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er
s
b
ec
o
m
es
a
ce
n
tr
al
p
o
in
t
in
th
i
s
r
esear
ch
b
ec
au
s
e
s
ch
o
o
l
lead
er
s
h
ip
an
d
teac
h
er
s
m
u
s
t
b
e
ab
le
to
p
r
o
v
id
e
n
e
w
in
n
o
v
a
ti
o
n
s
in
th
e
lear
n
i
n
g
s
y
s
te
m
an
d
al
s
o
r
elate
d
to
t
h
e
cu
r
r
icu
l
u
m
o
f
g
o
v
er
n
m
e
n
t
p
r
o
g
r
a
m
s
,
s
o
t
h
at
t
h
e
r
o
le
o
f
tea
ch
er
s
as
co
n
v
e
y
o
r
s
o
f
k
n
o
w
led
g
e
in
f
o
r
m
a
tio
n
als
o
v
er
y
d
ec
is
iv
e.
A
cc
o
r
d
in
g
to
Ho
y
[
3
]
th
at
t
h
e
teac
h
er
is
a
m
ak
er
o
f
lear
n
i
n
g
p
r
o
g
r
am
s
,
th
e
n
m
u
s
t
also
k
n
o
w
s
t
u
d
en
t
b
eh
a
v
io
r
,
m
a
n
ag
e
lear
n
in
g
,
ti
m
e,
t
h
e
n
r
ec
o
r
d
th
e
s
u
cc
e
s
s
/
f
ail
u
r
e
o
f
s
t
u
d
en
t
s
,
t
h
e
n
ev
a
lu
ate
wh
at
n
ee
d
s
to
b
e
d
o
n
e
n
e
x
t
(
W
o
o
lk
f
o
lk
's
o
p
in
io
n
,
th
is
ac
t
u
all
y
n
o
t
o
n
l
y
f
o
r
teac
h
er
s
,
b
u
t
also
s
t
ill
v
er
y
r
elev
an
t
f
o
r
u
n
i
v
er
s
ities
,
b
ec
au
s
e
b
et
w
ee
n
teac
h
er
s
a
n
d
lectu
r
er
s
o
n
l
y
d
i
f
f
er
(
w
h
er
e
to
teac
h
an
d
w
h
o
is
th
e
s
u
b
j
ec
t)
.
A
cc
o
r
d
in
g
to
Vec
ald
o
[
4
]
i
n
s
h
a
p
in
g
lead
er
s
h
ip
an
d
m
aj
o
r
in
n
o
v
atio
n
s
i
n
th
e
ed
u
ca
tio
n
cu
r
r
icu
lu
m
,
teac
h
er
s
o
f
f
e
r
p
r
o
f
ess
io
n
al
ed
u
ca
tio
n
o
f
f
er
in
g
s
t
h
at
s
h
ap
e
lead
er
s
h
ip
s
k
ills
.
T
ea
ch
er
s
also
h
av
e
an
i
m
p
o
r
tan
t
r
o
le
in
th
e
d
e
v
elo
p
m
e
n
t
o
f
lear
n
in
g
s
y
s
te
m
s
,
b
et
w
ee
n
l
ea
d
er
s
an
d
teac
h
er
s
i
n
o
r
d
er
to
cr
ea
te
a
s
y
n
er
g
y
o
f
p
er
f
o
r
m
a
n
ce
s
y
s
te
m
s
.
A
cc
o
r
d
in
g
to
Nir
[
5
]
,
t
ea
ch
er
s
ten
d
to
s
h
o
w
a
h
i
g
h
co
m
m
it
m
e
n
t
to
s
tu
d
e
n
t
ac
h
ie
v
e
m
e
n
t,
e
s
p
ec
iall
y
if
th
e
y
s
ee
th
e
d
if
f
er
en
ce
b
et
w
ee
n
ac
h
ie
v
e
m
e
n
t
an
d
in
cr
ea
s
e
th
e
p
o
ten
tia
l
f
o
r
p
r
o
f
ess
io
n
al
p
r
esti
g
e
th
e
m
,
an
d
g
iv
e
s
y
m
b
o
lic
a
w
ar
d
s
to
ch
ild
r
en
an
d
p
ar
en
ts
as
w
ell
as
s
c
h
o
o
l
p
r
in
cip
als/
g
o
v
e
r
n
m
e
n
t
lead
er
s
.
T
o
i
m
p
r
o
v
e
teac
h
er
lear
n
i
n
g
s
y
s
t
e
m
s
m
u
s
t
b
e
ab
le
to
g
en
er
at
e
''m
o
ti
v
atio
n
''
f
o
r
s
tu
d
e
n
ts
to
lear
n
,
as
B
ig
g
’s
s
aid
[
6
]
,
th
er
e
ar
e
f
o
u
r
m
o
tiv
a
tio
n
s
t
h
at
n
ee
d
to
b
e
r
aised
in
s
tu
d
e
n
ts
i
n
an
e
f
f
o
r
t
to
im
p
r
o
v
e,
le
ar
n
in
g
s
y
s
te
m
s
,
in
cl
u
d
in
g
:
i
n
s
tr
u
m
en
t.
m
o
ti
v
atio
n
,
s
o
cial
m
o
tiv
a
tio
n
,
m
o
tiv
a
tio
n
ac
h
ie
v
e
m
en
t
an
d
in
tr
i
n
s
ic
m
o
ti
v
atio
n
.
So
,
th
e
f
o
u
r
m
o
ti
v
atio
n
s
m
u
s
t
b
e
r
ai
s
ed
f
ir
s
t,
to
m
a
k
e
ch
an
g
es
to
th
e
lear
n
in
g
s
y
s
t
e
m
i
n
th
e
cla
s
s
r
o
o
m
.
T
h
e
d
ev
elo
p
m
e
n
t
o
f
t
h
e
lear
n
in
g
s
y
s
te
m
i
s
also
v
er
y
n
ec
es
s
ar
y
,
f
o
r
ex
a
m
p
le
b
y
p
r
o
v
id
in
g
tr
ai
n
i
n
g
to
s
c
h
o
o
l
lea
d
er
s
,
teac
h
er
s
a
n
d
s
tu
d
e
n
ts
,
b
ec
au
s
e
th
e
m
o
d
er
n
w
o
r
ld
lear
n
i
n
g
s
y
s
te
m
ca
n
n
o
t
r
eg
ar
d
less
o
f
th
e
p
r
o
g
r
ess
o
f
I
T
,
as
P
eter
ar
g
u
es.
W
ith
t
h
e
ad
v
an
ce
m
e
n
t
o
f
e
-
lear
n
i
n
g
,
m
a
n
ag
er
s
o
f
ed
u
ca
tio
n
al
i
n
s
ti
tu
t
io
n
s
b
eg
i
n
to
d
ea
l
w
it
h
d
if
f
er
en
t
a
ctiv
itie
s
,
r
eq
u
ir
in
g
th
e
d
ev
e
lo
p
m
en
t
o
f
n
e
w
p
r
o
ce
d
u
r
es a
n
d
f
i
n
d
in
g
al
ter
n
ati
v
es
to
o
v
er
co
m
e
e
m
er
g
i
n
g
ch
a
llen
g
es t
h
at
g
o
b
e
y
o
n
d
ed
u
ca
tio
n
al
p
r
o
b
le
m
s
[
7
]
.
T
h
er
e
a
r
e
s
ev
er
al
o
p
in
io
n
s
in
ter
m
s
o
f
lead
er
s
h
ip
an
d
m
an
a
g
e
m
en
t
in
s
ch
o
o
ls
as
a
b
asis
f
o
r
co
n
ce
p
ts
in
.
A
cc
o
r
d
in
g
to
B
ar
r
et
an
d
B
r
ey
er
[
8
]
,
lead
er
s
m
u
s
t
i
n
s
t
ill
en
th
u
s
ias
m
i
n
t
h
e
s
o
u
l
o
f
t
h
e
t
ea
ch
er
an
d
p
r
o
v
id
e
ef
f
ec
tiv
e
lead
er
s
h
ip
to
m
o
tiv
a
t
e
teac
h
er
s
t
h
e
n
to
p
r
o
v
id
e
en
e
r
g
y
(
m
o
tiv
a
tio
n
)
to
s
t
u
d
en
t
s
.
B
ased
o
n
W
iezo
r
ek
an
d
Ma
n
ar
d
[
9
]
,
s
ch
o
o
l
lead
e
r
s
w
o
r
k
to
b
ala
n
ce
t
h
eir
p
r
o
f
e
s
s
io
n
a
l
an
d
p
er
s
o
n
al
li
v
es
an
d
ar
e
ch
alle
n
g
ed
to
m
ee
t
th
e
e
x
p
ec
tatio
n
s
o
f
th
ei
r
co
m
m
u
n
itie
s
to
b
e
s
ee
n
an
d
in
v
o
lv
ed
.
T
o
m
ee
t
li
m
i
ted
b
u
d
g
et
co
n
d
itio
n
s
,
s
ch
o
o
l
lead
er
s
also
m
ai
n
tai
n
r
esp
o
n
s
ib
ilit
ies
b
y
b
u
ild
i
n
g
in
f
r
astru
ct
u
r
e,
etc.
,
o
v
er
lap
p
i
n
g
r
esp
o
n
s
ib
ilit
ies.
Sch
o
o
l
lead
er
s
s
h
o
u
ld
f
o
cu
s
o
n
d
ev
elo
p
in
g
r
elatio
n
s
h
ip
s
an
d
tr
u
s
t
a
m
o
n
g
teac
h
er
s
,
s
t
u
d
en
ts
an
d
th
eir
p
ar
en
ts
,
f
o
r
d
ev
elo
p
m
en
t o
f
lear
n
i
n
g
in
s
ch
o
o
ls
t
h
e
y
lead
.
Sch
o
o
l
lead
er
s
i
n
r
ec
ei
v
in
g
g
u
id
an
ce
f
r
o
m
s
c
h
o
o
l
s
u
p
er
v
i
s
o
r
s
,
to
i
m
p
r
o
v
e
l
ea
d
er
s
h
ip
co
m
p
eten
ce
i
n
s
ch
o
o
ls
.
A
cc
o
r
d
in
g
to
L
o
w
er
y
[
1
0
]
,
t
h
e
b
en
e
f
its
o
f
lear
n
i
n
g
g
e
n
er
al
lead
er
s
h
ip
s
k
ills
a
p
p
ly
to
s
u
p
p
o
r
tin
g
s
ch
o
o
l
co
u
n
s
elo
r
s
.
Sch
o
o
l
p
r
i
n
cip
als
m
u
s
t
b
e
p
r
ep
ar
ed
to
w
o
r
k
w
ith
s
c
h
o
o
l
co
u
n
s
elo
r
s
,
i
n
th
e
o
p
in
io
n
o
f
th
e
ab
o
v
e
s
ch
o
o
l
lead
er
s
ar
e
also
r
ea
d
y
to
w
o
r
k
w
it
h
s
c
h
o
o
l
s
u
p
er
v
i
s
o
r
s
to
i
m
p
r
o
v
e
co
m
p
e
t
en
cies
a
n
d
lear
n
i
n
g
s
y
s
te
m
s
in
s
c
h
o
o
l
in
s
tit
u
tio
n
s
an
d
m
o
r
e
an
d
m
o
r
e
lead
er
s
w
h
o
f
o
cu
s
t
h
eir
r
elatio
n
s
h
ip
s
,
t
h
eir
w
o
r
k
,
a
n
d
co
r
e
lear
n
in
g
an
d
th
e
g
r
ea
ter
th
e
e
f
f
ec
t
o
n
s
t
u
d
en
t
ac
h
ie
v
e
m
e
n
t
[
1
1
]
.
T
h
e
lead
er
is
ess
en
tiall
y
a
s
u
b
o
r
d
in
ate,
th
e
y
m
u
s
t
s
er
v
e.
