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1.
I
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D
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C
u
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m
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T
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in
g
is
d
eliv
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d
to
t
h
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s
tu
d
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ts
[
1
]
.
Seein
g
th
e
s
tu
d
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t
s
’
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d
teac
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s
’
p
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cu
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m
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[
2
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.
H
o
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wad
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s
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ar
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till
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s
[
3
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,
[
4
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.
C
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g
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2
0
1
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cu
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ab
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t
th
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lea
r
n
in
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p
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s
s
in
class
.
T
h
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s
tu
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co
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aid
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th
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h
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d
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co
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d
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f
in
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th
at
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teac
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ar
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n
o
t
ef
f
ec
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h
av
e
n
o
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m
aster
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e
v
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in
g
m
et
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[
5
]
.
T
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
I
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721
teac
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lear
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Op
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[
6
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L
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2
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1
3
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ca
tio
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titu
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co
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teac
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s
[
7
]
.
T
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m
ater
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8
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.
T
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u
s
in
g
th
e
2
0
1
3
c
u
r
r
icu
lu
m
in
clas
s
b
ec
au
s
e
o
f
th
eir
lim
ited
ab
ilit
y
to
u
s
e
lear
n
in
g
m
eth
o
d
s
[
8
]
,
[
9
]
.
O
b
s
tacle
s
f
ac
ed
b
y
t
h
e
teac
h
er
s
i
n
clu
d
e
th
e
in
s
tr
u
ctio
n
al
m
ed
ia
cr
ea
tin
g
,
teac
h
e
r
s
’
u
n
d
er
s
tan
d
in
g
,
s
u
b
ject
co
n
ten
t
in
teg
r
atio
n
in
th
em
atic
lear
n
in
g
,
an
d
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
p
r
o
f
ic
ien
cy
.
T
h
er
e
f
o
r
e,
tr
ain
in
g
as
a
teac
h
in
g
p
r
ac
tice
an
d
lear
n
in
g
m
ed
ia
p
r
o
f
ic
ien
cy
ar
e
n
ee
d
e
d
to
u
n
d
er
s
tan
d
t
h
e
ess
en
ce
o
f
th
e
2
0
1
3
cu
r
r
ic
u
lu
m
to
o
v
er
co
m
e
th
ese
o
b
s
tacle
s
.
As
p
ar
t
o
f
th
e
m
ain
co
m
p
eten
cies,
th
e
teac
h
er
s
’
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
b
ec
o
m
es
an
im
p
o
r
tan
t
f
o
cu
s
esp
ec
ially
f
o
r
th
e
teac
h
e
r
s
as
th
e
p
er
s
o
n
to
im
p
lem
en
t
th
e
cu
r
r
icu
lu
m
.
T
h
is
m
ea
n
s
th
at
th
er
e
is
a
n
ee
d
f
o
r
d
e
v
elo
p
in
g
teac
h
er
s
’
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
esp
e
c
ially
ab
o
u
t th
e
teac
h
in
g
a
n
d
l
ea
r
n
in
g
p
r
o
ce
s
s
in
th
e
class
r
o
o
m
.
T
h
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
a
n
d
C
u
ltu
r
e
e
v
alu
ated
th
e
2
0
1
3
C
u
r
r
icu
lu
m
in
m
id
-
2
0
1
9
.
T
h
is
is
d
u
e
to
th
e
2
0
1
3
C
u
r
r
ic
u
lu
m
wh
ich
i
n
clu
d
es
ch
ar
ac
ter
b
u
ild
i
n
g
,
c
o
m
p
eten
ce
,
a
n
d
n
ati
o
n
alis
m
in
its
im
p
lem
en
tatio
n
,
also
u
s
in
g
co
n
tex
tu
alizin
g
lear
n
in
g
is
s
till
a
ch
allen
g
e.
T
h
er
e
ar
e
s
till
h
ig
h
s
ch
o
o
l
teac
h
er
s
in
th
e
DKI
J
ak
ar
ta
an
d
W
est J
av
a
p
r
o
v
in
ce
s
wh
o
d
o
n
o
t u
n
d
er
s
tan
d
t
h
e
lear
n
in
g
p
r
o
ce
s
s
in
th
e
2
0
1
3
cu
r
r
ic
u
lu
m
.
Dev
elo
p
m
e
n
t o
f
th
e
2
0
1
3
c
u
r
r
icu
l
u
m
in
ed
u
ca
tio
n
,
esp
ec
ially
i
n
v
o
ca
tio
n
al
e
d
u
ca
tio
n
is
ca
r
r
ied
o
u
t
to
b
e
a
b
le
to
a
p
p
r
o
ac
h
a
n
d
m
ee
t
th
e
n
ee
d
s
o
f
th
e
b
u
s
in
ess
an
d
in
d
u
s
tr
ial
wo
r
ld
.
T
h
e
g
o
v
er
n
m
e
n
t
n
ee
d
s
to
m
ak
e
v
ar
io
u
s
ef
f
o
r
ts
to
im
p
r
o
v
e
t
h
e
teac
h
in
g
q
u
ality
of
th
e
teac
h
er
s
to
s
o
lv
e
th
is
p
r
o
b
lem
[
1
0
]
.
No
wad
ay
s
th
e
m
o
s
t
im
p
o
r
tan
t
in
d
icato
r
f
o
r
teac
h
er
e
d
u
ca
t
io
n
q
u
ality
is
th
e
teac
h
er
'
s
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
wh
ich
is
a
d
em
an
d
with
in
th
e
er
a
o
f
p
o
s
tm
o
d
er
n
is
m
[
1
1
]
.
T
h
e
g
o
v
er
n
m
en
t
th
r
o
u
g
h
s
ch
o
o
l
ca
n
im
p
r
o
v
e
teac
h
er
s
’
co
m
p
ete
n
c
y
th
r
o
u
g
h
tr
ain
i
n
g
ab
o
u
t
h
o
w
t
o
teac
h
co
r
r
ec
t p
r
a
ctice
s
s
o
th
at
n
o
t
o
n
ly
teac
h
i
n
g
m
ater
ial
q
u
ality
d
ev
el
o
p
ed
b
u
t
also
th
e
teac
h
in
g
m
et
h
o
d
s
q
u
ality
f
o
r
teac
h
i
n
g
p
r
ac
tic
es.
Ho
wev
er
,
it
is
n
ec
ess
ar
y
to
b
e
m
o
r
e
s
p
ec
if
ic
o
n
wh
at
tr
ain
in
g
is
ap
p
r
o
p
r
iat
e
to
im
p
r
o
v
e
th
e
q
u
ality
o
f
th
e
2
0
1
3
C
u
r
r
ic
u
lu
m
im
p
lem
en
tat
io
n
b
ec
au
s
e
th
e
co
m
p
eten
cies
th
at
h
av
e
to
b
e
o
wn
ed
b
y
teac
h
e
r
s
ar
e
p
e
d
ag
o
g
ical,
p
er
s
o
n
al,
p
r
o
f
ess
io
n
al
,
a
n
d
s
o
cial
co
m
p
eten
cies.
We
n
ee
d
an
em
p
i
r
ical
s
tu
d
y
f
o
r
th
e
im
p
lem
en
tatio
n
o
f
th
e
2
0
1
3
C
u
r
r
icu
lu
m
to
f
in
d
o
u
t
th
e
le
v
el
o
f
ac
h
iev
em
e
n
t
an
d
o
b
s
tacle
s
f
r
o
m
th
e
lear
n
in
g
p
r
o
ce
s
s
ex
p
er
ien
ce
d
b
y
th
e
teac
h
er
s
.
C
u
r
r
icu
lu
m
of
2
0
1
3
em
p
h
a
s
izes
au
th
en
tic
as
s
es
s
m
en
ts
wh
ich
in
clu
d
e
p
er
f
o
r
m
an
c
e,
p
r
o
ject,
p
o
r
tf
o
lio
,
p
r
o
ce
s
s
,
an
d
s
elf
-
as
s
ess
m
en
t
[
8
]
.
I
t
ca
n
b
e
co
n
cl
u
d
ed
t
h
at
lear
n
i
n
g
u
s
in
g
2
0
1
3
C
u
r
r
icu
lu
m
f
o
cu
s
es
o
n
th
e
lev
el
o
f
m
ater
ial
u
n
d
e
r
s
tan
d
in
g
,
h
o
w
t
o
d
eliv
e
r
th
e
m
a
ter
ial
,
an
d
s
tu
d
e
n
t
ce
n
ter
.
T
h
e
r
esear
ch
o
b
jectiv
e
of
th
is
ar
ticle
is
to
d
eter
m
in
e
t
h
e
cu
r
r
ic
u
lu
m
im
p
lem
en
tatio
n
co
n
d
itio
n
in
s
en
io
r
h
ig
h
an
d
v
o
ca
tio
n
al
s
ch
o
o
ls
in
I
n
d
o
n
esia.
W
h
en
it
co
m
es
to
s
ch
o
o
lin
g
an
d
th
e
r
o
le
o
f
s
ch
o
o
l
teac
h
er
s
in
b
r
in
g
in
g
a
b
o
u
t
ch
an
g
e
to
th
e
cu
r
r
icu
lu
m
,
th
e
q
u
esti
o
n
n
ee
d
s
to
b
e
an
s
wer
ed
o
f
w
h
at
s
o
r
t
o
f
k
n
o
wled
g
e
an
d
ab
ilit
ies
teac
h
er
s
n
ee
d
t
o
ac
q
u
ir
e
to
b
ec
o
m
e
ac
tiv
e
c
h
an
g
e
a
g
e
n
ts
an
d
w
h
at
r
o
le
teac
h
er
ed
u
ca
tio
n
ca
n
p
la
y
in
co
n
tr
ib
u
tin
g
to
t
h
e
d
ev
elo
p
m
e
n
t
o
f
t
h
ese
co
m
p
eten
cies
[
1
2
]
.
T
h
e
teac
h
er
c
o
m
p
eten
cy
h
as
m
o
v
ed
f
r
o
m
a
n
ar
r
o
w
tech
n
ical
s
k
ills
-
b
ased
f
o
c
u
s
to
a
b
r
o
ad
e
r
a
n
d
m
o
r
e
h
o
lis
tic
co
n
ce
p
t
o
f
b
u
i
ld
in
g
p
ed
ag
o
g
ical
k
n
o
wled
g
e
ab
o
u
t
tech
n
o
lo
g
y
in
clu
d
in
g
b
o
th
i
n
s
tr
u
ctio
n
al
to
o
ls
an
d
co
g
n
itiv
e
to
o
ls
to
f
o
s
ter
s
tu
d
en
t le
ar
n
in
g
[
1
3
]
.
T
h
e
teac
h
er
'
s
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
is
th
e
p
r
o
f
icien
c
y
o
f
ex
ten
s
iv
e
an
d
in
-
d
e
p
th
lear
n
i
n
g
m
ater
ial,
wh
ich
in
clu
d
es
th
e
s
u
b
ject
cu
r
r
icu
lu
m
m
ater
ials
m
aster
y
in
s
ch
o
o
ls
an
d
th
e
s
cien
tific
s
u
b
s
tan
ce
th
at
h
o
u
s
es
th
e
m
ater
ial,
as
well
as
th
e
s
cien
ce
s
tr
u
ctu
r
e
an
d
m
e
th
o
d
o
lo
g
y
m
aster
y
[
1
2
]
.
T
e
ac
h
er
p
r
o
f
ess
io
n
al
co
m
p
eten
cies
ca
n
b
e
ca
teg
o
r
ized
as
:
1
)
Un
d
e
r
s
tan
d
in
g
th
e
co
m
p
eten
cy
s
tan
d
ar
d
s
an
d
b
a
s
ic
co
m
p
eten
cies
in
th
eir
f
ield
s
o
f
ex
p
er
tis
e;
2
)
Ab
le
to
c
h
o
o
s
e
an
d
d
ev
el
o
p
s
u
b
ject
m
atter
;
3
)
Un
d
e
r
s
tan
d
in
g
th
e
m
ater
ial,
s
tr
u
ctu
r
e,
an
d
c
o
n
ce
p
t
o
f
s
cien
tific
th
o
u
g
h
t
p
atter
n
s
th
at
s
u
p
p
o
r
t
th
e
f
ield
o
f
ex
p
er
tis
e;
4
)
Ma
s
ter
th
e
m
eth
o
d
s
f
o
r
d
ev
el
o
p
in
g
c
r
itical
k
n
o
wle
d
g
e
an
d
s
tu
d
ies
r
elat
ed
to
th
e
f
ield
o
f
ex
p
e
r
tis
e;
5
)
C
r
ea
tiv
e
an
d
in
n
o
v
ativ
e
in
th
e
ap
p
licatio
n
o
f
s
cien
tific
f
ie
ld
s
r
elate
d
to
th
e
f
ield
o
f
e
x
p
e
r
tis
e;
6
)
Ab
le
to
d
ev
el
o
p
cu
r
r
i
cu
lu
m
an
d
s
y
llab
u
s
r
elate
d
to
th
e
f
ield
o
f
e
x
p
er
tis
e;
7
)
Ab
le
to
tak
e
r
ef
lectiv
e
a
ctio
n
s
to
im
p
r
o
v
e
th
e
q
u
ality
o
f
lear
n
in
g
;
8
)
Ab
le
to
co
m
m
u
n
icate
with
th
e
p
r
o
f
ess
io
n
al
co
m
m
u
n
ity
its
elf
an
d
o
th
er
p
r
o
f
ess
io
n
s
v
er
b
ally
a
n
d
wr
itten
;
9
)
A
b
le
t
o
u
tili
ze
in
f
o
r
m
atio
n
an
d
lea
r
n
in
g
tech
n
o
l
o
g
y
;
10
)
C
o
m
m
u
n
ica
te
an
d
d
e
v
elo
p
th
e
m
s
elv
es a
s
a
teac
h
er
[
1
4
]
.
