In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.8,
N
o.1,
M
a
r
ch
2019,
pp.
1~8
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
1.
159
14
1
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Creating and utilizing spaces t
o enhance intergenerational
learning at sc
hools and results
So
n
e
r Po
la
t
1
,
Y
ıldız
O
kçu
2
, Çağlar Ç
e
lik
3
1
Dep
a
rtm
e
nt of Edu
cati
on, F
acul
t
y
o
f
E
du
catio
n, Ko
caeli
Un
i
v
ers
i
t
y
,
T
u
rkey
2,
3
Dep
a
rtm
e
nt
o
f
Edu
cati
o
n
,
S
ocial
S
c
i
e
nces
I
nstitut
e
, K
o
caeli
Uni
ve
rsity
,
T
urk
e
y
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
Re
ce
i
v
e
d
O
c
t
9
,
2018
Re
vise
d N
ov
2
9
,
201
8
A
c
c
e
pte
d
D
ec 14,
2
0
1
8
Th
e
pu
rpo
s
e
o
f
t
h
e
s
t
u
d
y
w
as
t
o
exp
l
ore
th
e
requ
irem
ent
s
o
f
sch
ools
to
in
crease
i
n
terg
e
n
erati
o
n
a
l
l
earn
i
n
g
,
coll
abo
r
ation
an
d
s
o
l
i
dari
ty
a
mo
ng
st
t
he
Baby
B
o
o
m
e
rs,
X
an
d
Y
g
e
nerati
on
s,
b
as
e
d
o
n
the
v
i
ews
of
s
cho
o
l
pri
n
ci
pals.
The
research
f
ocus
e
d
o
n
ho
w
to
c
reate
spaces
f
or
i
n
teracti
on
am
on
g
diff
eren
t
generat
i
o
n
s
a
n
d
w
h
at
c
on
seq
u
ences
w
ill
ari
s
e
wh
en
inte
rge
n
e
r
a
t
io
na
l
spa
c
e
s
a
re
c
re
a
t
e
d
.
Th
is
s
tu
d
y
w
a
s
c
o
nduc
te
d
wi
th
ph
eno
m
en
ol
og
ic
al
r
esearch
d
esi
g
n
.
T
he
s
tud
y
g
rou
p
c
ons
is
ted
o
f
12
s
c
h
oo
l
pri
n
ci
pals
w
h
o
w
ere
iden
ti
fie
d
w
it
h
t
h
e
m
a
xi
m
u
m
d
i
versity
s
a
m
p
l
ing
tech
ni
que
f
ro
m
K
o
caeli
P
r
o
v
ince,
D
ilo
vas
i
D
i
s
t
r
ic
t.
C
riteri
a
u
s
ed
i
n
th
e
sel
ecti
on
of
s
cho
o
l
p
r
in
cip
a
ls
w
ere
t
o
w
ork
as
m
an
agers
i
n
d
i
f
f
erent
s
c
ho
ols
and
i
n
d
iff
e
re
n
t
s
ch
oo
l
ty
pes.
T
h
e
d
at
a
w
e
re
c
ol
lect
ed
w
i
t
h
a
s
em
i-s
t
ru
c
t
ured
in
terview
f
o
rm
a
nd
t
h
e
co
nt
e
n
t
an
aly
s
is
m
eth
o
d
w
a
s
u
s
e
d
.
Int
e
rv
iew
qu
est
i
ons
w
ere
det
e
rmi
n
ed
b
y
research
ers
i
n
t
h
e
d
irecti
o
n
o
f
r
e
s
e
arch
qu
est
i
ons.
Creatio
n
of
i
nterg
e
ne
r
a
ti
on
al
s
p
ace
i
s
t
he
m
ain
t
opi
c
of
t
h
i
s
stu
dy
wh
ereas
s
ub
top
i
cs
a
re
s
co
p
e
a
n
d
o
pp
ortu
niti
es.
On
t
he
o
th
er
h
an
d,
f
in
d
i
n
g
s
col
l
ect
e
d
i
nd
icate
th
at
p
rin
c
ip
als
m
e
ntio
n
i
n
t
r
am
u
r
al
a
nd
o
ut
o
f
scho
ol
e
v
e
nts
abo
u
t
t
h
e
c
r
eat
ion
of
i
n
t
ergen
e
ratio
nal
s
p
ace.
T
h
e
se
e
vent
s
are
m
e
t
u
n
d
e
r
t
h
e
titl
e
s
of
s
p
o
rt
s,
a
rt,
en
tertai
n
m
en
ts
a
n
d
e
du
catio
nal
s
p
ace.
F
i
n
a
ll
y,
t
he
r
esul
ts
of
creat
in
g
s
p
aces
w
ere ex
a
m
i
n
ed in th
e st
ud
y
.
K
eyw
ord
s
:
In
t
e
rg
e
n
e
r
at
i
ona
l
l
e
a
r
ni
ng
Interge
n
era
tio
n
a
l
sp
a
c
e
S
c
hoo
l
Teacher
ge
ne
ra
tio
n
s
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
S
one
r P
o
l
a
t,
D
e
pa
rtme
nt
o
f
Ed
u
c
at
i
on,
Koca
el
i Uni
v
ersi
ty,
U
m
ut
te
pe
Y
e
r
leşkes
i,
413
80,
İ
zm
i
t
,
Turke
y
.
Em
ail:
spo
l
a
t
@k
oc
ae
li.e
du.
t
r
1.
