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if
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duca
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P
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pra
ctice
s o
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scho
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principa
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Abdu
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De
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R
ev
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Acc
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Ap
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Re
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d
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ted
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o
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d
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a
ti
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ip
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a
n
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i
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(
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p
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in
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teristics
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p
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ti
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n
terp
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ti
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e
a
n
a
ly
sis
(AN
OV
A
a
n
d
T
-
tes
t).
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e
fin
d
in
g
s
in
d
ica
te
th
a
t
th
e
sc
h
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o
l
p
rin
c
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p
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lo
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k
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d
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t
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ift
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d
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a
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ly
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m
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a
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d
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s
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lt
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i
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n
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t
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p
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g
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re
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K
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Gif
ted
n
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Per
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Sch
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Sch
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T
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rticle
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CC B
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C
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s
p
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A
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:
Osam
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Al
-
Ma
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ca
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Stu
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p
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Un
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b
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1.
I
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RO
D
UCT
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T
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s
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y
aim
ed
to
in
v
esti
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s
to
m
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T
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s
o
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f
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f
o
cu
s
in
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th
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p
ar
ticu
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esear
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tly
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ter
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ac
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’
lear
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an
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ca
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ev
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ar
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[
1
]
.
T
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a
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d
f
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-
d
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ca
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ac
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lac
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[
2
]
.
T
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s
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ex
am
in
es
th
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s
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d
im
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cal
an
d
em
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tio
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al
g
u
id
an
ce
[
3
]
,
[
4
]
.
Su
ch
h
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g
h
asp
ir
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s
ar
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p
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s
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ib
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wh
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s
tan
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t
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s
p
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n
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s
[
5
]
.
Sm
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s
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d
[
6
]
ar
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th
at
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t is d
if
f
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lt to
h
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p
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d
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to
d
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Ps
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ch
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ap
p
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ly
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wh
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test
s
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tifie
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if
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tu
d
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T
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,
th
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c
o
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n
itiv
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ap
p
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m
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an
d
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s
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two
to
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in
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J E
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&
R
es E
d
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I
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N:
2252
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8
8
2
2
Gifted
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u
ca
tio
n
:
P
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p
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tives a
n
d
p
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a
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s
o
f
s
ch
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o
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p
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in
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a
ls
in
B
a
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a
in
(
Osa
ma
A
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-
Ma
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)
577
id
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tific
atio
n
p
r
o
ce
s
s
:
in
tellig
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t
test
s
an
d
s
tan
d
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ac
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ts
in
s
p
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ch
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s
u
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jects.
Af
ter
wh
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,
cr
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ap
p
r
o
ac
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s
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th
r
ee
to
o
ls
:
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s
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d
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ized
test
,
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d
o
th
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c
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s
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p
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in
ter
v
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an
d
in
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tr
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p
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in
th
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g
if
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d
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t.
Sm
ed
s
r
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d
[
6
]
co
n
ten
d
ed
th
at
th
e
tr
ad
itio
n
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ap
p
r
o
ac
h
o
f
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e
n
tify
in
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ted
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ts
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at
is
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as
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in
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test
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d
ac
a
d
em
ic
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h
iev
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en
t
ca
n
h
av
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wea
k
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as it m
ay
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o
cu
s
es m
o
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e
o
n
s
p
ec
if
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m
e
n
tal
ab
ilit
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u
ch
as m
em
o
r
izati
o
n
o
r
r
ea
s
o
n
in
g
a
n
d
p
ay
less
atten
tio
n
to
o
th
e
r
m
en
tal
an
d
cu
lt
u
r
al
asp
ec
ts
l
ik
e
cr
ea
tiv
ity
wh
ich
ca
n
p
la
y
a
k
ey
r
o
le
in
th
e
id
en
tific
atio
n
p
r
o
ce
s
s
.
Ster
n
b
er
g
[
7
]
in
tr
o
d
u
ce
d
th
e
ed
u
ca
tio
n
al
ap
p
r
o
ac
h
,
wh
ic
h
em
p
h
asized
th
e
id
ea
o
f
s
u
cc
ess
f
u
l
in
tellig
en
ce
in
c
u
ltu
r
al
asp
ec
ts
o
f
g
if
ted
n
ess
an
d
o
n
u
n
d
er
s
ta
n
d
in
g
h
o
w
f
am
ily
,
s
ch
o
o
l
a
n
d
th
e
s
o
cial
co
n
tex
t
ca
n
in
f
lu
e
n
ce
g
if
ted
n
ess
,
an
d
n
o
t
ju
s
t
r
ely
in
g
o
n
in
tellig
en
c
e
an
d
ac
a
d
em
ic
test
in
g
.
I
n
ad
d
itio
n
,
R
en
zu
lli
[
8
]
d
is
cu
s
s
ed
th
e
th
r
ee
d
im
en
s
io
n
s
o
f
g
if
ted
n
ess
:
ab
o
v
e
av
er
a
g
e
ab
ilit
ies,
cr
ea
tiv
ity
,
an
d
p
e
r
s
is
ten
cy
.
Gag
n
es
[
9
]
o
f
f
er
ed
a
f
r
am
ewo
r
k
th
at
d
is
tin
g
u
is
h
ed
b
etwe
en
two
id
ea
s
:
cr
ea
tiv
ity
lin
k
ed
with
ap
titu
d
e
in
co
m
p
ar
is
o
n
to
talen
t
lin
k
ed
with
p
er
f
o
r
m
an
c
e
.
Heller
,
et
a
l.
[
1
0
]
an
d
Mo
n
k
s
[
1
1
]
a
r
g
u
e
d
th
at
g
if
ted
n
ess
is
an
o
u
tco
m
e
o
f
a
p
r
o
ce
s
s
o
f
th
e
in
t
er
ac
tio
n
o
f
v
ar
io
u
s
b
io
lo
g
ical
an
d
en
v
i
r
o
n
m
en
tal
f
ac
to
r
s
an
d
th
e
r
ef
o
r
e
it
is
im
p
o
r
tan
t
to
lear
n
m
o
r
e
ab
o
u
t
t
h
e
r
o
le
o
f
th
e
s
o
cial
co
n
tex
t,
wh
ich
in
clu
d
es
th
e
s
tu
d
en
t’
s
f
a
m
ily
,
p
ee
r
s
,
an
d
s
ch
o
o
l.
Vin
n
e
r
an
d
Po
n
t
[
1
2
]
as
well
as
Dav
id
[
1
3
]
s
tated
th
at
th
e
s
c
h
o
o
l
p
r
in
cip
al’
s
lead
er
s
h
ip
q
u
alitie
s
in
clu
d
in
g
s
ettin
g
d
if
f
icu
lt
g
o
als
h
as
g
r
ea
t
i
n
f
lu
e
n
ce
in
d
eter
m
in
in
g
th
e
s
ch
o
o
l c
u
ltu
r
e
an
d
th
e
wh
o
le
s
ch
o
o
l
c
o
m
m
u
n
ity
to
war
d
s
ap
p
r
ec
iatin
g
g
if
te
d
n
ess
.
I
t
is
also
im
p
o
r
tan
t
to
u
n
d
er
s
ta
n
d
th
e
n
atu
r
e
o
f
p
s
y
ch
o
l
o
g
i
ca
l
m
ak
eu
p
o
f
th
e
in
d
iv
id
u
al
in
ter
m
s
o
f
h
is
o
r
h
er
m
o
tiv
atio
n
an
d
s
elf
-
ef
f
ica
cy
[
1
4
]
.
Ma
tth
ews
an
d
Dai
[
1
5
]
h
ig
h
lig
h
ted
th
e
g
r
o
wth
o
f
r
esear
ch
t
h
at
em
p
h
asized
th
at
g
if
ted
n
ess
is
a
d
y
n
am
ic
p
r
o
ce
s
s
p
r
o
d
u
ce
d
th
r
o
u
g
h
th
e
in
te
r
ac
tio
n
b
etwe
en
v
ar
io
u
s
f
ac
to
r
s
,
d
is
p
o
s
it
io
n
s
,
ap
titu
d
es,
cu
ltu
r
al
an
d
s
o
cial
en
v
ir
o
n
m
en
t
th
at
s
u
r
r
o
u
n
d
t
h
e
in
d
iv
i
d
u
al
an
d
n
o
t
a
p
r
o
ce
s
s
,
m
er
ely
g
r
o
u
n
d
e
d
o
n
ac
a
d
em
ic
ac
h
iev
e
m
en
t
o
r
in
tellig
en
t
q
u
o
tien
t
(
I
Q)
.
T
h
er
ef
o
r
e,
it
is
im
p
o
r
tan
t
to
r
esear
ch
e
r
s
wh
o
ar
e
s
tu
d
y
in
g
g
if
te
d
n
ess
to
lear
n
m
o
r
e
ab
o
u
t
th
e
p
er
ce
p
tio
n
s
o
f
p
eo
p
le
wh
o
ar
e
d
ea
lin
g
with
g
i
f
ted
s
tu
d
en
ts
o
n
d
aily
b
ases
s
u
ch
as
p
ar
en
ts
,
teac
h
er
s
an
d
s
ch
o
o
l
lead
er
s
i
n
o
r
d
er
t
o
u
n
d
er
s
tan
d
th
e
s
o
cial
a
n
d
cu
ltu
r
al
co
n
tex
t
s
.
Th
e
cu
r
r
en
t
s
tu
d
y
ad
o
p
ts
th
e
f
o
llo
win
g
d
ef
in
itio
n
o
f
g
if
ted
n
ess
o
f
f
er
ed
b
y
C
r
o
s
s
an
d
C
o
lem
an
[
1
6
,
p.
96
]
,
“Gift
ed
n
ess
is
a
n
a
g
e
-
s
p
ec
ific
term
th
a
t
r
efer
s
to
th
e
p
o
ten
tia
l
o
f
yo
u
n
g
p
ers
o
n
s
w
h
o
a
r
e
ju
d
g
e
d
to
h
a
ve
d
emo
n
s
tr
a
ted
r
a
p
id
lea
r
n
in
g
co
mp
a
r
ed
w
ith
th
eir
p
ee
r
s
.
Th
e
ju
d
g
eme
n
t
is
ma
d
e
o
n
th
e
b
a
s
is
o
f
s
o
me
n
o
r
ma
tive
s
ta
n
d
a
r
d
…
crea
tivity
is
a
term
th
a
t
d
en
o
tes
th
e
p
r
o
d
u
ctio
n
o
f
a
n
o
r
ig
in
a
l
i
d
ea
o
r
b
eh
a
vi
o
r
th
a
t
ch
a
n
g
es
th
e
w
a
y
o
th
ers
th
in
k
a
b
o
u
t
o
r
b
eh
a
ve
in
a
n
a
r
ea
o
f
w
o
r
th
w
h
ile
h
u
m
a
n
en
d
ea
vo
r
.
Th
e
s
ta
n
d
a
r
d
s
fo
r
ju
d
g
in
g
crea
tivity
ex
ten
d
fr
o
m
th
e
p
e
r
s
o
n
a
l
to
th
e
s
o
cieta
l
.