A
cc
o
r
d
in
g
to
T
er
o
s
k
y
a
n
d
R
ei
tan
o
[
1
2
]
, t
h
e
lead
er
w
o
r
k
s
f
o
r
th
e
p
r
o
g
r
ess
o
f
t
h
eir
f
o
llo
w
er
s
w
h
ile
tr
y
in
g
to
ac
h
ie
v
e
g
o
al
s
f
o
r
th
e
o
r
g
an
izatio
n
.
T
h
en
,
t
h
e
y
ar
e
r
eq
u
ir
ed
to
w
o
r
k
f
o
r
th
e
g
r
ea
t
er
g
o
o
d
th
an
th
o
s
e
th
e
y
s
er
v
e.
L
ea
d
er
s
s
h
o
u
ld
h
av
e
e
th
ical
a
n
d
m
o
r
al
q
u
ali
ties
t
h
at
e
n
ab
le
t
h
e
m
to
s
er
v
e
as
ex
a
m
p
les
f
o
r
f
o
llo
w
er
s
in
a
n
o
r
g
a
n
izatio
n
,
i
n
clu
d
i
n
g
s
c
h
o
o
l in
s
ti
tu
t
io
n
s
.
A
ct
u
all
y
,
t
h
e
co
r
e
p
r
o
b
le
m
i
n
lead
er
s
h
ip
a
n
d
m
an
a
g
e
m
en
t
i
n
s
c
h
o
o
ls
i
n
s
ev
er
al
co
u
n
tr
ies
in
cl
u
d
in
g
I
n
d
o
n
esia
is
t
h
e
s
a
m
e
ca
s
e.
A
cc
o
r
d
in
g
to
[
1
3
]
,
g
o
v
er
n
m
e
n
t
p
o
licies
th
a
t
ar
e
co
n
s
id
er
ed
f
ailin
g
,
an
d
t
h
en
in
v
o
l
v
e
t
h
e
r
esp
o
n
s
ib
ilit
ie
s
o
f
s
ch
o
o
l
lead
er
s
,
s
c
h
o
o
l
m
a
n
a
g
e
m
e
n
t
d
o
es
n
o
t
w
o
r
k
w
e
ll,
l
ac
k
o
f
co
m
m
u
n
it
y
p
ar
ticip
atio
n
(
s
tu
d
en
t
s
'
p
ar
en
t
s
)
,
an
d
lack
o
f
g
o
v
er
n
m
e
n
t
f
u
n
d
i
n
g
,
w
h
ile
tar
g
ets
m
u
s
t
b
e
ac
h
iev
ed
,
b
ec
au
s
e
o
f
r
esp
o
n
s
ib
ili
t
y
to
s
t
u
d
en
t
s
an
d
t
h
e
co
m
m
u
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it
y
,
a
n
d
t
h
i
s
is
a
ch
al
len
g
e
f
o
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s
c
h
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o
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ea
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er
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to
i
m
p
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v
e
th
e
lear
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i
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s
y
s
te
m
in
s
c
h
o
o
ls
,
g
iv
e
n
th
at
it
is
a
n
ati
o
n
al
in
ter
est
t
h
at
m
u
s
t
b
e
d
o
n
e
.
L
ea
d
er
s
h
ip
,
f
o
r
an
o
r
g
a
n
izatio
n
is
n
ee
d
ed
,
a
lead
er
w
h
o
i
s
ab
le
to
b
ec
o
m
e
a
m
a
n
a
g
er
.
A
cc
o
r
d
in
g
to
[
1
4
]
,
t
r
ain
in
g
a
n
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
6
0
0
-
606
602
d
ev
elo
p
m
en
t
in
s
ch
o
o
l
m
an
a
g
e
m
en
t
an
d
lead
er
s
h
ip
,
is
v
e
r
y
i
m
p
o
r
tan
t
to
g
e
th
er
w
it
h
p
r
ac
t
icin
g
lead
er
s
h
ip
i
n
s
ch
o
o
ls
,
s
o
th
e
e
x
p
er
ien
ce
o
f
c
o
n
tr
ib
u
ti
n
g
to
a
ca
r
ee
r
as a
s
ch
o
o
l le
ad
er
m
u
s
t star
ti
n
g
f
r
o
m
b
ein
g
a
teac
h
er
.
Din
a
[
1
5
]
s
aid
th
at
e
d
u
ca
tio
n
al
lead
er
s
h
ip
is
m
a
in
l
y
r
el
ated
to
th
e
d
u
ties
a
n
d
r
esp
o
n
s
ib
ilit
ie
s
o
f
th
e
lead
er
s
h
ip
tea
m
to
i
m
p
r
o
v
e
s
ch
o
o
l
m
a
n
ag
e
m
e
n
t,
as
well
as
s
tu
d
e
n
t
ac
h
ie
v
e
m
en
t,
t
o
in
cr
ea
s
e
th
e
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
o
f
s
ch
o
o
l
lead
er
s
h
ip
,
th
en
t
h
e
p
eo
p
le
r
esp
o
n
s
ib
le
f
o
r
s
ch
o
o
l
ad
m
i
n
i
s
tr
atio
n
,
co
n
s
i
s
ti
n
g
o
f
th
e
p
r
in
cip
al
a
n
d
teac
h
er
.
A
cc
o
r
d
in
g
to
[
1
6
]
,
t
h
e
p
r
in
cip
al
m
u
s
t
cr
ea
te
a
co
m
f
o
r
tab
le
s
ch
o
o
l
en
v
ir
o
n
m
en
t,
a
s
af
e
an
d
p
lea
s
an
t
w
o
r
k
e
n
v
ir
o
n
m
e
n
t
t
h
at
p
lea
s
es
teac
h
er
s
an
d
e
m
p
lo
y
ee
s
w
h
o
ca
n
ca
r
r
y
o
u
t
t
h
eir
d
u
ties
an
d
w
o
r
k
r
esp
o
n
s
ib
l
y
.
R
ec
r
u
it
m
e
n
t
teac
h
er
al
s
o
n
ee
d
s
to
b
e
ch
o
s
en
p
r
o
p
e
r
ly
s
o
th
at
th
o
s
e
w
h
o
p
ass
t
h
e
ex
a
m
to
b
ec
o
m
e
teac
h
er
s
ar
e
tr
u
l
y
d
ep
en
d
ab
le
p
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p
le
.
P
r
o
v
en
is
t
h
e
m
a
in
i
m
p
etu
s
f
o
r
ea
r
l
y
teac
h
er
ed
u
ca
tio
n
co
u
r
s
es
to
h
av
e
a
m
ea
s
u
r
ab
le
i
m
p
ac
t
o
n
class
r
o
o
m
p
r
ac
tices
in
t
h
e
f
u
tu
r
e,
to
i
m
p
r
o
v
e
s
tu
d
e
n
t
lea
r
n
in
g
o
u
tco
m
es
at
s
ch
o
o
l
[
1
7
]
.
B
y
a
tten
d
i
n
g
tr
ain
i
n
g
o
n
lead
er
s
h
ip
,
lear
n
in
g
s
y
s
te
m
s
,
etc.
,
f
o
r
th
e
p
r
o
g
r
ess
o
f
th
e
s
c
h
o
o
l
an
d
s
tu
d
en
t
s
in
th
e
s
c
h
o
o
l.
T
h
e
teac
h
er
as
a
d
r
iv
in
g
f
o
r
ce
in
s
tu
d
e
n
t
lear
n
i
n
g
i
n
class
is
v
er
y
i
m
p
o
r
ta
n
t
in
th
e
d
ev
elo
p
m
e
n
t
o
f
lear
n
i
n
g
s
y
s
te
m
s
,
b
ec
a
u
s
e
t
h
e
teac
h
er
's
t
ask
i
s
th
e
c
lo
s
est
o
b
j
ec
t
to
s
tu
d
en
ts
.
A
cc
o
r
d
in
g
to
W
h
ittl
e
[
1
8
]
,
e
x
p
lo
r
in
g
s
t
u
d
en
ts
'
p
er
ce
p
tio
n
s
ca
n
p
r
o
v
id
e
v
alu
ab
le
in
s
i
g
h
t
s
ab
o
u
t
f
ac
to
r
s
r
elate
d
to
teac
h
er
w
h
o
s
e
s
t
u
d
en
t
s
ar
e
in
t
h
e
s
t
ag
e
o
f
in
cr
ea
s
in
g
lear
n
in
g
a
ch
iev
e
m
e
n
t
a
n
d
u
lti
m
atel
y
i
n
f
lu
e
n
ci
n
g
s
tu
d
e
n
ts
'
ac
ad
em
ic
ac
h
ie
v
e
m
en
t
(
t
h
e
t
ea
ch
er
p
la
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s
a
r
o
le
i
n
th
e
d
e
v
elo
p
m
e
n
t
o
f
lear
n
i
n
g
)
.
T
ea
ch
er
s
w
h
o
ar
e
g
iv
e
n
ass
i
g
n
m
e
n
ts
ac
co
r
d
in
g
to
t
h
eir
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
,
w
i
ll
b
e
m
o
r
e
p
r
o
f
icie
n
t
i
n
th
e
f
ield
s
ta
u
g
h
t,
th
an
teac
h
er
s
w
h
o
o
n
l
y
g
et
s
h
o
r
t
co
u
r
s
e
s
.
T
h
e
i
m
p
o
r
tan
c
e
o
f
co
n
f
o
r
m
i
t
y
b
et
w
ee
n
tea
ch
er
ed
u
ca
tio
n
a
n
d
th
e
teac
h
i
n
g
co
n
te
x
t
a
n
d
t
h
e
i
n
f
lu
e
n
ce
o
f
s
c
h
o
o
l
n
o
r
m
s
o
n
t
ea
ch
er
ch
a
n
g
e
,
as
a
n
i
n
tr
o
d
u
c
tio
n
to
t
h
i
n
k
i
n
g
f
o
r
class
m
an
a
g
e
m
en
t
[
1
9
]
.
T
ea
ch
er
s
im
p
r
o
v
e
i
n
th
e
d
ev
elo
p
m
e
n
t
o
f
k
n
o
w
led
g
e
it
m
u
s
t
b
e
d
o
n
e
b
ec
au
s
e
th
e
teac
h
er
is
o
n
e
s
o
u
r
ce
o
f
in
f
o
r
m
at
io
n
f
r
o
m
s
tu
d
en
t
s
,
t
h
e
d
e
v
elo
p
m
en
t
o
f
lear
n
in
g
s
y
s
te
m
s
.
A
cc
o
r
d
in
g
Ho
an
d
L
ee
[
2
0
]
,
th
e
ch
alle
n
g
i
n
g
co
n
te
x
t
t
h
at
n
ee
d
s
to
b
e
ad
d
r
ess
ed
is
p
r
o
f
ess
io
n
al
q
u
a
li
f
icatio
n
s
an
d
teac
h
er
ed
u
ca
tio
n
,
a
t
least
r
esu
l
tin
g
i
n
th
e
d
ev
elo
p
m
en
t
o
f
a
p
r
o
ce
s
s
io
n
,
s
o
th
at
lear
n
in
g
b
ec
o
m
es
p
r
o
f
es
s
io
n
al
s
o
th
er
e
ar
e
n
o
o
b
s
tacle
s
f
o
r
s
tu
d
e
n
ts
en
ter
i
n
g
h
i
g
h
er
ed
u
ca
tio
n
(
u
n
i
v
er
s
ities
)
.
A
cc
o
r
d
in
g
to
p
r
ev
io
u
s
r
e
s
ea
r
ch
[
2
1
]
,
m
o
tiv
a
tio
n
is
v
er
y
i
m
p
o
r
ta
n
t
t
o
d
o
in
an
ef
f
o
r
t
to
im
p
r
o
v
e
m
o
r
ale
i
n
w
o
r
k
an
d
s
t
u
d
y
,
s
o
th
e
r
o
le
o
f
lead
er
s
an
d
te
ac
h
er
s
i
s
v
er
y
i
m
p
o
r
tan
t
.