I
N
TR
OD
U
C
TI
O
N
Ed
uc
at
ion
i
s
a
phe
nom
en
o
n
b
a
s
e
d
o
n
hum
an
a
nd
c
o
n
t
in
uin
g
p
r
o
c
e
ss
t
ak
i
ng
t
h
e
c
e
n
t
er
o
f
in
t
e
rper
sona
l
i
n
tera
c
tio
n.
E
du
c
a
ti
o
n
a
l
s
pac
e
s
are
a
n
i
m
porta
nt
part
o
f
this
p
roce
ss
i
n
s
o
c
i
a
l
s
truc
t
u
re
s.
S
c
hoo
l
is
o
ne
o
f
t
hose
s
p
ace
s
a
n
d
h
a
s
a
d
y
n
a
m
ic
s
tr
uc
ture
w
ith
t
he
i
n
t
e
rac
t
ion
s
b
et
we
en
p
are
n
t
s
,
stu
d
e
n
t
s,
t
ea
ch
ers,
adm
i
n
i
s
t
rat
o
rs
a
nd
othe
r
pers
on
ne
l.
O
n
the
ot
her
ha
nd,
t
hose
d
y
n
a
m
i
c
inte
rac
t
i
o
ns
a
re
v
ita
l
for
a
sus
t
ai
na
bl
e
soc
i
et
y
w
i
t
h
t
h
e
e
ffec
t
o
n
i
ts
i
n
t
er
na
l
a
n
d
a
l
so
e
x
t
e
r
nal
e
n
vir
onm
en
t.
T
h
a
t
i
s
w
hy
o
r
g
a
n
iza
t
io
ns
m
us
t
ha
ve
a
su
st
ai
n
a
b
l
e
st
ru
c
t
u
r
e
with
in
it
s
el
f
as
w
el
l
.
A
t
th
is
p
oin
t
,
t
h
e
pos
it
ive
in
ter
acti
o
ns be
t
w
e
en
the
s
c
h
oo
l
m
a
na
gers
a
n
d
t
e
a
c
h
e
r
s
,
f
o
r
m
i
n
g
t
h
e
r
o
o
f
o
f
t
h
e
s
c
h
o
o
l
,
a
l
s
o
h
a
s
a
c
r
i
t
i
c
a
l
i
mpor
ta
nce
for
sus
t
ai
na
ble
e
d
u
cati
o
n.
More
ove
r,
k
n
o
w
i
n
g
an
d
u
nde
rstan
d
i
n
g
e
ach
o
t
h
er
a
r
e
n
ece
ssi
tie
s
of
e
sta
b
lis
h
i
ng
p
o
s
i
t
i
ve
i
nt
e
r
ac
t
i
o
n
s
.
I
t
i
s
assoc
i
ate
d
s
i
g
n
i
fica
nt
l
y
w
i
t
h
t
h
e
ge
nera
ti
on
of
s
c
h
oo
l
a
d
m
i
nist
rat
o
rs
a
nd
t
ea
ch
ers
in
s
cho
o
l
s
w
h
e
re
t
h
e
re
a
re
peo
p
l
e
of
d
iffe
rent
a
ge
s.
E
n
h
a
nc
in
g
the
e
f
fi
cienc
y
a
n
d
d
y
n
am
i
s
m
o
f
t
h
e
sc
ho
ol
o
rg
an
i
zat
ion
i
s
p
ossibl
e
wi
th
the
p
o
s
i
t
i
v
e
i
n
t
e
ra
cti
on
of
d
iffe
rent
g
ene
r
at
i
o
ns
o
f
the
orga
ni
za
t
i
o
n
.
The
a
c
ti
v
ities,
o
rg
an
ize
d
t
o
en
ha
nc
e
the
qua
l
ity
o
f in
ter
g
e
n
era
t
i
o
nal
in
ter
act
io
ns,
pl
a
y
s
an
i
m
porta
n
t
r
o
l
e in
t
h
e
sus
tai
n
a
b
i
lity
o
f
t
h
e o
r
g
a
ni
za
tio
n
.
A
c
c
o
r
d
i
n
g
t
o
M
a
n
n
h
e
i
m
,
a
g
e
n
e
r
a
t
i
o
n
i
s
a
g
r
o
u
p
o
f
i
n
d
i
v
i
d
u
a
l
s
w
ho
w
i
t
n
esse
d
an
d
sha
r
ed
s
oc
ia
l
expe
r
i
ence
s
a
n
d
h
i
st
orica
l
e
v
e
nts
[1].
E
a
c
h
gener
a
t
i
on
ha
s
i
t
s
ow
n
cha
r
ac
teristic
s.
C
han
g
e
s
i
n
a
t
t
i
t
ude
s,
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 2252-
88
22
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
2019:
1
-
8
2
soc
i
al,
ec
o
nom
ic
a
n
d
h
i
s
toric
a
l
e
v
e
nts
ca
use
a
r
ise
of
d
if
fere
nt
g
en
era
tion
s
.
In
l
it
e
r
at
u
r
e,
t
here
a
re
d
iff
e
rent
gene
ra
ti
o
n
c
las
s
ifica
t
i
o
ns r
efl
e
c
t
i
n
g
t
h
e
di
ffe
rent t
im
e z
ones
a
nd nam
e
s.
