v
ice
teac
h
er
tr
ain
in
g
p
r
o
g
r
a
m
s
h
av
e
s
tr
ateg
ic
im
p
o
r
tan
ce
,
b
ec
au
s
e
th
eo
r
etica
l
k
n
o
wled
g
e
ca
n
o
n
ly
b
e
im
p
lem
en
te
d
v
ia
ap
p
licatio
n
.
Pra
ctica
l
ap
p
licatio
n
s
allo
w
th
e
ca
n
d
id
ates
to
k
n
o
w
th
e
p
r
o
f
ess
io
n
th
ey
a
r
e
p
r
ep
ar
in
g
f
o
r
an
d
p
r
o
v
id
e
a
ch
an
ce
f
o
r
th
em
to
m
ee
t
t
h
e
r
ea
l
wo
r
ld
.
I
n
t
h
is
r
eg
ar
d
,
teac
h
in
g
p
r
ac
tice
ap
p
licatio
n
s
m
u
s
t
b
e
p
lan
n
ed
an
d
im
p
lem
e
n
ted
in
a
s
er
io
u
s
m
an
n
er
[
2
,
3
]
.
T
ea
ch
i
n
g
p
r
ac
tice
co
u
r
s
es
allo
w
th
e
s
tu
d
en
ts
to
g
et
ac
q
u
ain
ted
with
t
h
eir
p
r
o
f
ess
io
n
s
an
d
p
r
o
v
id
e
t
h
em
o
p
p
o
r
tu
n
ities
to
p
u
t
in
to
p
r
ac
t
ice
th
e
th
eo
r
etica
l
k
n
o
wled
g
e
th
at
th
ey
h
av
e
lear
n
ed
[
4
]
.
T
h
e
teac
h
er
tr
ain
in
g
s
y
s
tem
in
T
u
r
k
ey
f
o
llo
ws
a
p
o
licy
th
at
is
h
ea
v
y
o
n
th
e
th
e
o
r
etica
l
s
id
e
an
d
f
ails
to
estab
lis
h
a
co
n
n
ec
tio
n
b
etwe
en
th
eo
r
y
a
n
d
p
r
ac
tice.
“Sch
o
o
l
E
x
p
er
ien
ce
”
an
d
“T
e
ac
h
in
g
Pra
ctice
”
a
r
e
th
e
p
r
im
ar
y
p
r
ac
tice
co
u
r
s
es
with
h
ig
h
cr
ed
it
in
th
e
u
n
d
e
r
g
r
ad
u
ate
p
r
o
g
r
a
m
s
o
n
teac
h
er
tr
ain
in
g
[
5
]
.
Ho
wev
er
,
th
e
s
tu
d
ies
p
o
i
n
t
t
o
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
E
xa
min
a
tio
n
o
f th
e
o
p
in
io
n
s
o
f stu
d
en
ts
,
p
r
o
fess
o
r
s
a
n
d
p
r
a
ctice
…
(
E
s
r
a
Tö
r
e
)
11
th
e
m
an
y
p
r
o
b
lem
s
in
t
h
ese
p
r
ac
tice
-
b
ased
co
u
r
s
es.
Said
s
tu
d
ies
h
av
e
f
o
u
n
d
p
r
o
b
lem
s
in
t
h
e
p
r
ac
tice
c
o
u
r
s
es
s
u
ch
as
th
at
th
e
s
tu
d
en
ts
ar
e
g
iv
en
p
o
o
r
co
u
n
s
el
b
y
th
eir
teac
h
er
s
,
th
e
teac
h
er
s
g
iv
e
in
a
d
eq
u
ate
f
ee
d
b
ac
k
,
a
co
r
r
ec
t
co
u
r
s
e
p
lan
n
in
g
ca
n
n
o
t
b
e
m
ad
e
b
ec
au
s
e
th
e
c
o
u
r
s
e
d
u
r
atio
n
s
ar
e
s
h
o
r
t,
p
r
ac
tice
s
ch
o
o
ls
an
d
teac
h
er
s
ar
e
ch
o
s
en
p
o
o
r
ly
,
o
t
h
er
s
tak
eh
o
ld
er
s
g
iv
e
litt
le
g
u
i
d
an
ce
to
teac
h
e
r
ca
n
d
id
ates
an
d
p
o
o
r
ass
ess
m
en
ts
[5
-
9
]
.
T
h
e
teac
h
in
g
p
r
ac
tice
co
u
r
s
e
allo
w
th
e
p
r
ac
tice
s
tu
d
en
ts
to
b
e
b
etter
p
r
ep
ar
ed
f
o
r
th
e
p
r
o
f
ess
io
n
o
f
teac
h
in
g
an
d
to
g
ain
th
e
p
r
o
f
icien
cy
to
u
s
e
th
e
g
e
n
er
al
an
d
f
ield
k
n
o
wled
g
e
th
at
th
ey
r
ec
eiv
e
d
u
r
in
g
th
eir
tr
ain
in
g
as
well
as
th
eir
k
n
o
wl
ed
g
e,
s
k
ills
,
attitu
d
es
a
n
d
b
eh
av
io
r
s
ab
o
u
t
th
e
p
r
o
f
ess
io
n
o
f
teac
h
in
g
in
p
r
iv
ate
an
d
p
u
b
lic
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
u
n
d
er
th
e
Min
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
(
MN
E
)
.
T
h
e
Dir
ec
tiv
e
o
n
T
ea
ch
in
g
P
r
ac
tice
[
1
0
]
m
en
tio
n
s
two
p
r
im
ar
y
ac
to
r
s
to
co
n
d
u
ct
th
e
p
r
o
ce
s
s
o
f
p
r
ac
tice.
T
h
ese
ac
to
r
s
ar
e
th
e
Pro
f
ess
o
r
s
an
d
th
e
Pra
ctice
T
ea
ch
er
s
.
A
p
r
o
f
ess
o
r
is
r
esp
o
n
s
ib
le
f
o
r
p
lan
n
in
g
th
e
teac
h
in
g
p
r
ac
tice
c
o
u
r
s
e
s
to
g
eth
er
with
th
e
p
r
ac
ti
ce
teac
h
er
s
,
p
r
ep
a
r
in
g
th
e
p
r
a
ctice
s
tu
d
en
ts
f
o
r
th
e
im
p
lem
en
tatio
n
o
f
th
e
c
o
u
r
s
e,
v
is
itin
g
th
e
p
r
ac
tice
s
tu
d
en
ts
in
th
e
s
ch
o
o
l
at
le
ast
4
tim
es
d
u
r
in
g
a
s
em
ester
an
d
m
o
n
ito
r
in
g
t
h
e
ir
p
r
o
g
r
ess
,
p
r
o
v
id
in
g
f
ee
d
b
ac
k
o
n
th
e
ap
p
licatio
n
s
an
d
co
n
d
u
ctin
g
ass
ess
m
en
t
o
n
th
e
MN
E
I
S
(
Min
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
I
n
f
o
r
m
ati
o
n
Sy
s
tem
)
.
T
h
e
p
r
ac
tice
teac
h
er
,
is
ch
ar
g
ed
with
p
r
o
v
id
i
n
g
g
u
id
a
n
ce
t
o
th
e
s
tu
d
en
t
i
n
p
lan
n
in
g
a
n
d
im
p
le
m
en
tin
g
t
h
e
p
r
ac
tices;
m
o
n
it
o
r
in
g
,
ass
ess
in
g
an
d
g
iv
in
g
f
ee
d
b
ac
k
t
o
th
e
s
tu
d
en
ts
at
least
4
tim
es
d
u
r
in
g
a
s
em
ester
,
an
d
en
ter
i
n
g
th
e
s
co
r
es
to
th
e
MN
E
I
S.
T
h
e
r
esp
o
n
s
ib
ilit
ies
o
f
th
e
p
r
ac
tice
s
tu
d
en
ts
,
o
n
th
e
o
th
e
r
h
an
d
,
a
r
e
ad
h
e
r
in
g
to
t
h
e
r
u
l
es
wh
ich
m
u
s
t
b
e
f
o
llo
wed
b
y
t
h
e
teac
h
e
r
s
,
i
m
p
lem
en
tin
g
an
d
r
ep
o
r
tin
g
t
h
e
ap
p
licatio
n
s
d
u
r
in
g
th
e
t
im
e
th
ey
s
p
en
d
in
th
e
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
.
[
1
0
,
1
1
].
E
llis
[
1
2
]
m
en
tio
n
s
th
e
“sch
o
o
l
-
b
ased
teac
h
er
ed
u
ca
tio
n
p
r
o
ce
s
s
”
in
h
er
ar
ticle
wh
er
e
s
h
e
d
is
cu
s
s
es
th
e
p
r
o
b
lem
s
o
f
teac
h
er
ed
u
ca
tio
n
in
E
n
g
la
n
d
.
T
h
e
m
o
d
el
in
q
u
esti
o
n
is
s
im
ilar
with
th
e
m
o
d
el
in
T
u
r
k
e
y
.
On
o
n
e
s
id
e
o
f
th
e
m
o
d
el
is
th
e
m
en
to
r
s
ch
o
o
l
teac
h
e
r
wh
o
p
r
o
v
id
es
p
r
ac
tical
s
u
p
p
o
r
t
an
d
g
u
id
an
ce
,
an
d
o
n
th
e
o
th
er
s
id
e
is
th
e
ac
ad
em
ic
ian
f
r
o
m
th
e
u
n
iv
er
s
ity
wh
o
o
f
f
er
s
r
esear
ch
-
b
ased
k
n
o
wled
g
e
an
d
p
e
r
s
p
ec
tiv
e.
T
h
e
teac
h
er
ca
n
d
id
ate
f
in
d
s
th
e
o
p
p
o
r
tu
n
ity
to
test
h
is
/h
er
o
wn
h
y
p
o
th
eses
,
co
n
d
u
ct
p
r
ac
tical
ap
p
licatio
n
a
n
d
lear
n
b
y
p
r
ac
tice.
Sm
ith
an
d
So
u
v
in
e
y
[
1
3
]
,
in
th
eir
q
u
alitativ
e
s
tu
d
y
wh
er
e
th
ey
attem
p
t
to
ev
alu
ate
th
e
ac
h
iev
em
en
ts
o
f
teac
h
er
c
an
d
id
ates
d
u
r
in
g
in
ter
n
s
h
ip
s
,
h
av
e
f
o
u
n
d
th
at;
(
a)
7
5
%
o
f
t
h
e
s
tu
d
en
ts
ar
e
in
th
e
co
llab
o
r
ativ
e
g
r
o
u
p
d
u
r
in
g
in
ter
n
s
h
ip
s
an
d
lear
n
to
d
esig
n
th
e
co
u
r
s
es
in
a
“stu
d
e
n
t
-
ce
n
ter
ed
”
way
,
(
b
)
r
ea
lize
h
o
w
to
s
o
lv
e
p
r
o
b
le
m
s
wh
en
th
ey
en
co
u
n
ter
th
e
m
,
(
c)
ca
n
s
ee
th
e
p
r
o
b
lem
s
o
th
er
th
an
th
e
d
aily
m
atter
s
o
f
th
e
class
,
an
d
(
d
)
ca
n
b
etter
u
n
d
er
s
tan
d
th
e
in
d
iv
id
u
al
cir
c
u
m
s
tan
ce
s
th
at
af
f
ec
t
th
e
s
ch
o
o
l
p
er
f
o
r
m
an
ce
o
f
th
e
s
tu
d
e
n
ts
.
Gö
k
u
lu
[
1
]
h
as
f
o
u
n
d
th
at
ad
v
is
o
r
y
teac
h
er
s
m
u
s
t
p
r
o
v
id
e
m
o
r
e
s
u
p
p
o
r
t
to
teac
h
er
ca
n
d
id
a
tes
d
u
r
in
g
th
e
p
r
o
ce
s
s
in
s
u
b
jects
lik
e
f
ill
in
g
th
e
n
ec
ess
ar
y
f
o
r
m
s
,
p
r
ep
a
r
in
g
teac
h
in
g
p
lan
s
,
p
r
ep
a
r
atio
n
f
o
r
th
e
class
an
d
ev
alu
atio
n
.
R
o
u
g
h
ly
3
0
%
o
f
th
e
teac
h
er
ca
n
d
i
d
ates
s
ee
th
e
teac
h
in
g
p
r
ac
tice
c
o
u
r
s
e
as
t
h
e
m
o
s
t
in
f
lu
en
tial
co
u
r
s
e
in
p
r
o
v
id
in
g
t
h
e
n
ec
ess
ar
y
s
k
ills
f
o
r
teac
h
in
g
,
wh
ile
7
0
%
o
f
th
e
teac
h
er
ca
n
d
id
ates
v
iew
o
th
er
co
u
r
s
es
m
o
r
e
im
p
o
r
tan
t.
T
h
e
f
u
n
ctio
n
ality
o
f
th
e
teac
h
in
g
p
r
ac
tice
co
u
r
s
e
f
o
r
p
r
o
v
id
in
g
th
e
n
ec
e
s
s
ar
y
p
r
o
f
ess
io
n
al
s
k
ills
is
s
ee
n
as “
m
o
d
er
ate”
b
y
teac
h
er
ca
n
d
i
d
ates,
“h
ig
h
”
b
y
p
r
ac
tice
teac
h
er
s
an
d
“m
o
d
e
r
a
te”
b
y
p
r
o
f
ess
o
r
s
.
Pra
ctice
C
o
u
r
s
es
in
th
e
Ps
y
ch
o
lo
g
ical
C
o
u
n
s
elin
g
an
d
Gu
id
an
ce
(
PC
G)
Dep
ar
tm
en
ts
wer
e
in
itiated
b
y
th
e
C
o
u
n
cil
o
f
Hig
h
er
E
d
u
ca
tio
n
(
C
o
HE
)
[
1
4
]
s
tar
tin
g
f
r
o
m
th
e
2
0
0
7
-
2
0
0
8
ac
a
d
em
i
c
y
ea
r
,
estab
lis
h
in
g
a
licen
s
e
p
r
o
g
r
am
to
b
e
co
n
d
u
cted
in
th
ese
d
ep
a
r
tm
en
ts
.
T
h
e
p
r
ac
t
ice
co
u
r
s
e
s
u
b
jects
wer
e
as
f
o
llo
ws
(
s
em
ester
s
wr
itten
b
etwe
en
p
a
r
en
th
eses
)
:
o
b
s
er
v
atio
n
in
s
ch
o
o
ls
(
3
)
,
p
r
o
f
ess
io
n
al
g
u
id
an
c
e
an
d
p
s
y
ch
o
lo
g
ical
co
u
n
s
elin
g
p
r
ac
tice
(
6
)
,
f
ield
s
tu
d
y
i
n
g
u
id
an
ce
an
d
p
s
y
c
h
o
lo
g
ical
co
u
n
s
elin
g
(
8
)
an
d
in
s
titu
tio
n
al
ex
p
er
ien
ce
.
T
h
e
p
r
ac
tice
co
u
r
s
es
o
f
th
e
PC
G
d
ep
ar
tm
en
ts
wer
e
th
en
d
esig
n
ated
as
PC
G
Pra
ctice
in
Sch
o
o
ls
1
(
7
th
s
em
ester
)
an
d
PC
G
Pra
ctice
i
n
Sch
o
o
ls
2
(
8
th
s
em
ester
)
in
th
e
T
ea
c
h
er
T
r
ain
in
g
L
icen
s
e
Pro
g
r
a
m
s
Pap
er
,
p
u
b
lis
h
ed
b
y
th
e
C
o
HE
in
2
0
1
7
.
B
r
o
tt
[
1
5
]
h
as
in
te
r
p
r
eted
th
e
in
ter
n
s
h
ip
ac
tiv
ities
o
f
s
ch
o
o
l
c
o
u
n
s
elo
r
s
in
th
e
US u
n
d
e
r
th
e
to
p
ics
o
f
;
(
a)
in
d
iv
id
u
al
p
s
y
ch
o
lo
g
ical
c
o
u
n
s
elin
g
,
(
b
)
g
r
o
u
p
p
s
y
ch
o
lo
g
ical
co
u
n
s
elin
g
,
(
c)
class
g
u
id
an
ce
,
(
d
)
f
am
ily
ed
u
ca
tio
n
,
(
e
)
p
r
o
ject
d
e
v
elo
p
m
en
t
an
d
im
p
lem
en
tatio
n
.
Ps
y
ch
o
lo
g
ical
co
u
n
s
elo
r
ca
n
d
id
a
tes
in
th
e
US
m
ak
e
a
p
r
esen
tatio
n
with
th
eir
p
o
r
t
f
o
lio
in
clu
d
i
n
g
t
h
e
p
r
o
jects
th
e
y
h
av
e
d
e
v
elo
p
ed
an
d
o
th
e
r
ac
tiv
ities
d
u
r
in
g
t
h
eir
in
ter
n
s
h
ip
s
to
o
t
h
er
ca
n
d
id
at
es
an
d
f
ac
u
lty
m
em
b
er
s
.