Sch
o
o
l
lead
er
s
m
u
s
t
also
b
e
w
i
s
e
w
it
h
teac
h
er
s
a
n
d
o
th
er
s
taf
f
,
b
ec
au
s
e
s
o
m
e
lead
er
s
h
i
p
attit
u
d
es
th
at
ar
e
au
t
h
o
r
itar
ian
a
n
d
ten
d
to
b
eh
av
e
lik
e
k
in
g
s
,
w
i
ll
a
f
f
ec
t
th
e
p
er
f
o
r
m
an
ce
o
f
teac
h
er
s
o
r
o
th
er
s
taf
f
,
an
d
th
i
s
w
ill
h
av
e
a
n
eg
at
iv
e
i
m
p
ac
t
o
n
teac
h
er
r
esp
o
n
s
i
b
ilit
ies,
w
h
ich
i
n
t
u
r
n
w
ill
h
av
e
an
i
m
p
ac
t
o
n
th
e
l
ea
r
n
in
g
s
y
s
te
m
i
n
t
h
e
clas
s
r
o
o
m
.
A
cc
o
r
d
in
g
to
M
u
lle
n
a
n
d
J
o
n
es
[
2
2
]
,
i
f
t
h
e
p
r
i
m
ar
y
e
d
u
ca
tio
n
al
g
o
al
o
f
p
r
o
g
r
ess
iv
e
s
ch
o
o
ls
i
s
to
cr
ea
t
e
an
d
m
ai
n
tai
n
m
o
r
e
d
e
m
o
cr
atic
s
ch
o
o
ls
b
y
e
n
ab
lin
g
t
h
e
g
r
o
w
t
h
o
f
teac
h
er
s
a
s
r
esp
o
n
s
ib
le
lead
er
s
to
b
ec
o
m
e
m
o
r
e
p
r
o
f
ess
io
n
al,
t
h
en
t
h
e
y
m
u
s
t
b
e
g
iv
e
n
th
e
o
p
p
o
r
tu
n
it
y
to
d
ev
elo
p
as
lead
er
s
w
h
o
ar
e
d
em
o
cr
atica
ll
y
r
esp
o
n
s
ib
le,
i
n
th
e
clas
s
r
o
o
m
t
h
at
is
t
h
e
r
esp
o
n
s
ib
ilit
y
o
f
th
e
teac
h
er
.
A
cc
o
r
d
in
g
to
B
u
s
h
an
d
Glo
v
er
[
2
3
]
,
th
e
i
m
p
o
r
tan
ce
o
f
lead
er
s
h
ip
in
s
ch
o
o
ls
t
h
at
h
av
e
b
ee
n
d
ev
elo
p
ed
in
to
l
ea
d
er
s
h
ip
th
eo
r
y
an
d
th
is
is
v
er
y
u
s
e
f
u
l
f
o
r
teac
h
er
s
an
d
s
ch
o
o
l
p
r
in
cip
als,
an
d
lead
er
s
h
ip
ch
an
g
es
ar
e
m
o
s
t
ef
f
ec
tiv
e
w
it
h
d
is
cu
s
s
io
n
s
ab
o
u
t
f
o
r
m
s
o
f
lear
n
in
g
b
et
w
ee
n
p
r
in
cip
als
an
d
teac
h
er
s
[
2
4
]
.
I
n
ac
co
r
d
an
ce
w
i
th
th
e
r
o
le
o
f
s
c
h
o
o
l
lead
er
s
h
ip
,
is
th
e
ce
n
ter
o
f
at
ten
t
io
n
ab
o
u
t
ch
a
n
g
e
an
d
o
r
g
a
n
izatio
n
al
d
ev
elo
p
m
en
t
g
o
i
n
g
f
o
r
w
ar
d
[
2
5
]
.
I
n
eth
ic
s
co
n
tr
o
llin
g
s
c
h
o
o
l
lead
er
s
h
ip
,
s
h
o
w
i
n
g
teac
h
er
lead
er
s
h
ip
a
n
d
p
ar
ticip
atio
n
is
v
er
y
i
m
p
o
r
tan
t
i
n
s
u
p
p
o
r
tin
g
a
n
i
n
s
ti
tu
t
io
n
[
2
6
]
.
E
ac
h
s
c
h
o
o
l
p
r
in
cip
al
h
a
s
a
s
ig
n
i
f
ica
n
t
r
e
s
p
o
n
s
ib
ilit
y
f
o
r
th
e
r
esu
lt
s
o
f
s
tu
d
en
t
ac
h
iev
e
m
e
n
t
,
b
ec
au
s
e
lead
er
s
h
ip
g
r
ea
tl
y
in
f
l
u
en
ce
s
teac
h
er
p
er
f
o
r
m
a
n
ce
[
2
7
]
an
d
th
at
if
th
e
p
o
w
er
in
th
e
ed
u
ca
tio
n
s
y
s
te
m
is
d
eleg
ated
to
th
e
p
r
in
cip
al,
th
e
p
r
in
cip
al
m
u
s
t
tak
e
r
e
s
p
o
n
s
ib
ilit
y
f
o
r
th
e
ac
h
iev
e
m
e
nt
[
2
8
]
.
R
esear
ch
o
n
lead
er
s
h
ip
h
a
s
d
o
n
e
it
a
lo
t,
w
it
h
a
v
ar
iet
y
o
f
m
et
h
o
d
s
/
f
i
n
d
i
n
g
s
a
n
d
m
o
d
els,
b
u
t
i
n
t
h
i
s
s
tu
d
y
r
esear
ch
er
s
tr
ied
to
d
es
cr
ib
e
s
o
m
e
o
f
th
e
r
e
s
u
l
ts
o
f
t
h
e
an
al
y
s
is
i
n
t
h
e
f
o
r
m
o
f
i
n
d
icato
r
s
,
s
o
th
at
it
i
s
ea
s
ier
to
u
n
d
er
s
tan
d
an
d
ap
p
l
y
in
th
e
lear
n
i
n
g
s
y
s
te
m
,
an
d
also
th
e
r
esear
ch
is
n
o
t
o
n
l
y
f
o
c
u
s
ed
o
n
lead
er
s
h
ip
,
b
u
t
h
o
w
ca
n
a
lead
er
b
e
ab
le
to
o
v
er
co
m
e
th
e
p
r
o
b
le
m
s
f
ac
ed
as
a
lead
er
,
r
esear
ch
er
s
h
er
e
tr
y
to
o
f
f
er
co
n
ce
p
ts
in
lead
er
s
h
ip
,
esp
ec
iall
y
lead
er
s
in
s
ch
o
o
ls
a
n
d
r
elate
d
s
y
s
te
m
s
.
I
n
th
i
s
s
t
u
d
y
,
t
h
er
e
ar
e
th
r
e
e
q
u
esti
o
n
s
ab
o
u
t
t
h
e
ch
al
le
n
g
e
s
i
n
lead
er
s
h
ip
to
i
m
p
r
o
v
e
l
e
ar
n
i
n
g
s
y
s
te
m
s
i
n
s
ch
o
o
ls
:
1)
W
h
at
a
r
e
th
e
ch
alle
n
g
e
s
f
ac
ed
b
y
s
c
h
o
o
l
lead
er
s
?
2
)
Ho
w
to
o
v
er
co
m
e
c
h
alle
n
g
es
o
r
o
b
s
tacle
s
T
h
en
3)
W
h
y
m
u
s
t
p
er
io
d
ically
ev
al
u
ate
t
h
ese
c
h
allen
g
es
an
d
o
b
s
tacle
s
?
T
h
is
s
tu
d
y
ai
m
s
to
f
in
d
s
o
lu
tio
n
s
to
m
in
i
m
ize
th
e
c
h
allen
g
es
/
o
b
s
tacle
s
f
ac
ed
b
y
a
lead
er
in
th
e
s
ch
o
o
l
in
a
n
ef
f
o
r
t
to
i
m
p
r
o
v
e
th
e
lear
n
i
n
g
s
y
s
te
m
in
s
c
h
o
o
ls
,
an
d
th
e
b
en
e
f
its
o
f
th
i
s
r
esear
ch
to
co
n
tr
ib
u
te
th
o
u
g
h
t
s
(
r
esear
ch
r
esu
lts
)
,
to
im
p
r
o
v
e
th
e
lear
n
i
n
g
s
y
s
te
m
,
w
h
ic
h
m
u
s
t
s
tar
t
f
r
o
m
s
c
h
o
o
l
lead
e
r
s
h
ip
,
th
en
th
e
teac
h
er
as
th
e
ex
ec
u
to
r
in
th
e
clas
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
P
ers
p
ec
tives o
n
th
e
ch
a
llen
g
e
s
o
f le
a
d
ers
h
ip
in
s
ch
o
o
ls
to
i
mp
r
o
ve
s
tu
d
en
t le
a
r
n
in
g
s
ystems
(
A
li
Ta
u
fik
)
603
2.
RE
S
E
ARCH
AND
M
E
T
H
O
DS
2
.
1
.
Resea
rc
h
des
ig
n
I
n
u
n
d
er
s
ta
n
d
in
g
t
h
e
p
r
o
b
lem
s
th
at
o
cc
u
r
co
m
p
r
eh
e
n
s
iv
el
y
w
it
h
i
n
th
e
s
co
p
e
o
f
v
er
y
co
m
p
lex
h
u
m
an
ac
tiv
itie
s
,
t
h
e
au
t
h
o
r
s
u
s
e
a
q
u
alitati
v
e
ap
p
r
o
ac
h
w
it
h
a
ca
s
e
s
tu
d
y
m
o
d
el,
b
ec
au
s
e
t
h
e
r
esear
ch
er
co
n
s
id
er
s
,
th
i
s
s
t
u
d
y
ca
s
es
/p
r
o
b
lem
s
t
h
a
t
n
ee
d
to
b
e
r
e
v
ea
led
an
d
s
o
l
u
tio
n
s
s
o
u
g
h
t.
Qu
al
itati
v
e
r
es
ea
r
ch
ac
co
r
d
in
g
to
C
r
es
w
ell
[
2
9
]
,
q
u
alitativ
e
r
esear
ch
:
as
"
a
p
r
o
ce
s
s
o
f
u
n
d
er
s
tan
d
in
g
in
q
u
ir
y
b
ased
o
n
th
e
tr
ad
itio
n
o
f
d
i
f
f
er
e
n
t
in
q
u
ir
y
m
et
h
o
d
o
lo
g
ies
th
at
e
x
p
lo
r
e
s
o
cial
o
r
h
u
m
a
n
p
r
o
b
l
e
m
s
"
[
2
9
]
.
I
n
t
h
is
s
tu
d
y
,
th
er
e
w
er
e
eig
h
t
s
c
h
o
o
l
lead
er
s
w
h
o
p
ar
ticip
ated
,
as
i
n
f
o
r
m
an
t
s
to
b
e
i
n
ter
v
ie
w
ed
,
f
r
o
m
t
h
e
s
ch
o
o
l
t
h
at
w
a
s
u
s
e
d
as
th
e
o
b
j
ec
t
an
d
p
lace
o
f
r
esear
ch
,
th
e
ti
m
e
o
f
t
h
e
s
t
u
d
y
w
a
s
ar
o
u
n
d
f
o
u
r
m
o
n
th
s
(
1
8
w
ee
k
s
)
.
2
.
2
.