A
l
t
h
o
u
g
h
sc
ie
nt
i
s
ts
a
ssert
d
iffe
re
nt
time
inte
rva
l
s
for
c
l
a
ssif
ic
a
tio
ns,
w
i
de
l
y
u
se
d
g
e
nera
t
i
o
n
class
i
fica
t
i
o
n
a
re
a
s
foll
ow
s:
V
e
t
e
r
ans
:
1
9
25-
19
4
4
,
bab
y
bo
om
er
s
(BB):
194
5-
196
4,
g
ene
r
a
t
i
o
n
X
(G
X):
1
965
-19
8
0
, g
en
e
r
ati
o
n
Y
(GY):
1
9
8
1
-
2
000
[2
, 3
]. In
t
o
d
a
y
’
s
wo
rk
ing
life
,
i
n
d
iv
i
d
u
a
l
s
are
from three
diff
erent
gene
ra
ti
o
n
s.
The
se
ge
n
e
r
at
io
ns a
re
B
B,
G
X a
nd G
Y
w
h
ich a
r
e
also
a
cti
v
e in sc
h
o
o
l
orga
niza
tio
ns.
Ba
by boom
ers
(19
45-1
9
64)
The
BB
s
a
r
e
at
t
he
c
ore
of
t
he
n
e
w
cent
u
ry’s
i
mpor
t
a
n
t
s
oci
a
l,
c
u
l
t
ura
l
,
ec
onom
ic
a
nd
te
chn
o
l
o
g
i
ca
l
c
h
an
g
e
s.
R
ep
re
sen
t
at
iv
e
s
o
f
th
i
s
g
en
era
t
ion
were
r
ai
sed
in
a
t
i
m
e
o
f
ec
o
nomic
g
r
o
w
t
h
a
nd
e
d
u
c
a
t
i
o
na
l
pro
g
re
ss
[
4]
.
In
l
it
e
r
a
t
ure
,
w
orke
rs
w
ho
be
lo
ng
t
o
t
h
is
g
e
n
er
at
io
n
a
r
e
desc
ribe
d
as
f
a
i
t
h
fu
l
t
o
t
hei
r
orga
niza
t
i
o
n
s,
opt
im
i
s
tic
a
n
d
a
m
b
iti
o
u
s
[2]
.
B
B
m
e
m
b
er
s
are
als
o
desc
r
i
be
d
as
m
ore
d
i
l
i
gen
t
a
n
d
pow
e
r
seeke
r
s
in
t
he
o
rgan
iza
tio
n
[3],
[
5].
O
t
her
fe
at
ures
o
f
t
h
is
g
e
ner
a
t
i
on
c
ou
l
d
b
e
list
e
d
as
t
he
i
r
f
o
c
us
o
n
con
s
ens
u
s a
n
d bei
n
g pe
rfe
c
t
a
s
a me
ntor [2]
, [4].
G
e
ne
rat
i
o
n
X
(19
6
5
-1
98
0)
C
h
ar
acter
i
s
t
i
cs
o
f
it
s
me
mbe
r
s
c
a
n
be
s
tat
e
d
as
b
e
i
n
g
t
e
c
hn
o
l
o
g
y
literacy,
lif
e
l
ong
l
earners
[6],
pess
imism
an
d
ind
i
vi
d
u
al
i
s
m
[4],
[
7].
Th
is
g
e
n
era
t
i
o
n
i
s
ope
n
t
o
c
h
an
ge
a
nd
i
n
n
o
v
a
t
i
o
n
so
t
he
y
ar
e
n
o
t
so
tig
ht
l
y
bou
nd
t
o
the
i
r
or
gan
i
z
a
tio
n
a
n
d
o
p
e
n
t
o
a
jo
b
c
h
a
n
g
e
[
8
].
T
h
a
t'
s
w
h
y
thi
s
g
en
e
r
a
t
i
o
n
’
s
e
m
pl
oy
ee
s
are
fre
e
r
and
m
o
r
e
c
on
fide
n
t
t
h
a
n
ea
rl
i
e
r
ge
ne
rati
ons
[
2].
Whi
l
e
BB
r
e
s
pect
f
or
a
uth
o
r
it
y,
GX
m
e
mbers
act
ske
p
t
i
c
a
l
l
y
a
n
d
in
di
ffe
re
nt
l
y
t
ow
ards
t
he
a
u
t
hor
i
t
y
[
2
].
A
cc
or
d
in
g
t
o
t
he
m
em
ber
s
o
f
th
is
g
e
n
er
at
ion,
v
al
ues
and
ob
je
ct
ive
s
ar
e
a
ddressed
mor
e
i
m
portan
t
tha
n
b
u
s
i
ne
ss
-
r
elat
ed
p
urpos
e
s [9].
G
e
ne
rat
i
o
n
Y
(19
8
1
-
200
0)
G
Y
h
as
g
row
n
up
w
i
th
t
e
c
h
n
o
l
ogy
a
nd
p
l
a
c
e
s
it
int
o
t
he
m
ost
of
t
h
e
i
r
l
i
v
es
[
2
]
.
Bu
si
ne
ss
p
e
opl
e
of
G
Y
consi
s
t of i
nd
i
v
id
ua
ls w
h
o
ar
e
more
inte
re
st
e
d
in s
o
cia
l
net
w
o
r
k
i
n
g si
t
e
s. They car
ry the
ir iP
o
d w
i
t
h
the
m
a
n
d
t
e
x
t
t
h
e
i
r
f
r
i
e
n
d
s
m
o
r
e
t
h
a
n
o
t
h
e
r
g
e
n
e
r
a
t
i
o
n
s
a
t
t
h
e
w
o
r
k
p
lace.