Pr
ep
ar
in
g
a
n
d
p
r
esen
tin
g
s
cien
tific
p
o
s
ter
s
ab
o
u
t
th
e
p
r
o
jects a
r
e
p
a
r
t o
f
t
h
e
p
s
y
ch
o
lo
g
ical
co
u
n
s
elo
r
ca
n
d
id
at
e
tr
ain
in
g
p
r
o
g
r
am
.
Pre
v
io
u
s
s
tu
d
ies
in
th
e
liter
at
u
r
e
o
n
th
e
ev
alu
atio
n
o
f
teac
h
in
g
p
r
ac
tice
co
u
r
s
es
m
ain
ly
f
o
cu
s
o
n
th
e
s
tu
d
en
t
o
p
in
io
n
s
,
an
d
th
e
r
e
is
a
s
ig
n
if
ican
t
lack
o
f
s
tu
d
ies
o
n
p
r
o
f
es
s
o
r
an
d
p
r
ac
tic
e
teac
h
er
o
p
in
io
n
s
,
wh
ich
ar
e
eq
u
ally
im
p
o
r
tan
t
s
tak
eh
o
ld
er
s
in
th
e
f
ield
.
O
n
th
e
o
th
er
h
an
d
,
d
esp
ite
b
e
in
g
ca
lled
teac
h
in
g
p
r
ac
tice
co
u
r
s
es
in
th
e
f
ac
u
lties
o
f
ed
u
ca
tio
n
,
th
e
co
n
ten
ts
an
d
im
p
lem
en
tatio
n
o
f
th
e
teac
h
in
g
p
r
ac
tic
e
co
u
r
s
es
in
P
C
G
ar
e
co
n
s
id
er
e
d
d
if
f
er
en
t.
Stan
d
in
g
o
n
th
ese
two
f
u
n
d
am
en
tal
r
ea
s
o
n
s
,
t
h
e
aim
o
f
th
is
s
tu
d
y
is
to
ev
alu
ate
th
e
teac
h
in
g
p
r
ac
ti
ce
co
u
r
s
e
in
th
e
d
ep
a
r
tm
en
ts
o
f
PC
G
b
asis
o
f
s
tu
d
en
t,
p
r
o
f
ess
o
r
o
f
p
r
ac
tice
an
d
p
r
ac
tice
teac
h
er
o
p
in
io
n
s
.
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.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
10
-
20
12
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h m
o
del
T
h
is
s
tu
d
y
,
aim
in
g
t
o
p
r
o
v
id
e
th
e
ev
alu
atio
n
o
f
teac
h
in
g
p
r
a
ctice
co
u
r
s
es
in
th
e
PC
G
d
ep
ar
tm
en
ts
b
y
th
e
s
tu
d
en
ts
,
p
r
o
f
ess
o
r
s
an
d
p
r
ac
tice
teac
h
er
s
/p
s
y
ch
o
lo
g
ical
co
u
n
s
elo
r
s
,
u
s
es
th
e
p
h
en
o
m
e
n
o
lo
g
ical
p
atter
n
in
ac
co
r
d
an
ce
with
th
e
n
atu
r
e
o
f
t
h
e
s
u
b
ject.
T
h
e
p
h
en
o
m
en
o
l
o
g
ical
p
atter
n
f
o
c
u
s
es
o
n
th
e
p
h
en
o
m
en
a
wh
ic
h
we
ar
e
awa
r
e
o
f
,
b
u
t
d
o
n
o
t
u
n
d
er
s
tan
d
i
n
a
d
ee
p
an
d
d
etai
led
m
an
n
e
r
.
T
h
e
p
h
en
o
m
en
a
m
ay
h
a
v
e
d
if
f
er
en
t
m
an
if
estatio
n
s
; su
ch
as in
cid
en
ts
,
ex
p
er
ien
ce
s
,
p
e
r
ce
p
tio
n
s
,
o
r
ien
tatio
n
s
,
co
n
ce
p
ts
an
d
s
itu
atio
n
s
.
[
1
6
]
.
2
.
2
.
Study
g
ro
up
Fo
r
q
u
alitativ
e
s
tu
d
ies
wh
ich
d
o
n
’
t
h
av
e
p
r
e
cise
s
tan
d
ar
d
s
r
eg
ar
d
in
g
th
e
s
tu
d
y
g
r
o
u
p
s
ize
[
1
7
]
th
e
m
ain
f
o
ca
l
p
o
in
t
is
wh
et
h
er
th
e
g
r
o
u
p
p
r
o
v
id
es
t
h
e
n
ec
ess
ar
y
am
o
u
n
t
o
f
in
f
o
r
m
atio
n
to
th
e
r
esear
ch
er
o
r
n
o
t
[
1
8
]
.
I
t
is
also
n
ec
ess
ar
y
f
o
r
th
e
r
esear
ch
e
r
s
to
co
n
s
id
er
th
e
f
ac
to
r
s
o
f
tim
e,
c
o
s
ts
an
d
ac
ce
s
s
to
r
eso
u
r
ce
s
wh
en
d
eter
m
in
i
n
g
th
e
n
u
m
b
er
o
f
p
ar
ticip
a
n
ts
[
1
7
]
.
T
h
e
au
t
h
o
r
g
r
o
u
n
d
s
th
is
s
tu
d
y
o
n
th
e
e
x
i
s
ten
ce
o
f
s
tu
d
en
ts
,
p
r
o
f
ess
o
r
s
f
r
o
m
3
d
if
f
e
r
en
t
u
n
iv
er
s
ities
an
d
p
r
ac
tice
teac
h
er
s
f
r
o
m
3
d
if
f
e
r
en
t
s
ch
o
o
ls
in
I
s
tan
b
u
l
to
g
eth
er
i
n
th
e
s
tu
d
y
g
r
o
u
p
,
in
ad
d
itio
n
to
th
e
af
o
r
em
en
tio
n
ed
f
ac
to
r
s
.
I
n
th
is
d
ir
ec
tio
n
,
th
e
s
tu
d
y
g
r
o
u
p
co
n
s
is
ts
o
f
8
s
tu
d
en
ts
wh
o
to
o
k
th
e
teac
h
i
n
g
p
r
ac
tice
c
o
u
r
s
e
d
u
r
in
g
th
e
s
p
r
in
g
s
em
ester
o
f
2
0
1
8
-
2
0
1
9
ac
ad
em
ic
y
ea
r
,
5
p
r
o
f
ess
o
r
s
wh
o
g
av
e
th
e
lectu
r
es
d
u
r
in
g
th
e
c
o
u
r
s
es
an
d
5
p
r
ac
tice
teac
h
e
r
s
wh
o
p
r
o
v
id
ed
g
u
i
d
an
ce
f
o
r
th
e
co
u
r
s
es.
T
h
e
p
ar
ticip
a
n
ts
wer
e
s
elec
ted
o
n
a
v
o
lu
n
tar
y
b
asis
,
in
ac
co
r
d
an
ce
with
r
esear
ch
eth
ics
as
co
n
s
id
er
in
g
an
o
n
y
m
ity
an
d
p
r
iv
ac
y
o
f
p
ar
ticip
an
t
s
[
1
9
]
.
T
h
e
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
o
f
th
e
p
ar
ticip
an
ts
ar
e
s
h
o
w
n
o
n
T
ab
le
1
,
T
a
b
le
2
an
d
T
ab
le
3.
T
ab
le
1
.
Dem
o
g
r
ap
h
ical
ch
ar
a
cter
is
tics
o
f
th
e
p
ar
ticip
atin
g
s
tu
d
en
ts
P
a
r
t
i
c
i
p
a
n
t
G
e
n
d
e
r
Ty
p
e
o
f
t
h
e
P
r
a
t
i
c
e
S
c
h
o
o
l
Le
v
e
l
o
f
P
r
a
c
t
i
v
e
S
c
h
o
o
l
S1
F
e
mal
e
P
u
b
l
i
c
El
e
m
e
n
t
a
r
y
S
c
h
o
o
l
S2
F
e
mal
e
P
u
b
l
i
c
H
i
g
h
S
c
h
o
o
l
S3
M
a
l
e
P
r
i
v
a
t
e
El
e
m
e
n
t
a
r
y
S
c
h
o
o
l
S4
F
e
mal
e
P
u
b
l
i
c
H
i
g
h
S
c
h
o
o
l
S5
M
a
l
e
P
u
b
l
i
c
El
e
m
e
n
t
a
r
y
S
c
h
o
o
l
S6
F
e
mal
e
P
u
b
l
i
c
H
i
g
h
S
c
h
o
o
l
S7
M
a
l
e
P
r
i
v
a
t
e
H
i
g
h
S
c
h
o
o
l
S8
F
e
mal
e
P
r
i
v
a
t
e
M
i
d
d
l
e
S
c
h
o
o
l
T
ab
le
2
.
Dem
o
g
r
ap
h
ical
ch
ar
a
cter
is
tics
o
f
th
e
p
ar
ticip
atin
g
p
r
o
f
ess
o
r
s
P
a
r
t
i
c
i
p
a
n
t
G
e
n
d
e
r
A
g
e
Ty
p
e
o
f
t
h
e
P
r
a
t
i
c
e
S
c
h
o
o
l
P1
M
a
l
e
40
P
u
b
l
i
c
P2
M
a
l
e
51
P
r
i
v
a
t
e
P3
M
a
l
e
47
P
u
b
l
i
c
P4
F
e
mal
e
36
P
r
i
v
a
t
e
P5
M
a
l
e
40
P
u
b
l
i
c
T
ab
le
3
.
Dem
o
g
r
ap
h
ical
ch
ar
a
cter
is
tics
o
f
th
e
p
ar
ticip
atin
g
p
r
ac
tice
teac
h
er
P
a
r
t
i
c
i
p
a
n
t
G
e
n
d
e
r
A
g
e
Ty
p
e
o
f
t
h
e
P
r
a
t
i
c
e
S
c
h
o
o
l
T1
F
e
mal
e
24
P
r
i
v
a
t
e
T2
M
a
l
e
46
P
r
i
v
a
t
e
T3
F
e
mal
e
32
P
r
i
v
a
t
e
T4
M
a
l
e
36
P
u
b
l
i
c
T5
F
e
mal
e
38
P
u
b
l
i
c
T
ab
le
1
s
h
o
ws
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
p
ar
ticip
atin
g
s
tu
d
e
n
ts
’
g
en
d
er
s
an
d
p
r
ac
tice
s
ch
o
o
l
ty
p
es
is
h
o
m
o
g
en
o
u
s
in
ter
m
s
o
f
th
e
d
em
o
n
s
tr
ativ
en
ess
o
f
th
e
r
esear
ch
.
T
ab
le
2
in
f
o
r
m
s
ch
ar
ac
ter
is
tics
o
f
th
e
p
ar
ticip
atin
g
p
r
o
f
ess
o
r
s
.
As
s
ee
n
o
n
T
ab
le
3
,
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
p
ar
ticip
atin
g
p
r
ac
tice
teac
h
er
s
’
g
en
d
er
s
an
d
p
r
ac
tice
s
ch
o
o
l ty
p
es is
h
o
m
o
g
en
o
u
s
in
ter
m
s
o
f
th
e
d
em
o
n
s
tr
ativ
en
ess
o
f
th
e
r
esear
ch
.
2
.
3
.
Da
t
a
co
llect
io
n
a
nd
da
t
a
co
ll
ec
t
io
n t
o
o
ls
Sem
i
-
s
tr
u
ctu
r
ed
in
te
r
v
iew
tec
h
n
iq
u
e,
wh
ich
is
a
q
u
alitativ
e
r
esear
ch
tech
n
iq
u
e,
was
u
tili
ze
d
wh
ile
g
ath
er
in
g
d
ata
f
o
r
th
e
r
esear
c
h
.
I
n
th
e
s
em
i
-
s
tr
u
ctu
r
e
d
in
te
r
v
iew,
th
e
r
esear
ch
er
p
r
ep
ar
e
s
th
e
q
u
esti
o
n
n
air
e
p
r
io
r
to
t
h
e
in
ter
v
iew
b
u
t
m
ay
p
r
o
v
id
e
t
h
e
p
ar
t
icip
an
ts
(
p
ar
tial)
f
lex
ib
ilit
y
b
y
r
ea
r
r
an
g
in
g
th
e
q
u
esti
o
n
s
[
1
6
,
2
0
,
2
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:
2252
-
8
8
2
2
E
xa
min
a
tio
n
o
f th
e
o
p
in
io
n
s
o
f stu
d
en
ts
,
p
r
o
fess
o
r
s
a
n
d
p
r
a
ctice
…
(
E
s
r
a
Tö
r
e
)
13
T
h
e
r
elev
a
n
t
liter
atu
r
e
an
d
t
h
e
MN
E
’
s
Dir
ec
tiv
e
o
n
T
ea
ch
in
g
Pra
ctice
[
1
0
]
was
u
tili
ze
d
wh
en
p
r
ep
ar
in
g
th
e
in
ter
v
iew
f
o
r
m
.
Fo
r
f
in
alizin
g
th
e
in
ter
v
iew
q
u
esti
o
n
s
,
th
r
ee
f
ac
u
lty
m
em
b
er
s
s
p
ec
ialized
in
Dep
ar
tm
en
t
o
f
E
d
u
ca
ti
o
n
al
Scien
ce
s
wer
e
ask
ed
f
o
r
th
eir
o
p
in
io
n
,
to
r
ea
ch
co
n
s
en
s
u
s
o
n
th
e
q
u
esti
o
n
s
d
ir
ec
tly
r
elate
d
to
th
e
r
esea
r
ch
p
u
r
p
o
s
e.
As
a
r
esu
lt,
to
tally
1
5
q
u
esti
o
n
s
wer
e
in
clu
d
ed
in
th
e
in
ter
v
iew
f
o
r
m
f
o
r
s
tu
d
e
n
ts
,
p
r
o
f
ess
o
r
s
an
d
teac
h
er
s
.
Nex
t,
a
p
ilo
t
s
tu
d
y
was
ca
r
r
ied
o
u
t
with
two
s
tu
d
en
ts
,
two
p
r
ac
tice
teac
h
er
s
an
d
two
p
r
o
f
f
eso
r
s
wh
o
wer
e
n
o
t
in
th
e
s
tu
d
y
g
r
o
u
p
in
o
r
d
er
to
f
i
n
d
o
u
t
wh
et
h
er
th
e
q
u
esti
o
n
s
wer
e
clea
r
en
o
u
g
h
.
T
h
e
u
n
d
er
s
tan
d
ab
ilit
y
o
f
th
e
tailo
r
ed
q
u
esti
o
n
s
was
test
ed
b
y
ask
in
g
t
o
th
e
s
tu
d
y
g
r
o
u
p
.
T
h
e
q
u
esti
o
n
s
wer
e
ev
al
u
ated
in
te
r
m
s
o
f
s
u
itab
ilit
y
f
o
r
th
e
p
u
r
p
o
s
e,
u
n
d
e
r
s
tan
d
ab
ilit
y
an
d
f
u
n
ctio
n
alit
y
d
u
r
i
n
g
t
h
is
test
.
R
o
b
s
o
n
[
2
2
]
s
tates
th
at
th
e
v
alu
e
o
f
r
e
s
ea
r
ch
q
u
esti
o
n
s
is
eq
u
iv
ale
n
t
to
b
ein
g
a
well
-
o
r
g
an
ized
q
u
esti
o
n
,
d
ete
r
m
i
n
in
g
th
e
b
o
u
n
d
ar
ies
o
f
th
e
r
esear
ch
,
g
u
id
i
n
g
th
e
r
esear
ch
,
an
d
h
el
p
in
g
to
ac
h
iev
e
r
esu
lts
.
2
.
4
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
Pro
ce
d
u
r
es
f
o
r
en
s
u
r
in
g
v
alid
i
ty
an
d
r
eliab
ilit
y
co
n
d
itio
n
s
in
q
u
alitativ
e
r
esear
ch
in
clu
d
e
d
escr
ib
in
g
an
d
in
ter
p
r
etin
g
th
e
d
ata
an
d
d
escr
ib
in
g
th
e
s
itu
atio
n
,
f
r
ee
f
r
o
m
er
r
o
r
s
[
2
3
]
.
Du
r
i
n
g
in
ter
v
iews
in
th
is
s
tu
d
y
,
f
ir
s
t
o
f
all,
th
e
p
ar
ticip
an
ts
w
er
e
in
f
o
r
m
e
d
ab
o
u
t
t
h
e
p
u
r
p
o
s
e
an
d
co
n
ten
t
o
f
th
e
s
tu
d
y
in
o
r
d
er
to
m
in
im
ize
p
r
o
b
a
b
le
m
is
tak
es.
T
h
e
r
esear
ch
er
f
u
r
t
h
er
tr
ied
to
im
p
r
o
v
e
th
e
q
u
esti
o
n
n
air
e’
s
v
alid
ity
an
d
r
eliab
ilit
y
b
y
ask
in
g
r
ep
ea
te
d
q
u
esti
o
n
s
,
m
ak
in
g
d
etailed
citatio
n
s
a
n
d
tak
in
g
d
etailed
an
aly
s
es,
d
escr
ip
ti
o
n
s
a
n
d
co
n
f
ir
m
atio
n
s
(
f
ee
d
b
ac
k
)
f
r
o
m
th
e
p
ar
ticip
an
ts
.