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
202
1
:
7
2
0
-
7
2
7
722
T
ea
ch
er
s
’
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
h
elp
d
esk
was
av
ailab
le
f
o
r
th
e
lead
e
r
s
to
ask
q
u
esti
o
n
s
r
eg
ar
d
in
g
th
e
cu
r
r
icu
lu
m
an
d
tech
n
o
l
o
g
y
th
at
s
u
p
p
o
r
ted
im
p
lem
en
tatio
n
[
1
5
]
.
A
p
r
o
f
e
s
s
io
n
al
teac
h
er
ca
n
m
aster
lear
n
in
g
m
ater
ial
in
a
b
r
o
ad
an
d
in
-
d
e
p
th
f
ield
o
f
s
tu
d
y
wh
ic
h
i
n
clu
d
es
th
e
s
u
b
s
t
an
ce
o
f
cu
r
r
ic
u
lu
m
s
u
b
ject
m
atter
co
n
ten
t
p
r
o
f
icien
cy
in
s
ch
o
o
ls
an
d
th
e
s
cien
tif
ic
s
u
b
s
tan
ce
th
at
h
o
u
s
es
th
e
cu
r
r
icu
lu
m
m
ate
r
ial,
as
well
as
ad
d
in
g
s
cien
tific
in
s
ig
h
ts
as
a
teac
h
er
[
1
6
]
.
Per
s
o
n
al
ch
ar
ac
te
r
is
tics
o
f
th
e
p
r
o
f
e
s
s
io
n
al
ca
r
e
g
r
o
u
p
s
wer
e
th
e
m
o
s
t
im
p
o
r
tan
t
v
ar
i
ab
les
ass
o
ciate
d
with
th
e
q
u
a
lity
o
f
th
e
ca
r
e.
O
n
th
e
o
t
h
er
h
an
d
,
p
r
o
f
ess
io
n
al
s
tan
d
ar
d
s
an
d
h
av
e
ad
o
p
ted
as
a
cr
iter
io
n
th
e
f
u
n
ctio
n
s
an
d
r
o
les
o
f
b
eg
in
n
in
g
teac
h
er
s
,
th
e
f
o
llo
win
g
g
en
er
al
p
r
o
f
ess
io
n
al
co
m
p
eten
cies
h
a
v
e
b
ee
n
d
er
iv
e
d
:
co
g
n
itiv
e
an
d
m
eta
-
co
g
n
itiv
e,
m
et
h
o
d
o
lo
g
ical,
co
m
m
u
n
icativ
e
a
n
d
r
elatio
n
al,
s
tu
d
en
t
ev
al
u
atio
n
,
p
s
y
ch
o
s
o
cial,
i
n
f
o
r
m
atio
n
al
an
d
tech
n
o
lo
g
ical,
c
ar
ee
r
m
an
a
g
em
en
t
co
m
p
eten
c
i
es
[
1
7
]
.
C
u
r
r
e
n
tly
,
in
th
e
er
a
o
f
p
o
s
tm
o
d
er
n
is
m
,
a
p
r
o
f
ess
io
n
al
teac
h
er
m
u
s
t
b
e
m
aster
in
g
a
v
ar
iety
o
f
lear
n
in
g
m
et
h
o
d
s
b
y
in
v
o
lv
in
g
d
i
g
italizatio
n
in
teac
h
in
g
[
1
1
]
.
B
ased
o
n
th
is
,
th
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
is
t
o
d
et
er
m
in
e
th
e
ca
u
s
e
o
f
th
e
in
ef
f
ec
tiv
e
2
0
1
3
cu
r
r
ic
u
lu
m
im
p
lem
en
tatio
n
in
s
ch
o
o
ls
as
a
r
ec
o
m
m
en
d
atio
n
f
o
r
th
e
g
o
v
e
r
n
m
en
t t
o
d
eter
m
i
n
e
a
p
p
r
o
p
r
iate
p
o
licies in
in
cr
ea
s
i
n
g
teac
h
er
c
o
m
p
eten
ce
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
r
esear
ch
u
s
ed
m
ix
ed
m
e
th
o
d
s
b
ec
au
s
e
to
an
s
wer
th
e
p
r
o
b
lem
s
in
th
is
s
tu
d
y
,
tr
ian
g
u
latio
n
is
n
ee
d
ed
.
T
r
ian
g
u
latio
n
in
th
is
s
tu
d
y
c
o
m
es
f
r
o
m
in
ter
v
iews,
s
tu
d
y
d
o
cu
m
en
ts
,
q
u
esti
o
n
n
air
es
,
an
d
o
b
s
er
v
atio
n
d
ata.
T
h
e
ty
p
e
o
f
m
ix
ed
m
et
h
o
d
s
ch
o
s
en
is
p
ar
allel
m
ix
e
d
m
eth
o
d
s
wh
ich
m
ea
n
in
v
o
lv
e
th
e
co
llectio
n
,
an
aly
s
is
,
an
d
in
teg
r
atio
n
o
f
q
u
an
titativ
e
an
d
q
u
alitativ
e
d
ata
in
a
s
in
g
le
o
r
m
u
ltip
h
ase
s
tu
d
y
[
1
8
]
.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
f
r
o
m
Octo
b
er
2
0
1
9
to
J
an
u
ar
y
2
0
2
0
in
v
o
lv
in
g
1
3
h
ig
h
s
ch
o
o
ls
co
n
s
is
t
o
f
f
o
u
r
p
u
b
lic
v
o
ca
tio
n
al
h
ig
h
s
c
h
o
o
ls
,
s
ix
p
r
i
v
ate
v
o
ca
tio
n
al
s
ch
o
o
ls
,
two
p
u
b
lic
s
en
io
r
h
ig
h
s
ch
o
o
ls
,
an
d
o
n
e
p
r
iv
ate
h
ig
h
s
ch
o
o
l
.
R
esear
ch
d
esig
n
s
co
n
s
is
t
o
f
th
e
co
n
cu
r
r
e
n
t
m
ix
in
g
o
f
q
u
alitativ
e
an
d
q
u
an
titativ
e
m
eth
o
d
s
ca
r
r
ied
o
u
t
as
s
ep
ar
ate
s
tu
d
ies
w
ith
in
th
e
s
am
e
r
esear
ch
p
r
o
ject,
with
th
e
q
u
a
li
tativ
e
co
m
p
o
n
en
t
tak
in
g
a
m
o
r
e
d
o
m
in
a
n
t
r
o
le
[
1
8
]
.
A
q
u
an
tita
ti
v
e
ap
p
r
o
a
ch
is
d
o
n
e
at
th
e
v
e
r
y
s
tar
t
o
f
th
e
r
esear
ch
b
y
s
p
r
ea
d
in
g
q
u
esti
o
n
n
air
e
s
to
th
e
r
esp
o
n
d
en
ts
[
1
9
]
.
A
q
u
a
n
titativ
e
ap
p
r
o
ac
h
is
u
s
ed
to
d
eter
m
in
e
co
n
d
itio
n
s
in
s
ch
o
o
ls
th
at
im
p
lem
en
tin
g
th
e
2
0
1
3
C
u
r
r
icu
lu
m
f
r
o
m
th
e
s
t
u
d
en
t
'
s
p
er
s
p
ec
tiv
e
f
r
o
m
wh
at
th
ey
f
elt
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
r
esu
lt
o
f
th
e
q
u
esti
o
n
n
air
e
th
en
e
x
p
an
d
s
b
y
u
s
in
g
th
e
q
u
alitativ
e
m
eth
o
d
wh
ich
is
o
b
s
er
v
atio
n
a
n
d
in
ter
v
iew
to
t
h
e
r
esp
o
n
d
en
ts
,
teac
h
er
,
an
d
s
t
u
d
en
ts
[
2
0
]
.
T
h
e
p
o
p
u
latio
n
w
h
ich
th
e
r
e
s
ea
r
ch
er
s
can
r
ea
ch
in
th
is
s
tu
d
y
wer
e
s
tu
d
en
ts
f
r
o
m
f
o
u
r
Pu
b
lic
Vo
ca
tio
n
al
Hig
h
Sch
o
o
ls
,
s
ix
Priv
ate
Vo
ca
tio
n
al
Sch
o
o
ls
,
t
wo
Pu
b
lic
Sen
i
o
r
Hig
h
Sch
o
o
ls
,
an
d
one
Priv
ate
Vo
ca
tio
n
al
Hig
h
Sch
o
o
ls
th
at
ar
e
in
DKI
J
ak
ar
ta
an
d
W
est
J
av
a
Pro
v
in
ce
.
T
h
e
s
ch
o
o
l
s
ar
e
7
B
ek
asi,
6
2
J
ak
ar
ta,
5
1
J
ak
ar
ta
,
an
d
4
1
J
ak
ar
ta
Pu
b
lic
Vo
ca
tio
n
al
Hig
h
Sch
o
o
l.
Fo
r
th
e
Priv
ate
Vo
ca
t
io
n
al
Hig
h
Sch
o
o
l
ar
e
Mu
tiar
a
Dep
o
k
,
3
C
ik
in
i
C
o
lleg
e
J
ak
ar
ta,
W
ijay
a
Ku
s
u
m
a
I
s
lam
ic
Vo
ca
tio
n
al
Hi
g
h
Sch
o
o
l
Dep
o
k
,
I
s
lam
ic
Ma
lah
ay
ati
J
ak
ar
ta,
PGR
I
2
8
J
ak
ar
ta,
an
d
Al
-
B
asy
a
r
iah
B
o
g
o
r
.
T
h
e
p
u
b
lic
s
en
io
r
h
ig
h
s
ch
o
o
l
s
ar
e
1
3
Dep
o
k
an
d
1
0
Dep
o
k
,
also
Uswatu
n
Hasan
ah
J
ak
ar
ta
p
r
iv
ate
h
ig
h
s
ch
o
o
l
.
T
h
e
s
am
p
lin
g
t
ec
h
n
iq
u
e
u
s
es
q
u
o
ta
s
am
p
lin
g
b
ec
au
s
e
ea
ch
s
ch
o
o
l
h
as
a
s
am
p
le
s
ize
o
f
3
0
to
3
5
p
eo
p
le
d
e
p
en
d
i
n
g
o
n
th
e
n
u
m
b
er
o
f
all
s
tu
d
en
ts
at
th
e
s
ch
o
o
l
[
2
1
]
.
T
h
e
q
u
a
n
titativ
e
d
ata
was
tak
e
n
b
y
u
s
in
g
a
clo
s
ed
q
u
esti
o
n
n
air
e
wh
ich
h
a
s
f
o
u
r
o
r
f
iv
e
ch
o
ic
e
s
[
2
2
]
.
T
h
e
clo
s
ed
q
u
esti
o
n
n
air
e
f
o
r
d
escr
ip
tiv
e
d
ata
was
co
m
p
iled
b
ased
o
n
th
e
2
0
1
3
c
u
r
r
icu
l
u
m
im
p
lem
e
n
tatio
n
in
d
icato
r
s
tak
en
f
r
o
m
th
e
R
eg
u
latio
n
o
f
th
e
Min
is
ter
o
f
E
d
u
ca
tio
n
an
d
C
u
ltu
r
e
o
f
th
e
R
ep
u
b
lic
o
f
I
n
d
o
n
esia
No
.
8
1
A
o
f
2
0
1
3
[
2
3
]
.
T
h
e
v
alid
ity
an
d
r
elia
b
ilit
y
o
f
th
e
q
u
esti
o
n
n
air
e
u
s
ed
a
n
ex
p
er
t
te
s
t
wh
ich
m
ea
n
t
th
at
af
ter
th
e
q
u
esti
o
n
n
air
e
was
co
m
p
iled
,
it
was
co
n
s
u
lted
with
ex
p
er
ts
[
2
4
]
.
T
h
e
q
u
an
titativ
e
ap
p
r
o
ac
h
is
u
s
ed
to
d
eter
m
in
e
th
e
s
tu
d
en
t
'
s
p
er
ce
p
tio
n
of
th
e
lear
n
in
g
im
p
lem
e
n
tatio
n
u
s
in
g
th
e
2
0
1
3
C
u
r
r
icu
l
u
m
b
y
d
is
tr
ib
u
tin
g
q
u
esti
o
n
n
air
es.
I
tem
s
tatem
en
t
an
d
ch
o
ice
o
f
a
n
s
wer
s
in
th
e
q
u
esti
o
n
n
air
e
ca
n
b
e
s
ee
n
in
T
ab
le
1
.
T
ab
le
1
.