GY
dif
f
e
rs
from
others
w
ith
their
p
s
yc
hol
o
g
i
c
a
l
c
h
a
ra
c
t
e
r
i
s
ti
c
s
a
s
wel
l
as
t
h
e
u
s
e
o
f
t
e
c
hnol
ogy
.
T
h
i
s
ge
n
e
r
a
tion
is
c
om
pos
ed
o
f
hi
g
h
se
l
f
-
estee
m
,
na
rciss
i
s
t
a
nd
e
x
t
e
r
na
l
co
ntr
o
l-
orien
t
ed perso
ns [10
].
R
e
p
r
es
ent
a
t
i
v
es
o
f
t
h
i
s
g
ene
r
a
t
i
o
n
who
are
op
en
to
c
han
g
e
fi
nd
jo
b
se
c
u
ri
ty
u
n
i
m
por
tan
t
i
n
c
o
m
p
ar
i
s
on
to
o
lder
ge
nera
t
i
on
s
[2].
GY
members
are
seen
a
s
th
e
in
div
i
dua
ls
w
h
o
r
egar
d
t
h
e
de
vel
o
pme
n
t
of
n
ew
s
ki
lls
a
nd
l
ike
t
o
s
t
ru
gg
le
w
it
h
ne
w
sit
u
a
t
i
o
ns.
G
Y
m
e
m
b
ers
are
ambi
tio
us
a
nd
op
t
i
m
i
s
t
ic
i
n
d
iv
i
dua
ls
s
i
m
ilar
t
o
B
B
[
7
]
.
T
he
y
a
r
e
confi
d
en
t
i
n
div
i
d
u
al
s
w
ho
li
ke
t
o
ta
ke
part
i
n
co
op
er
ati
v
e
ac
tio
n
s
a
nd
t
h
e
y
a
r
e
h
ig
h
l
y
s
o
c
i
a
l
[
2],
[7]
a
nd
the
y
w
a
n
t
to
p
artic
i
p
ate
in
dec
i
si
o
n
-m
aki
ng pr
oc
esses [
5
].
To
c
onc
l
u
de,
e
ach
g
ener
a
tio
n
has
s
u
per
i
or
a
spe
c
t
s
a
nd
w
e
akne
sse
s.
T
h
e
y
h
a
v
e
t
h
e
a
b
i
l
i
t
y
t
o
t
each
ea
ch ot
h
er
and
lear
n fr
om
eac
h ot
her.
This p
o
te
n
tia
l br
in
gs ou
t
t
he
phe
n
o
m
enon o
f
i
nter
gene
ra
ti
o
n
al le
a
r
ni
ng.
Interge
n
era
tio
n
a
l
lea
r
n
i
ng
ha
s
bee
n
i
ns
tru
m
e
n
tal
i
n
a
c
quir
i
n
g
s
k
i
l
l
s,
norm
s
a
nd
m
o
rals
a
l
l
a
lon
g
t
he
trad
it
iona
l
a
n
d
m
oder
n
c
u
ltur
e
s
in
h
is
t
o
ry
[
1
1
].
H
uma
n
b
e
i
ngs,
w
h
o
ha
ve
a
d
o
p
t
e
d
s
ocia
l
l
i
fe,
ha
ve
c
o
n
v
eye
d
the
i
r
l
i
fe
m
arks a varie
t
y
of in
ter
act
io
ns
i
ns
id
e
the fa
mi
ly
a
n
d com
m
unit
y
s
o far
.
Thus,
the
y
h
a
v
e
be
e
n
a
b
l
e
t
o
ado
p
t
c
ha
n
g
e
s
a
n
d
c
rea
t
e
i
n
n
ova
t
i
o
n
s.
T
ha
t
'
s
w
hy
i
n
t
e
rge
n
e
r
ati
o
na
l
l
e
arni
ng
is
t
he
m
ech
a
n
ism
for
the
n
a
tura
l
deve
l
opm
en
t
of
s
oc
i
a
l
li
fe.
Wh
ile
i
nter
ge
ne
rati
ona
l
l
e
ar
n
i
n
g
h
a
s
be
en
s
up
por
tin
g
ad
u
l
t
s
’
ow
n
lear
n
i
ng
a
n
d
deve
l
opm
en
t
i
n
s
oci
e
t
y
,
it
h
as
a
ls
o
em
erge
d
w
i
t
h
t
he
n
ee
d
o
f
v
a
lua
b
le
c
o
n
tr
ib
u
t
i
o
n
t
o
l
i
v
es
o
f
t
h
ei
r ch
i
l
d
r
en
[1
2
]
.
I
n
t
e
rge
n
e
r
at
io
n
a
l
l
e
arn
i
n
g
i
n
orga
ni
z
a
t
io
na
l
struc
t
ur
e
i
s
a
w
ay
o
f
col
l
a
bora
t
iv
e
so
ci
al
-l
e
a
rn
in
g
an
d
i
t
c
a
n
b
e
d
ev
elope
d
i
n
d
if
f
e
re
nt
w
a
y
s
a
s
p
l
a
nn
ed
o
r
un
pl
a
n
n
e
d
g
e
t
t
i
n
g
the
w
o
rk-re
lated
ta
sk
s
t
o
t
he
c
e
n
ter
[1
3
]
.