P
a
rt
icipa
nts,
ins
t
ru
m
e
nt
a
nd
da
t
a
a
na
ly
s
is
Af
ter
m
a
k
in
g
o
b
s
er
v
atio
n
s
,
t
h
en
co
n
d
u
cti
n
g
in
ter
v
ie
w
s
w
it
h
p
ar
ticip
an
ts
,
d
is
tr
ib
u
ti
n
g
q
u
e
s
tio
n
n
air
e
s
w
it
h
li
m
ited
q
u
esti
o
n
s
(
p
u
r
p
o
s
iv
e
s
a
m
p
l
in
g
)
to
s
ix
p
ar
ticip
an
ts
w
h
o
th
e
r
esear
ch
er
s
c
o
n
s
id
er
ed
f
u
l
f
illed
th
e
cr
iter
ia
as
in
f
o
r
m
a
n
ts
,
th
e
n
co
llected
d
ata
d
o
cu
m
e
n
tati
o
n
,
u
s
i
n
g
a
n
al
y
tic
d
ata
co
llectio
n
tech
n
iq
u
e
s
an
d
d
ata
co
llectio
n
,
ac
co
r
d
in
g
f
r
o
m
[
3
0
]
u
s
i
n
g
t
h
r
ee
s
ta
g
es,
n
a
m
el
y
(
a)
d
ata
r
ed
u
ctio
n
,
(
b
)
d
is
p
la
y
d
ata,
a
n
d
(
c)
d
r
aw
co
n
cl
u
s
io
n
s
f
r
o
m
d
ata
an
al
y
s
is
,
n
a
m
e
l
y
t
h
e
p
r
o
ce
s
s
o
f
an
a
l
y
zi
n
g
d
ata
co
llectio
n
in
t
h
e
f
ield
,
i
n
ac
co
r
d
an
ce
w
ith
t
h
e
f
o
r
m
u
la
tio
n
o
f
th
e
p
r
o
b
lem
,
th
e
n
al
s
o
p
r
o
v
en
b
y
th
e
r
es
u
lts
o
f
d
ata
p
r
o
ce
s
s
in
g
in
n
ar
r
ativ
e
f
o
r
m
.
C
o
m
m
en
t
s
f
r
o
m
th
e
i
n
f
o
r
m
a
n
t (
d
ata
d
is
p
la
y
in
th
e
p
r
o
ce
s
s
o
f
b
ec
o
m
in
g
n
a
r
r
ativ
e
co
m
m
en
t
s
)
.
I
n
th
is
r
esear
c
h
,
th
e
r
esear
ch
e
r
ask
ed
th
e
p
ar
ticip
an
ts
q
u
esti
o
n
s
,
n
a
m
el
y
o
n
e
q
u
e
s
tio
n
:
Ho
w
d
o
y
o
u
o
v
er
co
m
e
th
e
ch
alle
n
g
e
s
in
d
ev
elo
p
in
g
a
lear
n
in
g
s
y
s
te
m
i
n
y
o
u
r
s
ch
o
o
l?
T
h
e
an
s
w
er
s
f
r
o
m
th
e
p
ar
ticip
an
t
s
w
il
l
b
e
s
ee
n
,
w
h
at
a
n
d
h
o
w
a
n
d
w
h
at
t
h
e
r
es
u
lt
s
w
ill
b
e.
T
h
is
q
u
esti
o
n
is
o
n
l
y
o
n
e,
b
ec
au
s
e
t
h
e
a
u
th
o
r
w
a
n
ts
to
k
n
o
w
,
t
h
e
lev
el
o
f
d
ep
th
o
f
ea
ch
p
ar
ticip
an
t
in
o
v
er
co
m
i
n
g
c
h
alle
n
g
e
s
o
r
o
b
s
tacle
s
,
in
th
e
d
ev
elo
p
m
e
n
t
o
f
lear
n
in
g
s
y
s
te
m
s
in
t
h
e
s
c
h
o
o
ls
th
e
y
lead
.
Af
ter
t
h
e
d
ata
is
p
r
o
ce
s
s
ed
ac
co
r
d
in
g
to
q
u
alitati
v
e
r
esear
ch
p
r
o
ce
d
u
r
es,
th
e
r
esear
ch
er
v
a
lid
ates
th
e
d
ata
t
o
p
r
o
v
e
th
e
lev
el
o
f
ac
c
u
r
ac
y
/
v
alid
it
y
o
f
th
e
d
ata
b
y
u
s
i
n
g
a
f
o
u
r
-
lev
el
cr
iter
ia
m
o
d
el
,
ac
co
r
d
in
g
,
Yin
[
3
1
]
,
(
a)
B
u
ild
Valid
it
y
,
(
b
)
I
n
ter
n
al
v
a
lid
it
y
,
(
c
)
E
x
ter
n
al
v
alid
it
y
,
(
d
)
R
eliab
ilit
y
.
3.
RE
SU
L
T
AND
DI
SCUS
SI
O
N
3
.
1
.
M
o
del o
f
lea
dersh
ip a
nd
co
o
rdina
t
io
n in t
he
f
ield
Fro
m
th
e
r
esu
lt
s
o
f
th
e
r
esear
ch
d
ata,
th
er
e
ar
e
f
iv
e
asp
ec
ts
th
at
m
u
s
t
b
e
p
r
esen
t
in
ea
ch
o
f
ch
o
o
s
in
g
a
lead
er
o
r
p
r
in
cip
al,
s
o
th
at
t
h
e
p
r
in
cip
al
w
h
o
i
s
ap
p
o
in
ted
,
w
ill
b
e
ab
le
to
w
o
r
k
,
is
r
esp
o
n
s
ib
le
f
o
r
h
is
w
o
r
k
h
er
e
ar
e
th
e
f
i
v
e
asp
ec
t
s
,
s
h
o
wn
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
Fiv
e
asp
ec
t le
ad
er
s
h
i
p
test
co
o
r
d
in
atio
n
f
ield
T
o
an
s
w
er
t
h
e
t
h
r
ee
r
esear
c
h
an
al
y
s
is
q
u
e
s
tio
n
s
r
elate
d
to
t
h
e
p
u
r
p
o
s
e
o
f
t
h
is
s
t
u
d
y
''
T
h
e
C
h
allen
g
e
o
f
L
ea
d
er
s
h
ip
in
Sc
h
o
o
ls
to
I
m
p
r
o
v
e
L
ea
r
n
i
n
g
S
y
s
te
m
s
''
,
a
n
d
f
r
o
m
t
h
e
r
es
u
lts
o
f
d
ata
an
a
l
y
s
i
s
,
in
ter
v
ie
w
s
an
d
q
u
esti
o
n
n
air
e
a
n
s
w
er
s
to
q
u
e
s
tio
n
s
to
p
ar
ticip
an
ts
,
t
h
e
n
p
r
o
d
u
ce
s
s
ix
a
s
p
ec
ts
o
f
t
h
e
in
d
icat
o
r
s
o
f
th
e
r
es
u
lts
o
f
r
esear
ch
an
al
y
s
i
s
th
at
m
u
s
t
b
e
d
o
n
e
s
ch
o
o
l
lead
e
r
.
Six
asp
ec
ts
o
f
th
e
r
esu
lts
o
f
t
h
e
r
esear
ch
an
al
y
s
is
:
C
o
o
p
e
r
atio
n
,
C
o
o
r
d
in
atio
n
,
I
n
v
esti
g
atio
n
,
A
n
al
y
s
is
,
I
m
p
le
m
en
tatio
n
,
a
n
d
E
v
al
u
atio
n
.
a.
C
o
o
p
e
r
atio
n
:
Sch
o
o
l
lead
er
s
m
u
s
t
b
e
ab
le
to
f
o
s
ter
co
o
p
er
atio
n
w
it
h
teac
h
er
s
as
p
ar
tn
er
s
in
t
h
i
s
s
c
h
o
o
l
th
e
m
o
s
t p
r
in
cip
le
in
b
u
ild
in
g
th
e
d
ev
elo
p
m
e
n
t o
f
lear
n
i
n
g
s
y
s
te
m
s
i
n
s
c
h
o
o
ls
.
b.
C
o
o
r
d
in
atio
n
:
Sc
h
o
o
l
lead
er
s
m
u
s
t
co
o
r
d
in
ate
w
it
h
t
h
e
teac
h
er
as
t
h
e
clo
s
es
t
p
ar
tn
er
in
f
i
n
d
in
g
s
o
l
u
tio
n
s
if
t
h
er
e
ar
e
o
b
s
tacle
s
en
co
u
n
te
r
ed
in
th
e
d
ev
elo
p
m
e
n
t o
f
lear
n
in
g
s
y
s
te
m
s
i
n
s
c
h
o
o
ls
.
c.
I
n
v
e
s
tig
a
tio
n
:
Sch
o
o
l
lead
er
s
an
d
teac
h
er
s
m
u
s
t
i
n
v
esti
g
ate
w
h
at
p
r
o
b
le
m
s
ar
e
o
b
s
tacle
s
i
n
i
m
p
le
m
e
n
ti
n
g
th
e
d
ev
elo
p
m
e
n
t o
f
lear
n
i
n
g
s
y
s
te
m
s
i
n
s
c
h
o
o
ls
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
6
0
0
-
606
604
d.
An
ala
y
s
i
s
:
Sch
o
o
l
lead
er
s
an
d
teac
h
er
s
m
u
s
t
d
o
an
an
al
y
s
i
s
o
f
th
e
m
ai
n
p
r
o
b
lem
s
th
at
b
ec
o
m
e
o
b
s
tacle
s
in
d
ev
elo
p
in
g
lear
n
in
g
s
y
s
te
m
s
in
t
h
eir
s
c
h
o
o
ls
.
e.
I
m
p
le
m
e
n
tati
o
n
:
Sc
h
o
o
l
lead
er
s
an
d
teac
h
er
s
m
u
s
t
i
m
p
le
m
en
t
th
e
r
e
s
u
l
ts
o
f
th
e
a
n
al
y
s
is
to
b
ec
o
m
e
a
s
tan
d
ar
d
in
t
h
e
d
ev
elo
p
m
e
n
t o
f
lear
n
i
n
g
s
y
s
te
m
s
i
n
t
h
eir
s
c
h
o
o
ls
.
f.
E
v
alu
a
tio
n
:
Sch
o
o
l
lead
er
s
a
n
d
teac
h
er
s
m
u
s
t
e
v
al
u
ate
t
h
e
co
n
ce
p
t
o
f
lear
n
i
n
g
d
e
v
e
lo
p
m
e
n
t,
w
h
en
f
o
r
m
ati
ve
/
s
u
m
m
ati
v
e/
e
v
alu
a
ti
o
n
,
if
t
h
er
e
ar
e
w
ea
k
n
e
s
s
es,
m
ak
e
i
m
p
r
o
v
e
m
e
n
ts
.
T
h
o
s
e
ar
e
th
e
s
ix
asp
ec
ts
th
a
t
m
u
s
t
b
e
d
o
n
e
in
d
ev
elo
p
in
g
a
lear
n
in
g
s
y
s
te
m
i
n
s
c
h
o
o
ls
an
d
th
e
n
ee
d
f
o
r
co
llab
o
r
atio
n
b
et
w
ee
n
s
c
h
o
o
l l
ea
d
er
s
an
d
teac
h
er
s
as t
h
e
clo
s
est
w
o
r
k
i
n
g
p
ar
tn
er
s
i
n
s
c
h
o
o
l
s
.