Qu
esti
o
n
n
air
e
s
tatem
en
ts
f
o
r
s
tu
d
en
ts
No
S
t
a
t
e
me
n
t
A
n
sw
e
r
c
h
o
i
c
e
1
Th
e
l
e
v
e
l
o
f
u
n
d
e
r
st
a
n
d
i
n
g
o
f
t
h
e
ma
t
e
r
i
a
l
d
e
l
i
v
e
r
e
d
b
y
t
h
e
t
e
a
c
h
e
r
(
a
)
u
n
d
e
r
st
a
n
d
e
v
e
r
y
t
h
i
n
g
(
1
0
0
%);
(
b
)
M
o
st
(
≥
7
6
%)
u
n
d
e
r
s
t
a
n
d
;
(
c
)
M
o
s
t
(
≥
7
6
%) s
t
u
d
e
n
t
s
d
o
n
o
t
u
n
d
e
r
st
a
n
d
;
(
d
)
I
d
o
n
't
f
u
l
l
y
u
n
d
e
r
s
t
a
n
d
(
1
0
0
%)
2
Th
e
t
e
a
c
h
e
r
me
t
h
o
d
f
o
r
p
r
e
s
e
n
t
i
n
g
t
h
e
mat
e
r
i
a
l
(
a
)
Ea
s
y
t
o
u
n
d
e
r
s
t
a
n
d
,
v
e
r
y
i
n
t
e
r
e
st
i
n
g
,
a
n
d
v
e
r
y
f
u
n
;
(
b
)
Ea
s
y
t
o
u
n
d
e
r
s
t
a
n
d
,
b
u
t
l
e
ss
i
n
t
e
r
e
s
t
i
n
g
a
n
d
l
e
ss
p
l
e
a
sa
n
t
;
(
c
)
D
i
f
f
i
c
u
l
t
t
o
u
n
d
e
r
s
t
a
n
d
,
b
u
t
i
n
t
e
r
e
st
i
n
g
a
n
d
f
u
n
;
(
d
)
D
i
f
f
i
c
u
l
t
t
o
u
n
d
e
r
s
t
a
n
d
,
l
e
ss
i
n
t
e
r
e
s
t
i
n
g
a
n
d
l
e
s
s
p
l
e
a
s
a
n
t
3
Th
e
t
e
a
c
h
e
r
g
i
v
e
s
t
h
e
o
p
p
o
r
t
u
n
i
t
y
t
o
o
b
s
e
r
v
e
,
a
sk
q
u
e
st
i
o
n
s,
c
o
l
l
e
c
t
d
a
t
a
,
r
e
a
so
n
,
a
n
d
c
o
mm
u
n
i
c
a
t
e
(
a
)
A
l
w
a
y
s
g
i
v
e
a
c
h
a
n
c
e
;
(
b
)
O
f
t
e
n
g
i
v
e
s
a
c
h
a
n
c
e
;
(
c
)
S
o
me
t
i
m
e
s
i
t
g
i
v
e
s
a
c
h
a
n
c
e
;
(
d
)
N
e
v
e
r
g
i
v
e
a
c
h
a
n
c
e
4
Th
e
w
a
y
t
h
e
t
e
a
c
h
e
r
a
ssi
g
n
s
t
h
e
l
e
a
r
n
i
n
g
t
a
s
k
s
(
su
c
h
a
s
p
r
o
j
e
c
t
a
ss
i
g
n
m
e
n
t
s,
p
r
o
b
l
e
m
-
so
l
v
i
n
g
,
o
r
d
i
s
c
o
v
e
r
y
)
(
a
)
A
l
l
o
f
t
h
e
m
a
r
e
v
e
r
y
e
a
sy
t
o
u
n
d
e
r
st
a
n
d
;
(
b
)
M
o
st
o
f
t
h
e
m
e
a
s
y
t
o
u
n
d
e
r
s
t
a
n
d
;
(
c
)
M
o
s
t
o
f
t
h
e
m
d
i
f
f
i
c
u
l
t
t
o
u
n
d
e
r
st
a
n
d
;
(
d
)
A
l
l
o
f
t
h
e
m
a
r
e
d
i
f
f
i
c
u
l
t
t
o
u
n
d
e
r
s
t
a
n
d
5
Th
e
t
e
a
c
h
e
r
e
x
p
l
a
i
n
s
u
si
n
g
h
o
w
m
a
n
y
l
e
a
r
n
i
n
g
met
h
o
d
s
i
n
e
a
c
h
m
e
e
t
i
n
g
(
a
)
4
m
e
t
h
o
d
s
;
(
b
)
3
me
t
h
o
d
s
;
(
c
)
2
m
e
t
h
o
d
;
(
d
)
1
m
e
t
h
o
d
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
I
mp
r
o
ve
men
t o
f te
a
ch
er’s p
r
o
f
ess
io
n
a
l c
o
mp
eten
cy
in
s
tr
en
g
th
en
in
g
lea
r
n
in
g
…
(
Hen
d
r
o
P
r
a
s
etyo
n
o
)
723
A
q
u
alitativ
e
a
p
p
r
o
ac
h
is
u
s
ed
to
d
ig
d
ee
p
er
f
r
o
m
t
h
e
teac
h
e
r
'
s
an
d
p
r
in
ci
p
als
'
p
er
s
p
ec
tiv
e
r
eg
ar
d
in
g
th
e
im
p
lem
en
tatio
n
o
f
t
h
e
2
0
1
3
cu
r
r
ic
u
lu
m
b
y
i
n
v
o
lv
i
n
g
2
6
k
ey
in
f
o
r
m
an
ts
co
n
s
is
tin
g
o
f
o
n
e
p
r
in
ci
p
al
an
d
o
n
e
teac
h
er
ea
c
h
s
ch
o
o
l
f
r
o
m
1
3
s
ch
o
o
ls
in
DKI
J
ak
ar
ta
an
d
W
est
J
av
a
Pro
v
in
ce
s
.
A
q
u
alitativ
e
ap
p
r
o
ac
h
is
u
s
ed
to
o
b
tain
m
o
r
e
in
-
d
e
p
th
in
f
o
r
m
atio
n
in
d
eter
m
in
i
n
g
th
e
co
n
d
itio
n
s
o
f
im
p
lem
en
tatio
n
o
r
ev
e
n
ts
in
th
e
en
v
ir
o
n
m
en
t
[
2
5
]
.
Qu
alitativ
e
r
esear
ch
er
s
f
o
c
u
s
o
n
th
e
s
tu
d
y
o
f
s
o
cial
p
h
en
o
m
en
a
an
d
o
n
g
iv
in
g
v
o
ice
to
th
e
f
ee
lin
g
s
an
d
p
e
r
ce
p
tio
n
s
o
f
th
e
p
ar
ticip
an
ts
u
n
d
e
r
s
tu
d
y
[
2
6
]
.
Data
c
o
llectio
n
tec
h
n
iq
u
es
u
s
in
g
in
ter
v
iews
a
n
d
d
ir
ec
t
o
b
s
er
v
ati
o
n
i
n
s
ch
o
o
ls
.
T
h
e
q
u
esti
o
n
s
in
th
e
in
te
r
v
i
ew
in
clu
d
e
t
h
e
cu
r
r
icu
lu
m
u
s
ed
b
y
th
e
s
ch
o
o
l,
cu
r
r
icu
lu
m
d
ev
elo
p
m
en
t
p
r
in
cip
les,
cu
r
r
icu
lu
m
d
r
a
f
tin
g
te
am
,
lear
n
in
g
m
eth
o
d
s
u
s
ed
at
s
ch
o
o
l,
cu
r
r
icu
lu
m
co
n
ten
t.
th
e
k
ey
in
f
o
r
m
a
tio
n
is
th
e
p
r
in
cip
al,
teac
h
er
,
v
ice
-
p
r
i
n
cip
al,
cu
r
r
icu
lu
m
team
,
s
tu
d
e
n
ts
.
Pro
ce
s
s
in
g
d
ata
an
aly
s
is
u
s
e
d
a
co
m
b
in
ed
an
aly
s
is
o
f
q
u
alitativ
e
an
d
q
u
an
titativ
e
ap
p
r
o
ac
h
es.
Qu
alitativ
e
d
ata
an
aly
s
is
u
s
e
d
d
ata
tr
ian
g
u
latio
n
an
d
q
u
a
n
titativ
e
d
ata
an
aly
s
is
u
s
in
g
d
escr
ip
tiv
e
an
aly
s
is
.
Descr
ip
tiv
e
r
esear
ch
is
o
n
e
f
o
r
m
o
f
r
esear
ch
t
h
at
aim
s
to
d
e
s
cr
ib
e
th
e
ev
en
t
o
f
t
h
e
o
cc
u
r
r
e
n
ce
o
f
th
e
v
a
r
iab
l
e
in
th
e
s
tu
d
y
[
2
7
]
.
Q
u
an
titativ
e
d
ata
was
o
b
tain
ed
f
r
o
m
s
p
r
ea
d
in
g
cl
o
s
ed
q
u
esti
o
n
n
air
e
to
k
n
o
w
th
e
p
er
ce
p
tio
n
wh
ich
f
elt
b
y
t
h
e
s
tu
d
e
n
ts
in
t
h
e
lear
n
in
g
p
r
o
ce
s
s
[
2
8
]
.
Qu
a
n
titativ
e
d
ata
an
al
y
s
is
b
y
d
escr
ib
in
g
t
h
e
r
esu
lt
o
f
th
e
ch
o
ice
f
r
o
m
th
e
r
esp
o
n
d
e
n
ts
in
p
er
ce
n
tag
e,
h
ig
h
est
,
an
d
lo
west
s
co
r
e.
Qu
alitativ
e
d
ata
p
r
o
ce
s
s
in
g
u
s
ed
an
aly
s
is
o
f
th
e
r
ed
u
ctio
n
a
n
d
s
elec
tio
n
s
t
ag
es
th
en
ass
em
b
le
b
lo
ck
s
o
r
g
r
o
u
p
s
o
f
d
ata
an
d
p
u
ttin
g
th
em
to
g
eth
er
to
m
a
k
e
a
co
h
er
en
t
wh
o
le
[
2
9
]
.
Qu
alitativ
e
d
ata
g
ain
ed
f
r
o
m
th
e
in
te
r
v
iew
r
e
s
u
lt
with
th
e
k
ey
in
f
o
r
m
a
n
t
[
3
0
]
.
T
h
e
s
elec
tio
n
o
f
k
ey
in
f
o
r
m
a
n
t
s
ha
s
b
ased
o
n
th
e
r
esear
ch
er
's
co
n
s
id
er
atio
n
th
at
th
e
r
esp
o
n
d
en
ts
ar
e
in
d
iv
i
d
u
als
wh
o
ar
e
lead
er
s
o
r
ex
p
e
r
t
s
o
r
h
av
e
a
d
ir
ec
t
r
elatio
n
s
h
ip
with
th
e
r
esea
r
ch
t
o
p
ic
[
3
1
]
.
E
v
er
y
an
s
wer
f
r
o
m
th
e
r
esp
o
n
d
en
ts
p
r
o
ce
s
s
ed
in
t
h
e
f
o
r
m
o
f
co
d
in
g
th
en
m
er
g
e
d
in
o
n
e
ta
x
o
n
o
m
ic
o
r
p
ar
t in
an
s
wer
in
g
th
e
p
r
o
b
lem
f
o
r
m
u
l
atio
n
[
3
2
]
.
3.
R
E
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
r
ec
ap
itu
latio
n
o
f
q
u
esti
o
n
n
air
es
f
r
o
m
4
2
0
s
tu
d
en
ts
as
r
esp
o
n
d
e
n
ts
was
an
aly
ze
d
with
a
q
u
an
titativ
e
ap
p
r
o
ac
h
u
s
in
g
d
e
s
cr
ip
tiv
e
m
eth
o
d
s
.
T
h
e
r
esu
lts
o
f
th
e
q
u
esti
o
n
n
air
e
r
ec
ap
itu
la
tio
n
ar
e:
a.
T
h
e
lev
el
o
f
u
n
d
er
s
tan
d
in
g
o
f
th
e
m
ater
ial
d
eliv
er
ed
b
y
t
h
e
t
ea
ch
er
T
h
e
r
esu
lt
th
at
3
4
4
s
tu
d
e
n
ts
(
8
1
.
9
%)
a
n
s
wer
ed
ch
o
ice
(
B
)
,
m
o
s
t
(
≥
7
6
%)
u
n
d
e
r
s
to
o
d
.
T
h
e
r
e
ar
e
5
7
(
1
3
.
5
7
%)
s
tu
d
en
ts
ch
o
o
s
e
(
C
)
th
e
m
ajo
r
ity
(
≥
7
6
%)
d
id
n
o
t
u
n
d
er
s
tan
d
.
C
h
o
ice
(
A)
“
I
f
u
lly
u
n
d
e
r
s
tan
d
”
(
1
0
0
%)
a
t
o
tal
o
f
1
6
(
3
.
8
1
%)
s
tu
d
en
ts
.
I
f
ex
a
m
in
ed
p
ar
t
ially
it
tu
r
n
s
o
u
t
th
at
ch
o
ice
(
B
)
is
th
e
m
o
s
t
ch
o
s
en
f
r
o
m
r
esp
o
n
d
e
n
ts
o
cc
u
r
r
i
n
g
in
h
ig
h
s
ch
o
o
ls
an
d
v
o
ca
tio
n
al
s
ch
o
o
ls
b
o
th
p
u
b
lic
an
d
p
r
iv
ate
.
b.