Vo
ice
r
ec
o
r
d
in
g
s
wer
e
m
ad
e
d
u
r
in
g
th
e
in
ter
v
iew
with
th
e
p
ar
ticip
an
ts
'
p
er
m
is
s
io
n
.
On
ce
th
e
v
o
ice
r
ec
o
r
d
in
g
s
w
er
e
co
n
f
i
r
m
ed
b
y
th
e
p
ar
ticip
an
ts
,
th
e
d
ata
wer
e
co
n
v
er
ted
i
n
to
wr
itten
d
o
c
u
m
en
ts
.
As
a
s
ec
o
n
d
s
tep
,
as
an
in
ter
p
r
etatio
n
c
r
iter
io
n
,
att
en
tio
n
was
p
aid
to
co
n
v
ey
th
e
p
ar
ticip
a
n
ts
'
ex
p
r
ess
io
n
s
with
o
u
t a
d
d
in
g
a
n
y
co
m
m
en
ts
.
Fin
ally
,
th
e
f
o
llo
win
g
p
o
in
t
s
ar
e
tak
en
in
to
ac
co
u
n
t
w
h
ile
ex
p
lain
in
g
t
h
e
r
elev
an
t
s
itu
atio
n
:
th
e
f
ac
to
r
s
th
at
ca
u
s
e
th
e
r
e
s
ea
r
ch
er
to
ac
t
u
n
f
ai
r
ly
wer
e
eli
m
in
ated
b
y
ch
ec
k
i
n
g
wh
eth
e
r
th
e
tr
an
s
cr
ip
tio
n
s
s
ee
m
ed
co
m
p
lian
t
with
th
e
v
o
ice
r
ec
o
r
d
in
g
s
.
I
n
ad
d
itio
n
,
e
ac
h
s
tag
e
o
f
th
e
r
esear
ch
p
r
o
c
ess
(
p
r
ep
ar
atio
n
o
f
q
u
esti
o
n
s
,
id
en
tific
atio
n
o
f
th
e
q
u
esti
o
n
s
in
th
e
in
ter
v
iew
f
o
r
m
,
d
e
m
o
g
r
ap
h
ic
d
ata
o
f
th
e
p
ar
ticip
an
ts
,
d
ata
co
llectio
n
n
p
r
o
ce
s
s
an
d
a
n
aly
s
is
o
f
th
e
d
ata)
wer
e
r
ep
o
r
ted
clea
r
ly
an
d
o
p
en
ly
.
R
aw
d
ata
ar
e
k
e
p
t
in
o
r
d
er
to
d
eter
m
in
e
th
eir
c
o
m
p
lian
ce
wi
th
f
u
tu
r
e
r
esear
ch
to
b
e
ca
r
r
ie
d
o
u
t in
th
is
ar
ea
.
2
.
5
.
Da
t
a
a
na
ly
s
is
T
h
e
d
ata
o
b
tain
ed
f
r
o
m
th
e
p
ar
ticip
an
ts
wer
e
an
aly
ze
d
with
co
n
te
n
t
an
aly
s
is
to
f
i
n
d
o
u
t
th
e
f
ac
to
r
s
th
at
p
r
o
v
id
e
e
d
u
ca
tio
n
al
s
u
s
ta
in
ab
ilit
y
in
s
ch
o
o
ls
.
C
o
n
ten
t
an
aly
s
is
is
co
m
p
o
s
ed
o
f
th
r
ee
s
tag
es
as
f
o
r
m
in
g
th
e
co
d
es,
ca
teg
o
r
izin
g
th
e
c
o
d
es
b
ased
o
n
s
im
ilar
ities
,
a
n
d
f
in
ally
d
ata
ab
s
tr
ac
tio
n
[
2
4
]
.
I
n
th
is
s
tu
d
y
,
th
e
d
ata
wer
e
a
n
aly
ze
d
in
a
w
ay
to
f
ir
s
t
id
e
n
tify
s
u
b
ca
teg
o
r
i
es,
f
o
llo
wed
b
y
g
e
n
er
al
ca
teg
o
r
ies,
an
d
f
in
ally
to
elicit
th
e
th
em
es.
T
h
e
th
em
es
wer
e
d
esig
n
ed
co
n
s
id
er
in
g
th
e
ir
in
clu
s
iv
en
ess
f
o
r
all
th
e
an
s
we
r
s
.
Oth
er
p
o
in
ts
o
f
co
n
s
id
er
atio
n
wer
e
th
at
th
e
an
s
wer
s
wo
u
ld
f
all
u
n
d
er
a
s
in
g
le
th
em
e
an
d
t
h
e
th
em
es
wer
e
in
d
ep
e
n
d
en
t
f
r
o
m
ea
c
h
o
t
h
er
.
T
h
e
r
esear
ch
er
also
em
p
lo
y
ed
an
o
th
er
r
esear
ch
er
to
in
d
ep
e
n
d
en
tl
y
ca
r
r
y
o
u
t
th
e
s
am
e
p
r
o
ce
s
s
d
u
r
in
g
th
e
r
esear
ch
.
T
h
e
tw
o
r
esear
ch
er
s
th
en
ca
m
e
to
g
eth
er
an
d
r
ea
c
h
ed
a
co
n
s
en
s
u
s
af
ter
d
is
cu
s
s
in
g
th
eir
o
p
in
io
n
s
u
n
d
er
v
ar
i
o
u
s
th
em
es.
T
h
is
way
,
th
e
in
te
r
n
al
v
alid
ity
o
f
th
e
r
esear
c
h
was
estab
lis
h
ed
.
Fo
r
th
e
ex
ter
n
al
v
alid
ity
o
f
th
e
r
esear
ch
,
th
e
m
eth
o
d
o
lo
g
y
o
f
th
e
s
tu
d
y
was
d
es
cr
ib
ed
in
d
etail.
Ad
d
itio
n
ally
,
th
e
in
clu
s
io
n
o
f
m
o
r
e
th
an
o
n
e
r
esear
ch
er
to
th
e
s
tu
d
y
,
th
e
clea
r
d
escr
ip
tio
n
o
f
th
e
r
esear
ch
p
r
o
ce
s
s
,
th
e
p
r
i
v
ac
y
o
f
th
e
r
a
w
d
ata
an
d
f
i
n
ally
,
th
e
alig
n
m
en
t
an
d
c
o
n
f
ir
m
atio
n
o
f
th
e
r
esear
ch
d
ata
with
th
e
r
esear
ch
er
’
s
p
er
s
o
n
al
p
r
o
f
ess
io
n
al
o
b
s
er
v
atio
n
s
co
m
p
ly
with
th
e
r
eliab
ilit
y
s
tan
d
ar
d
s
o
f
q
u
alitativ
e
r
esear
ch
[
1
6
]
.
T
h
e
d
ata
an
al
y
z
ed
in
th
is
wer
e
also
s
u
p
p
o
r
ted
with
d
ir
ec
t c
itatio
n
s
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
f
in
d
i
n
g
s
o
f
th
e
s
tu
d
y
ar
e
p
r
esen
ted
b
elo
w,
as
s
tu
d
en
t,
p
r
o
f
ess
o
r
an
d
p
r
ac
tice
teac
h
er
o
p
in
io
n
s
,
in
th
at
o
r
d
e
r
.
3
.
1
.
F
ind
ing
s
i
nclu
din
g
s
t
ud
e
nts’
o
pin
io
ns
o
n t
he
t
ea
ching
pr
a
ct
ice
co
urs
e
T
h
e
s
tu
d
en
ts
’
an
s
wer
s
to
th
e
o
p
en
-
e
n
d
ed
q
u
esti
o
n
s
in
t
h
e
q
u
esti
o
n
n
air
e
we
r
e
s
ep
ar
atel
y
an
aly
ze
d
b
ased
o
n
s
in
g
u
lar
q
u
esti
o
n
s
.
Fo
r
ea
ch
q
u
esti
o
n
,
f
ir
s
t
th
e
m
ai
n
th
em
es
an
d
s
u
b
th
em
es
wh
ic
h
s
h
ap
e
th
ese
m
ain
th
em
es
wer
e
d
eter
m
in
e
d
.
T
h
e
f
ir
s
t
q
u
esti
o
n
ask
s
th
e
s
tu
d
e
n
ts
ab
o
u
t
“h
o
w
th
ey
p
lan
n
e
d
s
ch
o
o
l
p
r
ac
tices”.
T
h
e
s
tu
d
en
ts
’
an
s
wer
s
wer
e
g
ath
er
ed
u
n
d
e
r
4
th
e
m
es,
as
n
o
p
lan
n
in
g
(
f
=
4
)
,
g
en
e
r
al
p
la
n
n
in
g
with
o
u
t
d
ates
(
f
=2
)
,
p
lan
n
i
n
g
t
h
e
d
ates
to
g
o
to
th
e
s
ch
o
o
l
(
f
=1
)
,
p
lan
n
in
g
in
ac
c
o
r
d
a
n
ce
with
th
e
d
ir
ec
tiv
e
f
r
o
m
th
e
s
ch
o
o
l
(
f
=1
)
.
T
h
e
m
o
s
t f
r
e
q
u
en
t t
h
em
e
was f
o
u
n
d
t
o
b
e
“
n
o
p
la
n
n
in
g
”.
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.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
10
-
20
14
“
S2:
Wh
en
w
e
fir
s
t
a
r
r
ived
,
th
ey
d
id
n
’
t
ev
en
in
tr
o
d
u
ce
th
em
s
elve
s
to
u
s
.
Th
ey
ma
d
e
u
s
c
o
n
d
u
ct
s
o
me
p
r
a
ctice
,
s
o
me
s
ca
le
w
h
i
ch
w
a
s
imp
leme
n
ted
in
th
e
s
ch
o
o
l.
Th
ey
ma
d
e
u
s
ev
a
lu
a
te
it,
th
en
it w
a
s
o
ve
r
”
.
T
h
e
s
ec
o
n
d
q
u
esti
o
n
ask
s
th
e
s
tu
d
en
ts
“wh
ich
p
r
ac
tices
th
ey
ac
tiv
ely
p
ar
ticip
ate
in
”.
T
h
e
s
tu
d
en
ts
’
an
s
wer
s
wer
e
g
ath
e
r
ed
u
n
d
er
7
th
em
es,
as
s
tu
d
en
t
s
ess
io
n
s
(
f
=7
)
,
s
tu
d
en
t
s
em
in
ar
s
(
f
=3
)
,
p
er
s
o
n
al
r
ec
o
g
n
itio
n
tech
n
iq
u
es
a
n
d
s
ca
le
ap
p
licatio
n
(
f
=
3
)
,
f
ile
e
x
a
m
in
atio
n
a
n
d
ar
r
a
n
g
em
en
t
(
f
=
3
)
,
g
r
o
u
p
g
u
id
a
n
ce
(
f
=3
)
,
p
ar
e
n
t ses
s
io
n
s
(
f
=3
)
an
d
o
th
er
s
(
f
=
2
)
.
T
h
e
m
o
s
t f
r
eq
u
en
t th
em
e
is
“stu
d
en
t ses
s
io
n
s
”.
T
h
e
th
ir
d
q
u
esti
o
n
ask
s
th
e
s
tu
d
en
ts
ab
o
u
t
“sch
o
o
l
p
r
ac
tic
es
th
ey
wer
en
’
t
allo
wed
to
p
ar
ticip
ate”
.
T
h
e
an
s
wer
s
wer
e
g
r
o
u
p
e
d
u
n
d
er
3
t
h
em
es,
as
p
ar
e
n
t
s
ess
io
n
s
(
f
=5
)
,
s
tu
d
en
t
s
ess
io
n
s
(
f
=
3
)
,
p
a
r
en
t
s
em
in
ar
s
(
f
=2
)
.
T
h
e
m
o
s
t f
r
eq
u
e
n
t th
em
e
was “
Par
en
t ses
s
io
n
s
”.
“
S
8
:
Un
til
n
o
w
,
w
e
h
a
ve
n
e
ve
r
b
ee
n
th
e
a
ctive
d
ir
ec
to
r
o
r
a
ctive
co
u
n
s
elo
r
in
in
d
ivi
d
u
a
l
s
ess
io
n
s
.
Th
is
i
s
b
ec
a
u
s
e
th
e
in
s
titu
tio
n
d
o
esn
’
t wa
n
t to
ta
ke
a
n
y
r
is
ks
”
.
T
h
e
f
o
u
r
th
q
u
esti
o
n
ask
s
th
e
s
tu
d
en
ts
“if
th
ey
f
ee
l
as
a
teac
h
er
ca
n
d
id
ate
in
th
e
i
n
s
titu
tio
n
wh
er
e
th
ey
s
p
en
d
th
eir
i
n
ter
n
s
h
ip
”.
T
h
e
an
s
wer
s
wer
e
g
r
o
u
p
ed
in
2
th
em
es,
as
th
o
s
e
f
ee
lin
g
lik
e
a
teac
h
er
ca
n
d
id
ate
(
f
=5
)
,
T
h
o
s
e
n
o
t f
ee
lin
g
lik
e
a
teac
h
er
ca
n
d
id
ate
(
f
=3
)
.
“
S4
:
I
mea
n
,
th
ey
w
ere
s
p
ea
kin
g
to
th
e
s
tu
d
en
ts
in
a
n
in
fo
r
ma
tive
w
a
y
b
efo
r
e
w
e
s
ta
r
ted
th
e
p
r
a
ctice
.
Th
in
g
s
like
“M
r
A
h
met
is
yo
u
r
n
ew co
u
n
s
elo
r
”
.
“
S
6
:
I
co
u
ld
feel
like
a
tea
ch
er
if
th
ey
g
a
ve
me
mo
r
e
r
esp
o
n
s
ib
ilit
ies
o
n
o
n
e
-
to
-
o
n
e
s
tu
d
en
t
s
ess
io
n
s
a
n
d
p
a
r
en
t ses
s
io
n
s
”
.
T
h
e
f
if
tth
q
u
esti
o
n
ask
s
t
h
e
s
tu
d
en
ts
ab
o
u
t
“th
eir
p
r
im
a
r
y
ac
h
iev
em
e
n
ts
in
th
e
teac
h
in
g
p
r
ac
tice
co
u
r
s
e”
.
T
h
e
s
tu
d
e
n
ts
’
an
s
we
r
s
wer
e
g
r
o
u
p
ed
u
n
d
er
7
th
e
m
es,
as
co
u
n
s
elin
g
s
k
ills
(
f
=
4
)
,
c
o
m
m
u
n
icatio
n
s
k
ills
(
f
=3
)
,
p
r
o
f
ess
io
n
a
l
a
war
en
ess
(
f
=3
)
,
im
p
lem
e
n
tin
g
p
r
ac
tices
(
f
=
3
)
,
im
p
lem
en
tin
g
s
ca
les
(
f
=
2
)
,
in
s
titu
tio
n
al
awa
r
en
ess
(
f
=2
)
a
n
d
o
th
e
r
(
f
=
4
)
.
“
S
1
:
I
lea
r
n
ed
h
o
w
to
a
p
p
r
o
a
ch
p
eo
p
le
a
n
d
n
o
t
to
p
a
n
ic.
I
a
m
a
p
a
n
icky
p
ers
o
n
.
I
lea
r
n
e
d
to
s
ta
y
ca
lm.
I
u
n
d
ers
to
o
d
h
o
w
to
a
p
p
r
o
a
c
h
t
h
e
kid
s
.
I
n
ee
d
to
lis
ten
to
w
h
o
m
I
a
m
ta
lkin
g
t
o
,
I
mu
s
tn
’
t in
terr
u
p
t.
I
n
ee
d
t
o
let
th
em
s
p
ea
k
”
.
T
h
e
s
ix
th
q
u
esti
o
n
ask
s
th
e
s
tu
d
en
ts
ab
o
u
t
“th
e
d
if
f
i
cu
lties
th
ey
h
av
e
en
c
o
u
n
ter
ed
d
u
r
i
n
g
th
e
teac
h
in
g
p
r
ac
tice
c
o
u
r
s
e”
.
T
h
e
a
n
s
wer
s
wer
e
g
r
o
u
p
e
d
u
n
d
e
r
3
th
em
es
as
n
o
t
b
ei
n
g
ab
le
t
o
atten
d
to
th
e
p
r
ac
tices (
f
=4
)
,
h
ig
h
n
u
m
b
er
o
f
p
r
ac
tice
s
tu
d
en
ts
(
f
=2
)
,
p
r
o
b
lem
s
in
th
e
i
n
s
titu
tio
n
al
p
r
o
ce
s
s
es (
f
=2
)
.
“
S
3
:
I
t wo
u
ld
b
e
b
etter if th
e
tea
ch
ers
w
o
u
ld
in
clu
d
e
u
s
to
th
e
th
in
g
s
th
ey
d
o
.
I
t’
s
b
etter fo
r
u
s
to
s
ee
th
e
p
r
a
ctice
.
I
f
th
e
tea
c
h
er
s
a
ys
“d
o
th
i
s
th
in
g
fo
r
m
e”,
I
w
o
u
ld
g
la
d
ly
d
o
it,
b
u
t
th
ey
d
o
n
’
t
p
r
o
vid
e
th
e
o
p
p
o
r
tu
n
ity
”
.