”
Ma
n
y
ed
u
ca
to
r
s
[
1
7
]
-
[
1
9
]
h
ad
g
r
o
wn
wea
r
y
o
f
co
n
ce
p
tu
aliza
tio
n
s
t
h
at
d
esc
r
ib
ed
c
o
n
s
tr
u
cts,
in
clu
d
in
g
g
if
ted
n
ess
,
as
ju
s
t
b
ei
n
g
ei
th
er
co
g
n
itiv
e
o
r
en
v
ir
o
n
m
en
tal.
Vi
n
n
e
an
d
Po
r
t
[
1
2
]
co
n
ten
d
ed
t
h
at
th
e
s
ch
o
o
l
p
s
y
ch
o
l
o
g
is
t
is
an
im
p
o
r
tan
t
s
tak
eh
o
ld
er
in
th
e
ed
u
ca
tio
n
s
y
s
tem
th
u
s
th
ey
s
h
o
u
ld
h
a
v
e
f
am
iliar
ity
with
g
if
ted
ed
u
ca
tio
n
p
o
licy
to
en
s
u
r
e
th
at
s
tu
d
en
ts
ar
e
b
ein
g
s
er
v
ed
ap
p
r
o
p
r
iately
-
b
o
t
h
ac
ad
em
ically
an
d
s
o
cio
-
e
m
o
tio
n
ally
.
T
h
is
b
r
in
g
s
u
s
to
an
o
t
h
er
en
v
ir
o
n
m
e
n
tal
asp
ec
t
to
lo
o
k
in
t
o
d
ee
p
er
as
e
d
u
ca
tio
n
al
s
ch
o
lar
s
lik
e
Plu
ck
er
a
n
d
C
allah
an
[
5
]
wh
o
o
f
f
er
an
i
n
teg
r
ate
d
m
o
d
el
o
f
g
if
ted
n
ess
in
wh
ich
talen
ts
,
b
r
o
ad
ly
d
ef
in
ed
,
ar
e
d
ev
elo
p
e
d
th
r
o
u
g
h
th
e
in
ter
ac
tio
n
o
f
in
d
iv
id
u
al,
en
v
ir
o
n
m
en
t,
an
d
th
e
s
o
cial
-
c
u
ltu
r
al
d
im
en
s
io
n
.
T
h
ese
th
r
e
e
th
eo
r
etica
l
ap
p
r
o
ac
h
es
also
em
p
h
asized
th
e
r
o
le
o
f
s
o
cio
-
c
u
ltu
r
al
co
n
tex
t
[
2
0
]
in
d
ef
i
n
in
g
,
i
d
en
tify
in
g
,
a
n
d
f
o
s
ter
in
g
g
if
ted
n
ess
,
wh
ich
clea
r
ly
f
r
am
e
d
th
is
s
tu
d
y
.
Alth
o
u
g
h
,
th
er
e
was
a
r
esear
ch
d
o
n
e
in
B
ah
r
ain
[
2
1
]
,
th
e
s
tu
d
y
f
o
cu
s
ed
o
n
th
e
d
if
f
er
en
ce
s
in
th
e
em
o
tio
n
al
in
tellig
en
ce
(
E
Q)
o
f
g
if
ted
an
d
talen
te
d
ad
o
lescen
t
s
tu
d
en
ts
th
e
s
tu
d
y
i
n
d
ic
ated
th
at
th
er
e
wer
e
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
in
E
Q
in
f
av
o
r
o
f
th
e
g
if
te
d
s
tu
d
en
ts
to
th
e
talen
t
ed
o
n
es.
T
h
is
s
tu
d
y
also
h
ig
h
lig
h
ted
th
at
th
e
g
if
ted
m
ales
ar
e
h
ig
h
er
in
E
Q
co
m
p
ar
ed
to
th
e
g
if
ted
f
em
ales,
wh
ile
th
e
talen
ted
f
em
ales
s
co
r
ed
hi
g
h
er
th
a
n
th
e
talen
te
d
m
ales in
in
ter
p
er
s
o
n
al
s
co
r
es.
Nev
er
th
eless
,
i
d
en
tify
in
g
an
d
n
u
r
tu
r
in
g
g
if
ted
an
d
talen
te
d
s
tu
d
en
ts
is
u
r
g
en
tly
n
ee
d
ed
in
th
e
g
u
lf
co
o
p
er
atio
n
co
u
n
cil
(
GC
C
)
co
u
n
tr
ies,
p
a
r
ticu
lar
ly
in
B
ah
r
a
in
–
wh
e
r
e
th
e
p
ap
er
au
th
o
r
s
cu
r
r
en
tly
wo
r
k
an
d
co
n
d
u
cte
d
th
eir
r
esear
ch
-
in
o
r
d
er
t
o
k
ee
p
u
p
with
d
em
a
n
d
s
o
f
th
e
2
1
s
t
ce
n
tu
r
ies
n
ee
d
s
an
d
ch
allen
g
es
o
f
th
e
n
atio
n
is
v
er
y
im
p
o
r
tan
t
.
A
n
ew
p
h
ilo
s
o
p
h
ical
p
e
r
s
p
ec
tiv
e
h
as
b
eg
u
n
t
o
in
f
lu
en
c
e
v
iews
o
f
lear
n
in
g
,
g
if
ted
n
ess
an
d
talen
t.
T
h
is
s
tu
d
y
h
o
p
es
to
co
n
tr
ib
u
te
to
th
e
ed
u
ca
tio
n
al
ef
f
o
r
ts
in
p
r
o
v
i
d
in
g
b
etter
lear
n
in
g
o
p
p
o
r
tu
n
ities
f
o
r
g
if
ted
s
tu
d
e
n
ts
in
B
ah
r
ain
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
Dav
id
[
1
3
]
p
r
esen
ted
i
n
h
er
c
h
ap
ter
b
o
o
k
r
atio
n
alize
d
o
n
w
h
ich
th
e
id
en
tific
atio
n
o
f
g
if
te
d
n
ess
an
d
th
e
s
u
g
g
ested
p
r
o
g
r
am
s
f
o
r
g
i
f
ted
n
ess
ar
e
ce
n
t
r
al
to
t
h
e
b
e
n
ef
it
o
f
g
if
ted
ch
ild
r
e
n
a
n
d
y
o
u
th
s
in
t
h
e
Mid
d
le
E
ast.
C
h
an
[
2
2
]
o
n
th
e
o
t
h
er
h
an
d
ar
g
u
ed
t
h
at
d
esp
ite
th
e
a
m
az
in
g
d
iv
e
r
s
ity
,
wh
en
t
h
e
d
e
v
elo
p
m
en
t
o
f
g
if
te
d
ed
u
ca
tio
n
is
co
n
s
id
er
ed
i
n
th
e
wo
r
ld
,
co
u
n
tr
ies
lik
e
Sin
g
a
p
o
r
e,
J
ap
an
,
So
u
th
Ko
r
ea
an
d
C
h
in
a
in
Asi
a
ar
e
als
o
f
o
cu
s
in
g
o
n
h
o
w
th
e
id
en
tific
atio
n
o
f
th
e
g
if
ted
n
ess
an
d
th
e
g
if
ted
ed
u
ca
tio
n
p
r
o
g
r
am
s
an
d
p
r
ac
tices
as
th
e
lead
in
g
m
o
m
e
n
tu
m
to
war
d
s
p
r
o
g
r
ess
,
d
ev
elo
p
m
en
t
an
d
in
n
o
v
atio
n
.
Pu
r
s
u
in
g
ex
ce
llen
ce
is
em
p
h
asized
in
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
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J
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&
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d
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c
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Vo
l
.
10
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No
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2
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u
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2
0
2
1
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5
7
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5
8
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578
ed
u
ca
tio
n
al
p
o
licy
d
is
co
u
r
s
e
s
to
ap
p
r
o
p
r
iately
s
u
p
p
o
r
t
th
e
d
ev
elo
p
m
en
t
o
f
e
v
er
y
s
t
u
d
en
t’
s
ac
ad
em
ic
ca
p
ab
il
ities
.
Fo
r
ex
am
p
le,
in
t
h
e
Un
ited
States
,
NAGC
[
2
3
,
p
.
1
]
d
ef
in
e
d
ex
ce
llen
ce
as
“
…
th
e
n
ee
d
o
f
ev
ery
lea
r
n
er to
h
a
ve
o
p
p
o
r
tu
n
ities
a
n
d
a
d
u
lt su
p
p
o
r
t n
ec
ess
a
r
y
to
ma
ximize h
is
o
r
h
er lea
r
n
in
g
p
o
ten
tia
l
.
”
E
n
d
ep
o
h
ls
-
Ulp
e
an
d
R
u
f
[
2
4
]
in
v
esti
g
ated
t
h
e
s
tan
d
ar
d
s
f
o
r
id
e
n
tify
in
g
g
if
te
d
s
tu
d
e
n
ts
u
s
ed
b
y
p
r
im
ar
y
teac
h
er
s
in
Ger
m
a
n
y
.
T
h
e
s
tu
d
y
s
am
p
le
in
clu
d
ed
3
8
4
m
ale
an
d
f
em
ale
teac
h
er
s
.
I
n
ter
v
iews
an
d
q
u
esti
o
n
n
air
es
wer
e
u
s
ed
in
th
e
d
ata
co
llectio
n
.
Fin
d
in
g
o
f
th
e
s
tu
d
y
in
d
icate
d
th
at
m
o
s
t
o
f
th
e
teac
h
er
s
co
n
s
id
er
e
d
h
ig
h
co
g
n
itiv
e
ab
il
it
ies
as
th
e
m
ain
cr
iter
io
n
o
f
g
if
ted
n
ess
with
s
o
m
e
o
f
th
e
teac
h
er
s
in
d
icate
d
th
at
m
o
tiv
atio
n
also
p
lay
k
ey
r
o
le
in
th
is
p
r
o
ce
s
s
.
Mo
s
t
o
f
th
e
te
ac
h
er
s
s
h
o
wed
p
o
s
itiv
e
attitu
d
es
to
war
d
d
ea
lin
g
with
g
if
ted
s
tu
d
en
ts
an
d
t
h
ey
i
n
d
icate
d
th
a
t
ch
a
r
ac
ter
is
tics
o
f
g
i
f
ted
n
ess
v
ar
y
b
etwe
en
p
r
im
ar
y
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
l le
v
els.
Mo
o
n
an
d
B
r
ig
h
to
n
[
2
5
]
g
av
e
an
o
v
er
v
iew
o
n
th
e
r
esu
lts
o
f
a
r
esear
ch
p
r
o
ject
th
at
c
o
n
d
u
c
ted
b
y
th
e
Natio
n
al
R
esear
ch
C
en
tr
e
f
o
r
Gif
ted
n
ess
an
d
T
alen
ted
in
t
h
e
Un
ited
State.