Sch
o
o
l
lead
er
s
w
it
h
tr
a
n
s
f
o
r
m
atio
n
al
a
n
d
tr
an
s
ac
t
io
n
al
ze
al
as
p
o
lic
y
m
ak
er
s
i
n
s
c
h
o
o
ls
i
m
m
ed
iatel
y
tak
e
s
tep
s
to
co
o
r
d
in
ate
w
it
h
teac
h
er
s
,
to
r
ef
o
r
m
t
h
e
le
ar
n
in
g
s
y
s
te
m
b
y
ad
j
u
s
tin
g
th
e
cu
r
r
ic
u
l
u
m
a
s
a
r
ef
er
en
ce
g
u
id
e
Sc
h
o
o
l
lead
er
s
m
u
s
t
also
g
i
v
e
ti
m
e
to
tea
ch
er
s
to
i
m
p
r
o
v
e
t
h
eir
s
k
i
lls
/
h
u
m
a
n
r
e
s
o
u
r
ce
s
i
n
m
atter
s
t
h
at
ar
e
r
ela
ti
n
g
to
t
h
e
i
m
p
r
o
v
e
m
e
n
t
o
f
lear
n
i
n
g
s
y
s
te
m
s
,
f
o
r
ex
a
m
p
le:
p
r
o
v
id
e
o
p
p
o
r
tu
n
itie
s
f
o
r
teac
h
er
s
to
lear
n
to
ex
p
lo
r
e
I
T
/co
m
p
u
ter
s
/
o
t
h
er
s
i
m
ilar
m
ed
i
a,
b
ec
au
s
e
th
is
i
s
i
m
p
o
r
ta
n
t
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
lear
n
in
g
r
eso
u
r
ce
s
to
d
ay
,
it
is
d
if
f
ic
u
lt
f
o
r
teac
h
er
s
w
h
o
s
till
d
o
n
o
t/
d
o
n
o
t
u
n
d
er
s
tan
d
t
h
e
d
ev
elo
p
m
e
n
t
o
f
lear
n
in
g
tec
h
n
o
lo
g
y
,
i
n
t
h
e
a
p
p
licatio
n
o
f
i
n
cr
ea
s
i
n
g
l
y
m
o
d
er
n
lear
n
i
n
g
s
y
s
te
m
s
.
P
r
o
v
id
e
o
p
p
o
r
tu
n
ities
f
o
r
teac
h
er
s
w
h
o
h
av
e
a
cr
ea
ti
v
e
en
th
u
s
ias
m
r
elate
d
to
th
e
lear
n
in
g
s
y
s
te
m
,
to
d
ev
elo
p
th
eir
talen
t
s
(
m
o
ti
v
atio
n
)
.
P
r
o
v
id
e
o
p
p
o
r
tu
n
ities
f
o
r
teac
h
er
s
to
s
p
ea
k
o
u
t
s
id
e
f
o
r
m
al
m
ee
ti
n
g
s
,
r
elate
d
to
t
h
e
d
ev
el
o
p
m
e
n
t
o
f
lear
n
i
n
g
,
in
tu
r
n
(
alter
n
atel
y
)
/
i
n
ter
v
ie
w
in
d
iv
id
u
all
y
.
T
h
en
,
w
h
at
ar
e
t
h
e
c
h
alle
n
g
es/
o
b
s
tacle
s
i
n
d
e
v
elo
p
in
g
le
ar
n
in
g
s
y
s
te
m
s
i
n
s
ch
o
o
ls
,
i
n
g
en
e
r
al
th
e
ch
al
len
g
es o
r
o
b
s
tacle
s
i
n
d
ev
elo
p
in
g
lear
n
i
n
g
s
y
s
te
m
s
i
n
s
c
h
o
o
ls
ar
e
n
o
t to
o
d
if
f
er
en
t
f
o
r
ex
a
m
p
le:
a.
C
h
al
leg
e/
Ob
s
tacle
s
in
Ge
n
er
a
l:
P
o
o
r
m
an
a
g
e
m
en
t
o
f
s
ch
o
o
l
o
r
g
an
izatio
n
s
,
T
h
e
p
atter
n
o
f
lead
er
s
h
ip
is
lack
i
n
g
/
d
o
es
n
o
t
w
o
r
k
in
ac
co
r
d
an
ce
w
it
h
t
h
e
r
u
le
s
o
f
th
e
i
n
s
tit
u
tio
n
.
b.
I
n
h
ar
m
o
n
io
u
s
w
o
r
k
i
n
g
r
elatio
n
s
b
et
w
ee
n
s
c
h
o
o
l le
ad
er
s
an
d
o
th
er
teac
h
er
s
/
s
taf
f
.
c.
Op
en
ess
o
f
s
c
h
o
o
l
lead
er
s
in
m
an
a
g
i
n
g
t
h
e
f
i
n
an
cia
l
s
y
s
te
m
.
T
h
e
lack
o
f
ed
u
ca
ti
o
n
s
u
p
p
o
r
tin
g
f
ac
ilit
ies/
i
n
f
r
astru
c
tu
r
e
d.
C
h
al
len
g
es/
Ob
s
tacle
s
Sp
ec
if
ic
all
y
:
L
ea
d
er
s
w
h
o
lac
k
/
d
o
n
o
t m
aster
t
h
e
j
o
b
d
u
ties
.
e.
L
ea
d
er
s
/
teac
h
er
s
w
h
o
e
x
p
er
ie
n
ce
p
er
s
o
n
al
p
r
o
b
le
m
s
,
ca
r
r
ied
o
v
er
in
f
o
r
m
al
as
s
i
g
n
m
e
n
ts
.
L
ea
d
er
s
lack
/
do
n
o
t
h
a
v
e
th
e
a
u
t
h
o
r
it
y
/
ch
ar
i
s
m
atic,
i
n
f
r
o
n
t
o
f
th
e
teac
h
e
r
/s
taf
f
.
L
ea
d
er
s
/T
ea
ch
er
co
m
p
et
en
ce
is
n
o
t
y
et/
i
n
ad
eq
u
ate
i
n
s
e
v
er
al
asp
ec
ts
o
f
tech
n
o
lo
g
y
d
ev
elo
p
m
e
n
t
f.
T
h
e
r
elatio
n
s
h
ip
b
et
w
ee
n
s
ch
o
o
l le
ad
er
s
an
d
p
o
licy
m
ak
er
s
(
s
u
p
er
v
i
s
o
r
co
n
tr
o
l
)
is
n
o
t h
ar
m
o
n
io
u
s
.
C
o
m
p
lete
th
e
r
esear
c
h
d
ata,
r
esear
ch
er
s
also
in
cl
u
d
ed
in
ter
v
ie
w
s
w
i
th
s
i
x
in
f
o
r
m
a
n
t
s
(
th
eir
s
tatu
s
w
er
e
s
c
h
o
o
l
lead
er
s
)
,
in
ac
co
r
d
an
ce
w
it
h
th
e
a
g
r
ee
m
e
n
t
b
et
w
ee
n
r
esear
ch
er
s
a
n
d
in
f
o
r
m
an
t
s
,
o
n
l
y
u
s
in
g
th
e
in
itial
s
o
f
n
a
m
e
s
in
ac
co
r
d
an
ce
w
it
h
th
e
i
n
f
o
r
m
a
n
t
'
s
co
d
e
o
f
eth
ics
:
Na
m
e
o
f
I
n
f
o
r
m
a
n
t:
G
R
,
Ag
e:
4
5
y
ea
r
s
o
ld
,
Occ
u
p
atio
n
:
Sch
o
o
l
lead
er
(
Qu
esti
o
n
:
H
o
w
d
o
y
o
u
o
v
er
co
m
e
ch
alle
n
g
es
i
n
d
ev
el
o
p
in
g
a
lear
n
i
n
g
s
y
s
te
m
at
s
c
h
o
o
l
?
A
n
s
w
er
:
I
f
t
h
er
e
ar
e
o
b
s
tacle
s
o
r
ch
allen
g
es
in
d
ev
elo
p
in
g
t
h
e
lear
n
i
n
g
s
y
s
te
m
,
m
e
a
n
d
th
e
teac
h
er
s
in
t
h
e
s
c
h
o
o
l
i
m
m
ed
iatel
y
h
o
ld
a
m
ee
t
in
g
an
d
co
o
r
d
in
ate
as so
o
n
as p
o
s
s
ib
le
to
f
in
d
o
u
t
w
h
at
ca
u
s
es it
!
(
I
n
ter
v
ie
w
f
r
o
m
I
n
f
o
r
m
a
n
t I
)
.
Na
m
e
o
f
I
n
f
o
r
m
an
t:
DS,
Ag
e:
5
1
y
ea
r
s
o
ld
,
Occ
u
p
atio
n
:
Sch
o
o
l
lead
er
(
Qu
esti
o
n
:
H
o
w
d
o
y
o
u
o
v
er
co
m
e
ch
a
llen
g
es
i
n
d
ev
el
o
p
in
g
a
lear
n
i
n
g
s
y
s
te
m
i
n
y
o
u
r
s
c
h
o
o
l?
A
n
s
w
er
:
W
e
w
il
l
ev
alu
a
te
t
h
e
r
es
u
lts
o
f
lo
w
e
v
al
u
atio
n
s
to
f
in
d
t
h
e
ca
u
s
e
o
f
er
r
o
r
s
b
y
h
o
ld
in
g
m
e
etin
g
s
a
n
d
co
o
r
d
in
atin
g
w
it
h
teac
h
er
s
at
s
ch
o
o
l
(
in
ter
v
ie
w
f
r
o
m
i
n
f
o
r
m
a
n
t I
I
)
.
Na
m
e
o
f
I
n
f
o
r
m
a
n
t:
B
K,
Ag
e:
4
4
Yea
r
s
:
Occ
u
p
atio
n
:
Sch
o
o
l
lead
er
(
Qu
est
io
n
:
Ho
w
d
o
y
o
u
o
v
er
co
m
e
ch
alle
n
g
es
i
n
d
ev
el
o
p
in
g
lear
n
i
n
g
s
y
s
te
m
s
in
y
o
u
r
s
ch
o
o
l?
A
n
s
w
er
:
I
h
av
e
a
m
ee
tin
g
w
it
h
teac
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at
s
ch
o
o
l,
to
f
i
n
d
s
o
lu
t
io
n
s
,
i
f
th
er
e
ar
e
o
b
s
tacle
s
in
t
h
e
d
ev
e
lo
p
m
e
n
t
o
f
lear
n
i
n
g
s
y
s
te
m
s
a
t
s
ch
o
o
l
(
I
n
ter
v
ie
w
f
r
o
m
i
n
f
o
r
m
an
t I
I
I
)
.
Na
m
e
o
f
I
n
f
o
r
m
an
t
:
MD
:
Ag
e:
5
1
y
ea
r
s
:
Occ
u
p
atio
n
:
S
ch
o
o
l
lead
er
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Qu
esti
o
n
:
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w
d
o
y
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u
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v
er
co
m
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e
ch
alle
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in
d
ev
elo
p
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g
lear
n
i
n
g
s
y
s
te
m
s
in
y
o
u
r
s
ch
o
o
l?
A
n
s
w
er
:
W
e
co
o
r
d
in
ate
w
i
t
h
th
e
teac
h
er
,
to
i
m
p
r
o
v
e
t
h
e
p
ar
ts
th
a
t
d
o
n
o
t
w
o
r
k
in
t
h
e
s
ch
o
o
l
p
r
o
g
r
a
m
/
c
u
r
r
icu
l
u
m
,
t
h
is
is
i
m
p
o
r
tan
t
to
i
m
p
r
o
v
e
th
e
q
u
alit
y
o
f
o
u
r
s
c
h
o
o
l!
(
in
ter
v
ie
w
f
r
o
m
i
n
f
o
r
m
a
n
t I
V)
.
Na
m
e
o
f
I
n
f
o
r
m
a
n
t:
P
D:
Ag
e:
5
2
y
ea
r
s
:
Occ
u
p
atio
n
:
S
ch
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o
l
lead
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Qu
esti
o
n
:
Ho
w
d
o
y
o
u
o
v
er
co
m
e
t
h
e
ch
a
llen
g
es
in
d
ev
elo
p
in
g
a
lear
n
in
g
s
y
s
te
m
i
n
y
o
u
r
s
c
h
o
o
l?
A
n
s
w
er
:
Me
an
d
th
e
teac
h
er
a
t
th
e
s
c
h
o
o
l
w
il
l h
o
ld
a
m
ee
t
in
g
/ c
o
o
r
d
in
atio
n
to
f
i
n
d
o
u
t
th
e
ca
u
s
e
s
o
f
s
o
m
e
m
a
lf
u
n
ctio
n
i
n
g
s
c
h
o
o
l
p
r
o
g
r
a
m
s
,
an
d
w
e
i
m
m
ed
iatel
y
/
lo
o
k
f
o
r
th
e
p
r
o
b
lem
as a
w
h
o
le
!
(
I
n
ter
v
ie
w
f
r
o
m
in
f
o
r
m
a
n
t V
)
.