“
S4
:
I
th
in
k
w
e
n
ee
d
to
g
o
i
n
s
ma
ller
g
r
o
u
p
s
.
Wh
en
th
ere’
s
to
o
mu
ch
p
e
o
p
le,
th
e
te
a
ch
er
b
la
mes u
s
.
S
a
ys it’
s
b
ec
a
u
s
e
a
ll o
f y
o
u
a
r
e
h
ere
th
a
t th
e
s
tu
d
en
ts
d
o
n
’
t c
o
me
”
.
3
.
2
.
F
ind
ing
s
i
nclu
din
g
t
he
pro
f
ess
o
rs o
f
pra
ct
ice
o
pin
io
ns
o
n
t
he
t
ea
ching
pra
ct
ice
I
n
th
e
f
i
r
s
t
q
u
esti
o
n
,
th
e
p
r
o
f
ess
o
r
s
wer
e
ask
ed
ab
o
u
t
“t
h
e
d
if
f
icu
lties
th
ey
en
co
u
n
te
r
ed
d
u
r
in
g
th
e
teac
h
in
g
p
r
a
ctice
p
r
o
ce
s
s
”.
T
h
eir
a
n
s
wer
s
wer
e
g
at
h
er
ed
u
n
d
e
r
3
th
em
es
as
d
i
f
f
icu
lties
r
eg
ar
d
i
n
g
th
e
p
r
ac
tice
teac
h
er
s
(
f
=4
)
,
d
if
f
icu
lties
r
eg
ar
d
in
g
th
e
s
y
s
tem
(
f
=3
)
a
n
d
o
t
h
er
s
(
f
=2
)
.
“
P2
:
Th
e
a
d
viso
r
tea
ch
ers
a
r
e
u
n
co
n
ce
r
n
ed
,
t
h
ey
d
o
n
’
t
let
th
e
s
tu
d
en
ts
ta
ke
a
ctive
r
o
les
in
in
d
ivid
u
a
l
o
r
g
r
o
u
p
s
ess
io
n
s
”
.
“
P
5
:
Th
e
b
i
g
g
est
p
r
o
b
lem,
in
my
o
p
i
n
io
n
,
is
th
a
t
mo
s
t
o
f
th
e
s
tu
d
en
ts
–
o
r
tea
ch
er
ca
n
d
id
a
tes
–
a
r
e
s
till
ta
kin
g
ma
n
y
o
th
er
co
u
r
s
es
d
u
r
in
g
th
e
tea
ch
in
g
p
r
a
ctice
co
u
r
s
e.
Th
e
s
tu
d
en
ts
mu
s
tn
’
t h
a
ve
a
n
y
cla
s
s
es o
th
er th
a
n
tea
ch
in
g
p
r
a
ctice
d
u
r
in
g
th
eir fin
a
l y
ea
”
r.
T
h
e
s
ec
o
n
d
q
u
esti
o
n
ask
ed
th
e
p
r
o
f
ess
o
r
s
ab
o
u
t
“th
eir
s
u
g
g
esti
o
n
s
o
n
im
p
r
o
v
in
g
th
e
teac
h
in
g
p
r
ac
tice
co
u
r
s
e”
.
T
h
ei
r
an
s
we
r
s
,
as
s
ee
n
o
n
as
s
u
g
g
esti
o
n
s
ab
o
u
t
t
h
e
p
r
ac
tice
p
r
o
ce
s
s
(
f
=
5
)
an
d
s
u
g
g
esti
o
n
s
ab
o
u
t th
e
MN
E
I
S (
Mi
n
is
tr
y
o
f
Natio
n
al
E
d
u
ca
tio
n
I
n
f
o
r
m
ati
o
n
Sy
s
tem
)
(
f
=
3
)
wer
e
g
r
o
u
p
e
d
u
n
d
e
r
2
t
h
em
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
E
xa
min
a
tio
n
o
f th
e
o
p
in
io
n
s
o
f stu
d
en
ts
,
p
r
o
fess
o
r
s
a
n
d
p
r
a
ctice
…
(
E
s
r
a
Tö
r
e
)
15
“
P
1
:
I
t
w
o
u
ld
b
e
b
etter
if
th
ere
w
a
s
a
p
r
a
ctice
g
u
id
e
b
o
o
k,
to
d
r
a
w
th
e
b
o
u
n
d
a
r
ies
a
n
d
s
ta
te
w
h
a
t
th
e
p
r
a
ctice
tea
ch
ers
s
h
a
ll
do
”
.
“
P
3
:
I
n
tern
s
h
i
p
d
u
r
a
tio
n
s
mu
s
t b
e
in
crea
s
ed
”.
“
P
4
:
Op
p
o
r
tu
n
ities
fo
r
ta
kin
g
in
tern
s
h
ip
s
in
d
iffer
en
t in
s
titu
t
io
n
s
”
.
T
h
e
th
ir
d
q
u
esti
o
n
ask
s
th
e
p
r
o
f
ess
o
r
s
ab
o
u
t
“w
h
at
th
ey
wo
u
ld
d
o
if
t
h
ey
wer
e
to
c
o
n
d
u
c
t
an
ac
tiv
ity
in
a
p
r
ac
tice
s
ch
o
o
l”.
T
h
e
a
n
s
wer
s
wer
e
g
r
o
u
p
ed
u
n
d
er
3
th
em
es
as
ac
tiv
ities
in
v
o
lv
in
g
s
tu
d
en
ts
(
f
=3
)
,
ac
tiv
ities
in
v
o
lv
in
g
ad
m
in
is
tr
ato
r
s
an
d
teac
h
er
s
(
f
=2
)
,
ac
tiv
ities
in
v
o
lv
in
g
p
ar
en
ts
(
f
=
2
.
)
“
P2
:
P
r
o
jects
in
vo
lvin
g
s
p
ec
i
a
l
ta
len
ted
ch
ild
r
e
n
,
o
r
p
r
o
je
cts
fo
cu
s
in
g
o
n
ca
r
ee
r
s
,
a
ttit
u
d
es
a
n
d
s
elf
-
kn
o
w
led
g
e
f
o
r
ch
ild
r
en
ca
n
b
e
d
o
n
e
”
.
“
P5
:
We
w
o
u
ld
like
to
r
ec
eive
th
e
p
r
a
ctice
tea
ch
ers
o
n
ce
o
r
tw
ice
a
s
eme
s
ter
in
o
u
r
fa
cu
lty
a
n
d
a
r
r
a
n
g
e
a
c
o
n
ta
ct
mee
tin
g
”
.
“
P4
:
S
emin
a
r
s
,
o
r
co
n
feren
ce
s
o
n
r
elev
a
n
t to
p
ics ca
n
b
e
h
el
d
fo
r
th
e
p
a
r
en
ts
”
.
3
.
3
.
F
ind
ing
s
i
nclu
din
g
t
he
pra
ct
ice
t
ea
cher
s
’
o
pin
io
ns
o
n t
he
t
ea
ching
pra
ct
ice
co
urs
e
I
n
th
e
f
ir
s
t
q
u
esti
o
n
,
th
e
teac
h
er
s
wer
e
ask
ed
ab
o
u
t
“th
e
b
asic
ac
tiv
ities
th
at
th
ey
p
er
f
o
r
m
to
g
eth
er
with
th
e
teac
h
er
ca
n
d
id
ates”
.
T
h
eir
an
s
wer
s
wer
e
g
r
o
u
p
e
d
u
n
d
er
4
th
em
es
as
in
d
iv
id
u
al
s
ess
io
n
s
(
f
=7
)
,
g
r
o
u
p
s
ess
io
n
s
(
f
=6
)
,
task
s
in
v
o
lv
in
g
o
f
f
icial
p
r
o
ce
s
s
es (
f
=4
)
an
d
o
t
h
er
s
(
f
=2
)
.
“
T2
:
F
o
r
ex
a
mp
le,
w
e
co
n
d
u
c
ted
o
u
r
tech
n
o
lo
g
y
a
d
d
ictio
n
test
w
ith
th
e
tea
ch
er c
a
n
d
id
a
te
s
”
.
“
T5
:
Th
ey
a
ll
w
en
t
in
to
a
cl
a
s
s
a
n
d
ma
d
e
th
eir
p
r
esen
ta
tio
n
s
,
o
n
e
b
y
o
n
e
,
a
n
d
I
w
a
tc
h
ed
.
A
fter
,
w
e
ta
lked
a
b
o
u
t wh
a
t to
d
o
a
n
d
w
h
a
t
n
o
t to
d
o
w
h
en
e
xe
r
cisi
n
g
a
u
th
o
r
ity
in
th
e
cla
s
s
”
.
T
h
e
s
ec
o
n
d
q
u
esti
o
n
ask
s
th
e
p
r
ac
tice
teac
h
e
r
s
ab
o
u
t
“th
e
p
r
ac
tices
th
ey
d
o
n
’
t
allo
w
th
e
teac
h
e
r
ca
n
d
id
ates
to
d
o
”.
T
h
e
teac
h
e
r
s
’
an
s
wer
s
ar
e
g
r
o
u
p
ed
u
n
d
e
r
2
th
em
es
as
p
ar
en
t
s
ess
io
n
s
(
f
=2
)
an
d
s
tu
d
en
t
s
ess
io
n
s
(
f
=2
)
.
“
T5
:
I
to
ld
th
em
th
ey
ca
n
n
o
t b
e
th
ere
in
an
in
d
ivid
u
a
l
s
ess
io
n
w
ith
o
u
t
ev
en
a
s
kin
g
t
h
e
ch
il
d
”
.
B
ec
a
u
s
e
th
ey
ca
n
’
t p
o
s
s
ib
ly
b
e
th
ere
d
u
r
in
g
a
p
s
yc
h
o
lo
g
ica
l
co
u
n
s
elin
g
s
ess
io
n
.
T
h
e
th
ir
d
q
u
esti
o
n
ask
s
th
e
teac
h
er
s
ab
o
u
t “
wh
eth
er
th
ey
f
ee
l c
o
m
p
eten
t e
n
o
u
g
h
as a
p
r
ac
tice
teac
h
er
”.
T
h
eir
an
s
wer
s
wer
e
g
ath
er
e
d
in
two
g
r
o
u
p
s
,
as
y
es,
I
f
ee
l
co
m
p
eten
t
(
f
=4
)
a
n
d
n
o
,
I
d
o
n
’
t
f
ee
l
co
m
p
eten
t (
f
=1
)
.
“
T3
:
Yes
,
I
feel
co
mp
eten
t.
S
i
n
ce
I
h
a
ve
g
o
o
d
p
r
o
fess
io
n
a
l
ex
p
erien
ce
,
I
ca
n
co
mfo
r
ta
b
ly
s
a
y
th
a
t
I
kn
o
w
w
h
a
t
mu
s
t
b
e
d
o
n
e
in
my
jo
b
h
o
w
it
is
d
o
n
e
in
th
e
i
n
s
titu
tio
n
s
th
a
t
I
h
a
ve
w
o
r
ke
d
”
.
T
h
e
f
o
u
r
t
h
q
u
esti
o
n
ask
s
th
e
teac
h
er
s
ab
o
u
t
“h
o
w
th
ey
m
ain
tain
th
e
co
o
p
er
atio
n
with
th
e
p
r
o
f
ess
o
r
s
o
f
p
r
ac
tice”
.
T
h
e
teac
h
e
r
s
’
an
s
wer
s
wer
e
g
r
o
u
p
ed
u
n
d
e
r
th
e
two
th
em
es
as
estab
li
s
h
in
g
co
o
p
er
atio
n
(
f
=
3
)
an
d
f
ailin
g
to
estab
lis
h
co
o
p
e
r
atio
n
(
f
=2
)
.
“
T4
:
Th
e
a
ca
d
emic
ia
n
n
ev
er
ca
me,
w
e
w
eren
’
t
a
b
le
to
c
o
mmu
n
ica
te.
Th
is
is
my
s
id
e,
b
u
t
th
e
o
th
er si
d
e
is
th
a
t th
e
ch
ild
r
en
r
ea
lly
g
o
t it
to
g
eth
er w
ith
th
e
ch
a
n
g
e
o
f th
e
a
ca
d
emic
ia
n
”
.
T
h
e
f
if
th
q
u
esti
o
n
ask
s
th
e
teac
h
er
s
ab
o
u
t
“wh
at
wo
u
ld
th
ey
ex
p
ec
t
if
th
ey
wer
e
g
iv
en
th
e
ch
an
ce
to
co
o
p
er
ate
with
th
e
f
ac
u
lty
t
h
e
s
tu
d
en
ts
c
o
m
e
f
r
o
m
”
.
T
h
e
an
s
wer
s
wer
e
g
r
o
u
p
e
d
u
n
d
er
3
t
h
em
es
as
ex
p
ec
tatio
n
s
ab
o
u
t
th
e
ad
m
in
is
tr
ato
r
s
an
d
teac
h
er
s
in
th
e
s
ch
o
o
ls
(
f
=4
)
,
e
x
p
ec
tatio
n
s
ab
o
u
t
th
e
s
tu
d
en
ts
in
th
e
s
ch
o
o
ls
(
f
=1
)
,
ex
p
ec
tatio
n
s
ab
o
u
t th
e
f
ac
u
lty
(
f
=
1
)
.
“
T1
:
F
o
r
ex
a
mp
le,
I
co
u
ld
r
eq
u
est
s
o
meth
in
g
s
u
p
p
o
r
tive
fo
r
o
u
r
fello
w
tea
ch
ers
.
Tea
c
h
er
tr
a
in
in
g
s
ca
n
b
e
ve
r
y
fu
n
”
.
“
T2
:
I
t
h
in
k
i
n
vitin
g
ex
p
erien
ce
d
a
d
viso
r
tea
ch
ers
w
o
u
ld
b
e
g
o
o
d
,
th
ey
ca
n
tell
a
b
o
u
t
w
h
a
t
th
ey
w
en
t th
r
o
u
g
h
d
u
r
in
g
t
h
eir cla
s
s
e
s
,
p
a
s
s
o
n
th
eir ex
p
eri
en
ce
s
.
I
t wo
u
ld
b
e
fr
u
itfu
l in
terms
o
f tu
r
n
in
g
th
e
less
o
n
s
to
p
r
a
cti
ce
”
.
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.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
10
-
20
16
T
h
e
s
ix
th
q
u
esti
o
n
ask
s
th
e
p
r
ac
tice
teac
h
er
s
ab
o
u
t
“
th
eir
s
u
g
g
esti
o
n
s
o
n
h
o
w
to
im
p
r
o
v
e
th
e
tea
ch
in
g
p
r
ac
tice
co
u
r
s
e”
.
T
h
e
teac
h
er
s
’
a
n
s
wer
s
wer
e
g
ath
er
ed
u
n
d
e
r
two
th
e
th
e
m
es
as
p
r
o
ce
s
s
(
f
=4
)
an
d
co
n
ten
t (
f
=
3
)
.
“
T3
:
Wh
a
t
d
id
th
ese
kid
s
d
o
u
n
til
t
h
e
4
th
g
r
a
d
e?
Wh
a
t
d
id
th
ey
s
ee
?
I
w
o
u
ld
ex
p
ec
t
th
e
r
esp
o
n
s
ib
le
p
r
o
fess
o
r
to
co
m
e
a
n
d
tell
me
“th
ese
kid
s
d
i
d
th
ese
u
n
til
th
e
4
th
g
r
a
d
e,
t
h
ey
r
ec
eive
d
th
a
t d
u
r
in
g
t
h
e
s
ch
o
o
l o
b
s
erva
tio
n
cla
s
s
,
w
e
ex
p
ec
t th
o
s
e
fr
o
m
th
e
p
r
a
ctice
co
u
r
s
e
”
.
3
.
4
.
Dis
cu
s
s
io
n
I
n
th
is
ch
a
p
ter
,
t
h
e
r
esear
ch
f
in
d
in
g
s
ar
e
ev
alu
ated
in
a
wa
y
th
at
em
p
lo
y
s
th
e
s
tu
d
en
t,
p
r
o
f
ess
o
r
o
f
p
r
ac
tice
an
d
p
r
ac
tice
teac
h
er
o
p
in
io
n
s
to
g
eth
er
,
an
d
t
h
e
r
elev
an
t
b
o
d
y
o
f
liter
atu
r
e
is
d
is
cu
s
s
ed
.
Half
o
f
th
e
s
tu
d
en
ts
wh
o
to
o
k
th
e
te
ac
h
in
g
p
r
ac
tice
co
u
r
s
e
s
tate
t
h
at
th
er
e
is
n
o
p
lan
n
in
g
p
r
o
c
ess
in
th
e
p
r
ac
tice
s
ch
o
o
ls
r
eg
ar
d
i
n
g
th
e
c
o
u
r
s
e.