T
h
e
s
tu
d
y
s
a
m
p
le
in
clu
d
ed
4
3
4
teac
h
er
s
an
d
u
s
ed
q
u
esti
o
n
n
a
ir
e
an
d
ca
s
e
s
tu
d
ies
to
in
v
esti
g
ate
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
'
p
er
ce
p
tio
n
s
an
d
p
r
ac
tices
with
r
eg
ar
d
to
g
if
ted
s
tu
d
en
ts
.
Fin
d
in
g
s
o
f
th
e
s
tu
d
y
in
d
icate
d
th
at
m
o
s
t
o
f
th
e
teac
h
er
s
h
eld
tr
ad
itio
n
al
p
er
c
e
p
tio
n
s
ab
o
u
t
g
if
ted
n
ess
s
u
ch
as
ex
ce
llen
ce
in
ac
ad
em
ic
s
k
ills
s
u
ch
as
r
ea
d
in
g
a
n
d
wr
itin
g
,
lan
g
u
ag
e
p
r
o
f
icien
cy
,
an
d
g
e
n
er
al
k
n
o
wled
g
e.
L
ess
atten
tio
n
g
iv
en
to
id
e
n
tify
in
g
g
if
te
d
s
tu
d
en
ts
wh
o
co
m
e
f
r
o
m
s
o
cial
an
d
eth
n
ic
m
in
o
r
ities
,
o
r
lo
w
-
in
co
m
e
f
am
ilies
,
o
r
n
o
n
-
n
ativ
e
E
n
g
lis
h
s
p
ea
k
er
s
.
T
h
ese
s
o
cial
an
d
cu
ltu
r
al
f
ac
to
r
s
ac
ted
as a
b
ar
r
ier
to
in
v
es
tin
g
th
e
s
tu
d
en
ts
’
g
if
ted
n
ess
.
L
ain
e
,
et
a
l
.
[
2
6
]
ex
p
lo
r
e
d
p
r
i
m
ar
y
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
l
te
ac
h
er
s
’
p
er
ce
p
tio
n
s
ab
o
u
t
g
if
t
ed
n
ess
in
Fin
lan
d
in
two
r
esear
ch
p
r
o
jec
ts
.
T
h
e
f
ir
s
t
p
r
o
je
ct
in
clu
d
ed
2
1
2
p
r
im
ar
y
teac
h
er
s
an
d
th
e
s
ec
o
n
d
i
n
clu
d
ed
2
7
9
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
.
T
h
e
s
tu
d
y
u
s
ed
q
u
esti
o
n
n
air
es
an
d
co
n
te
n
t
an
aly
s
is
m
eth
o
d
s
.
Fin
d
in
g
s
o
f
th
e
s
tu
d
ies
in
d
icate
d
th
at
th
e
teac
h
er
s
h
ad
a
m
u
ltid
im
en
s
io
n
al
p
er
s
p
ec
tiv
e
o
n
g
if
te
d
n
ess
in
wh
ic
h
it
in
clu
d
es
co
g
itativ
e
an
d
cr
ea
tiv
e
d
im
en
s
io
n
s
.
I
n
ad
d
itio
n
,
t
h
e
teac
h
er
s
in
d
icate
d
th
at
m
o
tiv
atio
n
a
n
d
g
r
o
wth
m
i
n
d
s
et
p
lay
k
e
y
r
o
le
in
n
u
r
tu
r
in
g
g
if
ted
n
ess
.
T
ea
ch
er
s
ten
d
to
c
o
m
p
ar
e
am
o
n
g
s
tu
d
en
ts
an
d
p
e
r
ce
iv
e
g
if
ted
n
ess
as
n
o
t
s
tatic
a
n
d
ca
n
ch
an
g
e
d
u
r
in
g
th
e
in
d
iv
i
d
u
al’
s
life
.
T
h
e
s
tu
d
y
co
n
clu
d
e
d
th
at
th
er
e
is
a
n
ee
d
f
o
r
m
o
r
e
tr
ain
in
g
an
d
p
r
e
p
ar
atio
n
f
o
r
te
ac
h
er
s
in
th
e
ar
ea
o
f
id
e
n
tify
in
g
an
d
d
ea
lin
g
with
g
if
ted
s
tu
d
en
ts
.
Fin
ley
’
s
[
4
]
r
esear
ch
f
o
cu
s
ed
o
n
th
e
id
e
n
tific
atio
n
p
r
o
ce
s
s
f
o
r
g
if
ted
s
tu
d
en
ts
.
Fin
ley
d
es
cr
ib
ed
t
h
e
p
r
o
m
o
tio
n
o
f
a
s
ep
a
r
ate,
elitis
t
attitu
d
e
am
o
n
g
th
e
g
if
ted
p
o
p
u
latio
n
an
d
th
e
lack
o
f
c
o
n
n
ec
ted
n
ess
to
o
r
ex
ten
s
io
n
o
f
t
h
e
g
en
er
al
cu
r
r
icu
lu
m
t
o
th
e
s
em
in
ar
cu
r
r
icu
l
u
m
.
Ster
n
b
er
g
an
d
Dav
i
d
s
o
n
[
2
7
,
p.
36
]
p
r
o
p
o
s
e
f
o
r
a
s
em
in
ar
cu
r
r
icu
l
u
m
f
o
r
th
e
g
if
ted
:
“a
n
a
d
va
n
ce
cu
r
r
icu
lu
m
ma
tch
es g
ifted
a
b
ilit
ies
a
n
d
in
co
r
p
o
r
a
tes th
e
o
p
p
o
r
tu
n
ity
to
ex
p
lo
r
e
to
p
ics
in
d
ep
th
w
h
ile
s
u
r
r
o
u
n
d
e
d
b
y
a
ca
d
emic
p
ee
r
s
.
”
E
v
er
y
g
if
te
d
ch
ild
d
eser
v
es
to
b
e
en
g
ag
e
d
in
m
ea
n
in
g
f
u
l
an
d
p
o
wer
f
u
l
lear
n
i
n
g
at
h
is
o
r
h
er
m
o
s
t
ap
p
r
o
p
r
iate
p
o
in
ts
th
at
s
tr
etch
ed
an
d
ch
allen
g
ed
th
eir
r
e
ad
in
ess
,
in
ter
est,
an
d
lear
n
in
g
p
r
o
f
ile
to
a
ch
iev
e
th
eir
f
u
lles
t
p
o
ten
tial.
Sem
in
ar
cu
r
r
icu
lu
m
d
ev
elo
p
e
d
in
o
r
d
er
t
o
p
r
o
v
id
e
en
r
ich
ed
cu
r
r
ic
u
lu
m
f
o
r
th
e
id
en
tifie
d
g
if
te
d
s
tu
d
e
n
ts
an
d
to
ad
d
r
ess
th
eir
n
ee
d
f
o
r
th
e
d
ev
el
o
p
m
en
t
o
f
h
ig
h
e
r
-
lev
el
th
in
k
in
g
,
p
r
o
b
lem
s
o
lv
i
n
g
,
a
n
d
r
esear
c
h
s
k
ills
.
Fin
ley
[
4
]
o
b
s
er
v
e
d
th
at
th
is
d
if
f
er
en
tiated
in
s
tr
u
ctio
n
m
o
d
el
in
s
o
m
e
s
ch
o
o
ls
in
US
p
r
o
v
i
d
e
o
p
p
o
r
t
u
n
ity
f
o
r
g
i
f
ted
s
tu
d
en
ts
(
2
-
h
o
u
r
s
p
er
wee
k
)
to
i
n
ter
ac
t
with
th
eir
in
tellectu
al
p
ee
r
s
in
co
llab
o
r
ativ
e
g
r
o
u
p
s
as
th
ey
p
ar
ticip
at
e
in
en
r
ich
in
g
an
d
ch
allen
g
in
g
p
r
o
jects.
Fin
ley
al
s
o
o
f
f
er
ed
im
p
licatio
n
s
f
o
r
p
r
ac
tice,
n
am
ely
to
u
n
d
e
r
g
o
a
cr
itical
r
ev
iew
o
f
th
e
s
ch
o
o
l’
s
p
r
o
g
r
am
,
u
p
d
ate
an
d
alig
n
cu
r
r
i
cu
l
u
m
with
r
esear
ch
,
ad
d
r
ess
co
n
ce
r
n
s
ab
o
u
t
th
e
id
en
tific
atio
n
p
r
o
ce
s
s
th
at
m
an
d
ates v
er
y
s
u
p
er
io
r
I
Q
s
co
r
es o
f
1
3
0
,
atten
d
to
th
e
d
iv
e
r
s
ity
with
in
g
if
ted
n
ess
,
an
d
m
o
r
e.
Qu
ek
,
et
a
l.
[
2
8
]
in
th
ei
r
s
tu
d
y
to
e
x
p
lo
r
e
ef
f
ec
tiv
e
p
r
ac
tice
s
in
teac
h
in
g
an
d
lear
n
i
n
g
en
v
ir
o
n
m
e
n
t
em
p
h
asis
ed
th
e
n
ee
d
f
o
r
teac
h
er
-
s
tu
d
en
t
in
ter
ac
tio
n
th
at
co
u
ld
h
elp
th
e
g
if
te
d
to
lear
n
b
etter
.
T
h
e
r
esear
ch
also
im
p
ly
th
e
im
p
o
r
tan
ce
o
f
cu
s
to
m
izin
g
in
s
tr
u
ctio
n
s
,
an
d
in
f
u
s
in
g
c
r
ea
tiv
e
an
d
c
r
itical
th
in
k
in
g
s
k
ills
.
T
h
e
r
esear
ch
er
s
r
ec
o
m
m
en
d
ed
f
o
r
an
ap
p
r
o
p
r
iate
cu
r
r
icu
l
u
m
r
ev
is
ed
tak
in
g
in
to
ac
co
u
n
t
th
e
in
tellectu
ally
s
tim
u
latin
g
en
v
ir
o
n
m
en
t
an
d
th
e
d
y
n
am
ics
o
f
th
e
c
o
m
m
u
n
icatio
n
p
r
o
ce
s
s
.
T
h
e
s
tu
d
y
s
h
o
wed
th
at
th
e
in
ter
p
er
s
o
n
al
b
eh
a
v
io
u
r
o
f
teac
h
er
s
h
av
e
an
im
p
ac
t
o
n
th
e
s
tu
d
en
ts
.
I
n
o
r
d
er
to
en
co
u
r
a
g
e
p
o
s
iti
v
e
r
esu
lts
,
teac
h
er
s
co
u
ld
in
co
r
p
o
r
ate
m
o
r
e
r
ea
l
-
life
in
v
esti
g
ativ
e
wo
r
k
.
T
h
is
s
ig
n
al
th
at
in
o
r
d
e
r
f
o
r
a
n
y
g
i
f
ted
e
d
u
ca
tio
n
to
th
r
iv
e,
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
ts
,
teac
h
er
s
an
d
th
e
s
ch
o
o
l le
a
d
er
s
n
ee
d
t
o
b
e
estab
lis
h
ed
.
DiPao
l
a
an
d
W
alter
-
T
h
o
m
as
[
2
9
]
s
tu
d
y
in
d
icate
d
t
h
e
r
o
le
o
f
th
e
p
r
in
cip
al
s
h
if
ted
to
t
h
at
o
f
th
e
in
s
tr
u
ctio
n
al
lead
er
in
th
e
1
9
8
0
s
an
d
m
o
r
e
r
ec
en
tly
as
lear
n
in
g
lead
er
.