O
n
t
he
o
ther
h
and,
i
n
t
er
ge
ner
a
tio
na
l
l
e
ar
ni
n
g
f
oc
use
s
o
n
o
r
gan
i
za
t
i
ona
l
c
a
pa
ci
ty
d
e
v
e
l
o
p
me
nt
b
y
inc
r
ea
sing
the
le
vel
of
k
now
led
g
e
a
nd
sk
ills
o
f
em
p
l
oye
e
s
,
prom
ot
ing
t
h
e
c
re
at
ion
of
n
e
w
knowl
e
dg
e
o
r
d
e
v
el
op
i
n
g
orga
niza
t
i
o
n
a
l
p
roce
sse
s
[
1
4
]
.
I
n
t
h
e
2
1
s
t
c
e
n
t
u
ry’s
s
oc
ie
t
y
o
f
i
n
f
orm
a
ti
o
n
a
n
d
s
oli
d
a
r
it
y,
i
n
t
erge
nera
tio
na
l
lear
n
i
n
g
i
s
an
i
mpor
tan
t
s
trat
egy
for
the
so
c
i
a
l
h
a
r
m
o
n
y
o
f
y
o
u
ng
a
n
d
e
l
de
r
l
y
pe
op
l
e
i
n
in
terge
n
era
t
i
o
nal
t
r
a
n
sf
er
o
f
k
nowl
e
dg
e
an
d
sk
il
ls
[
11
].
M
a
ny
in
t
e
rg
en
e
r
a
t
ion
a
l
i
n
t
era
c
t
i
o
n
a
cti
v
ities
a
r
e
st
ar
t
e
d
w
ith
t
he
n
ee
d
for
soc
i
e
t
y’s
susta
i
na
bl
e
ba
l
a
nce
t
h
ro
u
gh
ga
ther
in
g
differ
e
n
t
g
e
n
era
tio
ns.
H
a
tt
on-Y
e
o
a
nd
O
h
sak
o
[
1
5
]
s
tate
d
the
in
t
e
rge
n
e
r
ati
o
nal
l
e
ar
nin
g
o
bjec
t
i
ve
s
as
i
n
t
erge
nera
ti
ona
l
p
o
s
iti
ve
a
t
t
i
t
u
d
e
de
ve
l
opm
en
t
;
t
he
l
i
f
e
l
o
n
g
fo
u
nda
t
i
o
n
o
f
the
c
u
l
t
u
re
o
f
yo
u
ng
a
nd
ol
d
r
e
lati
o
n
sh
i
p
s
;
i
n
t
e
g
rat
i
o
n
of
g
a
i
n
s
o
f
sc
hool
s
and
co
mmun
i
t
i
e
s
w
ith
c
hil
d
re
n,
y
o
u
t
h
an
d
e
l
de
r
s
;
t
h
e
d
e
ve
lo
p
m
e
n
t
of
s
oc
ia
l
part
ici
p
a
t
i
o
n,
c
omm
i
t
m
en
t
a
n
d
s
o
li
dari
ty
w
i
t
h
a
l
l
age
gro
ups b
y
cre
a
ti
ng
e
ve
nts
.
In
t
e
rg
en
era
t
i
ona
l
sp
ac
es
a
re
n
ee
d
e
d
fo
r
i
n
te
rg
e
n
e
r
a
t
i
o
n
a
l
l
e
a
r
n
in
g
to
t
ak
e
p
l
a
ce.
I
nter
g
e
nera
tio
na
l
space
i
s
an
yw
her
e
b
r
i
n
g
i
n
g
t
oge
t
h
er
i
n
d
i
v
idua
ls
f
rom
di
ffe
r
ent
g
e
ne
rat
i
ons.
T
h
e
s
e
sp
a
c
e
s
ar
e
de
si
gn
ed
w
it
h
the
aim
of
f
a
c
il
i
t
a
t
i
n
g
a
nd
d
e
ve
l
o
p
i
ng
i
n
t
er
acti
o
n
be
tw
e
e
n
t
he
m
e
m
b
er
o
f
the
in
di
vi
d
u
al
s
o
f
d
iffe
rent
gene
ra
ti
o
n
s;
e
s
p
e
c
ia
l
l
y
yo
un
g
a
nd
ol
d
[1
6].
O
n
t
he
o
ther
h
a
nd,
the
p
u
rp
o
s
e
o
f
c
rea
t
i
ng
t
h
ese
s
p
a
ces
i
s
eit
h
e
r
p
r
ov
idi
n
g
an
e
n
v
i
r
on
me
nt
t
hat
ap
p
eal
s
to
d
i
f
f
e
re
nt
a
g
e
g
ro
up
s
o
r
pr
o
m
o
t
i
ng
s
p
en
d
i
n
g
m
ea
ning
fu
l
ti
me
b
y
ena
b
l
i
n
g
t
he
m t
o
i
nt
e
r
ac
t
[17]
.
These
space
s
c
a
n
o
c
c
u
r
na
tu
ra
l
l
y
in
e
ve
r
y
d
a
y
life
a
n
d
a
l
so
c
a
n
b
e des
i
g
n
e
d
for
a
p
u
rp
ose.