Stu
d
en
ts
wh
o
tak
e
th
e
co
u
r
s
e
in
p
r
iv
ate
s
ch
o
o
ls
m
en
tio
n
th
at
th
is
p
lan
n
in
g
ca
n
n
o
t
b
e
d
o
n
e
d
u
e
to
t
h
e
n
at
u
r
e
o
f
th
ese
s
ch
o
o
ls
;
wh
ile
th
e
p
r
ac
tice
teac
h
er
s
wo
r
k
in
g
in
p
u
b
lic
s
ch
o
o
ls
s
tate
th
at
th
ey
ca
n
’
t
c
o
o
p
er
ate
with
th
e
p
r
o
f
ess
o
r
o
f
p
r
ac
tice
an
d
th
ey
ex
p
e
r
ien
ce
d
if
f
icu
lties
in
p
lan
n
in
g
b
ec
a
u
s
e
th
ey
d
o
n
’
t
k
n
o
w
wh
at
is
ex
p
e
cted
f
r
o
m
t
h
em
.
Ak
s
u
[
2
5
]
,
h
as
r
ea
ch
ed
th
e
co
n
clu
s
io
n
s
th
at
th
e
teac
h
er
s
wan
t
to
s
ee
th
e
ac
ad
em
ici
an
s
in
th
eir
s
ch
o
o
ls
m
o
r
e
f
r
e
q
u
en
tly
an
d
th
at
th
e
p
r
o
f
ess
o
r
s
ar
e
n
o
t
in
v
o
lv
ed
en
o
u
g
h
with
th
eir
s
tu
d
en
ts
,
in
h
er
s
tu
d
y
s
h
e
h
as
co
n
d
u
cted
with
5
2
6
tea
ch
er
s
.
I
t
is
s
ee
n
th
at
ef
f
icien
t
co
m
m
u
n
icatio
n
an
d
co
o
p
er
atio
n
b
etwe
en
th
e
p
r
o
f
ess
o
r
s
o
f
p
r
ac
tice
an
d
p
r
ac
t
ic
e
teac
h
er
s
ar
e
im
p
o
r
tan
t
f
o
r
t
h
e
teac
h
in
g
p
r
ac
tice
co
u
r
s
es’
ef
f
icien
cy
[
2
6
]
.
T
h
e
p
r
ac
tices
th
at
ar
e
th
e
m
o
s
t
ac
tiv
ely
p
ar
ticip
ated
b
y
th
e
s
tu
d
en
ts
wer
e
f
o
u
n
d
to
b
e
s
tu
d
en
t
s
ess
io
n
s
,
s
tu
d
en
t
s
em
in
ar
s
,
in
d
iv
id
u
al
r
ec
o
g
n
itio
n
tech
n
iq
u
es,
s
ca
le
ap
p
licatio
n
s
,
an
d
f
il
e
ex
am
in
atio
n
a
n
d
ar
r
an
g
em
e
n
t;
wh
ile
p
r
ac
tice
teac
h
er
s
m
o
r
e
co
m
m
o
n
ly
m
en
tio
n
ed
s
u
p
p
o
r
tin
g
th
e
s
tu
d
e
n
t
s
o
n
in
d
iv
id
u
al
a
n
d
g
r
o
u
p
s
ess
io
n
s
.
On
th
e
o
t
h
er
h
an
d
,
t
h
e
s
tu
d
en
ts
d
i
d
n
’
t
m
e
n
tio
n
g
r
o
u
p
s
ess
io
n
s
o
r
le
g
al
p
r
o
ce
s
s
es
(
m
ee
tin
g
s
,
d
o
cu
m
e
n
ts
,
etc.
)
Öz
y
ü
r
ek
[
2
7
]
,
h
as
attem
p
te
d
to
f
in
d
o
u
t
wh
at
th
e
p
r
ac
tices
th
at
s
ch
o
o
l
ad
v
is
o
r
ca
n
d
id
ates
co
n
d
u
cte
d
ar
e.
T
h
ese
p
r
ac
tice
s
ar
e
ex
am
in
ed
u
n
d
er
th
e
to
p
ics
o
f
;
(
a)
d
ev
elo
p
in
g
p
s
y
c
h
o
lo
g
ical
co
u
n
s
elin
g
an
d
g
u
id
a
n
ce
p
r
o
g
r
am
s
,
(
b
)
p
r
o
g
r
am
ev
al
u
atio
n
an
d
ac
c
o
u
n
t
ab
ilit
y
p
r
ac
tices,
(
c)
ap
p
ly
in
g
p
s
y
ch
o
lo
g
ical
test
s
,
(
d
)
a
p
p
ly
in
g
in
d
i
v
id
u
al
r
ec
o
g
n
itio
n
tech
n
iq
u
es
an
d
(
e)
o
th
er
p
r
ac
tices
(
co
o
r
d
in
atio
n
,
p
ee
r
g
u
id
an
ce
,
r
ef
er
r
i
n
g
,
co
n
s
u
ltatio
n
an
d
o
r
ien
tatio
n
.
Acc
o
r
d
in
g
to
th
e
f
i
n
d
in
g
s
,
th
e
s
tu
d
en
ts
p
er
f
o
r
m
th
e
ac
tiv
itie
s
th
at
will
in
cr
ea
s
e
th
eir
co
m
p
eten
ce
in
th
e
s
k
ill
s
u
n
d
er
th
ese
to
p
ics
in
s
u
f
f
icien
tly
.
T
h
e
m
o
s
t
p
r
ac
ticed
ac
t
iv
ities
ar
e
th
e
o
n
es
in
v
o
lv
in
g
in
d
iv
i
d
u
al
r
ec
o
g
n
iti
o
n
tech
n
i
q
u
es.
T
h
is
f
in
d
in
g
is
p
ar
allel
to
th
e
ex
is
tin
g
r
esu
lts
.
T
h
e
ch
ief
p
r
ac
tices
am
o
n
g
th
e
o
n
es
t
h
at
th
e
s
tu
d
e
n
ts
ar
e
n
o
t
allo
wed
to
p
a
r
ticip
ate
in
ar
e
p
ar
en
t
an
d
s
tu
d
en
t
s
ess
io
n
s
.
Stu
d
en
ts
h
av
e
s
tated
th
at
th
e
p
r
ac
tice
teac
h
er
s
d
o
n
o
t w
an
t to
tak
e
r
is
k
s
,
e
s
p
ec
ially
in
p
r
iv
ate
s
ch
o
o
ls
;
wh
ile
p
r
ac
tice
teac
h
e
r
s
m
en
tio
n
ed
r
ef
r
ain
i
n
g
f
r
o
m
allo
win
g
th
e
co
u
n
s
elo
r
ca
n
d
i
d
ates
in
th
e
s
e
s
s
io
n
s
p
ar
ticu
lar
ly
b
ec
a
u
s
e
th
at
th
e
co
u
n
s
elee
s
tu
d
en
ts
m
ay
with
d
r
aw.
Ho
wev
er
,
g
iv
e
n
th
e
im
p
o
r
tan
ce
o
f
s
u
p
er
v
is
io
n
in
th
e
tr
ain
in
g
p
r
o
ce
s
s
o
f
co
u
n
s
elo
r
ca
n
d
id
ates,
th
is
s
itu
atio
n
p
o
s
es
a
s
er
io
u
s
d
if
f
icu
lty
.
I
n
p
s
y
ch
o
lo
g
ical
co
u
n
s
elin
g
e
d
u
ca
tio
n
,
it
is
n
ee
d
ed
t
o
tr
ain
th
e
ca
n
d
id
ates
with
th
e
h
elp
o
f
g
u
id
elin
es
o
n
t
h
e
s
u
b
jects
o
f
e
d
u
ca
tio
n
,
p
r
ac
tice
,
r
esear
ch
an
d
d
iv
er
s
ity
,
a
n
d
s
et
asid
e
th
e
tr
ad
itio
n
al
m
eth
o
d
s
.
USA
an
d
m
an
y
o
th
er
co
u
n
tr
ies
s
tip
u
late
d
o
ct
o
r
ate
lev
el
ed
u
ca
tio
n
an
d
u
p
to
6
0
0
h
o
u
r
s
o
f
s
u
p
er
v
is
io
n
.
T
h
e
in
teg
r
atio
n
o
f
ac
ad
em
ic
ed
u
ca
tio
n
an
d
in
t
er
n
s
h
ip
s
an
d
tr
ai
n
in
g
p
s
y
ch
o
lo
g
ical
co
u
n
s
elo
r
s
with
d
i
v
er
s
e
s
k
ills
ca
r
r
y
im
p
o
r
tan
ce
.
[
2
8
,
2
9
]
(
B
o
g
g
s
&
Do
u
ce
,
2
0
0
0
;
B
o
wer
s
&
Hatc
h
,
2
0
0
5
)
.
Pak
er
[
3
0
]
,
h
as
r
ea
ch
ed
th
e
r
esu
lts
th
at,
th
o
u
g
h
a
g
r
ea
t
m
ajo
r
ity
o
f
teac
h
er
ca
n
d
id
ates
(
9
1
%)
r
ec
eiv
ed
f
ee
d
b
ac
k
f
r
o
m
th
e
p
r
o
f
ess
o
r
o
f
p
r
ac
tice,
m
o
s
t
o
f
th
e
f
ee
d
b
ac
k
s
(
8
5
%)
wer
e
n
o
t
in
d
etail
an
d
m
o
s
tly
in
clu
d
ed
ex
p
r
ess
io
n
s
lik
e
“g
o
o
d
,
n
o
t
b
a
d
,
m
ay
b
e
b
etter
n
ex
t
tim
e”
.
T
ea
ch
e
r
ca
n
d
id
ates
s
tate
th
a
t
th
ey
r
ec
ei
v
e
f
ee
d
b
ac
k
s
wh
ich
p
r
o
v
id
e
n
o
im
p
r
o
v
em
e
n
t
to
th
eir
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t;
th
e
f
ee
d
b
ac
k
s
d
o
n
o
t
e
n
co
u
r
ag
e
th
em
to
th
in
k
an
al
y
tically
,
im
p
r
o
v
e
t
h
em
i
n
o
b
s
er
v
in
g
an
d
ev
alu
atin
g
th
e
m
s
elv
es
d
u
r
in
g
th
is
p
r
o
ce
s
s
,
n
o
r
co
n
tr
i
b
u
te
to
th
eir
awa
r
en
ess
f
o
r
th
e
p
r
o
b
lem
s
th
ey
en
co
u
n
ter
.
Mo
s
t
o
f
th
e
t
ea
ch
er
ca
n
d
id
ates
s
tate
f
ee
lin
g
lik
e
a
teac
h
er
ca
n
d
id
ate
in
th
e
in
s
titu
tio
n
s
th
at
th
ey
d
o
t
h
eir
in
ter
n
s
h
i
p
s
in
.
Sp
ee
ch
es
lik
e
“y
o
u
ca
n
d
o
it”
a
n
d
m
o
r
e
r
esp
o
n
s
ib
ilit
ies
ar
e
s
ee
n
to
in
cr
ea
s
e
th
is
f
ee
lin
g
,
wh
ile
“
n
o
t
b
ei
n
g
i
n
clu
d
ed
in
th
e
p
ar
en
t/s
tu
d
en
t
s
ess
io
n
s
”
d
ec
r
ea
s
es
it.
Ko
ç
an
d
Yıld
ız
[
3
1
]
h
av
e
f
o
u
n
d
t
h
at
s
ch
o
o
l
ad
m
in
is
tr
atio
n
s
an
d
p
r
ac
tice
t
ea
ch
er
s
d
o
n
o
t
p
r
o
v
id
e
en
o
u
g
h
s
u
p
p
o
r
t
f
o
r
th
e
teac
h
er
ca
n
d
id
ates.
Fin
d
in
g
s
o
n
t
h
e
co
m
m
u
n
icatio
n
p
r
o
ce
s
s
an
d
co
o
p
er
ati
o
n
b
et
wee
n
th
e
s
tu
d
en
ts
,
p
r
ac
tice
tea
ch
er
s
an
d
p
r
o
f
ess
o
r
s
o
f
p
r
ac
tice
m
ain
ly
s
h
o
w
th
at
W
h
atsAp
p
g
r
o
u
p
s
ar
e
u
s
ed
.
I
t
is
th
o
u
g
h
t
t
h
at
t
h
is
m
ed
iu
m
is
u
s
ed
b
ec
au
s
e
o
f
its
f
ast
r
etu
r
n
s
.
W
h
ile
th
er
e
wer
en
’
t
an
y
d
if
f
icu
lties
in
th
e
s
tu
d
en
ts
’
co
m
m
u
n
icatio
n
with
th
eir
p
r
o
f
ess
o
r
s
an
d
p
r
ac
tice
teac
h
er
s
;
it
was
f
o
u
n
d
th
at
th
e
co
m
m
u
n
icatio
n
b
etwe
en
th
e
p
r
o
f
ess
o
r
s
an
d
p
r
ac
tice
teac
h
er
s
was
p
r
o
b
lem
atic.
Pra
ctice
teac
h
er
s
h
av
e
s
tated
th
at
th
e
y
ca
n
’
t
m
ain
tain
co
o
p
e
r
atio
n
with
th
e
p
r
o
f
ess
o
r
s
.
T
ea
ch
e
r
ca
n
d
i
d
ates,
o
n
th
e
o
th
e
r
h
an
d
,
e
x
p
e
ct
th
e
o
t
h
er
s
tak
e
h
o
ld
er
s
t
o
o
r
g
an
ize
ac
tiv
ities
at
th
e
s
tar
t
o
f
ev
er
y
ter
m
f
o
r
all
th
e
p
ar
ties
to
tak
e
p
ar
t
in
[
3
2
]
.
Kılıç
[
3
3
]
s
tates
th
at
th
e
teac
h
in
g
p
r
ac
tice
co
u
r
s
e
leav
es
a
v
er
y
p
o
s
itiv
e
im
p
r
es
s
io
n
o
n
th
e
teac
h
er
ca
n
d
id
ate
s
;
an
d
th
at
th
er
e
is
n
ee
d
f
o
r
s
em
in
ar
s
to
im
p
r
o
v
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
E
xa
min
a
tio
n
o
f th
e
o
p
in
io
n
s
o
f stu
d
en
ts
,
p
r
o
fess
o
r
s
a
n
d
p
r
a
ctice
…
(
E
s
r
a
Tö
r
e
)
17
th
e
lev
el
o
f
co
o
p
er
atio
n
b
etw
ee
n
th
e
f
ac
u
lties
an
d
p
r
ac
tice
s
ch
o
o
ls
;
an
d
to
in
f
o
r
m
th
e
tea
ch
er
s
th
at
will
tak
e
p
ar
t
in
th
e
co
u
r
s
e.
Ün
v
er
[
3
4
]
h
as
f
o
u
n
d
th
at
f
ac
u
lty
a
d
m
in
is
tr
ato
r
s
an
d
p
r
o
f
ess
o
r
s
h
a
v
e
s
u
f
f
icien
t
k
n
o
wled
g
e
o
n
wh
ich
s
u
b
jects
to
c
o
o
p
e
r
at
e
in
teac
h
in
g
p
r
ac
tices
an
d
w
h
o
s
h
o
u
ld
ac
t
h
o
w
to
f
ac
ilit
at
e
th
is
co
o
p
er
atio
n
.
Ko
r
th
ag
en
,
L
o
u
g
h
r
an
an
d
R
u
s
s
ell
[
3
5
]
m
en
tio
n
th
e
u
n
iv
er
s
ity
-
s
ch
o
o
l
co
o
p
e
r
atio
n
in
th
e
t
wo
f
in
al
p
r
in
cip
les
o
f
teac
h
er
ed
u
ca
ti
o
n
th
at
th
ey
h
av
e
d
ev
el
o
p
ed
.
T
h
e
p
r
o
g
r
a
m
s
th
at
th
e
teac
h
e
r
h
as
e
x
p
er
i
en
ce
d
d
u
r
in
g
h
is
/h
er
o
wn
lear
n
i
n
g
p
r
o
ce
s
s
s
h
all
s
er
v
e
as
a
m
o
d
el
in
t
h
at
teac
h
er
’
s
f
u
t
u
r
e
teac
h
in
g
p
r
o
ce
s
s
.
B
ec
au
s
e
o
f
t
h
is
,
th
e
m
an
n
er
wh
ic
h
th
e
p
r
o
f
ess
o
r
co
n
d
u
cts
p
r
o
ce
s
s
es
with
in
th
e
co
u
r
s
e
g
ain
s
im
p
o
r
tan
ce
.
I
n
s
titu
tio
n
s
wh
ich
p
r
o
v
id
e
teac
h
er
ed
u
ca
ti
o
n
a
n
d
m
en
to
r
teac
h
er
s
s
h
o
u
ld
co
o
p
er
ate
to
d
ev
elo
p
h
elp
f
u
l
to
o
ls
th
at
will
en
co
u
r
ag
e
th
e
s
tu
d
en
ts
; a
n
d
s
tu
d
ies o
n
th
e
f
u
n
d
a
m
en
tal
s
u
b
jects o
f
e
d
u
ca
tio
n
s
h
o
u
ld
b
e
m
ad
e
[
3
6
]
.
Pra
ctice
s
tu
d
en
ts
h
av
e
ex
p
r
e
s
s
ed
th
eir
b
asic
ac
h
iev
e
m
en
t
s
in
th
e
teac
h
in
g
p
r
ac
tice
c
o
u
r
s
e
as;
co
m
m
u
n
icatio
n
s
k
ills
,
co
u
n
s
ellin
g
s
k
ills
an
d
p
r
o
f
ess
io
n
al
awa
r
en
ess
.