T
h
ey
n
o
w
p
lay
th
e
r
o
le
as
an
ag
en
t
o
f
ch
an
g
e
in
th
e
teac
h
in
g
,
lear
n
in
g
,
an
d
im
p
lem
e
n
tatio
n
p
r
o
ce
s
s
[
3
0
]
.
Hess
a
n
d
Kelly
[
3
1
]
,
[
3
2
]
s
tu
d
ies
o
n
p
r
in
cip
al
p
r
e
p
ar
atio
n
p
r
o
g
r
am
in
US
im
p
lied
th
at
b
ec
au
s
e
t
h
e
“p
r
ep
a
r
a
tio
n
o
f
p
r
in
cip
a
ls
h
a
s
n
o
t
ke
p
t
p
a
ce
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11
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m
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th
e
p
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ile
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ter
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as sh
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n
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ab
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to
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.
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ab
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.
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o
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p
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tr
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tio
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cc
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g
to
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d
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r
v
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r
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q
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t
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t
a
l
29
1
0
0
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2
.
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n
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am
p
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tio
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ac
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d
in
g
to
th
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k
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x
p
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ce
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ar
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o
r
k
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x
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e
r
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q
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r
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n
t
a
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o
1
0
3
1
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5
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1
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6
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n
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m
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e
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3
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.
9
To
t
a
l
29
1
0
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ab
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3
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p
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g
to
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ch
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v
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S
c
h
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y
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o
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d
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r
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1
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.
2
To
t
a
l
29
1
0
0
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ab
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4
.
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o
o
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am
p
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is
tr
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ac
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d
in
g
to
th
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q
u
alif
icatio
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l
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f
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c
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3
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t
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l
29
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4.
RE
SU
L
T
S
T
o
an
s
wer
th
e
f
ir
s
t
r
esear
ch
q
u
esti
o
n
:
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h
at
ar
e
th
e
c
h
ar
a
cter
is
tics
s
ch
o
o
l
p
r
in
cip
als
attr
ib
u
te
to
g
if
ted
n
ess
in
s
tu
d
en
ts
in
th
eir
s
ch
o
o
ls
?
T
h
e
r
esear
ch
er
ca
lcu
lated
f
r
eq
u
e
n
cies,
p
er
ce
n
ta
g
es,
av
er
ag
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an
d
s
tan
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ar
d
d
ev
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s
f
o
r
th
e
p
ar
tici
p
an
ts
’
r
esp
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n
s
es
in
th
e
q
u
e
s
t
io
n
n
air
e.
T
h
e
r
esu
lts
s
h
o
wn
in
T
ab
le
5
in
d
icate
th
at
th
e
g
en
er
al
av
er
a
g
e
o
f
th
e
ch
a
r
ac
ter
is
tics
s
ch
o
o
l
p
r
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cip
als
attr
ib
u
te
to
g
if
te
d
n
ess
in
s
tu
d
en
ts
in
th
eir
s
ch
o
o
ls
is
(
3
.
8
4
)
with
a
p
er
c
en
tag
e
o
f
(
7
6
.
9
0
%).
T
h
e
s
ch
o
o
l
p
r
in
cip
a
ls
in
d
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d
th
at
th
e
m
o
s
t
im
p
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0
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
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mem
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T
ab
le
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.
ANOV
A
r
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lts
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d
if
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e
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s
in
s
ch
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p
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e
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ce
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ac
co
r
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g
to
t
h
e
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ch
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v
el
v
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le
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e
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l
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test
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Fin
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in
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g
s
f
r
o
m
ANO
VA
an
aly
s
is
in
d
icate
d
th
at
th
er
e
wer
e
n
o
s
tatis
tically
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ig
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ican
t
d
if
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ce
s
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etwe
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p
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cip
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with
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s
ig
n
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ican
ce
lev
el
o
f
(
0
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0
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6
>
.
0
5
)
attr
ib
u
ted
to
th
e
q
u
alif
icatio
n
v
a
r
iab
le
f
o
r
th
is
d
im
en
s
io
n
in
g
en
er
al.
T
o
an
s
wer
th
e
th
ir
d
r
esear
ch
q
u
esti
o
n
:
W
h
at
m
eth
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d
s
em
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lo
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ed
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id
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ly
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m
th
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ch
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p
r
in
ci
p
als'
p
er
s
p
ec
tiv
es?
T
h
e
r
esear
ch
e
r
ca
lcu
lated
f
r
e
q
u
en
cies,
p
er
ce
n
ta
g
es,
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er
ag
es,
an
d
s
tan
d
ar
d
d
ev
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s
f
o
r
th
e
p
ar
ticip
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ts
r
esp
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s
es
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th
e
q
u
esti
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n
n
air
e
as
s
h
o
wn
in
T
ab
le
1
0
wh
ich
in
d
icate
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th
at
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m
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s
t
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s
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en
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m
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f
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ted
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ess
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v
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4
.
4
5
)
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n
d
p
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n
tag
e
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f
(
8
8
.
9
7
%).
T
h
e
s
ec
o
n
d
m
o
s
t
u
s
ed
m
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.
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)
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p
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(
8
6
.
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%).
T
h
e
least
u
s
ed
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tific
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m
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s
(
Peer
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m
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y
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er
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ts
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T
o
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s
wer
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e
f
o
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r
th
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esear
ch
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esti
o
n
:
Ar
e
th
er
e
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
am
o
n
g
s
ch
o
o
l
p
r
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th
eir
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tific
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et
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s
o
f
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tu
d
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ts
th
at
attr
ib
u
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d
t
o
th
ese
v
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r
iab
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g
en
d
er
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wo
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p
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s
u
b
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s
ch
o
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v
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d
q
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alif
icatio
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?
T
h
e
r
e
s
ea
r
ch
er
s
ca
lcu
lated
t
-
test
an
d
ANOV
A
v
alu
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to
f
in
d
an
y
s
ig
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e
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T
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e
t
-
test
r
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lts
in
d
icate
d
n
o
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ig
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ican
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if
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,
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l
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(
s
ig
n
if
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ce
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0
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1
0
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.
0
5
)
.
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T
o
an
s
wer
th
e
f
if
th
r
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ch
q
u
esti
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n
:
W
h
at
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th
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u
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p
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l
cu
lated
f
r
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cies,
p
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ce
n
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g
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es,
an
d
s
tan
d
ar
d
d
ev
iatio
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s
f
o
r
th
e
p
a
r
ticip
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ts
r
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n
s
es
in
th
e
q
u
e
s
tio
n
n
air
e
as
s
h
o
wn
in
T
ab
le
1
1
wh
ich
in
d
icate
d
th
e
g
en
er
al
av
er
a
g
e
o
f
th
e
p
ar
ticip
an
ts
’
p
er
ce
p
tio
n
s
o
n
t
h
e
ed
u
ca
tio
n
al
p
r
o
v
is
io
n
s
u
s
ed
to
s
u
p
p
o
r
t
g
if
ted
s
tu
d
en
ts
was
(
4
.
3
2
)
with
a
p
er
ce
n
tag
e
o
f
(
8
6
.
3
3
%).
T
h
e
m
o
s
t
u
s
ed
ed
u
ca
tio
n
al
p
r
o
v
is
io
n
s
w
er
e
(
T
h
r
o
u
g
h
ab
ilit
y
g
r
o
u
p
in
g
)
with
a
n
av
e
r
ag
e
(
4
.
7
2
)
an
d
p
er
ce
n
tag
e
(
9
4
.
4
8
%).
T
h
e
s
ec
o
n
d
ty
p
e
o
f
p
r
o
v
is
io
n
s
u
s
ed
in
th
e
s
ch
o
o
ls
was
(
T
h
r
o
u
g
h
r
esear
ch
p
r
o
jects
in
th
eir
ar
ea
s
o
f
s
tr
en
g
th
)
with
a
n
a
v
er
ag
e
(
4
.
5
9
)
a
n
d
p
er
ce
n
ta
g
e
(
9
1
.
7
2
%).
T
h
e
least
ty
p
e
o
f
p
r
o
v
is
io
n
s
u
s
ed
in
s
ch
o
o
ls
w
as
(
th
r
o
u
g
h
a
cc
eler
atio
n
th
r
o
u
g
h
g
r
ad
e
s
k
ip
p
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g
)
with
an
a
v
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ag
e
(
3
.
3
8
)
an
d
p
e
r
ce
n
tag
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(
6
7
.
5
9
%)
a
n
d
(
b
y
ac
ce
ler
atio
n
p
r
o
g
r
am
s
)
with
a
n
av
er
ag
e
(
3
.
8
6
)
an
d
p
er
ce
n
tag
e
(
7
7
.
2
4
%).
T
o
an
s
wer
th
e
s
ix
th
r
esear
ch
q
u
esti
o
n
s
:
Ar
e
th
er
e
s
ig
n
i
f
ican
t
d
if
f
er
en
ce
s
am
o
n
g
s
ch
o
o
l
p
r
in
cip
als
in
th
eir
v
iews
o
n
t
h
e
p
r
o
v
is
io
n
s
o
f
f
er
e
d
to
s
u
p
p
o
r
t
g
if
ted
s
tu
d
en
ts
th
at
ca
n
b
e
attr
i
b
u
te
d
to
th
e
f
o
llo
win
g
v
ar
iab
les:
g
en
d
e
r
,
wo
r
k
ex
p
e
r
ien
ce
,
s
ch
o
o
l
le
v
el,
an
d
q
u
a
lific
atio
n
?
T
h
e
r
esear
ch
e
r
s
ca
lcu
lated
t
-
test
an
d
ANOV
A
v
alu
es
to
f
in
d
if
th
er
e
ar
e
an
y
s
ig
n
if
ican
t
d
if
f
e
r
en
c
es.
Fin
d
in
g
s
o
f
t
-
test
in
d
icate
d
th
at
th
er
e
wer
e
n
o
s
tatis
t
ically
s
ig
n
if
ican
t d
if
f
er
en
ce
s
(
0
.
7
3
6
>
.
0
5
)
f
o
u
n
d
b
etwe
en
s
ch
o
o
l
p
r
in
cip
als
in
ter
m
s
o
f
th
eir
v
iews o
n
th
e
p
r
o
v
is
io
n
s
o
f
f
e
r
ed
to
s
u
p
p
o
r
t
g
if
ted
s
tu
d
en
ts
th
at
ca
n
b
e
attr
ib
u
ted
to
th
e
g
en
d
er
v
a
r
iab
le.
Similar
ly
,
n
o
s
tatis
t
ically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
(
0
.
6
5
2
>.
0
5
)
wer
e
f
o
u
n
d
th
at
ca
n
b
e
attr
ib
u
ted
to
t
h
e
wo
r
k
e
x
p
er
ien
ce
v
ar
iab
le
o
n
t
h
e
g
en
er
al
d
im
en
s
io
n
.