T
o
cr
eate
in
ter
g
e
n
era
t
i
o
na
l
s
p
a
c
e
,
not
o
nl
y
c
l
ose
d
a
r
eas
l
i
k
e
co
nfere
n
c
e
h
all
s
,
m
e
e
t
i
n
g
room
s,
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Crea
tin
g
and
ut
il
i
z
i
n
g
spa
c
e
s
t
o
e
nha
n
c
e
int
e
rg
en
e
r
ati
o
n
a
l
l
e
a
r
n
i
ng
a
t
sc
ho
ol
s
and
re
sul
t
s
(S
o
n
er Pola
t)
3
t
r
a
i
n
i
ng
c
l
a
ss
e
s
a
nd
d
a
n
ce
ha
l
l
s
but
a
l
s
o
op
e
n
a
rea
s
l
ik
e
p
a
rk
s
,
o
p
e
n
-air
c
i
n
em
as,
ope
n
a
i
r
t
h
ea
t
e
rs,
pic
n
ic
are
a
s
a
n
d
cam
pgr
ou
n
d
s
can
b
e
u
t
i
lize
d
.
On
t
he
o
ther
h
a
nd,
r
ece
n
t
l
y
i
m
ple
m
e
n
te
d
p
r
ogram
s
and
r
e
sear
ch
sup
por
t
s
t
he
u
se
o
f
n
a
t
u
ral
spac
es
t
o
prov
i
d
e
p
o
s
i
tive
inte
rge
n
er
at
io
n
a
l
i
n
te
rac
t
i
o
n
.
H
owever
,
crea
t
i
n
g
d
y
n
a
mi
c
in
t
e
rg
e
n
erat
ion
a
l
sp
ac
es
i
s
mo
re
t
h
a
n
ju
st
h
avi
n
g
a
ph
y
sica
l
pla
ce
[18]
.
Inter
g
ener
at
iona
l
spa
c
e
s
s
h
o
u
l
d
b
e
s
e
l
e
c
t
e
d
a
n
d
d
e
s
i
g
n
e
d
i
n
a
w
a
y
t
h
a
t
i
n
d
i
v
i
d
u
a
l
s
f
r
o
m
di
ffere
n
t
g
e
nera
tio
ns
c
a
n
e
a
s
il
y
i
n
te
rac
t
.
N
a
tura
l
o
r
d
esi
gne
d
i
n
t
e
rge
n
e
r
ati
ona
l
lear
ning
a
r
ea
s
w
h
ic
h
are
able
t
o
s
u
pp
ort
the
in
tera
ctio
n
o
f
g
e
n
er
atio
ns
ca
n
be use
d t
o
ge
the
r
i
n organ
i
za
ti
on
s. The q
ual
ity o
f
t
h
e in
t
e
r
ge
ne
rat
i
o
n
a
l
i
n
t
era
c
t
i
ons fl
o
w
i
ng na
tura
l
l
y in a
n
orga
niza
t
i
o
n
i
s
n
o
t
alw
a
ys
s
uffic
i
en
t
fo
r
or
gan
i
za
ti
o
n
a
l
s
u
s
t
ai
na
bi
li
ty
a
n
d
d
e
v
e
l
opm
en
t.
T
hat
'
s
w
h
y
orga
niza
t
i
o
n
s
t
a
ke
s
te
ps
t
ow
ards
c
rea
tin
g
i
n
ter
g
e
n
era
t
i
o
n
a
l
s
p
a
ces
f
or
m
ore
pl
a
n
ned
in
t
e
ra
ct
ion
s
b
e
t
we
en
di
ffe
re
nt
g
e
n
er
a
tio
ns.
Inter
g
e
n
er
at
i
o
na
l
spa
c
e
s
i
n
v
o
l
v
e
fi
eld
s
,
w
hich
e
nab
l
e
b
o
t
h
so
cia
l
a
n
d
p
ro
fe
ssi
ona
l
int
e
ractions.
A
ll
form
al
o
r
info
rma
l
s
pac
e
s
cou
l
d
be
u
se
d
to
m
a
ke
a
c
t
iv
it
i
e
s
l
i
ke
a
r
t
,
spor
t
s
,
tri
p
s,
c
u
l
t
u
re
,
d
i
n
i
ng
,
e
n
t
e
rta
i
n
m
e
n
t
,
e
duc
a
t
ion
an
d
an
y
kin
d
of
o
nli
n
e
ac
ti
v
i
t
ie
s
i
n
o
rder
t
o
br
in
g
di
ffe
ren
t
gene
ra
ti
o
n
s
tog
e
ther.
Wh
en
e
x
a
mi
ned
t
h
o
r
ou
ghl
y,
s
t
u
d
i
e
s
a
re
l
i
m
i
t
e
d
a
b
ou
t
in
t
e
rg
e
n
era
ti
o
n
al
l
ea
rn
i
ng,
c
rea
tin
g
in
t
e
rge
n
e
r
at
i
o
n
a
l
spa
ce
a
n
d
e
s
t
a
blis
hi
n
g
a
s
us
tai
n
a
b
le
r
e
l
a
tio
n
s
h
i
p
i
n
e
d
uc
at
i
o
n
a
l
or
ga
niza
t
i
o
n
s.
T
here
fore
,
the
rese
arc
h
i
s
foc
u
se
d
o
n
t
he
c
re
ation
a
n
d
u
t
i
liz
in
g
o
f
t
he
i
n
te
r
g
ener
a
tio
n
a
l
spac
e
a
n
d
t
h
e
resul
t
s
o
f
t
he
se
.
In
t
h
i
s
r
e
s
e
a
r
c
h
,
t
h
e
p
r
i
n
c
i
p
a
l
s
’
v
i
e
w
s
o
n
w
h
a
t
k
i
n
d
s
o
f
s
p
a
c
e
s
a
r
e
cre
a
ted
for
i
n
terge
n
era
tio
na
l
i
n
tera
c
tio
ns
a
n
d
w
h
ic
h
resu
l
t
s
m
a
y
a
r
ise
at
d
iffer
e
nt
l
e
v
els
o
f
s
c
h
ool
(
k
i
nde
r
g
a
rten,
prim
a
r
y,
s
ec
on
dary
a
n
d
hi
gh
sch
o
o
l
) a
r
e
sear
ched.