B
r
o
tt
[
1
5
]
s
t
ates
th
at
s
o
m
e
o
f
th
e
q
u
esti
o
n
s
wo
r
th
d
is
cu
s
s
in
g
in
tr
ain
in
g
s
ch
o
o
l
co
u
n
s
e
llo
r
s
ar
e
“wh
at
ar
e
th
e
q
u
ali
ties
o
f
an
ef
f
i
cien
t
p
s
y
ch
o
lo
g
ical
co
u
n
s
ello
r
?”
,
“
wh
ich
s
k
ills
s
h
o
u
ld
b
e
u
s
ed
ag
ain
s
t
wh
ich
s
etb
ac
k
s
?”
,
an
d
“h
o
w
to
tell
if
o
n
e
is
an
ef
f
icien
t
p
s
y
c
h
o
lo
g
ical
co
u
n
s
ello
r
?
”
.
I
n
f
ac
t,
th
ese
q
u
e
s
tio
n
s
lie
at
th
e
f
o
u
n
d
atio
n
o
f
s
ch
o
o
l
co
u
n
s
ello
r
tr
ain
in
g
an
d
p
r
o
g
r
a
m
d
ev
el
o
p
m
en
t.
I
n
USA,
AS
C
A
N
atio
n
al
Mo
d
el
[
3
7
]
b
y
T
h
e
Am
er
ican
Sch
o
o
l
C
o
u
n
s
elin
g
Ass
o
ciatio
n
(
ASC
A)
is
th
e
ch
o
s
en
m
o
d
el.
A
n
atio
n
-
wid
e
s
u
r
v
ey
i
n
th
e
USA
[
3
8
]
h
as
f
o
u
n
d
th
at
a
s
ig
n
if
ican
t
p
o
r
tio
n
o
f
p
s
y
ch
o
lo
g
ical
c
o
u
n
s
ello
r
e
d
u
ca
to
r
s
(
6
9
%)
u
s
e
t
h
is
m
o
d
el
f
o
r
tr
ain
in
g
t
h
e
n
e
x
t
g
en
er
atio
n
o
f
s
ch
o
o
l
co
u
n
s
ello
r
s
.
Ho
wev
er
,
t
h
is
m
o
d
el
d
o
esn
’
t
in
clu
d
e
wh
ich
ac
tiv
ities
to
co
n
d
u
ct
d
u
r
in
g
th
e
in
ter
n
s
h
ip
p
er
io
d
.
T
h
e
el
em
en
tar
y
a
n
d
m
id
d
le
s
ch
o
o
ls
in
o
u
r
c
o
u
n
tr
y
h
a
v
e
s
tar
ted
im
p
lem
en
tin
g
class
g
u
id
an
ce
p
r
o
g
r
am
s
s
in
ce
2
0
0
6
[
3
9
,
4
0
]
,
Acc
o
r
d
i
n
g
to
th
is
p
r
o
g
r
am
,
s
tu
d
e
n
ts
b
etwe
en
th
e
1
s
t
an
d
1
2
th
class
es
ar
e
s
u
b
jecte
d
to
g
u
id
an
ce
a
ctiv
ities
b
y
th
eir
teac
h
er
s
a
n
d
co
u
n
s
ello
r
s
to
p
r
o
v
id
e
t
h
em
ce
r
tain
s
k
ills
.
T
h
u
s
,
tak
in
g
th
e
ASC
A
Natio
n
al
Mo
d
el
as a
b
ase
in
th
e
s
ch
o
o
l c
o
u
n
s
ellin
g
ac
tiv
it
ies m
ay
b
ea
r
b
en
e
f
its
.
All
o
f
th
e
s
tu
d
y
g
r
o
u
p
was
ask
ed
ab
o
u
t
“th
e
d
if
f
icu
lti
es
th
at
th
ey
h
a
v
e
en
c
o
u
n
ter
ed
d
u
r
in
g
th
e
teac
h
in
g
p
r
ac
tice
co
u
r
s
e
”.
T
h
e
s
tu
d
en
ts
m
en
tio
n
e
d
th
e
in
s
u
f
f
icien
cies
o
f
p
r
ac
tices
an
d
t
h
e
h
ig
h
n
u
m
b
e
r
o
f
p
r
ac
tice
s
tu
d
en
ts
;
th
e
p
r
o
f
ess
o
r
s
o
f
p
r
ac
tice
m
e
n
tio
n
ed
th
e
u
n
willin
g
n
ess
o
f
t
h
e
p
r
a
ctice
teac
h
er
s
;
an
d
th
e
p
r
ac
tice
teac
h
er
s
m
en
tio
n
e
d
th
e
h
ig
h
n
u
m
b
e
r
o
f
p
r
ac
tice
s
tu
d
en
ts
,
th
e
n
eg
lect
b
y
th
e
p
r
o
f
ess
o
r
s
o
f
p
r
ac
tice
an
d
th
eir
lack
o
f
in
f
o
r
m
atio
n
ab
o
u
t
th
e
ex
p
ec
tatio
n
s
o
f
t
h
e
u
n
iv
er
s
ity
as
th
e
p
r
im
ar
y
d
if
f
icu
lties
.
Ç
ep
n
i
an
d
Ay
d
ın
[
1
1
]
h
a
v
e
f
o
u
n
d
t
h
at
th
e
tea
ch
er
ca
n
d
i
d
ates
ex
p
e
r
ien
ce
m
an
y
d
if
f
er
e
n
t
p
r
o
b
lem
s
in
th
e
teac
h
in
g
p
r
ac
tice
co
u
r
s
es.
T
h
e
p
r
o
b
lem
s
in
v
o
lv
in
g
s
ch
o
o
l
p
r
ac
tices
ar
e
n
o
t
s
p
ec
if
ic
to
a
s
in
g
le
f
ield
b
u
t
ar
e
r
ath
e
r
co
m
m
o
n
p
r
o
b
lem
s
th
at
ar
e
ex
p
er
ien
ce
d
in
o
th
er
ar
ea
s
o
f
s
ch
o
o
l te
ac
h
in
g
.
Dem
ir
[
4
1
]
h
as
r
ea
c
h
ed
th
e
c
o
n
clu
s
io
n
in
h
er
s
tu
d
y
th
at
t
h
e
n
u
m
b
er
o
f
teac
h
er
ca
n
d
id
at
es
ass
ig
n
ed
to
a
s
in
g
le
ad
v
is
o
r
is
to
o
m
u
ch
an
d
b
ec
au
s
e
o
f
th
is
,
th
e
s
tu
d
en
ts
ca
n
’
t
co
m
m
u
n
icate
ad
eq
u
ately
with
th
eir
ad
v
is
o
r
s
,
a
s
in
g
le
ad
v
is
o
r
is
n
o
t e
n
o
u
g
h
f
o
r
t
h
em
an
d
th
e
y
g
o
to
th
e
p
r
ac
tice
s
ch
o
o
ls
with
m
an
y
s
h
o
r
tco
m
in
g
s
.
I
t
was
f
o
u
n
d
t
h
at
th
e
s
tu
d
e
n
ts
ex
p
er
ien
ce
p
r
o
b
lem
s
in
s
u
b
jects
lik
e
r
ec
eiv
in
g
p
r
eli
m
in
ar
y
in
f
o
r
m
atio
n
,
d
ir
ec
tio
n
,
r
ec
eiv
i
n
g
f
ee
d
b
ac
k
,
an
d
p
r
ep
a
r
in
g
r
e
p
o
r
ts
ab
o
u
t
th
e
p
r
ac
tices.
T
h
e
ca
n
d
id
ate
te
ac
h
er
s
h
av
e
s
t
ated
th
at
th
eir
in
ter
n
s
h
ip
d
a
y
s
s
h
o
u
ld
b
e
s
et
c
o
n
s
id
er
in
g
th
eir
s
ch
ed
u
le
in
t
h
e
u
n
iv
er
s
ity
[
1
1
]
.
Similar
ly
,
teac
h
er
ca
n
d
id
ates
ask
f
o
r
th
ei
r
class
wo
r
k
lo
ad
t
o
b
e
lig
h
te
n
e
d
d
u
r
in
g
th
e
in
ter
n
s
h
ip
p
er
i
o
d
s
[
4
1
]
.
Oth
er
r
esear
c
h
f
in
d
in
g
s
in
clu
d
e
th
e
in
s
u
f
f
ic
ien
t
tim
e
f
o
r
p
r
ac
tice,
in
s
u
f
f
icien
t
f
ee
d
b
ac
k
f
r
o
m
th
e
p
r
ac
tice
teac
h
er
s
to
th
e
in
ter
n
s
d
u
e
to
t
h
e
h
i
g
h
n
u
m
b
er
o
f
i
n
ter
n
s
ass
ig
n
ed
to
t
h
e
s
am
e
p
r
ac
tice
teac
h
er
,
a
n
d
th
e
in
f
lex
ib
ilit
y
o
f
th
e
teac
h
in
g
p
r
ac
tice
co
u
r
s
e
h
o
u
r
s
[
4
2
,
4
3
]
.
T
h
e
cr
o
wd
e
d
p
r
ac
tice
g
r
o
u
p
s
af
f
ec
t
th
e
d
is
tr
i
b
u
tio
n
o
f
r
eso
u
r
ce
s
n
eg
ativ
ely
;
an
d
atten
d
a
n
ce
b
y
th
e
s
tu
d
en
ts
in
th
e
s
am
e
g
r
o
u
p
to
th
e
p
r
ac
tices
o
n
d
if
f
er
en
t
d
ay
s
b
ec
o
m
es
im
p
o
s
s
ib
le
b
ec
au
s
e
o
f
th
e
f
ac
u
lty
’
s
class
s
ch
ed
u
les [
4
4
]
.
T
ea
ch
er
ca
n
d
id
ates
f
i
n
d
th
e
p
r
ac
tice
tim
es
in
s
u
f
f
icien
t
a
n
d
e
x
p
ec
t
t
h
e
p
r
ac
tice
d
u
r
ati
o
n
s
to
b
e
in
cr
ea
s
ed
.
T
h
ey
also
ex
p
ec
t
th
e
g
r
o
u
p
s
to
co
n
s
is
t
o
f
1
-
3
p
eo
p
le
[
3
2
]
.
R
elev
an
t
r
esear
ch
r
esu
lts
s
h
o
w
p
ar
allelis
m
with
th
is
s
tu
d
y
’
s
f
in
d
in
g
s
.
T
h
is
s
tu
d
y
h
as
f
o
u
n
d
,
d
is
s
im
ilar
ly
to
o
th
e
r
s
tu
d
ies,
th
at
p
r
o
f
ess
o
r
s
o
f
pr
ac
tice
s
ee
“th
e
u
n
willin
g
n
es
s
o
f
th
e
p
r
ac
tice
teac
h
e
r
s
”
as
th
e
m
ain
d
if
f
icu
lties
;
wh
ile
th
e
p
r
ac
tice
teac
h
e
r
s
m
en
tio
n
“th
e
h
ig
h
n
u
m
b
er
o
f
s
tu
d
en
ts
”,
“n
eg
lect
b
y
t
h
e
p
r
o
f
ess
o
r
s
o
f
p
r
ac
tice”
an
d
“n
o
t
k
n
o
win
g
th
e
ex
p
ec
tatio
n
s
o
f
th
e
u
n
iv
e
r
s
ity
”.
An
im
p
o
r
tan
t
f
in
d
in
g
is
th
at
b
o
th
s
id
es
h
av
e
a
lack
o
f
co
m
m
u
n
icatio
n
an
d
d
o
n
’
t
k
n
o
w
ea
ch
o
th
e
r
’
s
ex
p
e
ctatio
n
s
.
I
t
was
f
o
u
n
d
as
t
h
e
r
esu
lt
o
f
o
f
t
h
e
s
tu
d
y
th
at
th
e
s
tu
d
en
ts
ar
e
h
ap
p
y
with
th
e
atten
tio
n
th
ey
r
ec
eiv
e
f
r
o
m
b
o
th
th
e
s
ch
o
o
l
ad
m
in
is
tr
atio
n
s
an
d
p
r
ac
tice
teac
h
er
s
,
an
d
th
e
y
f
e
el
as
a
teac
h
er
i
n
th
e
s
ch
o
o
l.
Dem
i
r
an
d
Ç
am
lı
[
4
5
]
m
e
n
tio
n
,
in
th
e
s
tu
d
y
wh
er
e
t
h
ey
e
x
am
in
e
th
e
m
o
s
t
co
m
m
o
n
p
r
o
b
lem
s
o
f
teac
h
in
g
p
r
ac
tice
co
u
r
s
es
in
th
e
p
r
ac
tice
s
ch
o
o
l
s
,
th
at
th
e
m
o
s
t
co
m
m
o
n
n
eg
a
tiv
e
b
eh
av
io
r
s
th
at
th
e
s
tu
d
en
ts
ex
p
er
ien
ce
ar
e
n
o
t
s
h
ar
in
g
th
e
r
esp
o
n
s
ib
ilit
ies,
n
o
t
b
ein
g
s
ee
n
as
a
f
ig
u
r
e
o
f
au
th
o
r
ity
an
d
n
eg
lect.
Dem
ir
v
e
Ç
am
lı’s [
4
5
]
f
in
d
in
g
s
co
n
tr
a
d
ict
with
th
e
f
in
d
in
g
s
o
f
t
h
is
s
tu
d
y
.
T
h
e
wh
o
le
s
tu
d
y
g
r
o
u
p
was
ask
ed
ab
o
u
t
“th
eir
s
u
g
g
esti
o
n
s
o
n
h
o
w
to
im
p
r
o
v
e
t
h
e
teac
h
i
n
g
p
r
ac
tice
co
u
r
s
e”
.
T
h
e
an
s
wer
s
wer
e
s
ee
n
to
b
e
ten
d
in
g
to
war
d
s
“su
g
g
esti
o
n
s
in
v
o
lv
in
g
th
e
p
r
ac
ti
ce
p
r
o
ce
s
s
es”
in
all
g
r
o
u
p
s
.
All
th
r
ee
g
r
o
u
p
s
ag
r
ee
th
at
th
e
p
r
ac
tice
d
u
r
atio
n
s
n
e
ed
to
b
e
in
cr
ea
s
ed
,
an
d
th
at
t
h
er
e
m
u
s
t
b
e
a
clea
r
g
u
id
elin
e
ab
o
u
t
th
e
p
r
ac
ti
ce
.
I
n
ad
d
itio
n
,
th
e
s
tu
d
en
ts
r
eq
u
est
m
o
r
e
p
r
ac
tice
o
p
p
o
r
tu
n
ities
;
wh
ile
p
r
o
f
ess
o
r
s
o
f
p
r
ac
tice
s
u
g
g
est
d
etailed
tr
ain
in
g
p
r
o
g
r
am
s
f
o
r
p
r
ac
tice
tea
ch
er
s
.
T
h
e
p
r
ac
tice
teac
h
er
s
’
s
u
g
g
esti
o
n
s
in
clu
d
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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.
E
d
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c
.
Vo
l.
9
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No
.
1
,
Ma
r
ch
2
0
2
0
:
10
-
20
18
r
eq
u
ests
f
o
r
a
d
o
cu
m
en
t
ex
p
la
in
in
g
th
e
p
r
ev
io
u
s
class
es
th
a
t
th
e
s
tu
d
en
ts
h
av
e
tak
en
,
a
f
u
ll
d
ay
to
b
e
ass
ig
n
ed
as
th
e
p
r
ac
tice
d
ay
an
d
th
at
th
e
PC
G
in
ter
n
s
h
ip
p
r
ac
tices
an
d
ev
alu
atio
n
s
ar
e
d
i
f
f
er
e
n
tiated
f
r
o
m
o
th
er
teac
h
in
g
ar
ea
s
in
th
e
MN
E
I
S.
Par
allel
to
th
is
s
tu
d
y
’
s
f
in
d
in
g
s
,
Özp
o
lat
an
d
Gü
r
s
o
y
’
s
[
5
]
s
t
u
d
y
h
as
f
o
u
n
d
th
at
teac
h
er
ca
n
d
id
ates’
s
u
g
g
esti
o
n
s
f
o
r
ch
an
g
es
in
th
e
teac
h
er
ca
n
d
id
ate
tr
ain
in
g
p
r
o
g
r
a
m
s
m
ain
ly
in
v
o
lv
e
th
e
s
tak
eh
o
ld
er
s
,
f
o
llo
wed
b
y
p
r
ac
tice,
co
n
ten
t,
tim
e
an
d
a
ttit
u
d
e.
R
eg
ar
d
in
g
th
e
s
tak
eh
o
ld
er
s
,
th
e
teac
h
er
ca
n
d
id
ates
h
av
e
s
tated
t
h
at
th
is
t
r
ain
in
g
s
h
o
u
ld
in
cl
u
d
e
co
m
p
ete
n
t
ad
v
is
o
r
teac
h
er
s
an
d
lectu
r
e
r
s
,
ac
ad
em
ician
s
s
h
o
u
ld
also
att
en
d
th
ese
tr
ain
in
g
s
,
an
d
a
d
d
i
tio
n
ally
,
th
e
s
ch
o
o
l
p
r
i
n
cip
al
s
s
h
o
u
ld
b
e
b
etter
in
f
o
r
m
e
d
ab
o
u
t
t
h
is
p
r
o
g
r
am
.