T
h
e
way
th
e
teac
h
e
r
p
r
esen
ts
t
h
e
m
ater
ial
T
h
e
r
esu
lt
is
1
6
3
s
tu
d
en
ts
(
3
8
.
8
1
%)
ch
o
o
s
e
(
B
)
E
asy
to
u
n
d
er
s
tan
d
,
b
u
t
less
in
ter
esti
n
g
an
d
less
en
jo
y
ab
le
.
C
h
o
ices
(
A)
an
E
asy
to
u
n
d
er
s
tan
d
,
v
er
y
in
ter
esti
n
g
,
an
d
v
er
y
en
jo
y
ab
le
o
n
ly
ch
o
o
s
e
b
y
1
3
8
(
3
2
.
8
6
%)
s
tu
d
en
ts
.
C
h
o
ice
(
C
)
Dif
f
icu
lt
to
u
n
d
er
s
tan
d
,
b
u
t
i
n
ter
esti
n
g
an
d
en
j
o
y
ab
le
ch
o
o
s
e
b
y
9
3
(
2
2
.
1
4
%)
s
tu
d
en
ts
an
d
c
h
o
ice
(
D)
Dif
f
i
cu
lt
to
u
n
d
er
s
tan
d
,
less
in
ter
esti
n
g
an
d
less
p
leasan
t
is
2
6
(
6
.
1
9
%)
s
tu
d
e
n
ts
.
I
f
ex
am
in
ed
p
ar
tially
it
tu
r
n
s
o
u
t
th
at
ch
o
ice
(
B
)
is
th
e
m
o
s
t
ch
o
s
en
f
r
o
m
r
esp
o
n
d
en
ts
o
cc
u
r
r
i
n
g
in
h
ig
h
s
ch
o
o
ls
an
d
v
o
ca
tio
n
al
s
ch
o
o
ls
b
o
th
p
u
b
lic
an
d
p
r
iv
ate.
c.
T
h
e
te
ac
h
er
g
iv
es a
n
o
p
p
o
r
tu
n
ity
to
o
b
s
er
v
e
,
ask
q
u
esti
o
n
s
,
c
o
llect
d
ata,
r
ea
s
o
n
,
a
n
d
c
o
m
m
u
n
icate
T
h
e
r
esu
lt
is
2
0
6
s
tu
d
en
ts
(
4
9
.
0
5
%)
ch
o
o
s
e
(
A)
alwa
y
s
g
iv
i
n
g
o
p
p
o
r
tu
n
ity
.
Op
tio
n
(
B
)
o
f
t
en
g
iv
es
a
ch
an
ce
ch
o
o
s
e
b
y
1
3
9
(
3
3
.
1
%)
s
tu
d
en
ts
.
Op
tio
n
(
C
)
s
o
m
etim
es
g
iv
es
a
to
tal
o
f
7
4
(
1
7
.
6
2
%)
s
tu
d
en
ts
a
ch
an
ce
.
I
f
ex
am
i
n
ed
p
ar
tially
at
ea
ch
s
ch
o
o
l
th
e
ch
o
ice
o
f
a
n
s
wer
s
f
r
o
m
ea
ch
s
tu
d
en
t
is
r
elativ
ely
th
e
s
am
e.
Mo
s
t stu
d
en
ts
ch
o
o
s
e
th
e
p
o
in
t (
A)
as th
e
an
s
wer
.
d.
T
h
e
way
th
e
teac
h
e
r
ass
ig
n
s
lear
n
in
g
task
s
(
s
u
ch
as p
r
o
ject
a
s
s
ig
n
m
en
ts
,
p
r
o
b
lem
-
s
o
lv
i
n
g
,
o
r
d
is
co
v
er
y
)
T
h
e
r
esu
lt
is
3
1
6
s
tu
d
en
ts
(
7
5
.
2
4
%)
ch
o
o
s
e
(
B
)
as
a
lar
g
e
ea
s
ily
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n
d
er
s
to
o
d
.
C
h
o
ice
(
C
)
is
m
o
s
t
d
if
f
icu
lt
to
u
n
d
er
s
tan
d
th
at
ch
o
o
s
e
b
y
8
4
(
2
0
%)
s
tu
d
e
n
ts
.
T
h
e
ch
o
ice
(
A)
ea
s
ily
u
n
d
er
s
to
o
d
wh
ic
h
ch
o
o
s
e
b
y
1
9
(
4
.
5
2
%)
s
tu
d
e
n
ts
.
I
f
ex
a
m
in
ed
p
ar
tially
it
tu
r
n
s
o
u
t
t
h
at
c
h
o
ice
B
b
ec
o
m
es
th
e
m
o
s
t
ch
o
s
en
b
y
r
esp
o
n
d
en
ts
o
cc
u
r
r
in
g
in
h
ig
h
s
ch
o
o
ls
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d
v
o
ca
tio
n
al
s
ch
o
o
ls
b
o
t
h
p
u
b
lic
an
d
p
r
iv
ate.
e.
T
h
e
teac
h
er
in
ex
p
lain
in
g
u
s
in
g
h
o
w
m
a
n
y
lear
n
in
g
m
et
h
o
d
s
in
ea
ch
m
ee
tin
g
T
h
e
r
esu
lt
is
1
9
1
s
tu
d
en
ts
(
4
5
.
4
8
%)
an
s
wer
ed
t
h
e
ch
o
ice
o
f
(
C
)
two
m
eth
o
d
s
.
C
h
o
ice
(
B
)
th
r
ee
m
eth
o
d
s
ch
o
o
s
e
b
y
1
6
4
(
3
9
.
0
5
%)
s
tu
d
en
ts
.
E
lectiv
e
(
A
)
f
o
u
r
m
eth
o
d
s
it
ch
o
o
s
es
b
y
3
6
(
8
.
5
7
%)
s
tu
d
e
n
ts
.
I
f
an
aly
ze
d
m
o
r
e
d
ee
p
ly
,
p
r
iv
at
e
s
ch
o
o
l
s
tu
d
en
ts
ch
o
o
s
e
(
C
)
as
m
an
y
as
1
0
8
s
tu
d
en
ts
o
u
t
o
f
a
to
tal
o
f
1
9
1
s
tu
d
en
ts
co
m
p
ar
ed
to
s
tate
s
ch
o
o
ls
to
talin
g
8
3
s
tu
d
en
ts
.
T
h
e
r
esu
lts
o
f
in
ter
v
iews
wit
h
2
6
r
esp
o
n
d
en
ts
co
n
s
is
tin
g
o
f
teac
h
er
s
an
d
r
ep
r
esen
tativ
es
o
f
th
e
cu
r
r
icu
lu
m
wer
e
an
al
y
ze
d
u
s
in
g
a
q
u
alitativ
e
ap
p
r
o
ac
h
with
th
e
ta
b
u
latio
n
a
n
d
r
e
d
u
ctio
n
m
eth
o
d
s
[
2
9
]
.
T
h
e
re
s
u
lts
o
f
d
ata
r
ed
u
ctio
n
ar
e:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
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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
202
1
:
7
2
0
-
7
2
7
724
a.
C
u
r
r
icu
lu
m
u
s
ed
b
y
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ch
o
o
ls
T
h
er
e
wer
e
2
2
r
esp
o
n
d
en
ts
an
s
wer
ed
u
s
in
g
th
e
2
0
1
3
c
u
r
r
icu
lu
m
an
d
f
o
u
r
r
esp
o
n
d
en
ts
an
s
wer
ed
co
m
in
g
f
r
o
m
two
s
tate
h
ig
h
s
ch
o
o
ls
s
till
u
s
in
g
th
e
2
0
1
3
cu
r
r
icu
lu
m
an
d
Sch
o
o
l
-
b
ased
C
u
r
r
icu
lu
m
.
C
lass
X
an
d
XI
h
av
e
u
s
ed
t
h
e
2
0
1
3
cu
r
r
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lu
m
b
u
t
class
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is
s
till
a
Sch
o
o
l
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ased
C
u
r
r
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lu
m
.
T
h
is
is
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ec
au
s
e
class
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I
h
as
u
s
ed
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e
Sch
o
o
l
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b
ase
d
C
u
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s
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ce
th
e
b
eg
i
n
n
in
g
o
f
class
X.
Asi
d
e
f
r
o
m
th
is
,
th
e
u
s
e
o
f
two
cu
r
r
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lu
m
s
is
ca
u
s
ed
b
y
th
e
t
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ch
er
'
s
in
ad
eq
u
ac
y
in
u
s
in
g
t
h
e
2
0
1
3
cu
r
r
icu
l
u
m
an
d
th
e
li
m
ited
f
ac
ilit
ies
al
s
o
in
f
r
astru
ctu
r
e.
T
h
e
2
0
1
3
cu
r
r
icu
lu
m
was
u
s
ed
in
1
2
d
if
f
er
en
t
s
ch
o
o
ls
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T
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er
e
ar
e
eig
h
t
s
ch
o
o
ls
u
s
ed
2
0
1
3
r
ev
is
ed
2
0
1
6
cu
r
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lu
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an
d
f
o
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r
s
ch
o
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ls
u
s
ed
th
e
2
0
1
8
r
ev
is
ed
cu
r
r
icu
lu
m
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T
h
e
r
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lts
o
f
o
b
s
er
v
atio
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s
s
h
o
wed
th
at
1
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s
ch
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p
l
em
en
t
th
e
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u
h
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p
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f
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r
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s
lim
s
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ch
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ca
tio
n
al
Sch
o
o
l
alr
ea
d
y
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as
a
b
u
s
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n
it,
teac
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a
r
e
cl
o
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e
to
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ts
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n
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s
ar
e
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er
y
d
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cip
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in
d
r
ess
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d
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ce
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h
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em
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e
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ates
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h
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b.
C
u
r
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lu
m
d
e
v
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p
m
e
n
t p
r
in
cip
les
T
h
er
e
ar
e
2
4
r
esp
o
n
d
en
ts
f
r
o
m
1
2
s
ch
o
o
ls
r
esp
o
n
d
ed
t
o
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
an
d
C
u
ltu
r
e
o
r
f
o
llo
wed
th
e
g
o
v
er
n
m
en
t
th
r
o
u
g
h
t
h
e
I
n
d
o
n
esian
Na
tio
n
al
W
o
r
k
C
o
m
p
eten
cy
Stan
d
ar
d
.
T
h
e
r
e
ar
e
two
s
ch
o
o
ls
wh
ich
ar
e
v
o
ca
tio
n
al
s
ch
o
o
ls
an
s
wer
ed
f
o
llo
win
g
th
e
d
ev
elo
p
m
e
n
t
o
f
th
e
in
d
u
s
tr
ial
wo
r
ld
.
T
h
e
o
b
s
tacle
th
at
ar
is
es
is
th
at
tea
ch
er
s
d
o
n
o
t
u
n
d
er
s
tan
d
h
o
w
to
d
ev
elo
p
a
cu
r
r
ic
u
lu
m
.
T
h
e
2
0
1
3
cu
r
r
icu
lu
m
is
alwa
y
s
b
ein
g
r
ev
is
ed
,
a
n
d
m
o
s
t
teac
h
er
s
d
o
n
o
t
u
n
d
e
r
s
tan
d
th
e
cu
r
r
ic
u
lu
m
d
e
v
elo
p
m
e
n
t.
T
ea
ch
er
s
o
n
ly
g
et
s
o
cializa
tio
n
f
r
o
m
th
e
g
o
v
er
n
m
en
t r
eg
ar
d
in
g
t
h
e
2
0
1
3
c
u
r
r
i
cu
lu
m
-
b
ased
lear
n
in
g
m
ec
h
an
i
s
m
.
c.
C
u
r
r
icu
lu
m
d
r
af
tin
g
team
Sen
io
r
h
ig
h
s
ch
o
o
ls
in
v
o
lv
e
p
r
in
cip
als,
cu
r
r
ic
u
lu
m
s
taf
f
,
an
d
r
ep
r
esen
tativ
es’
teac
h
er
s
in
cu
r
r
icu
lu
m
p
r
ep
ar
atio
n
.
Vo
ca
tio
n
al
h
ig
h
s
ch
o
o
ls
in
v
o
lv
e
p
r
in
cip
als,
c
u
r
r
icu
lu
m
s
taf
f
,
r
ep
r
esen
tativ
es
’
teac
h
er
s
,
h
ea
d
s
o
f
d
ep
ar
tm
en
ts
,
an
d
s
u
p
e
r
v
is
o
r
s
in
th
e
p
r
ep
ar
atio
n
o
f
th
e
cu
r
r
ic
u
lu
m
.
T
h
e
cu
r
r
icu
lu
m
p
r
ep
ar
a
tio
n
team
m
em
b
er
s
ar
e
th
e
s
am
e
f
o
r
b
o
th
p
u
b
lic
a
n
d
p
r
iv
ate
s
ch
o
o
ls
.
T
h
e
o
b
s
tacle
s
th
at
ar
is
e
in
th
e
team
ar
e
th
e
u
n
p
r
ep
ar
e
d
n
ess
o
f
teac
h
er
s
i
n
f
ac
in
g
th
e
2
0
1
3
cu
r
r
icu
l
u
m
wh
ic
h
is
alwa
y
s
c
h
an
g
in
g
in
H
u
m
an
R
eso
u
r
ce
s
an
d
I
n
f
r
astru
ctu
r
e.