Na
m
e
o
f
I
n
f
o
r
m
a
n
t:
U
R
:
Ag
e:
4
7
y
ea
r
s
:
Occ
u
p
atio
n
:
S
ch
o
o
l
lead
er
(
Qu
es
tio
n
:
Ho
w
d
o
y
o
u
o
v
er
co
m
e
t
h
e
ch
a
llen
g
es
in
d
ev
elo
p
in
g
a
lear
n
in
g
s
y
s
te
m
i
n
y
o
u
r
s
c
h
o
o
l?
A
n
s
w
er
:
Me
an
d
th
e
teac
h
er
a
t
th
e
s
c
h
o
o
l
in
v
e
s
t
ig
ate
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ca
u
s
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f
f
ail
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d
ef
ic
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m
a
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p
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ac
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m
,
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d
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w
ill
ap
p
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esu
lts
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f
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n
o
v
atio
n
,
an
d
also
r
e
-
ev
al
u
ate
th
e
r
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l
ts
(
I
n
ter
v
ie
w
f
r
o
m
in
f
o
r
m
an
t V
I
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
P
ers
p
ec
tives o
n
th
e
ch
a
llen
g
e
s
o
f le
a
d
ers
h
ip
in
s
ch
o
o
ls
to
i
mp
r
o
ve
s
tu
d
en
t le
a
r
n
in
g
s
ystems
(
A
li
Ta
u
fik
)
605
Fro
m
t
h
e
in
ter
v
ie
w
s
it
ca
n
b
e
s
ee
n
t
h
at
co
o
r
d
in
atio
n
b
et
w
ee
n
s
ch
o
o
l
lead
er
s
a
n
d
teac
h
er
s
a
s
th
e
clo
s
es
t
w
o
r
k
i
n
g
p
ar
tn
er
i
n
h
a
n
d
li
n
g
ca
s
es
i
n
d
ev
elo
p
i
n
g
lear
n
i
n
g
s
y
s
te
m
s
i
s
in
d
ee
d
v
er
y
n
ec
e
s
s
ar
y
,
th
er
ef
o
r
e
s
c
h
o
o
l
lead
er
s
m
u
s
t
b
e
ab
le
to
b
ec
o
m
e
p
r
o
f
ess
i
o
n
al
lead
er
s
in
m
a
n
a
g
in
g
s
c
h
o
o
l
m
an
a
g
e
m
en
t.
I
f
lead
er
s
h
ip
m
a
n
a
g
e
m
en
t
i
n
s
ch
o
o
ls
r
u
n
s
w
el
l,
m
an
a
g
e
m
e
n
t
o
f
ed
u
ca
tio
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in
g
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n
s
c
h
o
o
ls
w
il
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also
r
u
n
n
o
r
m
all
y
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n
d
th
e
i
m
p
ac
t
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s
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th
e
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n
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g
s
y
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te
m
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n
s
c
h
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ls
w
ill
e
x
p
er
ien
ce
a
s
ig
n
i
f
ica
n
t
i
n
cr
ea
s
e.
T
h
o
s
e
ar
e
th
e
r
esu
lts
o
f
in
ter
v
ie
w
s
a
n
d
q
u
esti
o
n
n
air
e
an
s
w
er
s
th
at
h
av
e
b
ee
n
an
al
y
ze
d
b
y
r
esear
ch
er
s
in
to
n
ar
r
ati
v
e
f
o
r
m
,
f
r
o
m
th
i
s
r
es
u
lt
w
e
ca
n
s
ee
th
at
t
h
e
an
s
w
er
s
o
f
s
ch
o
o
l
lead
er
s
ar
e
alm
o
s
t
t
h
e
s
a
m
e
i
n
f
ac
i
n
g
ch
alle
n
g
es
an
d
o
b
s
tacle
s
in
d
ev
e
lo
p
in
g
le
ar
n
in
g
s
y
s
te
m
s
in
ea
c
h
s
c
h
o
o
l.
I
n
ad
d
itio
n
to
h
a
v
i
n
g
g
o
o
d
m
an
ag
er
ial
s
k
ills
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a
s
c
h
o
o
l
p
r
in
cip
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m
u
s
t
al
s
o
h
a
v
e
t
h
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p
a
s
s
i
o
n
/s
o
u
l
as
s
cien
t
is
t
s
/
r
esear
ch
er
s
,
s
o
th
at
h
e
h
a
s
th
e
ab
il
it
y
to
p
r
o
d
u
ce
b
r
illi
an
t
id
ea
s
,
w
h
ich
ca
n
b
e
ap
p
lied
to
h
is
in
s
t
itu
tio
n
,
esp
ec
iall
y
i
n
th
e
f
i
eld
o
f
k
n
o
w
led
g
e
th
at
is
i
n
lin
e
w
it
h
t
h
e
cu
r
r
icu
lu
m
b
ein
g
im
p
le
m
e
n
ted
.
Fro
m
th
e
r
es
u
lts
o
f
t
h
e
an
al
y
s
is
,
i
n
t
er
v
ie
w
s
a
n
d
th
e
r
es
u
lt
s
o
f
q
u
esti
o
n
n
air
e
an
s
w
er
s
f
r
o
m
p
ar
t
icip
an
ts
,
it
ca
n
b
e
s
ee
n
th
at
th
e
i
m
p
o
r
ta
n
ce
o
f
c
o
o
p
er
atio
n
,
co
o
r
d
in
atio
n
,
b
et
w
ee
n
lead
er
s
a
n
d
teac
h
er
s
i
n
s
ch
o
o
ls
,
th
e
n
al
s
o
r
esear
ch
er
s
s
ee
t
h
at,
teac
h
er
s
as
i
m
p
le
m
en
t
in
g
o
b
j
ec
ts
in
l
ea
r
n
in
g
d
e
v
elo
p
m
en
t
p
r
o
g
r
am
s
m
u
s
t
b
e
ab
le
to
f
o
llo
w
d
ev
elo
p
m
e
n
t
s
an
d
p
r
o
g
r
ess
in
tr
an
s
f
o
r
m
in
g
s
o
u
r
ce
s
le
ar
n
in
g
(
b
asicall
y
t
h
e
teac
h
er
m
u
s
t a
l
s
o
b
e
ab
le
to
b
alan
ce
p
r
o
g
r
ess
in
d
ev
e
lo
p
in
g
lear
n
i
n
g
r
eso
u
r
ce
s
)
.
P
r
o
g
r
am
s
in
s
ch
o
o
ls
ca
n
n
o
t
r
u
n
w
ell
i
f
teac
h
er
s
as
'
i
m
p
le
m
en
ter
s
'
i
n
t
h
e
d
ev
elo
p
m
e
n
t
o
f
lear
n
i
n
g
s
y
s
te
m
s
h
a
v
e
n
o
t
b
ee
n
ab
le
to
b
alan
ce
th
e
ch
a
n
g
in
g
ti
m
es
a
n
d
s
cie
n
ti
f
ic
ad
v
a
n
ce
s
in
th
e
p
r
o
v
i
s
io
n
o
f
k
n
o
w
led
g
e/
teac
h
i
n
g
ar
ea
s
f
o
r
w
h
ich
th
e
y
ar
e
r
esp
o
n
s
ib
le
.
T
h
is
r
esear
ch
h
as
p
r
o
d
u
ce
d
s
tep
s
tak
e
n
i
f
t
h
er
e
ar
e
ch
allen
g
e
s
in
th
e
d
ev
elo
p
m
en
t
o
f
in
s
tr
u
ctio
n
a
l
m
ed
ia,
an
d
f
r
o
m
th
e
r
esu
l
ts
,
r
esear
ch
e
r
s
r
ec
o
m
m
en
d
to
b
e
r
etested
in
o
t
h
er
s
c
h
o
o
ls
.
I
f
t
h
e
teac
h
er
lear
n
s
t
h
r
o
u
g
h
o
u
t
h
i
s
li
f
e,
it
w
ill
n
o
t
b
e
d
i
f
f
ic
u
lt
i
f
th
e
teac
h
er
g
ets
th
e
task
i
n
d
ev
elo
p
in
g
lear
n
i
n
g
r
e
s
o
u
r
c
es
ev
e
n
th
o
u
g
h
h
e
h
a
s
t
o
u
s
e
m
ed
ia/
m
u
l
ti
m
ed
ia,
o
r
w
h
o
u
s
e
tec
h
n
o
lo
g
y
(
I
n
ter
n
et,
C
o
m
p
u
ter
s
,
So
f
t
w
ar
e,
etc.
)
4.
CO
NCLU
SS
I
O
N
Th
is
s
tu
d
y
ab
o
u
t
th
e
c
h
alle
n
g
es/
o
b
s
tacle
s
o
f
a
s
ch
o
o
l
lead
er
in
d
ev
elo
p
in
g
lear
n
i
n
g
s
y
s
te
m
s
i
n
s
ch
o
o
ls
,
f
r
o
m
o
b
s
er
v
at
io
n
s
,
an
al
y
s
i
s
r
es
u
lts
,
th
e
n
lear
n
in
g
o
u
tco
m
e
s
f
r
o
m
r
e
f
er
en
ce
r
ef
er
e
n
ce
s
,
a
s
a
co
m
p
ar
is
o
n
m
ater
ia
l
ab
o
u
t
r
esear
ch
th
at
h
as
b
ee
n
d
o
n
e,
th
en
th
e
r
esu
lt
s
o
f
r
esear
ch
an
al
y
s
i
s
u
s
i
n
g
q
u
alitati
v
e
ap
p
r
o
ac
h
es,
ca
s
e
s
tu
d
y
m
o
d
el
s
.
I
n
th
is
s
t
u
d
y
th
er
e
w
er
e
eig
h
t
s
ch
o
o
l
lead
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s
as
p
ar
ticip
an
ts
an
d
th
e
n
s
i
x
p
eo
p
le
w
er
e
ask
ed
to
b
ec
o
m
e
in
f
o
r
m
a
n
t
s
(
s
till
in
cl
u
d
ed
in
t
h
e
q
u
alitati
v
e
r
esear
ch
cr
iter
ia)
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
i
s
to
f
i
n
d
a
s
o
lu
tio
n
if
t
h
er
e
ar
e
ch
allen
g
es
o
r
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b
s
tacle
s
in
d
ev
elo
p
in
g
lear
n
in
g
s
y
s
te
m
s
i
n
s
c
h
o
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l in
s
ti
tu
t
io
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s
.
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h
is
r
esear
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p
r
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s
s
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x
asp
ec
ts
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h
at
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o
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th
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ev
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lo
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s
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s
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s
c
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ls
,
i
n
cl
u
d
in
g
:
C
o
o
p
r
atio
n
,
C
o
o
r
d
in
atio
n
i
n
v
e
s
tig
a
tio
n
,
a
n
al
y
s
i
s
.
I
m
p
le
m
e
n
tatio
n
an
d
ev
al
u
ati
o
n
o
f
th
ese
asp
ec
ts
h
av
e
b
e
en
ex
p
lai
n
ed
in
th
e
r
esu
lts
(
f
i
n
d
in
g
s
)
.
T
h
e
r
o
le
o
f
lead
er
s
h
ip
is
clea
r
l
y
v
er
y
i
m
p
o
r
ta
n
t
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n
th
e
d
ev
elo
p
m
en
t
o
f
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n
i
n
g
s
y
s
te
m
s
b
ec
au
s
e
l
ea
d
er
s
ar
e
a
s
p
o
licy
m
ak
er
s
in
s
c
h
o
o
ls
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d
lead
er
s
h
ip
in
s
c
h
o
o
l
m
a
n
ag
e
m
e
n
t,
b
ec
au
s
e
p
o
o
r
m
a
n
ag
e
m
e
n
t
i
n
o
n
e
in
s
tit
u
tio
n
/
s
c
h
o
o
l
in
s
t
itu
tio
n
w
ill
h
a
v
e
an
i
m
p
ac
t
o
n
o
th
er
s
y
s
te
m
s
in
cl
u
d
i
n
g
t
h
e
lear
n
in
g
s
y
s
te
m
,
s
o
th
e
r
o
le
o
f
s
ch
o
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l
lead
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is
v
er
y
i
m
p
o
r
tan
t
f
o
r
p
r
o
g
r
ess
t
h
e
in
s
ti
tu
t
io
n
h
e
lead
s
.