Gö
k
u
l
u
[
1
]
,
o
n
th
e
o
th
er
h
a
n
d
,
h
as
r
ea
ch
e
d
th
e
co
n
clu
s
io
n
th
at
th
e
ad
v
is
o
r
teac
h
er
s
m
u
s
t
b
e
b
etter
in
f
o
r
m
ed
ab
o
u
t
th
e
p
r
o
ce
s
s
o
f
teac
h
er
ca
n
d
id
ate
tr
ain
in
g
p
r
o
g
r
a
m
.
Değ
ir
m
e
n
ça
y
an
d
Kasap
[
2
]
s
tate
th
at
th
e
g
u
id
eb
o
o
k
s
p
r
e
p
ar
ed
b
y
th
e
f
ac
u
ltie
s
ar
e
in
ad
eq
u
ate.
2
1
.
6
%
o
f
th
e
teac
h
er
ca
n
d
id
ates
m
en
tio
n
ed
n
o
t
b
ein
g
a
b
le
to
s
u
cc
ess
f
u
lly
atten
d
to
th
e
s
ch
o
o
l
ex
p
er
ien
ce
co
u
r
s
e
b
ec
au
s
e
o
f
th
e
in
ten
s
ity
o
f
o
th
er
co
u
r
s
es
in
th
e
f
ac
u
lty
.
T
h
e
p
er
ce
n
ta
g
es
lead
to
th
e
co
n
clu
s
io
n
th
at
th
e
teac
h
er
c
an
d
id
ates
f
in
d
th
eir
r
elatio
n
s
h
ip
s
with
th
eir
p
r
o
f
ess
o
r
s
in
th
e
s
co
p
e
o
f
Sch
o
o
l
E
x
p
er
ien
ce
c
o
u
r
s
e
im
p
o
r
t
an
t
b
u
t
th
in
k
t
h
at
th
e
g
u
id
e
b
o
o
k
th
e
y
u
s
e
is
i
n
s
u
f
f
icien
t.
Mo
r
eo
v
e
r
,
th
e
teac
h
er
ca
n
d
id
ates
h
av
e
s
tated
th
at
in
o
r
d
er
f
o
r
th
e
Sch
o
o
l
E
x
p
e
r
ien
ce
c
o
u
r
s
e
to
b
e
ca
r
r
ied
o
u
t
s
u
cc
ess
f
u
lly
,
in
ten
s
ity
o
f
th
e
o
th
e
r
cla
s
s
es
in
th
e
f
ac
u
lty
s
h
o
u
ld
b
e
r
ed
u
ce
d
,
an
d
th
at
th
e
p
r
o
f
ess
o
r
s
d
o
n
’
t
g
iv
e
t
h
e
f
ee
d
b
ac
k
s
o
r
m
ak
e
th
e
ad
ju
s
tm
en
ts
wh
ich
ar
e
n
ee
d
ed
.
W
h
en
th
e
p
r
o
f
ess
o
r
s
o
f
p
r
a
ctice
an
d
p
r
ac
tice
teac
h
er
s
ar
e
ask
ed
ab
o
u
t
h
o
w
th
ey
m
ain
tain
ed
co
m
m
u
n
icatio
n
with
ea
ch
o
th
er
,
b
o
th
g
r
o
u
p
s
wer
e
s
ee
n
to
e
x
p
er
ien
ce
d
if
f
ic
u
lties
in
estab
lis
h
in
g
co
m
m
u
n
icatio
n
.
Pra
ctice
tea
ch
er
s
s
tate
th
at
th
e
p
r
o
f
ess
o
r
s
o
f
p
r
ac
tice
d
o
n
’
t
v
is
it
th
eir
s
ch
o
o
ls
;
wh
ile
p
r
o
f
ess
o
r
s
m
en
tio
n
e
d
th
e
u
n
w
illi
n
g
n
ess
o
f
p
r
ac
tice
teac
h
er
s
.
T
h
is
s
itu
atio
n
is
th
o
u
g
h
t
to
r
e
f
lect
n
eg
ativ
ely
o
n
th
e
co
o
p
er
atio
n
o
f
b
o
th
s
id
es
an
d
th
e
g
en
e
r
al
q
u
ality
o
f
t
h
e
teac
h
in
g
p
r
ac
tice
co
u
r
s
e.
W
h
en
th
e
p
ar
ties
wer
e
ask
ed
ab
o
u
t
th
e
e
x
p
ec
tatio
n
s
f
r
o
m
ea
ch
o
th
er
,
it
was
r
ev
e
aled
th
at
th
e
p
r
ac
tice
teac
h
e
r
s
m
ain
ly
r
eq
u
ested
s
u
p
p
o
r
t
o
n
ed
u
ca
tio
n
al
m
atter
s
th
at
wo
u
ld
i
m
p
r
o
v
e
th
em
(
p
o
s
tg
r
ad
u
ate
p
r
o
g
r
am
s
,
in
s
er
v
ice
tr
ain
in
g
,
etc.
)
;
wh
ile
th
e
p
r
o
f
ess
o
r
s
o
f
p
r
ac
t
ice
d
esire
d
to
wo
r
k
with
th
e
p
r
ac
tice
teac
h
er
s
in
r
esear
ch
an
d
d
ev
elo
p
m
en
t
p
r
o
jects
in
th
e
s
ch
o
o
ls
.
I
t
is
t
h
o
u
g
h
t
th
at
b
o
t
h
s
id
es
wo
u
ld
b
en
e
f
it,
an
d
t
h
e
q
u
ality
o
f
th
e
teac
h
in
g
p
r
ac
tice
co
u
r
s
es
wo
u
ld
in
cr
ea
s
e
in
th
e
ca
s
e
wh
er
e
s
aid
p
r
o
jects
ar
e
r
ea
lized
.
Şimşek
,
Alk
an
an
d
E
r
d
em
[
4
6
]
also
m
en
tio
n
ed
th
e
n
ee
d
f
o
r
an
ef
f
ec
tiv
e
co
o
p
er
atio
n
b
etwe
en
th
e
f
ac
u
lty
an
d
s
ch
o
o
l
p
e
r
s
o
n
n
el
in
th
eir
s
tu
d
y
.
T
h
e
r
esear
ch
er
s
s
u
g
g
est
s
tr
en
g
th
en
in
g
th
e
co
o
p
er
atio
n
b
etwe
en
th
e
p
er
s
o
n
n
el
o
f
p
r
a
ctice
s
ch
o
o
ls
an
d
f
ac
u
lties
,
an
d
t
h
at
co
n
f
ig
u
r
atio
n
s
to
war
d
s
th
e
ef
f
icien
cy
o
f
th
e
teac
h
in
g
p
r
ac
tice
c
o
u
r
s
es
s
h
o
u
ld
b
e
o
r
g
an
ized
.
W
h
en
th
e
b
o
d
y
o
f
liter
atu
r
e
o
u
ts
id
e
o
f
T
u
r
k
ey
is
r
e
v
iewe
d
,
it
is
s
ee
n
th
at
u
n
iv
er
s
ities
h
av
e
th
eir
o
wn
s
p
ec
ialized
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
in
ad
d
itio
n
to
th
e
teac
h
er
tr
ain
in
g
p
r
o
g
r
a
m
s
o
f
th
e
s
tates.
Sm
ith
an
d
So
u
v
in
ey
[
1
3
]
,
wh
o
wo
r
k
o
n
u
n
iv
er
s
ity
b
ased
in
ter
n
s
h
ip
p
r
o
g
r
am
s
,
s
tate
th
at
th
ese
p
r
o
g
r
am
s
m
u
s
t
b
e
ca
r
r
ied
o
u
t
wi
th
th
e
co
o
p
er
atio
n
o
f
t
r
eg
io
n
al
ex
ec
u
tiv
es
an
d
teac
h
er
ass
o
ciatio
n
s
.
On
th
e
o
th
er
h
an
d
,
k
in
d
o
f
th
is
co
o
p
er
atio
n
is
also
im
p
o
r
tan
t
f
o
r
g
r
ad
u
ated
teac
h
er
s
to
f
in
d
jo
b
s
.
B
r
o
tt
[
1
5
]
em
p
h
a
s
izes
th
e
n
ee
d
f
o
r
a
m
aster
’
s
d
eg
r
ee
lev
el
e
d
u
ca
tio
n
in
PC
G.
T
h
is
is
s
im
i
lar
to
th
e
p
r
o
f
ess
io
n
al
s
tan
d
ar
d
s
in
th
e
Sch
o
o
l
Ps
y
ch
o
lo
g
ical
C
o
u
n
s
elo
r
d
ef
in
itio
n
o
f
th
e
Pro
f
ess
io
n
al
C
o
m
p
eten
cy
B
o
ar
d
[
1
6
]
.
T
h
e
ex
p
ec
tatio
n
s
o
f
th
e
p
r
ac
tice
teac
h
er
s
ab
o
u
t th
e
f
ac
u
lties
to
s
u
p
p
o
r
t p
o
s
tg
r
a
d
u
ate
ed
u
ca
tio
n
also
f
all
in
lin
e
with
th
ese
f
in
d
in
g
s
.
4.
CO
NCLU
SI
O
N
T
h
e
s
u
g
g
esti
o
n
s
b
ased
o
n
th
e
f
in
d
in
g
s
ar
e
g
iv
e
n
u
n
d
e
r
two
to
p
ics:
s
u
g
g
esti
o
n
s
f
o
r
th
e
d
ec
is
io
n
m
ak
er
s
an
d
th
e
p
r
ac
titi
o
n
er
s
.
T
h
e
s
u
g
g
esti
o
n
s
f
o
r
th
e
d
ec
is
io
n
m
ak
e
r
s
ca
n
b
e
s
u
m
m
a
r
ized
as;
th
e
d
u
r
atio
n
o
f
th
e
teac
h
in
g
p
r
ac
tice
in
ter
n
s
h
ip
s
h
o
u
ld
b
e
i
n
cr
ea
s
ed
,
a
d
etailed
in
ter
n
s
h
ip
g
u
i
d
e
s
h
o
u
ld
b
e
p
r
ep
ar
e
d
,
th
e
s
tu
d
en
ts
s
h
o
u
ld
atten
d
to
o
n
ly
t
h
e
p
r
ac
tice
c
o
u
r
s
es
d
u
r
in
g
th
eir
in
ter
n
s
h
ip
,
o
th
er
cl
ass
es
in
th
e
f
ac
u
lty
s
h
o
u
ld
b
e
f
in
is
h
ed
b
ef
o
r
e
t
h
e
i
n
ter
n
s
h
ip
,
p
r
ac
tice
teac
h
e
r
s
s
h
o
u
ld
b
e
g
i
v
en
m
o
r
e
i
n
ce
n
tiv
e
in
m
o
n
eta
r
y
ter
m
s
,
th
e
MN
E
I
S
s
h
o
u
ld
b
e
m
ad
e
m
o
r
e
ef
f
icien
t,
th
e
ev
alu
atio
n
item
s
in
th
e
s
y
s
tem
s
h
o
u
ld
b
e
s
u
itab
le
f
o
r
PC
G
s
tu
d
en
ts
,
a
p
ay
m
en
t
m
o
d
u
le
s
h
o
u
ld
b
e
d
ef
in
ed
in
MN
E
I
S,
a
n
d
th
e
ed
u
ca
tio
n
a
n
d
ass
ess
m
en
t
cr
iter
ia
f
o
r
PC
G
p
r
ac
tice
teac
h
er
s
s
h
o
u
ld
b
e
d
if
f
e
r
en
tiated
f
r
o
m
o
t
h
er
teac
h
in
g
ar
ea
s
.
Fin
ally
,
s
u
g
g
esti
o
n
s
f
o
r
th
e
p
r
ac
titi
o
n
er
s
ca
n
b
e
s
u
m
m
ed
u
p
as;
th
e
ac
ad
em
ician
s
g
iv
in
g
lectu
r
e
in
th
e
teac
h
in
g
p
r
ac
tice
class
es
m
u
s
t
b
e
p
ick
ed
f
r
o
m
p
eo
p
l
e
wh
o
h
av
e
k
n
o
wled
g
e
o
f
a
n
d
h
av
e
w
o
r
k
ed
in
th
e
s
ch
o
o
ls
,
p
r
o
f
ess
o
r
s
o
f
p
r
a
ctice
s
h
o
u
ld
v
is
it
th
eir
s
tu
d
en
t
s
at
least
f
o
u
r
tim
es
(
f
ir
s
t
v
is
it
to
b
e
m
ad
e
d
u
r
in
g
th
e
f
ir
s
t
wee
k
)
,
p
r
ac
tice
s
tu
d
e
n
ts
s
h
o
u
ld
g
o
to
t
h
e
p
r
ac
tice
s
ch
o
o
ls
o
n
d
i
f
f
er
en
t
d
ay
s
,
p
r
ac
t
ice
teac
h
er
s
s
h
o
u
l
d
b
e
in
f
o
r
m
e
d
ab
o
u
t th
e
p
r
ev
io
u
s
clas
s
es a
n
d
in
ter
n
s
h
ip
s
o
f
th
e
p
r
ac
tice
s
tu
d
en
ts
,
an
d
o
r
g
an
i
zin
g
en
d
ea
v
o
r
s
th
at
will
im
p
r
o
v
e
th
e
co
m
m
u
n
icatio
n
an
d
th
e
co
o
p
er
atio
n
b
etwe
en
th
e
p
r
o
f
ess
o
r
s
o
f
p
r
ac
tice
an
d
th
e
p
r
ac
tice
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:
2252
-
8
8
2
2
E
xa
min
a
tio
n
o
f th
e
o
p
in
io
n
s
o
f stu
d
en
ts
,
p
r
o
fess
o
r
s
a
n
d
p
r
a
ctice
…
(
E
s
r
a
Tö
r
e
)
19
RE
F
E
R
E
NC
E
S
[1
]
A.
G
ö
k
u
lu
,
"
P
ro
s
p
e
c
ti
v
e
tea
c
h
e
rs’
v
iew
s
a
b
o
u
t
t
h
e
p
ro
s
p
e
c
ti
v
e
te
a
c
h
e
r
train
in
g
p
ro
c
e
ss
in
T
u
rk
e
y
,"
,
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
S
o
c
ia
l
S
c
ien
c
e
s a
n
d
E
d
u
c
a
t
io
n
Res
e
a
rc
h
,
v
o
l
.
3
(
1
),
p
p
.
111
-
1
2
3
,
2
0
1
7
.
[2
]
Ş
.
A.
De
ğ
irme
n
ç
a
y
a
n
d
G
.
Ka
sa
p
,
"
P
re
-
se
rv
ice
tea
c
h
e
rs’
o
p
in
i
o
n
s
o
n
sc
h
o
o
l
e
x
p
e
rien
c
e
a
n
d
t
e
a
c
h
in
g
p
ra
c
ti
c
e
c
o
u
rse
s
,"
A
d
n
a
n
M
e
n
d
e
re
s
Un
ive
rs
it
y
Fa
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
S
c
ie
n
c
e
s
,
v
o
l
.
4
(2
),
pp.
47
-
5
7
,
2
0
1
3
.
[3
]
M
.
G
ü
lt
e
k
in
,
"
Th
e
m
e
tap
h
o
rs
th
a
t
p
rima
ry
e
d
u
c
a
ti
o
n
tea
c
h
e
r
c
a
n
d
id
a
tes
u
se
re
g
a
rd
in
g
c
u
rricu
lu
m
,"
Ed
u
c
a
ti
o
n
a
n
d
S
c
ien
c
e
,
v
o
l.
3
8
(
1
6
9
),
2
0
1
3
.
[4
]
M
.
Ş
işm
a
n
a
n
d
M
.
B
.
Ac
a
t,
"
A
stu
d
y
o
f
sc
h
o
o
l
e
x
p
e
rien
c
e
s
p
ra
c
ti
c
e
s
a
n
d
it
s
e
ffe
c
t
o
n
th
e
p
e
rc
e
p
ti
o
n
o
f
tea
c
h
in
g
p
ro
fe
ss
io
n
,"
Fı
ra
t
U
n
ive
rs
it
y
J
o
u
r
n
a
l
o
f
S
o
c
i
a
l
S
c
ien
c
e
,
v
o
l.
1
3
(
1
),
p
p
.
2
3
5
-
2
5
0
,
2
0
0
3
.
[5
]
E.
T.
Öz
p
o
lat
a
n
d
G
.
G
ü
rso
y
,
"
A
lo
n
g
it
u
d
i
n
a
l
stu
d
y
o
n
p
re
a
n
d
p
o
st
se
rv
ice
v
iew
s
o
f
tea
c
h
e
r
c
a
n
d
id
a
tes
o
n
tea
c
h
e
r
c
a
n
d
id
a
te t
ra
in
in
g
p
r
o
g
ra
m
,"
Peg
e
m Jo
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
n
d
I
n
st
ru
c
ti
o
n
,
v
o
l.