T
h
e
Sch
o
o
l
-
b
ased
C
u
r
r
icu
lu
m
h
as
n
o
t
b
ee
n
c
o
m
p
leted
y
et
b
y
th
e
g
o
v
er
n
m
e
n
t
an
d
it
u
p
d
ated
to
th
e
2
0
1
3
C
u
r
r
icu
lu
m
.
T
h
e
2
0
1
3
c
u
r
r
ic
u
lu
m
h
as
n
o
t
y
et
b
ee
n
co
m
p
leted
,
th
e
u
n
d
er
s
tan
d
in
g
in
t
h
e
im
p
lem
e
n
tatio
n
p
r
o
ce
s
s
h
as
b
ee
n
r
ev
is
ed
ag
ain
to
th
e
2
0
1
3
r
ev
is
ed
C
u
r
r
icu
lu
m
.
W
h
ile
it
co
n
s
tr
ain
ts
o
n
f
ac
ilit
ies
an
d
in
f
r
astru
ctu
r
e
f
o
r
lear
n
in
g
e
q
u
ip
m
en
t
s
u
ch
as
p
r
o
jecto
r
s
,
cla
s
s
es,
al
s
o
lab
s
wh
ich
s
till
n
ee
d
to
b
e
a
d
d
ed
an
d
eq
u
ip
p
e
d
.
d.
L
ea
r
n
in
g
m
eth
o
d
s
u
s
ed
in
s
ch
o
o
l
T
h
e
h
ig
h
s
ch
o
o
l
u
s
es
d
is
cu
s
s
io
n
lear
n
in
g
m
eth
o
d
s
,
ex
p
er
im
en
ts
,
p
r
esen
tatio
n
s
,
p
r
o
b
lem
-
b
ased
lear
n
in
g
,
lectu
r
e
m
eth
o
d
s
,
in
q
u
ir
y
lear
n
in
g
,
d
is
co
v
e
r
y
lear
n
i
n
g
,
a
n
d
a
s
cien
tific
ap
p
r
o
ac
h
.
W
h
er
ea
s
v
o
ca
tio
n
al
s
ch
o
o
ls
u
s
in
g
p
r
o
ject
-
b
ased
lear
n
in
g
m
eth
o
d
s
,
p
r
esen
tatio
n
s
,
p
r
o
b
lem
-
b
ased
lear
n
in
g
,
lectu
r
e
m
eth
o
d
s
,
p
r
ac
tice,
in
q
u
i
r
y
lear
n
i
n
g
,
a
n
d
d
is
co
v
er
y
lear
n
in
g
.
B
ased
o
n
th
e
r
esu
lts
o
f
t
h
e
o
b
s
er
v
atio
n
wh
ich
it
ca
n
b
e
n
o
te
d
t
h
at
alm
o
s
t
all
h
ig
h
s
ch
o
o
ls
s
till
u
s
e
th
e
lectu
r
e
a
n
d
d
i
s
cu
s
s
io
n
m
eth
o
d
s
as
th
e
m
ain
m
eth
o
d
o
f
lear
n
in
g
an
d
in
f
u
s
e
it
with
ex
p
er
im
en
tatio
n
,
p
r
esen
tatio
n
,
o
r
p
r
o
b
le
m
-
b
ased
lear
n
in
g
m
eth
o
d
s
.
T
h
e
teac
h
er
wh
o
u
s
es
th
e
d
is
cu
s
s
io
n
m
eth
o
d
in
teac
h
in
g
b
eg
in
s
with
th
e
s
tu
d
en
t's
p
r
esen
tatio
n
th
en
th
e
s
tu
d
en
t
is
lef
t
o
n
a
lo
n
g
d
is
cu
s
s
io
n
with
o
u
t
g
iv
i
n
g
d
ir
e
ctio
n
an
d
ex
p
lan
atio
n
o
f
t
h
e
i
n
-
d
ep
th
m
ater
ial.
C
o
n
s
eq
u
en
tl
y
,
it
lo
o
k
s
s
tu
d
en
ts
ar
e
s
till
co
n
f
u
s
ed
ab
o
u
t
u
n
d
er
s
tan
d
in
g
th
e
m
ater
ial.
W
h
er
ea
s
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
l
s
h
av
e
u
s
ed
m
o
r
e
p
r
o
b
lem
-
b
ased
lear
n
i
n
g
an
d
e
x
p
er
im
en
t m
et
h
o
d
s
.
e.
C
u
r
r
icu
lu
m
co
n
ten
t
Hig
h
s
ch
o
o
ls
h
av
e
th
e
f
o
llo
win
g
cu
r
r
icu
l
u
m
s
tr
u
ctu
r
e:
g
en
er
al
s
u
b
jects,
s
p
ec
ializatio
n
s
u
b
jects,
cr
o
s
s
in
ter
ests
,
an
d
lo
ca
l
co
n
te
n
t.
T
h
e
v
o
ca
tio
n
al
h
i
g
h
s
ch
o
o
l
h
as
th
e
f
o
llo
win
g
cu
r
r
icu
lu
m
s
tr
u
ctu
r
e:
n
at
io
n
al
s
u
b
jects,
r
eg
io
n
al
s
u
b
jects,
p
r
o
d
u
ctiv
e
s
u
b
jects with
th
e
b
asic f
ield
s
o
f
ex
p
er
tis
e
C
1
,
C
2
,
an
d
C
3
.
T
h
e
an
al
y
s
is
s
tar
ted
with
th
e
an
s
wer
f
r
o
m
q
u
esti
o
n
n
u
m
b
er
o
n
e
wh
er
e
t
h
e
r
esp
o
n
d
en
t
s
h
o
wed
th
at
th
e
s
tu
d
en
ts
’
m
ajo
r
ity
(
8
1
.
9
0
%)
u
n
d
e
r
s
to
o
d
th
e
m
ate
r
ial
wh
ich
teac
h
e
s
b
y
th
e
teac
h
er
s
.
I
n
a
g
lace
,
th
is
s
itu
atio
n
lo
o
k
s
g
o
o
d
b
u
t
th
e
lear
n
in
g
p
u
r
p
o
s
e
ac
h
iev
em
en
t
ca
n
n
o
t
o
n
ly
b
e
s
ee
n
f
r
o
m
le
ar
n
in
g
o
u
tco
m
e
[
3
3
]
.
T
h
e
lear
n
in
g
p
r
o
ce
s
s
is
also
o
n
e
o
f
th
e
im
p
o
r
tan
t
asp
ec
ts
of
th
e
ac
h
iev
em
en
t
o
f
ed
u
ca
t
io
n
p
u
r
p
o
s
es
[
3
4
]
.
On
e
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
co
m
p
o
n
en
t
s
wh
ich
h
as to
b
e
p
aid
atten
tio
n
to
is
th
e
teac
h
e
r
s
’
teac
h
in
g
m
eth
o
d
in
th
e
class
.
T
h
e
an
s
wer
f
r
o
m
q
u
esti
o
n
n
u
m
b
er
two
th
at
is
r
esp
o
n
d
en
ts
s
h
o
wed
teac
h
er
s
’
m
eth
o
d
s
i
n
teac
h
in
g
wer
e
n
o
t
in
ter
esti
n
g
.
B
ased
o
n
th
e
in
ter
v
iew
with
th
e
s
tu
d
en
ts
,
th
e
r
esear
ch
er
s
f
o
u
n
d
o
u
t
th
at
in
teac
h
i
n
g
teac
h
er
s
o
n
ly
g
a
v
e
s
tu
d
en
ts
t
ask
s
to
d
r
af
t
p
ap
e
r
in
g
r
o
u
p
s
an
d
th
en
e
x
p
lain
ed
in
f
r
o
n
t
o
f
th
e
class
.
T
h
e
p
h
en
o
m
en
o
n
th
at
o
cc
u
r
s
wh
ile
p
a
r
ticip
an
t
o
b
s
er
v
atio
n
is
t
h
at
th
e
teac
h
er
u
s
es
th
e
s
tu
d
e
n
t
ce
n
ter
ap
p
r
o
ac
h
wh
en
th
e
teac
h
er
leav
es
s
tu
d
e
n
ts
f
r
ee
to
d
is
cu
s
s
.
I
n
t
h
e
lear
n
in
g
p
r
o
ce
s
s
,
esp
ec
ially
in
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
ar
e
allo
wed
t
o
e
n
g
ag
e
in
l
o
n
g
d
is
cu
s
s
io
n
s
th
at
d
o
n
o
t
e
n
d
.
W
h
en
r
ef
e
r
r
i
n
g
to
th
e
c
o
n
ce
p
t
o
f
t
h
e
2
0
1
3
cu
r
r
icu
lu
m
s
tu
d
en
t
ce
n
ter
,
th
e
teac
h
er
as
a
f
ac
ilit
ato
r
m
u
s
t
b
e
cr
ea
tiv
e
in
g
u
id
i
n
g
s
tu
d
e
n
t
s
to
b
e
in
th
e
r
ig
h
t
f
lo
w
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Ma
n
y
teac
h
er
s
ar
e
s
till
af
r
aid
t
o
b
e
cr
ea
tiv
e
an
d
in
n
o
v
ativ
e
in
teac
h
in
g
ac
tiv
ities
an
d
d
o
n
'
t
m
o
v
e
o
u
t
of
th
e
p
r
e
s
cr
ib
ed
cu
r
r
ic
u
la.
A
cu
r
r
icu
lu
m
is
s
till
s
ee
n
as
a
s
u
b
ject
m
atter
to
b
e
c
o
m
p
leted
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
I
mp
r
o
ve
men
t o
f te
a
ch
er’s p
r
o
f
ess
io
n
a
l c
o
mp
eten
cy
in
s
tr
en
g
th
en
in
g
lea
r
n
in
g
…
(
Hen
d
r
o
P
r
a
s
etyo
n
o
)
725
in
ea
ch
ac
ad
em
ic
s
ess
io
n
[
3
5
]
.
Ma
s
ter
y
o
f
d
iv
er
s
e
lear
n
in
g
m
eth
o
d
s
in
ad
d
itio
n
to
in
cr
ea
s
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
teac
h
in
g
ca
n
a
ls
o
elim
in
ate
th
e
b
o
r
e
d
o
m
e
x
p
er
ien
ce
d
b
y
s
tu
d
en
ts
d
u
r
in
g
le
ar
n
in
g
.
T
h
e
an
s
wer
to
q
u
esti
o
n
n
u
m
b
er
th
r
ee
s
h
o
wed
th
at
teac
h
er
s
h
av
e
g
i
v
en
t
h
eir
s
tu
d
en
ts
o
p
p
o
r
tu
n
it
ies
to
q
u
esti
o
n
,
o
b
s
er
v
e,
an
d
g
iv
e
an
o
p
in
io
n
.
I
t
m
ea
n
s
th
at
teac
h
er
s
in
teac
h
in
g
h
av
e
s
h
o
wn
in
n
o
v
ativ
e
b
eh
av
i
o
r
to
in
cr
ea
s
e
th
e
s
tu
d
en
ts
’
cr
ea
tiv
it
y
an
d
s
elf
-
co
n
f
id
en
ce
[
3
6
]
.
T
e
ac
h
er
s
’
in
n
o
v
ativ
e
b
eh
av
i
o
r
i
n
teac
h
in
g
,
o
n
e
o
f
it
o
f
ten
s
h
ar
es
th
eir
k
n
o
wled
g
e
with
th
eir
f
ello
w
teac
h
er
s
,
e
v
en
th
o
u
g
h
th
e
in
ter
v
iew
r
es
u
lt
with
th
e
s
ch
o
o
l
p
r
in
cip
als
an
d
teac
h
er
s
also
p
a
r
ticip
an
ts
o
b
s
er
v
atio
n
n
ar
r
o
w
ed
th
at
m
o
s
t
o
f
th
e
teac
h
er
s
ar
e
n
o
t
ab
le
to
m
o
v
e
f
r
o
m
th
e
c
o
n
v
e
n
tio
n
al
m
et
h
o
d
wh
en
u
s
in
g
th
e
p
r
ev
i
o
u
s
cu
r
r
icu
lu
m
(
s
ch
o
o
l
-
b
ase
d
cu
r
r
icu
lu
m
an
d
co
m
p
eten
cy
-
b
ased
c
u
r
r
icu
l
u
m
)
.
T
h
is
lear
n
in
g
m
eth
o
d
is
ca
l
led
th
e
d
is
cu
s
s
io
n
lear
n
in
g
m
eth
o
d
.
T
h
e
s
u
cc
ess
o
f
th
is
m
eth
o
d
m
u
s
t
b
e
ac
co
m
p
an
ied
by
th
e
teac
h
er
'
s
r
o
le
as
a
f
a
c
ilit
ato
r
in
th
e
class
[
3
7
]
.
T
h
e
teac
h
er
m
u
s
t
b
e
ac
tiv
e
as
a
“
r
ef
er
e
e”
in
th
e
lear
n
in
g
p
r
o
ce
s
s
if
th
e
d
is
cu
s
s
io
n
is
o
u
t
o
f
d
ir
ec
tio
n
.
T
h
e
in
ter
v
iew
r
esu
lts
s
h
o
wed
th
at
th
e
teac
h
er
s
alr
ea
d
y
k
n
ew
if
th
e
y
t
au
g
h
t
with
th
e
2
0
1
3
cu
r
r
ic
u
lu
m
,
th
e
y
m
u
s
t
u
s
e
th
ese
ap
p
r
o
ac
h
es
an
d
m
eth
o
d
s
.