2.
RESEARCH
M
ETH
O
D
The
q
u
al
itat
i
ve
r
e
s
ear
ch
i
s
us
e
d
i
n
th
is
r
esea
r
c
h
an
d
t
h
e
proc
e
sses
o
f
o
cc
urre
d
inc
i
de
n
t
s
an
d
a
c
t
i
o
ns
[
1
9
]
a
r
e
t
r
i
e
d
t
o
b
e
f
i
g
u
r
e
d
o
u
t
.
T
h
e
r
e
s
e
a
r
c
h
p
a
t
t
e
r
n
i
s
t
h
e
p
he
nom
en
ol
o
gy
fr
om
t
he
qua
li
t
a
tive
r
e
sea
r
ch
me
tho
d
s.
T
he
o
b
j
ec
tive
o
f
p
h
e
nom
en
o
l
o
g
y
i
s
unde
rsta
nd
i
n
g
of
a
t
o
p
ic
i
n
dep
t
h
a
n
d
r
eac
hi
ng
t
h
e
part
ic
i
p
an
ts’
l
i
f
e
e
x
p
e
ri
e
n
ce
abo
u
t
t
h
e
phe
n
o
m
en
a
[2
0
]
.
Th
i
s
s
tu
dy
i
s
f
o
cu
se
d
o
n
sc
h
ool
a
d
m
i
n
i
s
tra
t
o
r
s’
t
h
oug
hts
a
nd
expe
r
i
ence
s
a
b
out
c
r
eat
in
g
an
d
us
ing
s
p
ac
es
f
or
i
n
t
e
r
ge
ne
r
a
ti
o
n
al
l
e
a
rn
in
g
an
d
i
t
s
ef
fec
t
s.
O
n
the
o
t
her
ha
n
d
,
descr
i
pt
i
v
e
ph
enom
en
o
l
o
g
y
i
s
use
d
t
o
descr
i
be
p
erc
e
p
t
ion
s
a
nd
e
xperie
n
c
e
s
o
f
s
c
h
o
o
l
p
r
i
nc
ipa
l
s
on
c
rea
ting
in
t
e
rge
n
e
r
at
i
o
n
a
l
s
p
ac
e
a
n
d
its
r
esu
l
ts
i
n
the
re
se
arc
h
.
The
ph
eno
m
e
n
on
o
f
th
is
r
ese
a
rc
h
i
s
in
t
e
rge
n
e
r
at
i
o
n
a
l spac
e.
2.1.
Partic
i
p
ants
In
t
h
i
s
re
se
arc
h
,
cri
t
erion
sa
mp
l
i
ng
w
hi
ch
i
s
on
e
of
t
h
e
t
ech
ni
que
s
o
f
p
u
r
pose
f
u
l
s
am
p
lin
g
w
a
s
use
d
.
C
r
ite
ri
on
sam
p
li
ng
c
an
b
e
use
d
t
o
pro
v
i
d
e
t
h
e
repre
s
en
tat
i
v
en
es
s
o
f
p
erso
n
s
o
r
ev
ent
s
s
u
c
c
e
ssful
l
y
[
19
].
Interv
ie
w
s
w
e
r
e
ma
de
w
it
h
t
h
e
sc
h
ool
p
ri
n
c
ipa
l
s
w
h
o
ha
ve
e
x
p
e
r
i
e
n
ce
s
on
t
h
e
phe
n
o
m
ena
and
ar
e
a
b
le
t
o
exp
l
a
i
n
it
i
n
or
der
t
o
c
ol
lec
t
d
a
t
a
in
d
e
t
a
il
an
d
i
n
-de
p
t
h
[
2
1
]
.
The
par
t
ic
i
p
a
n
ts,
w
ho
ha
ve
e
xpe
r
i
ence
w
it
h
t
h
e
phe
n
o
m
e
na,
ma
ke
s
e
n
se
o
f
t
h
ose
ex
pe
ri
ence
s,
s
ta
te
t
h
e
r
elat
io
ns
hi
p
b
e
t
w
een
r
ea
l
a
n
d
ph
e
n
o
m
en
a,
a
re
impor
ta
nt
f
or
t
he
s
e
l
e
c
t
i
on
of
p
arti
ci
pa
nts
in
t
he
w
ork
of
phe
n
o
m
e
n
olog
y
.
F
o
r
t
hi
s
re
a
s
on
,
t
w
o
i
m
po
rt
a
n
t
criter
i
a
va
lu
ed
a
s
de
t
e
rm
i
n
in
g
t
h
e
par
tici
p
a
n
t
s
i
n
t
h
e
s
t
u
d
y
.
T
he
f
irs
t
i
s
to
w
ork
a
t
d
i
f
fere
nt
l
e
v
e
l
s
of
s
c
h
o
o
l
s
(ki
nderga
r
ten,
p
rim
a
ry,
sec
o
n
d
ary
an
d
hi
g
h
s
c
hoo
l)
a
s
a
pr
i
n
c
i
p
al;
t
h
e
seco
nd
i
s
to
w
o
r
k
di
ff
ere
n
t
t
ypes
o
f
sch
o
o
l
s.