Als
o
,
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
i
f
f
er
en
ce
s
(
0
.
4
8
4
>.
0
5
)
wer
e
f
o
u
n
d
th
at
c
an
b
e
attr
ib
u
te
d
to
th
e
s
ch
o
o
l
lev
el
v
ar
iab
le
o
n
th
e
g
en
er
al
d
im
en
s
io
n
.
T
h
e
o
n
ly
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
b
etwe
en
s
ch
o
o
l
p
r
in
cip
als'
p
er
ce
p
tio
n
s
o
n
th
e
p
r
o
v
is
io
n
s
o
f
f
er
ed
to
g
if
ted
s
tu
d
en
ts
(
0
.
0
4
0
<.
0
5
)
was
attr
ib
u
ted
to
th
e
q
u
alif
icatio
n
v
ar
iab
le.
I
t
was
n
o
t
p
o
s
s
ib
le
to
f
ig
u
r
e
th
o
s
e
d
if
f
er
en
ce
s
ar
e
in
f
av
o
r
o
f
wh
ich
q
u
alif
icatio
n
lev
el
b
ec
au
s
e
th
er
e
was o
n
l
y
t
h
r
ee
p
r
i
n
cip
als in
th
e
s
am
p
le
with
p
o
s
tg
r
ad
u
ate
d
eg
r
ee
s
(
T
a
b
le
1
2
)
.
I
t is in
ter
esti
n
g
to
n
o
te
th
at
th
er
e
is
a
lac
k
o
f
s
tatis
tica
l sig
n
if
i
ca
n
ce
f
o
u
n
d
in
th
e
v
a
r
iab
les f
o
r
g
en
d
er
,
s
u
b
ject
an
d
q
u
alif
icatio
n
o
f
t
h
e
s
ch
o
o
l
p
r
i
n
cip
al.
Nev
er
th
e
less
,
in
th
e
ar
ea
s
o
f
wo
r
k
ex
p
er
ien
ce
an
d
s
ch
o
o
l
lev
el
o
f
th
e
s
ch
o
o
l
p
r
i
n
cip
al
s
h
o
wed
s
tatis
tically
s
ig
n
if
ican
t
in
f
av
o
r
o
f
th
e
in
te
r
m
e
d
iate
s
ch
o
o
l
lev
el
wh
er
e
th
e
d
ep
en
d
e
n
t
v
ar
iab
les
s
u
ch
as
s
h
o
win
g
g
o
o
d
m
em
o
r
y
an
d
ex
ce
l
b
o
th
i
n
ac
ad
em
ic
an
d
n
o
n
-
ac
a
d
em
ic
s
u
b
jects a
r
e
co
n
ce
r
n
e
d
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J E
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&
R
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2252
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8
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ab
le
1
2
.
ANOV
A
r
esu
lts
-
d
if
f
er
en
ce
s
in
s
ch
o
o
l
p
r
in
cip
als’
p
er
ce
p
tio
n
s
o
n
th
e
p
r
o
v
is
io
n
s
o
f
f
er
ed
to
s
u
p
p
o
r
t
g
if
ted
s
tu
d
en
ts
(
f
o
r
th
e
wh
o
le
d
im
en
s
io
n
)
ac
c
o
r
d
in
g
to
th
e
q
u
alif
icatio
n
v
ar
iab
le
S
u
m
o
f
s
q
u
a
r
e
s
df
M
e
a
n
sq
u
a
r
e
F
S
i
g
.
D
i
me
n
si
o
n
3
B
e
t
w
e
e
n
g
r
o
u
p
s
.
5
5
6
1
.
5
5
6
4
.
6
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5
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4
0
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i
t
h
i
n
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o
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p
s
3
.
2
2
3
27
.
1
1
9
To
t
a
l
3
.
7
7
9
28
5.
DIS
CU
SS
I
O
N
First
,
it
is
im
p
o
r
tan
t
to
h
ig
h
lig
h
t
th
at
th
e
n
u
m
b
er
o
f
p
ar
ticip
a
n
ts
in
th
is
s
tu
d
y
is
q
u
ite
s
m
all,
th
er
ef
o
r
e
it
is
d
if
f
icu
lt
to
s
ay
th
at
th
es
e
p
er
ce
p
tio
n
s
wo
u
ld
r
ef
lect
th
e
wid
er
p
o
p
u
latio
n
o
f
s
ch
o
o
l
p
r
i
n
cip
als
in
B
ah
r
ain
.
T
h
er
e
ar
e
in
to
tal
2
0
9
p
u
b
lic
s
ch
o
o
ls
in
B
ah
r
ain
.
T
h
e
c
u
r
r
e
n
t
s
am
p
le
o
f
2
9
p
ar
ticip
a
n
ts
r
ep
r
esen
t
1
4
%
o
f
th
e
s
tu
d
y
p
o
p
u
latio
n
in
clu
d
i
n
g
m
a
le
an
d
f
em
ale
s
ch
o
o
l
p
r
i
n
cip
al
s
with
a
v
ast
an
d
v
a
r
iety
o
f
ex
p
er
ien
ce
s
teac
h
in
g
an
d
m
a
n
ag
in
g
d
if
f
er
en
t
lev
el
s
o
f
s
ch
o
o
ls
.
T
h
ey
a
r
e
also
q
u
alif
ied
i
n
th
eir
s
u
b
ject
s
p
ec
ializatio
n
an
d
in
ed
u
ca
tio
n
al
an
d
lead
er
s
h
ip
k
n
o
wled
g
e
an
d
s
k
ills
.
W
e
n
o
ticed
in
th
e
r
esu
lts
o
f
t
h
e
f
ir
s
t
q
u
esti
o
n
th
at
th
e
s
ch
o
o
l
p
r
in
cip
als
g
av
e
h
ig
h
er
r
a
n
k
in
g
to
th
e
f
o
llo
win
g
ch
a
r
ac
ter
is
tics
o
f
g
if
ted
n
ess
:
s
h
o
w
in
ten
s
e
in
ter
est
in
s
o
m
e
s
u
b
je
c
ts
,
ar
e
b
o
r
n
with
th
e
in
h
er
en
t
/in
n
ate
g
if
ts
,
d
o
n
o
t
n
ee
d
to
p
u
t
ef
f
o
r
t,
ar
e
q
u
ick
to
g
r
asp
co
n
ce
p
ts
/f
in
is
h
class
ass
ig
n
m
en
ts
,
an
d
ex
ce
l
in
n
o
n
-
ac
a
d
em
ic
ar
ea
s
s
u
ch
a
s
s
p
o
r
ts
,
d
r
am
a,
ar
t,
m
u
s
ic.
T
h
e
s
ch
o
o
l
p
r
in
cip
al
p
e
r
s
p
ec
tiv
e
s
in
th
is
s
tu
d
y
wer
e
co
n
g
r
u
en
t
w
ith
t
h
e
s
tu
d
y
[
2
1
]
in
B
ah
r
ain
wh
e
r
e
th
e
co
n
ce
p
t
o
f
g
if
te
d
n
ess
d
if
f
er
s
t
o
talen
t.
T
h
is
in
d
icate
s
th
at
th
ey
lo
o
k
at
g
if
te
d
n
ess
f
r
o
m
an
a
ca
d
em
ic
an
d
s
ch
o
o
l
p
e
r
s
p
ec
tiv
e
as
h
ig
h
lig
h
ted
b
y
Sm
ed
s
r
u
d
[
6
].
I
t
is
in
ter
esti
n
g
to
n
o
te
th
at
th
e
B
ah
r
ain
i
p
r
in
cip
als’
p
er
ce
p
ti
o
n
s
o
f
g
if
ted
n
ess
co
r
r
elate
with
s
o
m
e
o
f
t
h
e
ch
ar
ac
ter
is
tics
o
f
g
if
ted
n
ess
o
b
s
er
v
ed
b
y
Ster
n
b
er
g
an
d
Dav
id
s
o
n
[
2
7
]
a
n
d
also
r
esea
r
ch
co
n
d
u
cted
m
o
r
e
r
ec
en
tly
[
1
4
]
,
in
h
a
v
in
g
s
im
ilar
p
ath
way
s
o
f
id
e
n
tific
atio
n
wh
ich
also
in
d
icate
d
m
o
r
e
em
p
h
asis
o
n
ac
ad
e
m
ic
asp
ec
ts
.
T
h
e
r
esu
lts
o
f
th
e
s
ec
o
n
d
q
u
e
s
tio
n
g
en
er
ally
in
d
icate
th
e
s
am
p
le
h
o
m
o
g
e
n
eity
,
as
th
er
e
w
er
e
alm
o
s
t
n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
am
o
n
g
th
e
p
ar
ticip
a
n
ts
s
u
r
v
ey
ed
.
T
h
eir
s
im
ilar
tr
ain
in
g
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
ex
p
lain
t
h
e
h
o
m
o
g
en
eity
am
o
n
g
th
e
s
ch
o
o
l
s
p
r
in
cip
als’
p
er
s
p
ec
tiv
es
ab
o
u
t
wh
at
g
if
ted
n
ess
co
u
ld
p
o
s
s
ib
ly
en
tails
.
Giv
en
B
ah
r
ain
ce
n
tr
alize
d
ed
u
ca
tio
n
s
y
s
tem
,
s
u
ch
th
e
s
tan
d
ar
d
ized
p
r
ac
tice
o
f
r
ec
r
u
itin
g
an
d
p
r
o
m
o
ti
n
g
s
ch
o
o
l
lead
er
s
ar
e
s
o
m
eh
o
w
co
n
s
tan
t
ac
r
o
s
s
al
l
lev
els.
W
h
ile
th
e
r
esu
lts
in
d
icate
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
.
2
,
J
u
n
e
2
0
2
1
:
5
7
6
-
5
8
7
584
h
o
m
o
g
en
eity
in
g
e
n
er
al,
it
is
i
n
ter
esti
n
g
to
n
o
te
th
at
th
er
e
wer
e
o
n
l
y
two
s
ig
n
if
ica
n
t
d
if
f
er
en
ce
s
in
th
e
s
ch
o
o
l
p
r
in
cip
als’
p
er
ce
p
tio
n
s
to
war
d
s
g
if
ted
n
ess
in
ter
m
s
o
f
ex
c
ellin
g
in
b
o
t
h
ac
ad
em
ic
a
n
d
n
o
n
-
ac
a
d
em
ic
ar
ea
s
.
An
o
th
er
d
im
e
n
s
io
n
is
s
h
o
win
g
g
o
o
d
m
e
m
o
r
y
o
f
wh
at
t
h
ey
lear
n
.
T
h
is
s
ig
n
if
ican
t
r
esu
lt
co
u
ld
p
r
o
b
a
b
ly
b
ec
au
s
e
s
o
m
e
s
ch
o
o
l
p
r
i
n
cip
a
ls
m
ay
n
o
t
co
n
s
id
er
th
ese
two
d
im
en
s
io
n
s
as
m
eth
o
d
s
to
id
en
tify
g
if
ted
n
ess
in
th
e
s
tu
d
en
ts
.
Qu
ek
,
et
a
l.