Ho
wev
er
,
th
ey
wer
e
lack
in
g
o
r
n
o
t
m
aster
in
g
th
e
m
eth
o
d
s
s
o
th
ey
s
till
u
s
ed
th
e
lectu
r
e
an
d
p
r
esen
tatio
n
m
et
h
o
d
s
.
B
esid
es
,
th
er
e
ar
e
s
til
l
t
wo
s
c
hool
s
u
s
in
g
two
cu
r
r
icu
l
a
,
b
u
t
th
eir
teac
h
in
g
s
ty
le
is
s
til
l
r
ef
er
r
ed
to
in
th
e
p
r
ev
io
u
s
cu
r
r
icu
lu
m
.
T
h
is
was
s
u
p
p
o
r
ted
b
y
th
e
r
esu
lts
f
r
o
m
th
e
f
if
th
s
tatem
en
t
q
u
esti
o
n
n
air
e
s
u
m
m
ar
y
wh
ic
h
co
n
tai
n
ed
t
h
e
m
ajo
r
ity
o
f
r
esp
o
n
d
en
ts
ch
o
o
s
e
th
e
teac
h
e
r
s
’
u
s
in
g
o
n
ly
two
lear
n
in
g
m
eth
o
d
s
an
d
th
e
teac
h
er
u
s
in
g
f
o
u
r
lear
n
in
g
m
et
h
o
d
s
is
th
e
s
m
allest
am
o
u
n
t.
T
h
i
s
is
o
f
co
u
r
s
e
v
er
y
d
if
f
er
en
t
f
r
o
m
t
h
e
p
u
r
p
o
s
e
o
f
th
e
2
0
1
3
cu
r
r
icu
lu
m
w
h
ich
em
p
h
asized
cr
ea
tiv
ity
a
n
d
in
n
o
v
atio
n
.
C
r
ea
tiv
ity
an
d
in
n
o
v
atio
n
ar
e
n
ee
d
ed
to
a
ch
iev
e
th
e
lear
n
i
n
g
p
u
r
p
o
s
es in
th
is
er
a.
[
3
8
]
.
T
h
e
an
s
wer
s
in
q
u
esti
o
n
n
u
m
b
er
4
a
r
e
th
e
way
teac
h
er
s
g
iv
e
task
s
to
t
h
eir
s
tu
d
e
n
ts
is
ea
s
y
to
u
n
d
er
s
tan
d
.
T
h
is
m
ea
n
s
th
at
teac
h
er
s
q
u
ite
a
s
u
cc
ess
in
co
m
m
u
n
icat
in
g
th
e
lear
n
in
g
m
ater
ial,
task
s
,
an
d
en
co
u
r
a
g
e
th
e
s
tu
d
en
ts
to
b
e
ac
tiv
e
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
m
ajo
r
ity
o
f
th
e
r
esp
o
n
d
en
ts
s
aid
th
at
teac
h
er
s
in
teac
h
in
g
u
s
ed
th
e
s
tu
d
en
t
ce
n
ter
ap
p
r
o
ac
h
b
ec
au
s
e
it
is
n
o
t
ea
s
y
[
3
9
]
.
On
e
o
f
th
e
f
ac
to
r
s
ca
u
s
in
g
th
is
to
h
ap
p
en
is
th
at
teac
h
er
s
ar
e
n
o
t
ab
le
to
cr
ea
te
a
s
tu
d
en
t
-
ce
n
ter
ed
en
v
ir
o
n
m
e
n
t
[
4
0
]
.
I
n
t
h
e
s
tu
d
en
t
-
ce
n
ter
e
d
en
v
ir
o
n
m
en
t,
teac
h
er
s
p
r
o
v
id
e
th
e
lear
n
in
g
o
p
p
o
r
tu
n
ity
(
e
.
g
.
is
s
u
es,
ca
s
e
s
,
o
r
p
r
o
b
lem
s
)
,
an
d
th
en
f
ac
ilit
ate
lear
n
in
g
,
wh
ile
s
tu
d
e
n
ts
d
eter
m
in
e
th
e
en
g
a
g
em
en
t
a
n
d
p
r
o
d
u
ctio
n
n
atu
r
e
o
f
lear
n
in
g
o
u
tco
m
es,
af
ter
th
at
,
th
ey
f
o
r
m
u
late
p
lan
s
an
d
ca
r
r
y
o
u
t
th
o
s
e
p
lan
s
in
d
ev
elo
p
i
n
g
p
r
o
d
u
cts
an
d
o
u
tp
u
ts
[
4
1
]
.
Ho
wev
er
,
th
e
n
ee
d
also
ex
is
ts
to
en
h
an
ce
teac
h
er
s
'
ab
ilit
ie
s
to
im
p
lem
en
t
lear
n
er
-
ce
n
ter
e
d
ed
u
ca
tio
n
p
h
ilo
s
o
p
h
y
in
th
e
class
r
o
o
m
.
T
h
e
an
s
wer
s
in
q
u
esti
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n
u
m
b
er
5
f
r
o
m
t
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e
m
ajo
r
ity
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esp
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en
th
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g
h
all
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av
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u
s
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th
e
2
0
1
3
C
u
r
r
icu
lu
m
,
th
e
im
p
lem
e
n
tatio
n
n
ee
d
s
to
b
e
a
n
aly
ze
d
in
s
ch
o
o
l
s
.
T
h
e
c
u
r
r
icu
l
u
m
im
p
lem
en
tatio
n
f
o
r
m
in
s
ch
o
o
ls
is
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
in
th
e
class
[
4
2
]
.
T
ea
ch
er
s
wh
o
u
s
e
th
e
cu
r
r
icu
lu
m
as
a
g
u
i
d
e
will
p
r
o
d
u
ce
g
o
o
d
s
tu
d
e
n
ts
’
u
n
d
er
s
t
an
d
in
g
lev
el
s
.
T
h
e
teac
h
i
n
g
s
ty
le
f
ac
to
r
an
d
th
e
in
s
tr
u
ctio
n
al
m
ed
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c
h
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ice
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e
co
m
e
o
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e
o
f
t
h
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f
lu
en
tial
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ac
to
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s
in
th
e
lev
el
o
f
s
tu
d
e
n
ts
'
u
n
d
er
s
tan
d
in
g
o
f
lear
n
in
g
[
4
3
]
.
T
h
e
cu
r
r
icu
lu
m
is
s
ee
n
with
g
r
ea
t
s
ig
n
if
ican
ce
b
y
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h
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in
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y
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ca
tio
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tem
as
i
t
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ten
s
er
v
es
as
a
r
u
le
b
o
o
k
f
o
r
teac
h
er
s
[
3
5
]
.
E
v
en
t
h
o
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g
h
th
er
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is
a
lear
n
in
g
m
eth
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th
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o
p
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with
2
0
1
3
cu
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ch
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r
o
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ased
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tice,
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y
lear
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in
g
,
a
n
d
d
is
co
v
e
r
y
lear
n
in
g
[
4
4
]
–
[
4
6
]
.
An
o
th
er
m
o
r
e
s
p
ec
if
ic
f
in
d
in
g
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th
at
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e
r
e
ar
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q
u
ite
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s
e
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al
teac
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w
h
o
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n
o
t
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aster
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lear
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in
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m
eth
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ter
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ak
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ch
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io
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a
g
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s
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ed
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e
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ch
liter
atu
r
e
c
o
n
ce
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g
wh
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to
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at
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t
th
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i
n
f
lu
e
n
ce
th
e
u
s
e
o
f
I
C
T
in
th
e
class
[
4
7
]
.
R
esear
ch
h
a
s
s
h
o
wn
th
at
n
o
w
a
d
ay
s
s
tu
d
e
n
ts
ar
e
tech
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h
ile
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h
ey
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e
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id
eo
g
am
es
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d
ca
n
'
t
p
u
t
d
o
wn
th
ei
r
s
m
ar
tp
h
o
n
es,
iPo
d
s
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o
r
s
o
cial
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etwo
r
k
s
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C
o
n
s
eq
u
en
tly
,
it
is
n
ec
ess
ar
y
to
im
p
r
o
v
e
th
e
teac
h
er
’
s
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
in
u
s
in
g
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n
in
g
r
e
s
o
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r
ce
s
an
d
lear
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g
m
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d
s
to
im
p
r
o
v
e
th
e
im
p
lem
en
tatio
n
q
u
ality
o
f
th
e
2
0
1
3
c
u
r
r
ic
u
lu
m
.
4.
CO
NCLU
SI
O
N
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
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th
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cu
r
r
icu
lu
m
im
p
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tatio
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I
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d
o
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m
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e
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a
cu
r
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u
lu
m
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alis
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ar
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co
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ased
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en
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o
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g
h
th
e
2
0
1
3
c
u
r
r
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l
u
m
h
as
b
ee
n
leg
alize
d
f
o
r
a
l
o
n
g
tim
e
to
b
e
u
s
ed
in
s
ch
o
o
l
s
.
T
h
e
ca
u
s
e
o
f
th
e
2
0
1
3
cu
r
r
icu
lu
m
's
in
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
at
th
e
s
en
i
o
r
an
d
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
ls
in
I
n
d
o
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is
t
h
e
teac
h
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s
'
p
r
o
f
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al
co
m
p
et
en
cy
wh
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m
u
s
t
b
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im
p
r
o
v
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d
.
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ese
f
in
d
in
g
s
o
cc
u
r
to
th
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teac
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in
s
en
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o
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d
v
o
ca
tio
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ig
h
s
ch
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ls
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h
o
wer
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tak
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n
as a
s
am
p
le
f
r
o
m
th
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esear
ch
lo
ca
ti
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t
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aster
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p
r
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ased
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ased
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lectu
r
e
m
eth
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d
s
,
p
r
ac
tice,
in
q
u
ir
y
lear
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v
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r
n
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with
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tific
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p
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f
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l
im
p
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2
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1
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cu
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at
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cr
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m
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b
y
th
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teac
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r
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ab
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to
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tili
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teac
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s’
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f
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co
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p
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en
ce
.
RE
F
E
R
E
NC
E
S
[1
]
S
.
L.
Zo
r
lu
o
ğ
l
u
,
T.
Er
g
a
z
i,
a
n
d
Ş
.
Ese
r,
“
Lea
rn
in
g
P
ro
b
a
b
il
i
t
y
o
f
4
t
h
G
ra
d
e
S
c
ien
c
e
Cu
rric
u
lu
m
Lea
rn
in
g
Ou
tco
m
e
s Am
o
n
g
Vis
u
a
ll
y
Im
p
a
ired
S
tu
d
e
n
ts,”
I
n
t.
J
.
Eva
l.
Res
.
E
d
u
c
.
(IJ
ER
E)
,
v
o
l.
8
,
n
o
.
3
,
p
p
.
417
–
4
2
4
,
2
0
1
9
.
[2
]
M
.
S
.
Ch
iu
a
n
d
D.
Wh
it
e
b
re
a
d
,
“
Taiwa
n
e
se
Tea
c
h
e
rs’
Im
p
lem
e
n
tatio
n
o
f
A
Ne
w
‘Co
n
str
u
c
ti
v
is
t
M
a
th
e
m
a
ti
c
s
Cu
rricu
l
u
m
’:
Ho
w
Co
g
n
it
iv
e
a
n
d
Affe
c
ti
v
e
Iss
u
e
s
a
re
Ad
d
re
ss
e
d
,
”
In
t.
J
.
Ed
u
c
.
De
v
.
,
v
o
l.
3
1
,
n
o
.
2
,
p
p
.
1
9
6
–
2
0
6
,
2
0
1
1
.
[3
]
Y.
Kirk
g
ö
z
,
“
A
Ca
se
S
tu
d
y
o
f
Te
a
c
h
e
rs’
Im
p
lem
e
n
tatio
n
o
f
Cu
rric
u
lu
m
I
n
n
o
v
a
ti
o
n
i
n
E
n
g
li
sh
Lan
g
u
a
g
e
Tea
c
h
in
g
in
T
u
rk
is
h
P
rima
ry
Ed
u
c
a
ti
o
n
,
”
T
e
a
c
h
.
T
e
a
c
h
.
E
d
u
c
.
,
v
o
l.
2
4
,
n
o
.
7
,
p
p
.
1
8
5
9
–
1
8
7
5
,
2
0
0
8
.
[4
]
N.
D.
Us
ta,
Z.
Ce
n
g
,
F
.
Ka
sli,
a
n
d
A.
Ay
a
s,
“
Ev
a
lu
a
ti
o
n
o
f
Im
p
lem
e
n
tatio
n
o
f
C
o
m
p
o
u
n
d
s Un
it
a
t
9
t
h
G
ra
d
e
in
Th
e
Ne
w Ch
e
m
istry
Cu
rricu
l
u
m
,
”
Pro
c
e
d
ia
-
S
o
c
.
Be
h
a
v
.
S
c
i.
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
2
3
5
9
–
2
3
6
2
,
2
0
0
9
.
[5
]
L.
D.
V
.
R
u
b
e
n
ste
i
n
,
L
.
M
.
Ri
d
g
l
e
y
,
G
.
L.
Ca
ll
a
n
,
S
.