T
h
e
r
o
le
o
f
th
e
teac
h
er
is
also
i
m
p
o
r
tan
t
in
d
ev
elo
p
in
g
t
h
e
lear
n
in
g
s
y
s
te
m
i
n
s
ch
o
o
ls
,
th
e
teac
h
er
is
th
e
clo
s
est
p
ar
tn
er
o
f
th
e
s
c
h
o
o
l
lead
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h
ip
in
m
an
a
g
i
n
g
th
e
s
ch
o
o
l,
an
d
th
e
teac
h
er
is
th
e
p
o
licy
m
ak
er
i
n
th
e
class
r
o
o
m
,
a
n
d
t
h
e
p
o
lic
y
i
s
th
e
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esu
lt
o
f
co
o
p
r
atio
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,
co
o
r
d
in
atio
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,
co
n
s
u
lid
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,
i
n
v
esti
g
atio
n
,
an
a
l
y
s
is
an
d
ev
al
u
atio
n
,
a
n
d
w
ill
n
o
t
r
u
n
s
m
o
o
t
h
l
y
if
th
e
t
ea
ch
er
ca
n
n
o
t
i
m
p
le
m
e
n
t
i
t
(
d
u
e
to
li
m
ited
k
n
o
w
led
g
e/
s
k
ill
s
)
,
f
o
r
t
h
at
t
h
e
teac
h
er
also
n
ee
d
s
to
i
m
p
r
o
v
e
t
h
eir
k
n
o
w
led
g
e/
s
k
ills
in
t
ea
ch
in
g
a
n
d
in
th
e
lear
n
in
g
p
r
o
ce
s
s
w
h
ich
i
s
th
e
ir
r
esp
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n
s
ib
ilit
y
in
cla
s
s
.
T
h
is
s
tu
d
y
p
r
esen
ts
s
e
v
er
al
cr
iter
ia
f
r
o
m
th
e
m
ain
p
r
o
b
le
m
an
al
y
s
is
r
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lts
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an
d
th
e
r
es
u
lts
o
f
th
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d
y
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n
b
e
u
s
ed
f
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all
le
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s
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s
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f
r
o
m
e
le
m
e
n
tar
y
s
ch
o
o
l ,
to
h
i
g
h
er
ed
u
ca
tio
n
.
O
th
er
r
esear
ch
er
s
ar
e
in
v
ited
to
ex
p
lo
r
e
th
e
r
esu
lt
s
o
f
th
i
s
r
esear
ch
m
o
r
e
co
m
p
r
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h
en
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v
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,
b
ec
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s
e
g
o
o
d
r
esear
ch
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r
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h
at
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ep
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co
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tin
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t
o
f
in
d
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w
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s
(
n
o
v
elt
y
)
,
f
o
r
th
e
b
en
ef
i
t o
f
h
u
m
a
n
it
y
.
ACK
NO
W
L
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D
G
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M
E
NT
S
T
h
e
r
esear
ch
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w
o
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ld
li
k
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to
th
a
n
k
s
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R
e
s
ea
r
ch
a
n
d
D
ev
elo
p
m
e
n
t
U
n
it
(
L
P
P
M)
o
f
th
e
K
u
tai
Kar
tan
eg
ar
a
Un
i
v
er
s
i
t
y
,
also
to
Mr
.
Her
u
Su
p
r
ap
to
(
Hea
d
o
f
L
P
P
M
Ku
taik
ar
ta
n
eg
ar
a
Un
i
v
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s
it
y
)
,
f
o
r
h
is
s
u
p
p
o
r
t,
s
o
th
at
th
i
s
r
esear
ch
c
an
b
e
co
m
p
l
eted
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t
.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
3
,
Sep
tem
b
er
2020
:
6
0
0
-
606
606
RE
F
E
R
E
NC
E
S
[1
]
S
.
H.
Da
v
is
a
n
d
L
.
Da
rli
n
g
-
H
a
m
m
o
n
d
,
“
In
n
o
v
a
ti
v
e
p
rin
c
i
p
a
l
p
re
p
a
ra
ti
o
n
p
r
o
g
ra
m
s:
w
h
a
t
w
o
rk
s
a
n
d
h
o
w
w
e
k
n
o
w
,
”
Pl
a
n
.
Ch
a
n
g
.
,
v
o
l.
4
4
,
n
o
.
1
,
p
p
.
2
5
-
4
5
,
2
0
1
2
.
[2
]
G
.
A
.
Aa
ro
n
s,
“
T
ra
n
s
f
o
r
m
a
ti
o
n
a
l
a
n
d
tran
sa
c
ti
o
n
a
l
lea
d
e
rsh
i
p
:
a
ss
o
c
iatio
n
w
it
h
a
tt
it
u
d
e
s
to
w
a
rd
e
v
id
e
n
c
e
-
b
a
se
d
p
ra
c
ti
c
e
,
”
Psy
c
h
ia
tr.
S
e
rv
.
,
v
o
l.
5
7
,
n
o
.
8
,
p
p
.
1
1
6
2
-
1
1
6
9
,
2
0
0
6
.
[3
]
A
.
W
o
o
lf
o
lk
Ho
y
,
“
Ed
u
c
a
ti
o
n
a
l
p
sy
c
h
o
lo
g
y
in
tea
c
h
e
r
e
d
u
c
a
ti
o
n
,
”
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
lo
g
ist
.
,
v
o
l.
3
5
,
n
o
.
4
,
p
p
.
2
5
7
-
2
7
0
,
2
0
0
0
.
[4
]
R.
T
.
V
e
c
a
ld
o
,
“
In
str
u
c
ti
o
n
a
l
lea
d
e
rsh
ip
b
e
li
e
f
s
o
f
f
il
ip
in
o
p
re
-
se
rv
ice
tea
c
h
e
rs,”
In
t.
J
.
Eva
l.
Res
.
Ed
u
c
.
,
v
o
l
.
8
,
n
o
.
4
,
p
p
.
5
9
6
-
6
0
3
,
2
0
1
9
.
[5
]
A
.
E.
Nir,
“
S
c
h
o
o
l
-
b
a
se
d
m
a
n
a
g
e
m
e
n
t
a
n
d
it
s
e
ff
e
c
t
o
n
tea
c
h
e
r
c
o
m
m
it
m
e
n
t,
”
In
t.
J
.
L
e
a
d
e
rs
h
.
E
d
u
c
.,
v
o
l.
5
,
n
o
.
4
p
p
.
3
2
3
-
341
,
2
0
0
2
.
[6
]
J.
B.
Big
g
,
S
tu
d
e
n
t
a
p
p
ro
a
c
h
e
s
t
o
lea
rn
in
g
a
n
d
st
u
d
y
i
n
g
.
Res
e
a
rc
h
M
o
n
o
g
ra
p
h
,
Ha
w
th
o
rn
:
A
u
stra
li
a
n
Co
u
n
c
il
f
o
r
Ed
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
,
1
9
8
7
.
[7
]
P
a
u
l
J.
H
u
,
P
a
tri
c
k
Y.K.
C
h
a
u
,
Oliv
ia
R.
L
iu
S
h
e
n
g
,
a
n
d
Ka
r
Y
a
n
T
a
m
,
“
Ex
a
m
in
in
g
th
e
T
e
c
h
n
o
lo
g
y
Ac
c
e
p
tan
c
e
M
o
d
e
l
Us
in
g
P
h
y
sic
ian
A
c
c
e
p
ta
n
c
e
o
f
T
e
le
m
e
d
icin
e
T
e
c
h
n
o
lo
g
y
,
”
J
.
M
a
n
a
g
.
In
f.
S
y
st
.
,
v
o
l
.
16
,
n
o
.
2
,
p
p
9
1
-
1
2
2
,
2
0
1
6
.
[8
]
Ba
rre
t
Ca
th
a
rin
e
a
n
d
Bre
y
e
r
Ro
b
e
rt,
“
T
h
e
In
f
lu
e
n
c
e
o
f
e
ff
e
c
ti
v
e
lea
d
e
rsh
ip
o
n
tea
c
h
in
g
a
n
d
lea
rn
in
g
,”
J
o
u
r
n
a
l
o
f
Res
e
a
rc
h
In
it
i
a
ti
v
e
s,
v
o
l.
1
,
no
.
2
,
pp
.
1
-
11
,
2
0
1
4
.
[9
]
D.
W
iez
o
re
k
a
n
d
C.
M
a
n
a
rd
,
“
In
stru
c
ti
o
n
a
l
lea
d
e
rsh
i
p
c
h
a
ll
e
n
g
e
s
a
n
d
p
ra
c
ti
c
e
s
o
f
n
o
v
ice
p
rin
c
ip
a
ls
in
ru
ra
l
sc
h
o
o
l
s,”
J
.
Res
.
Ru
r
a
l
E
d
u
c
.
,
v
o
l
.
3
4
,
n
o
.
2
,
p
p
.
1
-
2
1
,
2
0
1
8
.
[1
0
]
K.
L
o
w
e
r
y
,
M
.
Qu
ick
,
L
.
Bo
y
lan
d
,
R
.
L
.
G
e
e
sa
,
a
n
d
R.
M
a
y
e
s,
“
It
w
a
sn
’t
m
e
n
ti
o
n
e
d
a
n
d
sh
o
u
l
d
h
a
v
e
b
e
e
n
:
p
rin
c
i
p
a
ls’
p
re
p
a
ra
ti
o
n
t
o
s
u
p
p
o
rt
c
o
m
p
re
h
e
n
siv
e
sc
h
o
o
l
c
o
u
n
se
li
n
g
,
”
J
.
Or
g
a
n
.
Ed
u
c
.
L
e
a
d
e
rs
h
,
v
o
l.
3
,
n
o
.
2
,
pp
.
1
-
30
,
2
0
1
8
.
[1
1
]
V
.
M
.
J.
Ro
b
i
n
so
n
,
C.
A
.
L
lo
y
d
,
a
n
d
K.
J.
Ro
w
e
,
“
T
h
e
i
m
p
a
c
t
o
f
l
e
a
d
e
rsh
ip
o
n
st
u
d
e
n
t
o
u
tc
o
m
e
s:
An
a
n
a
ly
sis
o
f
th
e
d
if
fe
re
n
ti
a
l
e
ff
e
c
ts o
f
lea
d
e
rsh
ip
ty
p
e
s,
”
Ed
u
c
.
A
d
m.
Q
.
,
v
o
l.
4
4
,
n
o
.
5
,
p
p
.
6
3
5
-
6
7
4
,
2
0
0
8
.
[1
2
]
A
.
L
.
Tero
sk
y
a
n
d
M
.
Re
it
a
n
o
,
“
P
u
tt
in
g
f
o
ll
o
w
e
rs
f
irst:
th
e
ro
le o
f
s
e
rv
a
n
t
lea
d
e
rsh
ip
in
c
a
se
s o
f
u
rb
a
n
,
p
u
b
l
ic sc
h
o
o
l
p
rin
c
i
p
a
ls
,
”
J
.
S
c
h
.
L
e
a
d
e
rs
h
.,
v
o
l
.
2
6
,
n
o
.
2
,
p
p
.
1
9
2
-
2
2
2
,
2
0
1
6
.
[1
3
]
O.
A
b
d
u
lras
h
e
e
d
,
M
.
A
.
Ny
a
k
o
,
A
.
S
.
Be
ll
o
,
a
n
d
F
.