[
2
8
]
an
d
Heu
s
er
,
et
a
l.
[
3
5
]
a
r
g
u
ed
th
er
e
a
r
e
d
i
f
f
er
en
t
co
n
s
tr
u
cts
o
f
talen
ts
,
in
tellig
en
ce
an
d
ab
ilit
y
wh
en
co
m
p
ar
in
g
th
e
p
er
ce
p
tio
n
,
p
o
licies,
an
d
p
r
ac
tices
ac
r
o
s
s
d
if
f
er
en
t
n
o
r
m
s
o
f
estab
lis
h
ed
s
y
s
tem
s
.
Step
h
en
s
[
3
6
]
h
ig
h
lig
h
te
d
th
e
im
p
o
r
t
an
ce
o
f
p
o
licies
in
estab
lis
h
in
g
s
o
u
n
d
tr
an
s
itio
n
f
r
o
m
p
o
licy
t
o
im
p
lem
e
n
tatio
n
in
o
r
d
er
f
o
r
g
if
ted
ed
u
ca
tio
n
p
r
o
g
r
am
to
b
e
im
p
ac
tf
u
l
ac
r
o
s
s
m
an
y
lev
els.
I
t
ca
n
eith
er
h
in
d
er
o
r
s
u
p
p
o
r
t th
e
tr
an
s
iti
o
n
f
r
o
m
p
o
licy
to
p
r
a
ctice
.
T
h
e
r
esu
lts
o
f
th
e
th
ir
d
q
u
es
tio
n
in
d
icate
th
at
th
e
s
ch
o
o
l
p
r
in
ci
p
al
s
g
av
e
h
ig
h
er
r
an
k
in
g
to
th
e
f
o
llo
win
g
m
eth
o
d
s
o
f
id
en
tify
i
n
g
g
if
ted
s
tu
d
en
ts
: Ch
ec
k
lis
ts
o
f
g
if
ted
attr
ib
u
tes/
ch
ar
ac
ter
is
tics
,
a
co
m
b
in
atio
n
o
f
m
eth
o
d
s
,
m
u
ltip
le
d
im
en
s
io
n
al
m
eth
o
d
s
an
d
p
er
s
o
n
al
a
n
d
teac
h
er
o
b
s
er
v
atio
n
.
Sti
ll
it
s
ee
m
s
th
at
th
ey
p
er
ce
iv
e
g
if
te
d
n
ess
as
ab
ilit
ies
r
elate
d
to
s
ch
o
o
l
a
n
d
ac
a
d
e
m
ic
wo
r
k
.
T
h
ey
d
id
n
o
t
g
iv
e
h
ig
h
atten
tio
n
to
p
ar
en
tal
o
r
p
ee
r
o
p
in
io
n
s
.
T
h
er
e
is
a
d
is
s
o
n
an
c
e
in
th
is
ar
ea
as
Kh
alif
a
[
3
7
]
h
as
em
p
h
asized
th
at
p
ar
en
tal
in
v
o
lv
em
e
n
t is p
iv
o
tal
to
e
n
s
u
r
e
p
r
o
g
r
ess
iv
e
d
ev
elo
p
m
en
t a
n
d
s
u
cc
ess
in
an
y
g
if
te
d
ed
u
ca
ti
o
n
p
r
o
g
r
am
.
T
h
e
r
esu
lts
o
f
th
e
f
o
u
r
th
q
u
es
tio
n
g
en
er
ally
in
d
icate
th
e
h
o
m
o
g
en
eity
o
f
th
e
s
am
p
le,
as
th
er
e
wer
e
alm
o
s
t
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
am
o
n
g
th
em
in
th
ei
r
p
er
s
p
ec
tiv
es
o
n
m
eth
o
d
s
o
f
i
d
en
tify
in
g
g
if
ted
s
tu
d
en
t
s
.
T
h
e
liter
atu
r
e
in
d
icate
s
s
tr
o
n
g
in
f
lu
en
ce
in
ter
m
s
o
f
ex
p
an
d
in
g
n
o
tio
n
s
lik
e
m
u
ltip
le
in
tellig
en
ce
s
(
MI
)
ch
am
p
io
n
e
d
b
y
Gar
d
n
er
[
3
8
]
.
Desp
ite
th
e
MI
’
s
th
eo
r
y
’
s
p
o
p
u
lar
ity
,
em
p
ir
ical
s
u
p
p
o
r
t
h
as
b
ee
n
m
ix
ed
.
Gr
an
th
am
[
3
9
]
ar
g
u
es
th
at
as
s
ess
m
en
t
h
as
b
ee
n
d
i
f
f
icu
lt,
l
im
itin
g
its
im
p
ac
t
o
n
g
if
ted
e
d
u
ca
tio
n
[
5
]
,
[
4
0
]
.
Ster
n
b
er
g
[
7
]
an
d
R
en
zu
lli
’s
[
4
1
]
wo
r
k
clea
r
ly
b
r
o
ad
en
e
d
ed
u
ca
to
r
s
’
co
n
ce
p
tio
n
s
o
f
wh
at
g
if
ted
n
ess
a
n
d
talen
t
ca
n
b
e,
w
h
er
e
o
r
h
o
w
it
ca
n
b
e
f
o
u
n
d
.
T
alen
t
is
t
h
e
d
em
o
n
s
tr
ated
m
aster
y
o
f
th
e
g
i
f
t
a
s
ev
id
e
n
ce
d
b
y
s
k
ills
in
ac
ad
em
ics,
ar
ts
,
b
u
s
i
n
ess
,
leis
u
r
e,
s
p
o
r
ts
,
o
r
tech
n
o
lo
g
y
th
at
p
lace
t
h
e
in
d
i
v
id
u
a
l
in
th
e
to
p
1
0
%
o
f
ag
e
p
ee
r
s
[
2
]
.
T
h
is
s
tu
d
y
e
m
p
h
asi
ze
s
th
e
r
o
le
o
f
s
o
cio
-
cu
ltu
r
al
co
n
tex
t
[
5
]
i
n
d
ef
i
n
in
g
,
id
en
tif
y
in
g
,
an
d
f
o
s
ter
in
g
g
if
ted
n
ess
wh
ich
co
r
r
elate
with
th
e
r
ec
en
t
s
tu
d
ies
l
ik
e
Kalu
d
a
[
1
4
]
an
d
Gu
b
b
in
[
4
2
]
t
h
at
r
aised
t
h
e
im
p
o
r
tan
ce
o
f
m
o
tiv
atio
n
an
d
en
g
a
g
em
en
t
in
r
esu
ltin
g
h
ig
h
er
ac
h
iev
em
en
ts
an
d
s
u
c
ce
s
s
to
th
e
g
if
ted
p
r
o
g
r
a
m
s
.
T
h
e
r
esu
lts
o
f
th
e
f
if
th
q
u
esti
o
n
in
d
icate
th
at
th
e
s
ch
o
o
l
p
r
in
cip
als
g
av
e
h
ig
h
er
r
a
n
k
in
g
to
th
e
f
o
llo
win
g
ty
p
es o
f
p
r
o
v
is
io
n
s
o
f
f
er
ed
b
y
s
ch
o
o
l to
g
if
ted
s
tu
d
en
ts
: G
r
o
u
p
in
g
s
tu
d
en
ts
ac
co
r
d
in
g
to
th
ei
r
g
if
ted
ab
ilit
ies,
d
o
in
g
p
r
o
jects
in
s
tu
d
en
ts
'
ar
ea
s
o
f
s
tr
en
g
th
s
an
d
in
ter
ests
,
th
r
o
u
g
h
en
r
ich
m
en
t
p
r
o
g
r
am
s
th
at
b
r
o
ad
ly
d
ev
elo
p
s
tu
d
en
ts
'
h
o
r
izo
n
s
an
d
in
ter
ests
.
T
h
is
r
esu
lt
r
eiter
ate
Heu
s
er
,
et
a
l.
[
3
5
]
s
tu
d
y
th
at
in
d
icate
d
o
n
e
o
f
th
e
co
n
s
tr
u
cts
o
f
in
tell
ig
en
ce
an
d
ab
ilit
y
is
th
r
o
u
g
h
in
d
iv
id
u
alis
tic
v
er
s
u
s
co
llecti
v
e
d
im
en
s
io
n
.
T
h
e
p
ar
ticip
an
t
s
ch
o
o
l
p
r
in
ci
p
als
d
id
n
o
t
g
iv
e
h
ig
h
atten
ti
o
n
t
o
o
th
er
g
if
ted
n
ess
p
r
o
v
is
io
n
s
s
u
ch
as
en
g
a
g
in
g
s
tu
d
en
ts
in
p
r
o
b
lem
s
o
lv
in
g
,
ac
ce
ler
atin
g
p
r
o
g
r
am
s
p
r
o
b
a
b
ly
b
ec
au
s
e
it
is
n
o
t
av
ailab
le
in
th
eir
s
ch
o
o
ls
.
Qu
ek
,
et
a
l
.
[
2
8
]
i
n
th
eir
s
tu
d
y
im
p
ly
th
e
im
p
o
r
tan
ce
o
f
c
u
s
to
m
izin
g
in
s
tr
u
cti
o
n
s
,
a
n
d
in
f
u
s
in
g
cr
ea
tiv
e
an
d
cr
itical
th
in
k
in
g
s
k
ills
th
r
o
u
g
h
p
r
o
v
i
d
in
g
g
if
ted
s
tu
d
en
ts
with
o
p
en
-
en
d
ed
q
u
esti
o
n
s
,
ch
allen
g
in
g
a
n
d
in
tellectu
ally
s
tim
u
latin
g
p
r
o
g
r
am
s
.
T
h
e
r
esu
lts
o
f
th
e
s
ix
th
q
u
est
io
n
g
en
e
r
ally
in
d
icate
th
e
h
o
m
o
g
en
eity
o
f
th
e
s
am
p
le
,
as
th
er
e
wer
e
alm
o
s
t
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
am
o
n
g
th
em
in
th
ei
r
p
er
s
p
ec
tiv
es
o
n
m
eth
o
d
s
o
f
i
d
en
tify
in
g
g
if
ted
s
tu
d
en
ts
.
T
h
e
r
esu
lts
h
av
e
s
h
o
wn
th
at
th
e
s
ch
o
o
l
p
r
in
cip
als’
p
er
ce
p
tio
n
s
o
f
g
if
ted
n
ess
v
er
y
cl
o
s
ely
k
n
itted
with
co
g
n
itiv
e
a
b
i
liti
es.
I
t
n
ar
r
o
we
d
th
e
c
o
n
ce
p
t
o
f
g
if
ted
n
ess
as
m
er
ely
in
tellectu
al
ab
ilit
ies
wh
er
ea
s
t
alen
t
is
th
e
d
em
o
n
s
tr
ated
m
aster
y
o
f
th
e
g
if
t
as
ev
id
en
ce
d
b
y
s
k
ills
in
ar
ts
,
b
u
s
in
ess
,
le
is
u
r
e,
s
p
o
r
ts
,
o
r
tech
n
o
lo
g
y
th
at
p
lace
th
e
in
d
iv
i
d
u
al
in
th
e
to
p
1
0
%
o
f
a
g
e
p
ee
r
s
[
2
]
.