Ka
ra
m
i,
a
n
d
J
.
Eh
li
n
g
e
r,
“
Ho
w
Tea
c
h
e
rs
P
e
rc
e
iv
e
F
a
c
to
rs t
h
a
t
In
flu
e
n
c
e
Cre
a
ti
v
it
y
De
v
e
lo
p
m
e
n
t:
Ap
p
l
y
in
g
a
S
o
c
ial
Co
g
n
it
iv
e
T
h
e
o
ry
P
e
rsp
e
c
ti
v
e
,
”
T
e
a
c
h
.
T
e
a
c
h
.
Ed
u
c
.
,
v
o
l
.
7
0
,
p
p
.
1
0
0
–
1
1
0
,
2
0
1
8
.
[6
]
H.
P
ra
se
ty
o
n
o
,
A.
Ab
d
i
ll
a
h
,
T.
A
n
it
a
,
A.
Nu
rfa
rk
h
a
n
a
,
a
n
d
A.
S
e
f
u
d
i
n
,
“
Id
e
n
ti
f
ica
ti
o
n
o
f
th
e
De
c
li
n
e
in
Lea
rn
in
g
Ou
tco
m
e
s
in
S
tatisti
c
s
Co
u
rse
s
Us
in
g
t
h
e
Ch
i
-
S
q
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re
d
A
u
to
m
a
ti
c
In
tera
c
ti
o
n
De
tec
ti
o
n
M
e
th
o
d
,
”
J
.
Ph
y
s.
Co
n
f
.
S
e
r.
,
v
o
l.
1
4
9
0
,
p
p
.
1
–
9
,
2
0
2
0
.
[7
]
A
.
D
.
S
.
Kriss
a
n
d
i
a
n
d
Ru
sm
a
wa
n
,
“
Co
n
stra
in
ts
fo
r
P
r
ima
ry
S
c
h
o
o
l
Tea
c
h
e
rs
in
Im
p
lem
e
n
ti
n
g
Th
e
2
0
1
3
Cu
rricu
l
u
m
,
”
Ca
k
ra
w
a
la
Pe
n
d
i
d
i
k
.
,
v
o
l.
3
4
,
n
o
.
3
,
p
p
.
4
5
7
–
4
6
7
,
2
0
1
5
.
[8
]
Y.
Na
tsir,
Y.
Q
.
Y
u
su
f,
a
n
d
U.
F
.
Na
su
ti
o
n
,
“
Th
e
Rise
a
n
d
F
a
ll
o
f
C
u
rricu
l
u
m
2
0
1
3
:
I
n
sig
h
ts
o
n
th
e
Atti
tu
d
e
As
se
ss
m
e
n
t
fro
m
P
ra
c
ti
c
in
g
Tea
c
h
e
rs,”
S
HS
W
e
b
C
o
n
f
.
,
v
o
l
.
4
2
,
p
.
0
0
0
1
0
,
2
0
1
8
.
[9
]
W.
M
a
b
a
a
n
d
I.
B.
N.
M
a
n
tr
a
,
“
Th
e
P
rima
ry
S
c
h
o
o
l
Tea
c
h
e
rs’
Co
m
p
e
ten
c
e
in
Im
p
lem
e
n
t
in
g
Th
e
2
0
1
3
Cu
rricu
l
u
m
,
”
S
HS
W
e
b
C
o
n
f.
,
v
o
l
.
4
2
,
n
o
.
3
5
,
p
p
.
1
–
7
,
2
0
1
8
.
[1
0
]
Y.
No
ra
,
“
Lea
rn
in
g
o
f
S
o
c
ial
S
t
u
d
ies
in
El
e
m
e
n
tary
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c
h
o
o
l
a
s
a
M
e
d
iu
m
to
S
tren
g
th
e
n
M
u
lt
ic
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lt
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ra
l
Ed
u
c
a
ti
o
n
i
n
Th
e
Cu
rric
u
lu
m
Era
2
0
1
3
,
”
S
HS
W
e
b
Co
n
f.
,
v
o
l.
4
2
,
n
o
.
9
4
,
p
p
.
1
–
7
,
2
0
1
8
.
[1
1
]
I.
S
.
Na
y
d
e
n
o
v
a
a
n
d
N.
N.
Na
y
d
e
n
o
v
a
,
“
Tea
c
h
e
r’s
El
e
c
tro
n
ic
P
o
r
tfo
li
o
in
P
ro
fe
ss
io
n
a
l
S
tan
d
a
rd
o
f
Tea
c
h
e
r,
”
S
HS
W
e
b
Co
n
f.
,
v
o
l.
2
9
,
n
o
.
0
1
0
5
2
,
p
p
.
1
–
5
,
2
0
1
6
.
[1
2
]
L.
Bü
r
g
e
n
e
r
a
n
d
M
.
Ba
rt
h
,
“
S
u
st
a
in
a
b
il
it
y
C
o
m
p
e
ten
c
ies
in
Tea
c
h
e
r
Ed
u
c
a
ti
o
n
:
M
a
k
i
n
g
Tea
c
h
e
r
E
d
u
c
a
ti
o
n
C
o
u
n
t
in
E
v
e
ry
d
a
y
S
c
h
o
o
l
P
ra
c
ti
c
e
,
”
J
.
Clea
n
.
Pro
d
.
,
v
o
l.
1
7
4
,
p
p
.
8
2
1
–
8
2
6
,
2
0
1
8
.
[1
3
]
J.
To
n
d
e
u
r,
K.
Ae
sa
e
rt,
S
.
P
re
stri
d
g
e
,
a
n
d
E
.
Co
n
su
e
g
ra
,
“
A
M
u
lt
i
le
v
e
l
An
a
ly
sis
o
f
W
h
a
t
M
a
tt
e
rs
i
n
Th
e
T
ra
in
i
n
g
o
f
P
re
-
S
e
rv
ice
Tea
c
h
e
r’s ICT
C
o
m
p
e
ten
c
ies
,
”
Co
mp
u
t
.
Ed
u
c
.
,
v
o
l.
1
2
2
,
p
p
.
3
2
–
4
2
,
2
0
1
8
.
[1
4
]
M
.
S
iro
to
v
á
,
“
P
e
d
a
g
o
g
ica
l
P
ra
x
is
a
s
A
P
ro
c
e
ss
Of
De
v
e
lo
p
in
g
P
ro
fe
ss
io
n
a
l
Co
m
p
e
ten
c
ies
In
Un
i
v
e
rsity
Ed
u
c
a
ti
o
n
Of F
u
t
u
re
Tea
c
h
e
rs,”
Pro
c
e
d
ia
-
S
o
c
.
Be
h
a
v
.
S
c
i.
,
v
o
l.
2
2
8
,
p
p
.
5
2
9
–
5
3
4
,
Ju
n
.
2
0
1
6
.
[1
5
]
L.
F
ra
n
z
e
n
-
Ca
stle
,
e
t
a
l
.
,
“
De
v
e
l
o
p
m
e
n
t
o
f
t
h
e
iC
o
o
k
4
-
H
Cu
rr
icu
lu
m
fo
r
Yo
u
th
a
n
d
Ad
u
lt
s:
C
o
o
k
i
n
g
,
Eatin
g
,
a
n
d
P
lay
in
g
T
o
g
e
t
h
e
r
fo
r
C
h
il
d
h
o
o
d
Ob
e
sity
P
re
v
e
n
ti
o
n
,
”
J
.
N
u
tr.
E
d
u
c
.
Beh
a
v
.
,
v
o
l.
5
1
,
n
o
.
3
,
p
p
.
S
6
0
–
S
6
8
,
2
0
1
9
.
[1
6
]
S
.
S
y
a
h
rial
,
e
t
a
l.
,
“
Th
e
imp
a
c
t
o
f
e
tn
o
c
o
n
tr
u
c
ti
v
ism
in
so
c
ial
a
ffa
ir
s
o
n
p
e
d
a
g
o
g
ic
c
o
m
p
e
te
n
c
ies
,
”
In
t.
J
.
Eva
l.
Res
.
Ed
u
c
.
(IJ
E
RE
)
,
v
o
l
.
8
,
n
o
.
3
,
p
p
.
4
0
9
–
4
1
6
,
2
0
1
9
.
[1
7
]
E.
Ciu
c
c
i,
A.
Ba
r
o
n
c
e
ll
i,
M
.
T
o
s
e
l
li
,
a
n
d
S
.
A.
De
n
h
a
m
,
“
P
e
rso
n
a
l
a
n
d
P
r
o
fe
ss
io
n
a
l
Em
o
ti
o
n
a
l
C
h
a
ra
c
teristics
o
f
Early
Ch
il
d
h
o
o
d
Tea
c
h
e
rs
a
n
d
Th
e
ir
P
ro
n
e
n
e
ss
to
Co
m
m
u
n
ica
te
Wi
th
P
a
re
n
ts
a
n
d
C
o
ll
e
a
g
u
e
s
Ab
o
u
t
Ch
il
d
re
n
’s
Emo
ti
o
n
s,”
Ch
il
d
Y
o
u
th
C
a
re
Fo
r
u
m
,
v
o
l.
4
7
,
n
o
.
2
,
p
p
.
3
0
3
–
3
1
6
,
2
0
1
8
.
[1
8
]
S
.
H.
-
B.
Na
g
y
,
M
ixe
d
M
e
th
o
d
s R
e
se
a
rc
h
.
Ne
w Yo
rk
:
T
h
e
G
u
il
fo
rd
P
re
ss
,
2
0
1
0
.
[1
9
]
C.
R.
Emb
e
r
a
n
d
M
.
Emb
e
r,
Cro
s
s
-
c
u
lt
u
ra
l
Res
e
a
rc
h
M
e
t
h
o
d
s
,
2
n
d
e
d
.
Ne
w Yo
rk
:
Altam
ira,
2
0
0
9
.
[2
0
]
D.
S
c
o
tt
a
n
d
M
.
M
o
rriso
n
,
Ke
y
I
d
e
a
s in
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
.
Ne
w Yo
rk
:
C
o
n
t
in
u
u
m
I
n
tern
a
ti
o
n
a
l
,
2
0
0
5
.
[2
1
]
P
.
Da
tt
a
lo
,
De
ter
min
in
g
sa
mp
le si
ze
.
Ox
fo
rd
:
Ox
f
o
rd
U
n
iv
e
rsit
y
P
r
e
ss
,
2
0
0
8
.
[2
2
]
S
.
P
re
ss
e
r
,
e
t
a
l.
,
“
M
e
th
o
d
s
fo
r
Tes
ti
n
g
a
n
d
Ev
a
l
u
a
ti
n
g
S
u
rv
e
y
Qu
e
stio
n
s
,
”
Pu
b
li
c
Op
in
i
o
n
Qu
a
rte
rly
,
v
o
l.
6
8
,
n
o
.
1
,
p
p
.
1
0
9
-
1
3
0
,
2
0
0
4
.
[2
3
]
M
.
Nu
h
,
Imp
lem
e
n
ta
ti
o
n
o
f
Cu
rr
i
c
u
lu
m i
n
In
d
o
n
e
sia
.
In
d
o
n
e
sia
,
2
0
1
3
.
[2
4
]
W.
A.
F
u
ll
e
r,
S
a
m
p
li
n
g
st
a
ti
stics
.
Ne
w Je
rse
y
:
A
Jo
h
n
W
il
e
y
&
S
o
n
s,
In
c
,
2
0
0
9
.
[2
5
]
H.
P
ra
se
ty
o
n
o
,
“
G
ra
d
u
a
te
P
r
o
g
ra
m
Ev
a
lu
a
ti
o
n
i
n
th
e
Are
a
Lea
d
in
g
E
d
u
c
a
ti
o
n
a
l,
Ou
t
ly
i
n
g
a
n
d
Ba
c
k
wa
rd
,
”
J
.
E
d
u
c
.
Pra
c
t.
,
v
o
l
.
7
,
n
o
.
3
6
,
p
p
.
1
0
9
–
1
1
6
,
2
0
1
6
.
[2
6
]
M
.
G
.
Lo
d
ico
,
D.
T.
S
p
a
u
l
d
in
g
,
a
n
d
K.
H.
Vo
e
g
tl
e
,
M
e
th
o
d
s
i
n
E
d
u
c
a
t
io
n
a
l
Res
e
a
rc
h
:
Fro
m
T
h
e
o
ry
to
Pra
c
ti
c
e
.
Jo
ss
e
y
-
Ba
ss
,
2
0
0
6
.
[2
7
]
H.
P
ra
se
ty
o
n
o
,
A.
Ab
d
il
lah
,
T
.
Wi
d
iarto
,
a
n
d
H.
S
r
iy
o
n
o
,
“
Ch
a
r
a
c
ter
-
b
a
se
d
Eco
n
o
m
ic
Lea
rn
in
g
Im
p
lem
e
n
tatio
n
a
n
d
Tea
c
h
e
r’s
Re
in
fo
rc
e
m
e
n
t
o
n
S
t
u
d
e
n
t’s
Affe
c
ti
v
e
Co
m
p
e
ten
c
e
in
M
i
n
imiz
in
g
H
o
a
x
,
”
Ca
k
ra
w
a
la
Pen
d
id
ik.
,
v
o
l.
3
7
,
n
o
.
3
,
p
p
.
4
2
6
–
4
3
5
,
2
0
1
8
.
[2
8
]
L.