9
(2
),
p
p
.
6
0
5
,
2
0
1
9
.
[6
]
A.
Arı
a
n
d
E.
Kira
z
,
"P
r
o
b
lem
s
a
n
d
so
lu
ti
o
n
s
i
n
sc
h
o
o
l
e
x
p
e
rien
c
e
p
ra
c
ti
c
e
s
,"
I
II.
N
a
ti
o
n
a
l
S
c
i
e
n
c
e
Ed
u
c
a
ti
o
n
S
y
mp
o
si
u
m P
ro
c
e
e
d
in
g
s,
pp
.
3
0
7
-
3
1
0
,
An
k
a
ra
:
M
NE
P
u
b
li
sh
i
n
g
,
1
9
9
9
.
[7
]
S.
Ba
ştü
rk
,
"
P
ro
s
p
e
c
ti
v
e
tea
c
h
e
rs'
e
x
p
e
rien
c
e
s
a
b
o
u
t
tea
c
h
in
g
p
ra
c
ti
c
e
c
o
u
rse
,"
1
6
t
h
Na
ti
o
n
a
l
Co
n
g
re
ss
o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s,
5
-
7
S
e
p
te
m
b
e
r,
To
k
a
t:
G
a
z
io
sm
a
n
p
a
şa
Un
iv
e
rsity
,
2
0
0
7
.
[8
]
A.
Eras
lan
,
"
A
fa
c
u
l
ty
–
sc
h
o
o
l
p
a
r
tn
e
rsh
ip
p
ro
g
ra
m
m
e
:
p
ro
sp
e
c
ti
v
e
m
a
th
e
m
a
ti
c
s
tea
c
h
e
rs’
re
flec
t
io
n
s
o
n
sc
h
o
o
l
p
ra
c
ti
c
e
c
o
u
rse
,"
Ha
c
e
tt
e
p
e
U
n
ive
rs
it
y
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
,
v
o
l.
3
4
,
p
p
.
95
-
1
0
5
,
2
0
0
8
.
[9
]
Ö.
F
.
G
ö
k
m
e
n
,
"
Th
e
c
o
m
p
u
ter
e
d
u
c
a
ti
o
n
a
n
d
i
n
stru
c
ti
o
n
a
l
tec
h
n
o
l
o
g
y
tea
c
h
e
r
c
a
n
d
id
a
tes
’
v
iew
s
a
b
o
u
t
tea
c
h
i
n
g
p
ra
c
ti
c
e
,"
Un
ive
rs
it
y
J
o
u
rn
a
l
o
f
t
h
e
Fa
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
,
v
o
l.
1
1
(
1
),
p
p
.
96
-
1
1
5
,
2
0
1
5
.
[1
0
]
M
in
istr
y
o
f
Na
ti
o
n
a
l
Ed
u
c
a
ti
o
n
,
"
Dire
c
ti
v
e
o
n
th
e
a
p
p
li
c
a
ti
o
n
o
f
t
e
a
c
h
in
g
stu
d
e
n
ts
to
b
e
p
e
rfo
rm
e
d
b
y
e
d
u
c
a
ti
o
n
a
l
stu
d
e
n
ts
in
e
d
u
c
a
t
io
n
a
l
in
stit
u
ti
o
n
s
u
n
d
e
r th
e
M
in
istry
o
f
Na
ti
o
n
a
l
Ed
u
c
a
ti
o
n
"
,
3
1
6
6
6
2
5
2
,
1
4
.
0
6
.
2
0
1
8
.
[1
1
]
O.
Çe
p
n
i
a
n
d
F
.
A
y
d
ı
n
,
"
G
e
o
g
ra
p
h
y
tea
c
h
e
r
c
a
n
d
i
d
a
tes
in
th
e
c
o
n
tex
t
o
f
tea
c
h
in
g
p
ra
c
ti
c
e
p
ro
b
lem
s
a
n
d
so
lu
ti
o
n
s
,
"
T
u
rk
e
y
S
o
c
ia
l
S
t
u
d
ies
J
o
u
rn
a
l,
v
o
l.
2
(
2
),
p
p
.
2
8
5
-
3
0
4
,
2
0
1
5
.
[1
2
]
V.
El
li
s,
"
Im
p
o
v
e
rish
i
n
g
e
x
p
e
rie
n
c
e
:
Th
e
p
r
o
b
lem
o
f
tea
c
h
e
r
e
d
u
c
a
ti
o
n
in
En
g
lan
d
,"
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
f
o
r
T
e
a
c
h
in
g
,
v
o
l.
3
6
(
1
),
p
p
.
1
0
5
-
1
2
0
,
2
0
1
0
.
[1
3
]
J.
S
m
it
h
a
n
d
R.
S
o
u
v
i
n
e
y
,
"
T
h
e
in
tern
sh
ip
in
tea
c
h
e
r
e
d
u
c
a
ti
o
n
,"
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
Q
u
a
rte
rly
,
p
p
.
5
-
19.
[1
4
]
Co
u
n
c
il
o
f
Hig
h
e
r
Ed
u
c
a
ti
o
n
,
"
Gu
id
a
n
c
e
a
n
d
p
sy
c
h
o
lo
g
ica
l
c
o
u
n
s
e
li
n
g
u
n
d
e
rg
r
a
d
u
a
te
p
ro
g
r
a
m
,"
Re
tri
e
v
e
d
fro
m
:
h
tt
p
s:/
/www
.
y
o
k
.
g
o
v
.
tr/
D
o
c
u
m
e
n
ts/Ku
ru
m
sa
l/
e
g
it
im_
o
g
re
ti
m
_
d
a
ir
e
si/Ye
n
i
-
Og
re
tme
n
-
Ye
ti
stirme
-
Li
sa
n
s
-
P
ro
g
ra
m
lari/Reh
b
e
rli
k
_
v
e
_
P
sik
o
l
o
ji
k
_
Da
n
ism
a
n
li
k
_
Li
sa
n
s
_
P
ro
g
ra
m
i.
p
d
f,
2
0
1
7
.
[1
5
]
P.
E.
Bro
tt
,
"
Co
u
n
se
lo
r
e
d
u
c
a
ti
o
n
a
c
c
o
u
n
tab
il
it
y
:
Train
in
g
th
e
e
ffe
c
ti
v
e
p
ro
fe
ss
io
n
a
l
sc
h
o
o
l
c
o
u
n
se
l
o
r
,"
Pro
fes
sio
n
a
l
S
c
h
o
o
l
C
o
u
n
se
li
n
g
,
v
o
l.
1
0
(
2
),
2
1
5
6
7
5
9
X
0
6
0
1
0
0
0
2
0
4
,
2
0
1
6
.
[1
6
]
A.
Yıld
ırı
m
a
n
d
H.
Ş
imş
e
k
,
“
Q
u
a
li
ta
ti
v
e
re
se
a
rc
h
me
th
o
d
s i
n
t
h
e
so
c
ia
l
sc
ien
c
e
s”,
A
n
k
a
ra
:
S
e
ç
k
i
n
,
2
0
0
5
.
[1
7
]
P
.
M
.
W.
Ha
c
k
e
tt
a
n
d
B
.
S
c
h
wa
rz
e
n
b
a
c
h
,
"
Et
h
n
o
g
ra
p
h
ic
c
a
v
c
a
ts
,"
In
P.
M
.
W
.
Ha
c
k
e
tt
(Ed
.
),
Qu
a
l
it
a
ti
v
e
re
se
a
rc
h
me
th
o
d
s i
n
c
o
n
su
me
r p
sy
c
h
o
lo
g
y
:
Et
h
n
o
g
ra
p
h
y
a
n
d
c
u
lt
u
re
,
p
p
.
53
-
6
6
,
Ne
w Yo
r
k
,
NY
,
Lo
n
d
o
n
:
Ro
u
tl
e
d
g
e
,
2
0
1
6
.
[1
8
]
A.
Tü
r
n
ü
k
lü
,
"
A
q
u
a
li
tati
v
e
re
se
a
rc
h
tec
h
n
iq
u
e
t
h
a
t
c
a
n
b
e
u
se
d
e
ffe
c
ti
v
e
ly
i
n
e
d
u
c
a
ti
o
n
a
l
stu
d
ies
:
In
terv
iew
,"
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
M
a
n
a
g
e
me
n
t
in
T
h
e
o
ry
a
n
d
Pr
a
c
ti
c
e
,
v
o
l.
6
(4
),
p
p
.
5
4
3
-
5
5
9
,
2
0
0
0
.
[1
9
]
İ.
,
Ay
d
ın
,
"
Et
h
ica
l
v
a
lu
e
s
fro
m
re
se
a
r
c
h
to
p
u
b
li
c
a
ti
o
n
i
n
s
o
c
ial
sc
ien
c
e
s
,"
Per
io
d
ica
ls
i
n
S
o
c
ia
l
S
c
ien
c
e
s,
Pro
c
e
e
d
in
g
s
o
f
t
h
e
Fi
rs
t
N
a
ti
o
n
a
l
Co
n
g
re
ss
,
2
0
1
6
.
[2
0
]
U.
K.
Kılı
n
ç
,
"
G
ro
u
n
d
e
d
t
h
e
o
r
y
a
p
p
r
o
a
c
h
in
so
c
ial
sc
ien
c
e
s
,"
In
:
A
.
Yü
k
se
l,
B.
M
il
.
An
d
Y.
Bil
im,
(
E
d
s.)
Qu
a
li
ta
ti
v
e
Res
e
a
rc
h
:
W
h
y
,
W
h
y
,
Ho
w?
,
An
k
a
ra
:De
tay
,
p
p
.
1
2
2
-
1
3
1
,
2
0
0
7
.
[2
1
]
N.
Ka
ra
sa
r,
S
c
ien
ti
fi
c
re
se
a
rc
h
me
th
o
d
,
An
k
a
ra
:
No
b
e
l,
2
0
0
9
.
[2
2
]
C.
Ro
b
s
o
n
,
S
c
ien
t
if
ic re
se
a
rc
h
me
th
o
d
s: R
e
a
l
wo
rld
re
se
a
rc
h
e
s
,
An
k
a
ra
:
An
ı
P
u
b
li
sh
i
n
g
,
2
0
1
5
.
[2
3
]
J.
A.
M
a
x
we
ll
,
Qu
a
li
t
a
ti
v
e
re
se
a
rc
h
d
e
sig
n
:
An
in
ter
a
c
t
ive
a
p
p
ro
a
c
h
,
Ca
li
fo
r
n
ia:
S
AG
E
P
u
b
li
c
a
ti
o
n
s,
1
9
9
6
.
[2
4
]
S
.
El
o
a
n
d
H.
Ky
n
g
ä
s,
"
Th
e
q
u
a
li
tativ
e
c
o
n
ten
t
a
n
a
ly
sis
p
r
o
c
e
ss
,
"
J
o
u
rn
a
l
o
f
A
d
v
a
n
c
e
d
N
u
rs
in
g
,
v
o
l.
6
2
(
1
)
,
p
p
.
1
0
7
-
1
1
5
,
2
0
0
8
.
[2
5
]
M
.
B.
Ak
su
,
"
F
a
c
u
lt
y
-
sc
h
o
o
l
c
o
ll
a
b
o
ra
ti
o
n
se
m
in
a
r
a
n
d
e
v
a
lu
a
ti
o
n
o
f
a
p
p
li
c
a
ti
o
n
p
ro
c
e
ss
:
M
a
lat
y
a
p
r
o
v
i
n
c
e
c
a
se
,"
XIII.
Na
ti
o
n
a
l
E
d
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s Co
n
g
re
ss
,
M
a
laty
a
İ
n
ö
n
ü
U
n
i
v
e
rsity
,
J
u
ly
6
-
9
,
P
r
o
c
e
e
d
in
g
s Bo
o
k
,
2
0
0
4
.
[2
6
]
E.
F
.
Ş
iri
n
,
H.
S
.
Ça
ğ
la
y
a
n
,
M
.
Ç.
Çe
ti
n
a
n
d
R.
E
k
e
n
ler,
"
Op
in
i
o
n
s
o
f
p
r
o
sp
e
c
ti
v
e
tea
c
h
e
rs,
p
ra
c
ti
c
e
tea
c
h
e
rs
a
n
d
tea
c
h
in
g
sta
ff
a
b
o
u
t
tea
c
h
i
n
g
p
ra
c
ti
c
e
a
c
ti
v
it
ies
,"
T
h
e
In
ter
n
a
ti
o
n
a
l
S
y
mp
o
siu
m
o
n
P
h
y
sic
a
l
E
d
u
c
a
ti
o
n
a
n
d
S
p
o
rts
T
e
a
c
h
in
g
I
n
E
u
-
B
o
lo
g
n
a
Pro
c
e
ss
,
p
p
.
2
3
6
-
2
5
4
,
2
0
0
7
.
[2
7
]
R.
Öz
y
ü
re
k
,
"
I
d
e
n
ti
fica
ti
o
n
o
f
t
h
e
a
p
p
li
c
a
ti
o
n
o
f
sc
h
o
o
l
c
o
u
n
se
li
n
g
p
ra
c
ti
c
e
s
c
a
rried
o
u
t
b
y
st
u
d
e
n
ts
in
c
o
u
n
se
li
n
g
a
n
d
g
u
i
d
a
n
c
e
u
n
d
e
rg
ra
d
u
a
te p
r
o
g
ra
m
,"
Ed
u
c
a
ti
o
n
a
n
d
S
c
ie
n
c
e
,
v
o
l
.
3
5
(1
5
6
),
2
0
1
0
.
[2
8
]
K.
R.
B
o
g
g
s
a
n
d
L.
A
.
Do
u
c
e
,
"
Cu
rre
n
t
sta
t
u
s
a
n
d
a
n
ti
c
ip
a
ted
c
h
a
n
g
e
s
in
p
s
y
c
h
o
l
o
g
y
in
ter
n
sh
ip
s:
Eff
e
c
t
s
o
n
c
o
u
n
se
li
n
g
p
sy
c
h
o
lo
g
y
train
i
n
g
,"
T
h
e
Co
u
n
se
li
n
g
Psy
c
h
o
lo
g
ist,
v
o
l
.
2
8
(5
),
p
p
.
6
7
2
-
6
8
6
,
2
0
0
0
.
[2
9
]
J.
Bo
we
rs
a
n
d
Ha
tch
,
P
.
A.
"
Th
e
ASCA
n
a
ti
o
n
a
l
m
o
d
e
l:
A
fra
m
e
wo
rk
fo
r
sc
h
o
o
l
c
o
u
n
se
l
in
g
p
ro
g
ra
m
s
,"
Ame
ric
a
n
S
c
h
o
o
l
Co
u
n
se
lo
r
Asso
c
ia
ti
o
n
,
1
1
0
1
Ki
n
g
S
tree
t,
S
u
it
e
6
2
5
,
Ale
x
a
n
d
r
ia,
VA
2
2
3
1
4
,
2
0
0
5
.
[3
0
]
T.
P
a
k
e
r,
"
P
r
o
b
lem
s
o
f
stu
d
e
n
t
tea
c
h
e
rs
re
g
a
rd
in
g
th
e
fe
e
d
b
a
c
k
o
f
u
n
iv
e
rsit
y
su
p
e
rv
iso
rs
a
n
d
m
e
n
to
rs
d
u
ri
n
g
tea
c
h
in
g
p
ra
c
ti
c
e
,"
Pa
m
u
k
k
a
le Un
ive
rs
it
y
Fa
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
J
o
u
rn
a
l
,
v
o
l.
2
3
(
2
3
),
p
p
.
1
3
2
-
1
3
9
,
2
0
0
8
.
[3
1
]
C.
Ko
ç
&
H.Yıl
d
ız,
"
T
h
e
Re
flec
to
rs o
f
Tea
c
h
in
g
Ex
p
e
rien
c
e
s: Di
a
ries
,"
Ed
u
c
a
ti
o
n
a
n
d
S
c
ien
c
e
,
v
o
l.
3
7
(
1
6
4
),
2
0
1
2
.
[3
2
]
M.
Be
k
taş
&
A.
Ay
v
a
z
,
"
Th
e
e
x
p
e
c
tatio
n
s o
f
stu
d
e
n
t
tea
c
h
e
rs ab
o
u
t
tea
c
h
in
g
p
ra
c
ti
c
e
,"
M
e
rs
in
Un
iv
e
rs
it
y
J
o
u
rn
a
l
o
f
th
e
Fa
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
,
v
o
l.
8
(
3
),
p
p
.
2
0
9
-
2
3
2
,
2
0
1
2
.
[3
3
]
D.
Kılı
ç
,
"
T
h
e
e
v
a
lu
a
ti
o
n
o
f
t
h
e
e
ffe
c
ts
o
f
th
e
tea
c
h
in
g
p
ra
c
ti
c
e
c
o
u
rse
s
o
n
tea
c
h
e
r
c
a
n
d
id
a
tes
,"
J
o
u
rn
a
l
o
f
At
a
t
ü
rk
Un
ive
rs
it
y
Ka
zım Ka
ra
b
e
k
ir F
a
c
u
lt
y
o
f
E
d
u
c
a
ti
o
n
,
v
ol
.
1
0
,
2
0
0
4
.
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