L
ittl
e
p
r
o
v
is
io
n
in
ter
m
s
o
f
id
e
n
tify
in
g
an
d
a
p
p
r
ec
iatin
g
g
if
ted
n
ess
in
ter
m
s
o
f
n
atu
r
al
t
alen
ts
,
cr
ea
tiv
ity
an
d
cu
ltu
r
al
asp
ec
ts
as
r
ef
lecte
d
in
th
e
ex
is
tin
g
liter
atu
r
e
[
2
9
]
,
[
2
0
]
wh
ich
in
d
icate
d
ef
f
ec
tiv
e
s
ch
o
o
l
p
r
in
ci
p
al
n
ee
d
t
o
h
a
v
e
a
g
en
e
r
al
u
n
d
er
s
tan
d
in
g
o
f
th
e
f
o
u
n
d
atio
n
s
o
f
g
if
ted
n
ess
an
d
g
i
f
ted
ed
u
ca
tio
n
alo
n
g
with
s
tu
d
en
t c
h
a
r
ac
ter
is
tics
,
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
e
s
an
d
f
in
an
ci
n
g
.
Fin
d
in
g
s
f
r
o
m
th
is
s
tu
d
y
r
ef
l
ec
t
ex
is
tin
g
r
esear
ch
[
2
0
]
,
[
2
9
]
th
at
r
ev
e
als
d
is
s
o
n
an
ce
b
et
wee
n
wh
at
th
e
p
r
in
cip
als’
p
er
ce
p
tio
n
s
o
n
g
if
ted
n
ess
ar
e
an
d
th
e
ed
u
ca
tio
n
al
s
u
p
p
o
r
t
th
at
th
ey
p
r
o
v
id
ed
to
th
e
g
if
ted
s
tu
d
en
ts
in
th
eir
s
ch
o
o
ls
.
C
o
n
tr
ar
y
to
th
e
r
esear
ch
d
o
n
e
b
y
Dav
id
[
1
3
]
wh
ic
h
h
ig
h
l
ig
h
t
ed
th
e
n
ee
d
f
o
r
th
e
ad
m
in
is
tr
ativ
e
in
s
titu
tio
n
s
to
b
e
ac
tiv
ely
in
v
o
l
v
ed
i
n
n
o
t
o
n
ly
th
e
i
d
en
tific
atio
n
p
r
o
ce
s
s
o
f
g
if
ted
n
ess
b
u
t
also
p
r
o
v
id
e
a
co
m
p
r
eh
en
s
iv
e
s
u
p
p
o
r
t
to
t
h
e
g
if
ted
p
r
o
g
r
am
s
.
Sm
ed
s
r
u
d
[
6
]
co
n
ten
d
e
d
th
at
th
e
t
r
ad
itio
n
al
ap
p
r
o
ac
h
o
f
id
en
ti
f
y
i
n
g
g
i
f
ted
n
ess
h
av
e
im
p
ac
t
o
n
h
o
w
t
h
e
ed
u
ca
tio
n
al
p
r
o
v
is
io
n
s
ar
e
m
ad
e.
L
im
it
atio
n
s
n
o
twith
s
tan
d
in
g
,
f
in
d
in
g
s
f
r
o
m
th
is
s
tu
d
y
p
r
o
v
id
e
u
s
ef
u
l
an
d
tim
ely
in
f
o
r
m
atio
n
ab
o
u
t
B
ah
r
ain
s
ch
o
o
l
lead
er
s
’
p
r
ep
a
r
atio
n
in
te
r
m
s
o
f
p
r
o
v
is
io
n
s
an
d
s
u
p
p
o
r
t.
First,
th
e
m
atter
o
f
eq
u
ity
d
ee
m
p
h
asized
in
th
e
d
is
co
u
r
s
es
[
3
9
]
,
[
4
3
]
.
T
o
o
v
er
c
o
m
e
th
e
d
is
s
o
n
an
ce
o
f
eq
u
ity
an
d
ex
c
ellen
ce
,
th
e
f
ie
ld
o
f
g
if
ted
ed
u
ca
tio
n
n
ee
d
s
to
ag
r
ee
o
n
wh
at
g
if
ted
n
ess
m
ea
n
s
an
d
w
h
at
th
e
p
r
o
ce
s
s
es
o
f
id
en
tific
atio
n
an
d
s
er
v
ices
s
h
o
u
ld
b
e
f
o
r
g
if
te
d
p
r
o
g
r
am
s
.
Als
o
,
m
o
r
e
in
clu
s
iv
e
d
is
cu
s
s
io
n
s
ar
e
r
eq
u
ir
ed
in
ter
m
s
o
f
n
atu
r
e
v
e
r
s
u
s
n
u
r
tu
r
e
o
f
g
if
ted
n
es
s
.
As
th
e
s
tu
d
y
d
o
n
e
in
B
ah
r
ain
[
2
1
]
ac
tu
ally
d
if
f
er
en
tiated
g
if
ted
to
talen
te
d
s
tu
d
en
ts
.
T
h
e
p
r
o
v
is
io
n
f
o
r
i
ts
p
r
o
g
r
am
s
will
d
if
f
er
ac
c
o
r
d
i
n
g
ly
.
I
t
is
w
o
r
th
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
Gifted
ed
u
ca
tio
n
:
P
ers
p
ec
tives a
n
d
p
r
a
ctice
s
o
f
s
ch
o
o
l
p
r
in
cip
a
ls
in
B
a
h
r
a
in
(
Osa
ma
A
l
-
Ma
h
d
i
)
585
p
o
in
t
o
u
t
th
at
s
tu
d
en
ts
wh
o
id
en
tifie
d
as
g
if
ted
ar
e
n
o
t
p
r
o
p
er
ly
s
er
v
ed
in
an
eq
u
itab
le
m
a
n
n
er
an
d
cu
ltu
r
ally
r
esp
o
n
s
iv
e
way
.
Plau
s
ib
le
ex
p
lan
atio
n
to
th
ese
co
u
ld
b
e
r
e
s
u
ltin
g
f
r
o
m
th
e
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
co
n
ce
p
t
o
f
g
if
ted
n
ess
.
Fu
r
th
er
m
o
r
e,
th
e
r
esear
ch
er
s
ar
g
u
e
th
at
it
c
o
u
ld
b
e
d
u
e
t
o
th
e
lack
o
f
u
n
d
er
s
ta
n
d
in
g
o
f
th
e
g
lo
b
al
d
im
en
s
io
n
s
o
f
g
if
ted
n
ess
,
an
d
th
e
n
ee
d
f
o
r
m
o
r
e
r
eso
u
r
ce
s
a
n
d
ex
p
er
tis
e
in
s
ch
o
o
ls
.
J
o
n
es
[
4
3
,
p
.
8
]
ar
g
u
ed
,
“M
a
n
y
id
e
n
tifi
ed
g
ifted
s
tu
d
en
ts
a
r
e
n
o
t
r
ec
eivin
g
t
h
e
n
ee
d
ed
a
ca
d
emic
s
u
p
p
o
r
t
th
r
o
u
g
h
a
r
elev
a
n
t
a
n
d
r
ig
o
r
o
u
s
cu
r
r
icu
lu
m
.
”
T
h
e
r
e
is
a
n
ee
d
to
r
e
v
iew
cu
r
r
ic
u
lu
m
,
as
it
is
p
iv
o
tal
th
at
s
tak
eh
o
ld
er
s
,
lik
e
th
e
s
ch
o
o
l
lead
er
s
,
a
d
m
in
is
tr
ato
r
s
,
ed
u
ca
tio
n
m
i
n
is
tr
y
,
ac
ad
em
ic
s
an
d
ed
u
ca
tio
n
al
r
esear
ch
er
s
,
wo
r
k
s
im
u
ltan
eo
u
s
ly
to
i
d
en
tify
g
i
f
ted
s
tu
d
en
ts
in
a
m
o
r
e
o
p
e
n
an
d
b
r
o
ad
p
er
s
p
ec
tiv
es
r
ath
e
r
th
an
lim
i
t
to
m
er
e
co
g
n
itiv
e
a
b
ilit
ies.
T
h
is
will
ce
r
tain
ly
en
ab
le
th
e
g
if
ted
s
tu
d
en
ts
to
r
ec
eiv
e
s
u
p
p
o
r
t
in
way
s
th
at
th
eir
in
tellectu
al
ca
p
ac
ities
ar
e
o
p
tim
ally
s
tim
u
lated
an
d
n
u
r
tu
r
ed
.
I
n
th
is
p
r
esen
t
e
r
a
wh
e
r
e
d
is
cu
s
s
io
n
s
o
n
e
d
u
ca
tio
n
b
ec
o
m
e
m
ir
ed
in
m
ea
s
u
r
em
en
t,
p
r
o
c
ess
es,
an
d
o
u
tco
m
es,
B
iest
a
[
4
4
]
u
r
g
e
d
f
o
r
a
r
ef
o
c
u
s
o
n
th
e
p
u
r
p
o
s
e
an
d
d
ir
ec
tio
n
o
f
g
o
o
d
ed
u
ca
ti
o
n
al
p
r
o
g
r
a
m
m
in
g
.
I
d
ea
lly
,
c
u
ltu
r
ally
r
ele
v
an
t
le
ad
er
s
h
ip
in
g
if
ted
ed
u
ca
t
io
n
s
h
o
u
ld
aim
to
m
ee
t
th
e
in
d
iv
id
u
alize
d
n
ee
d
s
o
f
s
tu
d
en
ts
th
r
o
u
g
h
c
h
allen
g
in
g
an
d
ac
ce
ler
ated
cu
r
r
icu
lu
m
[
4
5
]
.
T
h
is
s
h
o
u
ld
o
cc
u
r
in
a
clim
ate
th
at
f
o
s
ter
s
o
p
tim
al
g
r
o
wth
an
d
p
r
o
v
id
es
am
p
le
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
e
n
ts
to
h
o
m
e
a
n
d
c
u
ltiv
ate
th
e
ir
d
o
m
ain
s
p
e
cif
ic
talen
ts
an
d
u
ltima
tely
in
cu
lcate
th
e
jo
y
o
f
d
is
co
v
e
r
y
an
d
l
ea
r
n
in
g
[
2
]
,
[
4
6
]
.
Sch
o
o
l
p
r
i
n
cip
als
s
h
o
u
ld
also
“id
en
tify
p
o
licies
th
a
t
a
lig
n
w
ith
th
e
s
ta
ted
in
ten
t
a
n
d
g
o
a
ls
o
f
th
e
p
r
o
g
r
a
m
in
a
tr
a
n
s
p
a
r
en
t
p
r
o
ce
s
s
th
a
t
s
tr
ive
s
fo
r
in
clu
s
io
n
,
n
o
t
ex
clu
s
i
on”
[
4
7
,
p
.
7
5
]
.