Co
h
e
n
,
L.
M
a
n
io
n
,
a
n
d
K.
M
o
r
riso
n
,
Res
e
a
rc
h
M
e
t
h
o
d
s i
n
Ed
u
c
a
ti
o
n
,
6
th
Ed
.
Ne
w Yo
rk
:
Ro
u
tl
e
d
g
e
,
2
0
0
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
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&
R
es E
d
u
c
I
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N:
2252
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8
8
2
2
I
mp
r
o
ve
men
t o
f te
a
ch
er’s p
r
o
f
ess
io
n
a
l c
o
mp
eten
cy
in
s
tr
en
g
th
en
in
g
lea
r
n
in
g
…
(
Hen
d
r
o
P
r
a
s
etyo
n
o
)
727
[2
9
]
A.
M
a
tt
h
e
w
B.
M
i
les
a
n
d
M
.
H
u
b
e
rm
a
n
,
Qu
a
li
t
a
ti
v
e
D
a
ta
A
n
a
lys
i
s:
An
Exp
a
n
d
e
d
S
o
u
rc
e
b
o
o
k
,
2
n
d
E
d
.
Ca
li
f
o
rn
ia:
S
AG
E
P
u
b
li
c
a
ti
o
n
s,
I
n
c
,
1
9
9
4
.
[3
0
]
K.
S
in
g
h
,
Qu
a
n
ti
ta
ti
v
e
S
o
c
ia
l
Res
e
a
rc
h
M
e
th
o
d
s
.
Lo
s
A
n
g
e
les
:
S
A
G
E
P
u
b
li
c
a
ti
o
n
s,
2
0
0
7
.
[3
1
]
G
.
Lan
c
a
ste
r,
Res
e
a
rc
h
M
e
th
o
d
s
i
n
M
a
n
a
g
e
me
n
t
.
Am
ste
rd
a
m
:
El
siv
ier,
2
0
0
5
.
[3
2
]
R.
E.
S
tak
e
,
Qu
a
li
t
a
ti
v
e
Res
e
a
rc
h
:
S
tu
d
y
in
g
Ho
w
T
h
in
g
s W
o
rk
.
Ne
w Yo
rk
:
Th
e
G
u
il
fo
r
d
P
re
ss
,
2
0
1
0
.
[3
3
]
R.
S
e
e
b
ru
c
k
,
“
Tea
c
h
e
r
Q
u
a
li
ty
a
n
d
S
tu
d
e
n
t
Ac
h
iev
e
m
e
n
t:
A
M
u
lt
il
e
v
e
l
An
a
l
y
sis
o
f
Tea
c
h
e
r
Cre
d
e
n
ti
a
li
z
a
ti
o
n
a
n
d
S
tu
d
e
n
t
Tes
t
S
c
o
re
s in
Ca
li
f
o
rn
ia
Hig
h
S
c
h
o
o
ls,”
M
c
g
il
l
S
o
c
i
o
l.
Rev
.
,
v
o
l.
5
,
n
o
.
Ju
l
y
,
p
p
.
1
–
1
8
,
2
0
1
5
.
[3
4
]
X.
Xu
a
n
,
e
t
a
l.
,
“
Re
latio
n
sh
i
p
A
m
o
n
g
S
c
h
o
o
l
S
o
c
io
e
c
o
n
o
m
ic
S
ta
tu
s,
Tea
c
h
e
r
-
S
t
u
d
e
n
t
Re
lati
o
n
sh
i
p
,
a
n
d
M
i
d
d
le
S
c
h
o
o
l
S
tu
d
e
n
ts’
Ac
a
d
e
m
ic
Ac
h
iev
e
m
e
n
t
i
n
C
h
in
a
:
Us
in
g
T
h
e
M
u
lt
i
lev
e
l
M
e
d
iatio
n
M
o
d
e
l,
”
Pl
o
s
O
n
e
J
.
,
p
p
.
1
–
1
7
,
2
0
1
9
.
[3
5
]
I.
Um
a
m
i,
“
M
o
d
e
ra
ti
n
g
I
n
fl
u
e
n
c
e
o
f
Cu
rricu
l
u
m
,
P
e
d
a
g
o
g
y
,
a
n
d
As
se
ss
m
e
n
t
P
ra
c
ti
c
e
s
o
n
Lea
rn
in
g
Ou
tco
m
e
s
in
In
d
o
n
e
sia
n
S
e
c
o
n
d
a
r
y
Ed
u
c
a
ti
o
n
,
”
J
.
S
o
c
.
S
t
u
d
.
Ed
u
c
.
Res
.
,
v
o
l
.
9
,
n
o
.
1
,
p
p
.
6
0
–
7
5
,
2
0
1
8
.
[3
6
]
J.
Na
so
n
g
k
h
la
a
n
d
S
.
S
u
ji
v
a
,
“
Tea
c
h
e
r
Co
m
p
e
ten
c
y
De
v
e
l
o
p
m
e
n
t:
Tea
c
h
in
g
wi
th
Tab
let
Tec
h
n
o
l
o
g
y
t
h
ro
u
g
h
Clas
sro
o
m
In
n
o
v
a
ti
v
e
Ac
ti
o
n
Re
se
a
rc
h
(CIAR)
Co
a
c
h
in
g
P
ro
c
e
ss
,
”
in
Pro
c
e
d
ia
-
S
o
c
ia
l
a
n
d
Beh
a
v
io
ra
l
S
c
ien
c
e
s
,
v
o
l.
1
7
4
,
p
p
.
9
9
2
–
9
9
9
,
2
0
1
5
.
[3
7
]
M
.
A.
An
d
ru
s
y
sz
y
n
,
“
Th
e
Eff
e
c
t
o
f
t
h
e
Lec
tu
re
Disc
u
ss
io
n
Tea
c
h
in
g
M
e
th
o
d
Wi
th
a
n
d
Wi
t
h
o
u
t
Au
d
i
o
-
Visu
a
l
Au
g
m
e
n
tatio
n
On
Im
m
e
d
iate
a
n
d
Re
ten
ti
o
n
Lea
rn
i
n
g
,
”
N
u
rs
e
Ed
u
c
.
T
o
d
a
y
,
v
o
l.
1
0
,
n
o
.
3
,
p
p
.
1
7
2
–
1
8
0
,
1
9
9
0
.
[3
8
]
J.
G
ra
l
e
ws
k
i,
“
Tea
c
h
e
rs’
b
e
li
e
fs
a
b
o
u
t
c
re
a
ti
v
e
stu
d
e
n
ts’
c
h
a
ra
c
teristics
:
A
q
u
a
li
tativ
e
stu
d
y
,
”
T
h
i
n
k
.
S
k
i.
Cre
a
t.
,
v
o
l.
3
1
,
n
o
.
1
,
p
p
.
1
3
8
–
1
5
5
,
2
0
1
9
.
[3
9
]
J.
Las
a
u
sk
ien
e
a
n
d
A.
Ra
u
d
u
v
a
it
e
,
“
Ex
p
re
ss
io
n
o
f
P
re
-
S
e
r
v
ice
Tea
c
h
e
rs’
Emo
ti
o
n
a
l
Co
m
p
e
t
e
n
c
y
in
T
h
e
i
r
Ed
u
c
a
ti
o
n
a
l
P
ra
c
ti
c
e
,
”
Pro
c
e
d
i
a
-
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l.
2
0
5
,
p
p
.
1
0
3
–
1
0
9
,
2
0
1
5
.
[4
0
]
K.
Ja
u
re
g
i,
R.
De
G
ra
a
ff,
a
n
d
H.
v
a
n
d
e
n
Be
rg
h
,
“
Lea
rn
in
g
b
y
d
o
i
n
g
:
P
r
o
m
o
ti
n
g
la
n
g
u
a
g
e
tea
c
h
e
r
c
o
m
p
e
ten
c
ies
fo
r
n
e
two
rk
e
d
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
,
”
Pro
c
e
d
ia
-
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l.
3
4
,
p
p
.
1
1
6
–
1
2
1
,
2
0
1
2
.
[4
1
]
N.
Zab
e
li
,
J.
A.
A
n
d
e
rso
n
,
a
n
d
B.
S
a
q
ip
i
,
“
To
wa
rd
s
De
v
e
lo
p
m
e
n
t
a
n
d
Im
p
lem
e
n
tatio
n
o
f
Lea
rn
e
r
-
Ce
n
tre
d
Ed
u
c
a
ti
o
n
i
n
Ko
s
o
v
o
,
”
J
.
S
o
c
.
S
tu
d
.
E
d
u
c
.
Res
.
,
v
o
l.
9
,
n
o
.
4
,
p
p
.
4
9
–
6
4
,
2
0
1
8
.
[4
2
]
A.
Ca
p
e
lo
,
I.
Ca
b
r
it
a
,
a
n
d
M
.
L
u
c
a
s,
“
Cro
ss
in
g
B
o
u
n
d
a
ries
:
Tea
c
h
e
r
Trai
n
e
rs
a
n
d
S
c
ie
n
c
e
Cu
rricu
l
u
m
Im
p
lem
e
n
tatio
n
in
Eas
t
Ti
m
o
r,
”
P
ro
c
e
d
ia
-
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l.
1
8
6
,
p
p
.
2
3
8
–
2
4
7
,
2
0
1
5
.
[4
3
]
J.
A.
Wi
ls
o
n
,
A.
H.
P
e
g
ra
m
,
D.
M
.
Ba
tt
ise
,
a
n
d
A.
M
.
Ro
b
in
s
o
n
,
“
Trad
i
ti
o
n
a
l
Lec
tu
re
Ve
rsu
s
J
ig
sa
w
Lea
rn
in
g
M
e
th
o
d
F
o
r
Tea
c
h
i
n
g
M
e
d
ica
ti
o
n
Th
e
ra
p
y
M
a
n
a
g
e
m
e
n
t
(M
TM
)
Co
re
El
e
m
e
n
ts,”
Cu
rr
.
Ph
a
rm
.
T
e
a
c
h
.
L
e
a
r
n
.
,
v
o
l.
9
,
n
o
.
6
,
p
p
.
1
1
5
1
–
1
1
5
9
,
2
0
1
7
.
[4
4
]
N.
S
a
n
a
ie,
P
.
Va
sli,
L.
S
e
d
i
g
h
i
,
a
n
d
B.
S
a
d
e
g
h
i,
“
Co
m
p
a
rin
g
Th
e
Eff
e
c
t
o
f
Lec
tu
re
a
n
d
Jig
sa
w
Tea
c
h
in
g
S
trate
g
ies
o
n
T
h
e
Nu
rsin
g
S
t
u
d
e
n
ts’
S
e
lf
-
Re
g
u
late
d
Lea
rn
i
n
g
a
n
d
Ac
a
d
e
m
ic
M
o
ti
v
a
ti
o
n
:
A
Qu
a
si
-
E
x
p
e
r
ime
n
tal
S
tu
d
y
,
”
Nu
rs
e
Ed
u
c
.
T
o
d
a
y
,
v
o
l.
7
9
,
p
p
.
3
5
–
4
0
,
M
a
r
.
2
0
1
9
.
[4
5
]
R.
Am
ra
n
,
F
.
Y
o
k
o
y
a
m
a
,
a
n
d
K.
Nish
in
o
,
“
De
v
e
lo
p
m
e
n
t
o
f
Ac
ti
v
e
Lea
rn
in
g
M
e
th
o
d
s
Of E
n
g
li
sh
in
Ja
p
a
n
e
se
Hig
h
S
c
h
o
o
ls
to
S
u
p
p
o
rt
S
t
u
d
e
n
t
Ac
ti
v
it
ies
in
G
ro
u
p
Disc
u
ss
io
n
s,”
Pro
c
e
d
ia
C
o
mp
u
t.
S
c
i.
,
v
o
l.
9
6
,
p
p
.
1
4
7
1
–
1
4
7
8
,
S
e
p
.
2
0
1
6
.
[4
6
]
S
.
Ş
e
n
g
ü
l
a
n
d
Y.
Ka
tran
c
i,
“
Eff
e
c
ts
o
f
Jig
sa
w
Tec
h
n
i
q
u
e
o
n
M
a
th
e
m
a
ti
c
s
S
e
lf
-
Eff
ica
c
y
P
e
rc
e
p
ti
o
n
s
o
f
S
e
v
e
n
th
G
ra
d
e
P
rima
ry
S
c
h
o
o
l
S
tu
d
e
n
ts,”
Pro
c
e
d
ia
-
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l.
1
1
6
,
n
o
.
2
0
0
6
,
p
p
.
3
3
3
–
3
3
8
,
2
0
1
4
.
[4
7
]
S
.
P
a
p
a
d
a
k
is
,
“
Ev
a
lu
a
ti
n
g
p
re
-
se
r
v
ice
tea
c
h
e
rs’
a
c
c
e
p
tan
c
e
o
f
m
o
b
il
e
d
e
v
ice
s
with
re
g
a
rd
s
to
t
h
e
ir
a
g
e
a
n
d
g
e
n
d
e
r:
A ca
se
stu
d
y
i
n
G
re
e
c
e
,
”
In
t.
J
.
M
o
b
.
L
e
a
rn
.
Or
g
a
n
.
,
v
o
l.
1
2
,
n
o
.
4
,
p
p
.
3
3
6
–
3
5
2
,
2
0
1
8
.
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