J
o
d
a
,
“
An
a
ly
sis
o
f
lec
tu
re
rs
o
n
f
a
c
to
rs
a
ff
e
c
ti
n
g
q
u
a
li
ty
o
f
train
in
g
in
tea
c
h
e
r
e
d
u
c
a
ti
o
n
,
”
J
.
S
o
c
.
S
c
i.
Res
.
,
v
o
l.
2
,
n
o
.
1
2
,
p
p
.
1
9
5
-
1
9
8
,
2
0
1
6
.
[1
4
]
V
.
T
h
e
o
d
o
sio
u
a
n
d
Y.
Ka
ra
g
io
rg
i,
“
P
rim
a
r
y
sc
h
o
o
l
h
e
a
d
s’
p
r
o
f
e
ss
i
o
n
a
l
so
c
ializa
ti
o
n
a
n
d
lea
d
e
rsh
ip
d
e
v
e
lo
p
m
e
n
t
in
C
y
p
ru
s,”
In
t.
J
.
L
e
a
d
e
rs
h
.
E
d
u
c
.
,
v
o
l.
2
0
,
n
o
.
6
,
p
p
.
6
6
1
-
6
8
1
,
2
0
1
7
.
[1
5
]
A.
-
T
.
Din
a
,
“
Ch
a
ll
e
n
g
e
s
fa
c
e
d
b
y
e
d
u
c
a
ti
o
n
a
l
lea
d
e
rsh
i
p
o
n
i
n
f
lu
e
n
c
in
g
stu
d
e
n
t
lea
rn
in
g
,
”
Pro
c
e
d
ia
-
S
o
c
.
Beh
a
v
.
S
c
i
.,
v
o
l
.
9
3
,
p
p
.
2
9
0
-
2
9
5
,
Oc
t
2
0
1
3
.
[1
6
]
S
.
P
u
rw
a
n
ti
,
“
T
h
e
ro
le
o
f
th
e
p
rin
c
ip
a
l'
s
lea
d
e
rsh
ip
in
im
p
ro
v
in
g
th
e
d
isc
ip
li
n
e
o
f
tea
c
h
e
rs
a
n
d
sta
ff
in
Ba
k
ti
S
e
jah
tera
h
ig
h
sc
h
o
o
l,
Ko
n
g
b
e
n
g
District,
Eas
t
Ku
tai
Re
g
e
n
c
y
(in
Ba
h
a
sa
)
,”
e
J
o
u
rn
a
l
Ad
m.
Ne
g
a
ra
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
2
1
0
-
2
2
4
,
2
0
1
3
.
[1
7
]
A
.
P
a
g
e
a
n
d
M
.
Jo
n
e
s,
“
Re
th
in
k
in
g
tea
c
h
e
r
e
d
u
c
a
ti
o
n
f
o
r
c
las
sro
o
m
b
e
h
a
v
io
u
r
m
a
n
a
g
e
m
e
n
t:
In
v
e
stig
a
ti
o
n
o
f
a
n
a
lt
e
rn
a
ti
v
e
m
o
d
e
l
u
sin
g
a
n
o
n
li
n
e
p
ro
f
e
ss
io
n
a
l
e
x
p
e
rien
c
e
in
a
n
A
u
stra
li
a
n
Un
iv
e
rsit
y
,
”
Au
st.
J
.
T
e
a
c
h
.
Ed
u
c
.
,
v
o
l.
4
3
,
n
o
.
1
1
,
p
p
.
8
4
-
1
0
4
,
2
0
1
8
.
[1
8
]
R.
J.
W
h
it
tl
e
,
e
t
a
l
,
“
T
h
e
‘p
e
rfe
c
t’
se
n
io
r
(V
CE
)
se
c
o
n
d
a
ry
p
h
y
sic
a
l
e
d
u
c
a
ti
o
n
tea
c
h
e
r:
S
tu
d
e
n
t
p
e
rc
e
p
ti
o
n
s
o
f
tea
c
h
e
r
-
re
late
d
fa
c
to
rs t
h
a
t
in
f
lu
e
n
c
e
a
c
a
d
e
m
ic p
e
rf
o
r
m
a
n
c
e
,
”
Au
st.
J
.
T
e
a
c
h
.
E
d
u
c
.
,
v
o
l.
4
0
,
no
.
8,
p
p
.
1
-
2
3
,
2
0
1
5
.
[1
9
]
J.
L
.
Be
rg
e
r,
C.
G
irard
e
t,
C.
V
a
u
d
r
o
z
,
a
n
d
M
.
Cra
h
a
y
,
“
T
e
a
c
h
in
g
e
x
p
e
rien
c
e
,
tea
c
h
e
rs’
b
e
li
e
f
s,
a
n
d
se
lf
-
re
p
o
rted
c
las
sro
o
m
m
a
n
a
g
e
m
e
n
t
p
ra
c
ti
c
e
s: a co
h
e
re
n
t
n
e
tw
o
rk
,
”
S
AGE
Op
e
n
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
1
-
1
2
,
2
0
1
8
.
[2
0
]
D.
Ho
a
n
d
M
.
L
e
e
,
“
Ca
p
a
c
it
y
b
u
il
d
in
g
f
o
r
sc
h
o
o
l
d
e
v
e
lo
p
m
e
n
t:
c
u
rre
n
t
p
ro
b
lem
s
a
n
d
f
u
tu
re
c
h
a
ll
e
n
g
e
s,”
S
c
h
.
L
e
a
d
e
rs
h
.
M
a
n
a
g
.
,
v
o
l.
3
6
,
n
o
.
5
,
p
p
.
4
9
3
-
5
0
7
,
2
0
1
6
.
[2
1
]
T
a
u
f
ik
,
A
li
,
Tata
n
g
.
A
,
S
u
id
S
a
i
d
i
a
n
d
Zen
,
“
P
a
re
n
tal
P
e
rs
p
e
c
ti
v
e
s
o
n
t
h
e
Ex
c
e
ll
e
n
c
e
o
f
Co
m
p
u
ter
L
e
a
rn
in
g
M
e
d
ia
in
Early
Ch
il
d
h
o
o
d
E
d
u
c
a
ti
o
n
,
”
J
u
rn
a
l
Pen
d
id
ik
a
n
Us
i
a
Din
i
,
v
o
l.
1
3
,
n
o
.
No
v
e
m
b
e
r,
p
p
.
3
5
6
–
3
7
0
,
2
0
1
9
.
[2
2
]
C.
A
.
M
u
ll
e
n
a
n
d
R.
J.
Jo
n
e
s,
“
T
e
a
c
h
e
r
lea
d
e
rsh
ip
c
a
p
a
c
it
y
-
b
u
il
d
i
n
g
:
De
v
e
lo
p
in
g
d
e
m
o
c
ra
ti
c
a
ll
y
a
c
c
o
u
n
tab
le l
e
a
d
e
rs
in
sc
h
o
o
ls,”
T
e
a
c
h
.
De
v
.,
v
o
l
.
1
2
,
n
o
.
4
,
p
p
.
3
2
9
-
3
4
0
,
2
0
0
8
.
[2
3
]
T
.
Bu
sh
a
n
d
D.
G
lo
v
e
r,
“
S
c
h
o
o
l
lea
d
e
rsh
ip
m
o
d
e
ls:
W
h
a
t
d
o
w
e
k
n
o
w
?
”
S
c
h
o
o
l
L
e
a
d
e
rs
h
i
p
a
n
d
M
a
n
a
g
e
me
n
t
,
v
o
l.
3
4
,
n
o
.
5
,
p
p
.
5
5
3
-
5
7
1
,
2
0
1
4
.
[2
4
]
T
.
T
ril
a
k
so
n
o
,
e
t
a
l
,
“
L
e
a
d
e
rsh
ip
c
h
a
n
g
e
d
e
sig
n
:
A
p
ro
f
e
ss
io
n
a
l
lea
rn
in
g
c
o
m
m
u
n
it
y
(P
L
C)
p
ro
jec
t
in
e
a
ste
rn
In
d
o
n
e
sia
,
”
In
t
.
J
.
Eva
l.
Res
.
E
d
u
c
.,
v
o
l.
8
,
n
o
.
1
,
p
p
.
4
7
-
5
6
,
2
0
1
9
.
[2
5
]
A
.
Ha
rris,
“
Tea
c
h
e
r
L
e
a
d
e
rsh
ip
,
”
in
In
ter
n
a
ti
o
n
a
l
En
c
y
c
lo
p
e
d
ia
o
f
th
e
S
o
c
ia
l
&
Beh
a
v
io
ra
l
S
c
ien
c
e
s
:
S
e
c
o
n
d
Ed
it
i
o
n
,
P
u
b
li
s
h
e
d
b
y
Hu
m
a
n
Re
s
o
u
rc
e
M
a
n
a
g
e
m
e
n
t
A
c
a
d
e
m
i
c
Re
se
a
rc
h
S
o
c
iety
,
2015.
[2
6
]
B.
V
a
n
b
lae
re
a
n
d
G
.
De
v
o
s,
“
Re
latin
g
sc
h
o
o
l
lea
d
e
rsh
i
p
to
p
e
rc
e
iv
e
d
p
ro
f
e
ss
io
n
a
l
lea
rn
in
g
c
o
m
m
u
n
it
y
c
h
a
ra
c
teristics
:
A
m
u
lt
il
e
v
e
l
a
n
a
ly
sis,”
T
e
a
c
h
.
T
e
a
c
h
.
E
d
u
c
.,
v
o
l.
5
7
,
n
o
.
2
,
p
p
.
2
6
-
3
8
,
2
0
1
6
.
[2
7
]
M
.
Co
e
ll
i
a
n
d
D.
A
.
G
re
e
n
,
“
Lea
d
e
rsh
ip
e
f
fe
c
ts:
S
c
h
o
o
l
p
ri
n
c
i
p
a
ls
a
n
d
st
u
d
e
n
t
o
u
tco
m
e
s,”
Eco
n
.
Ed
u
c
.
Rev
.
,
v
o
l.
3
1
,
n
o
.
1
,
p
p
.
9
2
-
1
0
9
,
2
0
1
2
.
[2
8
]
O.
Ey
a
l
a
n
d
G
.
Ro
th
,
“
P
rin
c
i
p
a
ls’
lea
d
e
rsh
ip
a
n
d
tea
c
h
e
rs’
m
o
ti
v
a
ti
o
n
:
S
e
lf
-
d
e
ter
m
in
a
ti
o
n
t
h
e
o
ry
a
n
a
ly
sis,”
J
.
Ed
u
c
.
Ad
m
.,
v
o
l
.
4
9
,
n
o
.
3
,
p
p
.
2
5
6
-
2
7
,
2
0
1
1
.
[2
9
]
J.
W
.
Cre
s
w
e
ll
,
Qu
a
li
t
a
ti
v
e
in
q
u
ir
y
a
n
d
re
se
a
rc
h
d
e
sig
n
:
Ch
o
o
si
n
g
a
mo
n
g
fi
v
e
tr
a
d
it
io
n
s
,
CA
:
S
a
g
e
,
1
9
9
8
.
[3
0
]
M
.
B.
M
i
ll
e
s,
M
.
A
.
Hu
b
e
rm
a
n
,
a
n
d
J.
S
a
ld
a
n
a
,
Qu
a
li
t
a
ti
v
e
d
a
t
a
a
n
a
lys
is
a
me
th
o
d
s
so
u
rc
e
b
o
o
k
Ed
it
io
n
3
.
T
h
o
u
sa
n
d
Oa
k
s,
Ca
li
f
o
rin
ia
:
S
AG
E
P
u
b
li
c
a
ti
o
n
s,
I
n
c
.
,
2
0
1
4
.
[3
1
]
R.
K.
Yin
,
Ap
p
li
c
a
ti
o
n
s o
f
c
a
se
st
u
d
y
re
se
a
rc
h
,
A
p
p
l.
S
o
c
.
Re
s.
M
e
th
o
d
s S
e
r
.
,
(T
h
ir
d
e
d
)
.
S
AGE
P
u
b
li
c
a
ti
o
n
s
,
2
0
02
.
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