A
s
u
cc
ess
f
u
l
g
if
ted
p
r
o
g
r
am
p
r
o
m
o
tes
in
c
lu
s
io
n
an
d
r
e
q
u
ir
es
ed
u
ca
tio
n
al
lead
er
s
to
tr
a
n
s
late
a
v
is
io
n
o
f
e
x
ce
llen
ce
a
n
d
eq
u
ity
in
t
o
r
ea
lity
[
4
8
]
i
n
a
m
u
ch
b
r
o
a
d
er
p
er
s
p
ec
tiv
e.
C
h
allen
g
es
with
f
u
n
d
in
g
g
if
t
ed
p
r
o
g
r
am
s
d
u
e,
in
p
ar
t,
to
a
n
ee
d
f
o
r
m
o
r
e
e
x
p
licit
e
d
u
ca
tio
n
al
p
o
licies
also
h
a
v
e
b
ee
n
p
r
o
b
le
m
atic
f
o
r
n
u
r
tu
r
i
n
g
th
ese
g
if
te
d
s
tu
d
en
ts
[
4
9
]
.
Sch
o
o
ls
b
ec
o
m
e
m
o
r
e
in
cl
u
s
iv
e
wh
en
lead
er
s
m
ak
e
d
ec
is
io
n
th
at
d
is
r
u
p
t
eq
u
ity
[
5
0
]
.
T
h
e
im
p
etu
s
f
o
r
cr
ea
tin
g
in
clu
s
iv
e
an
d
eq
u
itab
le
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
in
v
o
lv
es
a
co
n
s
cio
u
s
s
h
if
t
f
r
o
m
d
ef
icit
th
in
k
in
g
to
s
tr
en
g
th
s
-
b
ased
p
ar
ad
ig
m
s
at
th
e
in
d
iv
id
u
al
a
n
d
s
y
s
tem
ic
lev
el
s
,
an
em
p
h
asis
o
n
h
ig
h
e
x
p
e
ctatio
n
s
f
o
r
n
o
t
o
n
l
y
ac
ad
em
i
c
p
er
f
o
r
m
an
ce
,
b
u
t
also
in
h
ar
n
ess
in
g
o
th
er
f
o
r
m
s
o
f
talen
ts
an
d
cr
ea
tiv
ity
.
E
d
u
ca
to
r
s
n
ee
d
to
b
e
cr
itically
a
war
e
to
ad
d
r
ess
th
e
n
ee
d
f
o
r
ad
d
r
ess
in
g
d
iv
er
s
ity
i
s
s
u
es in
s
ch
o
o
ls
.
C
u
r
r
icu
lu
m
is
s
ig
n
if
ican
t
in
i
d
en
tify
in
g
an
d
s
er
v
i
n
g
g
i
f
ted
s
tu
d
en
ts
’
p
r
o
g
r
am
s
[
2
]
.
Dif
f
er
en
tiatin
g
cu
r
r
icu
lu
m
a
n
d
in
s
tr
u
ctio
n
ar
e
cr
u
cial
to
n
o
t
o
n
ly
s
u
p
p
o
r
t
th
ese
g
if
ted
an
d
talen
ted
s
tu
d
en
ts
in
ter
m
s
o
f
“r
esp
o
n
s
ive
to
s
tu
d
en
ts
’
p
o
in
ts
o
f
r
ea
d
in
ess
,
in
teres
t
a
n
d
l
ea
r
n
in
g
p
r
o
file”
[4
,
p
.
4
5
]
b
u
t
also
to
v
alu
e
a
n
d
em
b
r
ac
e
m
u
ltip
le
c
u
ltu
r
es
in
t
h
e
cu
r
r
ic
u
lu
m
co
n
ten
t a
n
d
cr
e
atin
g
r
o
b
u
s
t te
ac
h
in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
es.
Ba
h
r
ain
T
ea
ch
er
s
C
o
lleg
e
c
o
u
ld
s
tar
t
b
y
a
n
s
wer
in
g
NAGC
[
5
1
]
ca
ll
to
ac
tio
n
.
As
a
teac
h
e
r
tr
ain
in
g
co
lleg
e,
ac
ad
em
ics
an
d
ed
u
ca
tio
n
al
lead
er
s
h
ip
p
r
o
g
r
am
s
co
u
ld
in
clu
d
e
co
u
r
s
es
th
at
p
r
o
m
o
te
g
if
ted
n
ess
an
d
in
clu
s
io
n
.
Sch
o
o
l
p
r
in
ci
p
als
n
ee
d
m
o
tiv
at
io
n
to
cr
ea
te
a
s
ch
o
o
l
clim
ate
th
at
s
u
p
p
o
r
ts
ex
ce
llen
ce
.
Pro
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
co
u
r
s
es
alig
n
ed
t
o
ad
d
r
ess
th
e
n
ee
d
f
o
r
g
if
ted
e
d
u
ca
tio
n
.
T
ea
ch
er
s
tr
ain
i
n
g
ar
e
im
p
o
r
tan
t
o
n
th
e
n
ee
d
s
o
f
g
if
ted
s
tu
d
en
ts
f
r
o
m
d
iv
er
s
e
p
o
p
u
latio
n
s
,
teac
h
er
co
llab
o
r
atio
n
,
a
n
d
o
th
er
r
ec
o
m
m
e
n
d
atio
n
s
f
o
cu
s
ed
o
n
cu
r
r
icu
l
u
m
an
d
p
r
o
g
r
ess
m
o
n
ito
r
in
g
.
Gen
u
in
e
p
r
o
g
r
ess
in
ad
v
an
cin
g
g
if
ted
n
ess
an
d
g
if
ted
ed
u
ca
tio
n
r
eq
u
ir
es a
ca
d
em
ics an
d
p
r
ac
titi
o
n
er
s
to
en
g
ag
e
ac
tiv
ely
i
n
p
r
o
g
r
ess
iv
e
co
n
v
er
s
atio
n
with
e
d
u
ca
to
r
s
to
d
ev
el
o
p
an
d
u
s
e
s
o
cial
ly
r
esp
o
n
s
iv
e
c
u
r
r
icu
lu
m
th
at
co
n
n
ec
ts
to
s
tu
d
en
ts
’
r
ea
l
-
life
e
x
p
er
ien
ce
s
a
n
d
co
m
m
u
n
ities
th
at
in
clu
d
e
m
u
ltip
le
v
o
ices a
n
d
p
e
r
s
p
ec
tiv
es.
T
h
e
r
esear
ch
er
s
wo
u
l
d
lik
e
t
o
p
r
o
p
o
s
e
th
at
th
e
ed
u
ca
tio
n
al
s
y
s
tem
in
B
ah
r
ain
to
o
m
a
y
n
ee
d
a
n
ex
ce
llen
ce
o
r
ien
tatio
n
p
o
licy
s
u
p
p
o
r
tin
g
Step
h
en
s
[
3
6
]
ca
lls
to
war
d
d
if
f
er
e
n
t stu
d
en
ts
p
s
y
c
h
o
lo
g
ical
m
ak
e
u
p
,
lau
d
ab
le
b
ased
o
n
th
eir
d
iv
e
r
s
e
talen
ts
to
b
etter
m
ee
t
th
e
ed
u
ca
tio
n
al
d
e
m
an
d
i
n
p
u
r
s
u
in
g
ex
ce
llen
ce
,
p
u
r
p
o
s
ef
u
l
d
esig
n
a
n
d
im
p
le
m
en
tatio
n
o
f
g
if
ted
n
ess
p
r
o
g
r
am
s
f
o
r
ad
m
in
is
tr
ativ
e
in
s
t
itu
t
io
n
al
lead
er
s
[
1
3
]
to
im
p
lem
en
t th
e
h
i
g
h
s
tan
d
ar
d
s
in
B
ah
r
ain
p
u
b
lic
s
ch
o
o
l.
R
esear
ch
co
u
ld
d
i
g
d
ee
p
e
r
o
n
h
o
w
th
e
s
ch
o
o
l
lead
e
r
s
ca
n
a
d
o
p
t
d
i
f
f
er
en
tiatio
n
cu
r
r
icu
lu
m
p
r
ac
tices
th
at
p
r
o
v
i
d
e
s
tu
d
en
ts
with
d
ee
p
er
u
n
d
er
s
tan
d
in
g
[
3
5
]
o
f
th
e
s
u
b
ject
m
atter
th
at
g
o
b
e
y
o
n
d
th
e
o
r
d
in
a
r
y
task
s
.
E
d
u
ca
tio
n
is
a
u
n
if
ied
e
f
f
o
r
t
f
r
o
m
all
s
tak
eh
o
ld
er
s
.
Par
en
tal
in
v
o
lv
em
e
n
t is also
cr
u
cial
to
en
s
u
r
e
p
r
o
g
r
ess
an
d
s
u
cc
ess
.
Kh
alif
a
[
3
7
]
c
o
n
q
u
er
s
th
at
th
ese
p
ar
tn
er
s
h
ip
s
,
f
ac
il
itated
b
y
s
ch
o
o
l
lead
er
s
,
b
etw
ee
n
ed
u
ca
to
r
s
a
n
d
p
ar
en
ts
ca
n
h
el
p
d
ev
el
o
p
cu
l
tu
r
al
co
m
p
ete
n
ce
,
em
p
at
h
y
,
a
n
d
co
m
m
u
n
icatio
n
th
at
s
u
p
p
o
r
t
s
tu
d
en
t
g
r
o
wth
.
Gif
ted
ed
u
ca
tio
n
a
n
d
e
d
u
ca
ti
o
n
al
lead
er
s
h
ip
s
ch
o
lar
s
’
alik
e
n
ee
d
to
a
g
r
ee
to
Ma
n
s
f
ield
[
5
2
]
ar
g
u
m
en
t
th
at
p
o
licies
an
d
ef
f
ec
tiv
e
s
tan
d
a
r
d
p
r
ac
tices
p
r
o
m
o
tin
g
g
i
f
ted
ed
u
ca
tio
n
a
r
e
v
er
y
c
r
itical
an
d
m
u
s
t
n
ev
e
r
u
n
d
er
m
i
n
e
s
o
cial
ju
s
tice
as th
is
wo
u
ld
r
ed
u
ce
p
u
b
lic
tr
u
s
t in
s
ch
o
o
l le
ad
er
s
.
6.
CO
NCLU
SI
O
N
T
h
e
s
ch
o
o
l
p
r
in
cip
als
lo
o
k
e
d
at
g
if
ted
n
ess
m
ain
ly
f
r
o
m
an
ac
ad
em
ic
an
d
s
ch
o
o
l
p
er
s
p
ec
tiv
e.
T
h
e
r
esu
lts
in
d
icat
e
s
o
m
e
d
is
s
o
n
an
ce
b
etwe
en
wh
at
th
e
p
r
in
cip
als’
p
er
ce
p
tio
n
s
o
n
g
if
ted
n
ess
ar
e
an
d
th
e
ed
u
ca
tio
n
al
s
u
p
p
o
r
t th
at
t
h
ey
p
r
o
v
id
e
d
to
th
e
g
if
ted
s
tu
d
e
n
ts
in
th
eir
s
ch
o
o
ls
.
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