1
2
sc
ho
o
l
p
r
i
nc
ipa
l
s
w
ho
w
o
r
k
i
n
pu
b
l
i
c
s
ch
o
o
ls
a
nd
pr
ov
i
d
e
t
h
es
e
c
r
i
t
e
ri
a
f
r
om
D
i
l
ov
asi
di
st
ri
ct
i
n
Koca
el
i Pr
ovin
c
e w
e
re selec
te
d.
T
able
1
sh
o
w
s the
proper
t
i
e
s
of
pri
nc
ipa
l
s
w
ho take
par
t
i
n
t
he r
esea
rch.
Tabl
e 1
.
De
m
o
g
r
aph
i
c ch
a
r
acte
r
i
s
ti
cs o
f
p
a
rt
ic
i
p
ant
s
N
i
c
kna
m
e
T
a
s
k
Sc
h
ool
T
y
p
e
Educ
a
t
i
on Le
v
e
l
B
r
a
n
c
h
Profe
ssiona
l
Se
nior
i
t
y
M
u
ra
t
H
e
a
d
m
a
st
e
r
H
i
gh S
c
hool
B
ac
h
e
lor’s
D
e
g
r
e
e
B
i
ol
o
gy
29
yea
r
s
Ir
m
a
k
H
e
a
d
m
a
st
e
r
H
i
gh S
c
hool
B
ac
h
e
lor’s
D
e
g
r
e
e
Re
ligious
C
ul
tur
e
a
nd
Et
h
i
c
s
20
yea
r
s
Y
u
suf
V
i
c
e
Hea
d
m
a
ste
r
H
i
gh S
c
hool
B
ac
h
e
lor’s
D
e
g
r
e
e
C
h
e
m
istry
9
y
e
a
r
s
M
e
h
m
e
t
V
i
ce H
e
a
d
ma
s
t
er
V
o
cat
io
n
a
l
a
n
d
Tec
hni
ca
l
Hi
gh School
Bac
h
e
l
or’s
D
e
g
r
e
e
Phy
s
ic
s
11
yea
r
s
E
y
m
e
n
H
e
a
d
m
a
st
e
r
S
e
c
ond
a
r
y
S
c
hool
B
ac
h
e
lor’s
D
e
g
r
e
e
Sc
i
e
n
c
e a
nd
Tec
hnology
26
yea
r
s
Me
rt
H
e
a
d
m
a
st
e
r
S
e
c
ond
a
r
y
S
c
hool
B
ac
h
e
lor’s
D
e
g
r
e
e
H
i
story
18
y
ea
r
s
İbra
hi
m
V
i
c
e
Hea
d
m
a
ste
r
S
e
c
ond
a
r
y
S
c
hool
B
ac
h
e
lor’s
D
e
g
r
e
e
Ma
t
h
em
a
t
i
c
s
8
yea
r
s
O
s
m
a
n
H
e
a
d
m
a
st
e
r
E
l
e
m
e
nt
a
r
y
S
c
hool
B
ac
h
e
lor’s
D
e
g
r
e
e
C
l
a
ssroom
17
yea
r
s
H
ü
sey
i
n
H
e
a
d
m
a
st
e
r
E
l
e
m
e
nt
a
r
y
S
c
hool
B
ac
h
e
lor’s
D
e
g
r
e
e
C
l
a
ssroo
m
15
yea
r
s
Öm
e
r
V
i
c
e
Hea
d
m
a
ste
r
E
l
e
m
e
nt
a
r
y
S
c
hool
B
ac
h
e
lor’s
D
e
g
r
e
e
Ea
rly
C
h
il
dh
ood
10
yea
r
s
Sa
m
e
t
H
e
a
d
m
a
st
e
r
K
i
nde
rga
r
t
e
n
Bac
h
e
l
or’s
D
e
g
r
e
e
C
l
a
ssroom
24
ye
ar
s
El
i
f
V
i
ce H
e
a
d
ma
s
t
er
K
in
d
e
r
g
ar
t
e
n
B
a
c
h
el
o
r
’
s
D
e
g
r
e
e
E
a
r
l
y
Ch
i
l
d
h
ood
6
y
ea
r
s
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 2252-
88
22
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
2019:
1
-
8
4
2.2.
Da
ta
c
o
l
l
e
ction
I
n
t
he
r
ese
a
rc
h,
s
e
m
i-struc
t
ur
e
d
i
nter
vie
w
f
or
m
is
u
t
i
l
i
ze
d
t
o
unde
rs
t
a
nd
t
h
e
i
d
e
a
s
o
f
th
e
adm
i
n
i
s
t
rat
o
rs
a
bo
u
t
c
r
eat
in
g
spa
ce
be
t
w
e
e
n
g
e
n
e
r
at
i
o
n
s
.
Interv
i
e
w
f
o
r
m
i
s
c
r
e
a
t
e
d
b
y
t
h
e
r
e
s
e
a
r
c
h
e
r
s
.
I
t
con
s
is
t
s
o
f
thr
e
e
ques
tio
ns
a
nd
e
xper
t
opi
n
i
o
n
s
ar
e
aske
d
for
t
he
v
a
l
i
d
it
y
o
f
i
t
s
s
co
pe
a
nd
a
p
p
e
a
r
anc
e
,
a
nd
cha
nge
s
w
e
re
m
ade
a
c
c
o
rd
i
n
gl
y.
T
o
tes
t
t
he
c
l
a
ri
ty
o
f
t
h
e
que
st
i
ons
i
n
i
n
ter
v
i
e
w
form
,
one
o
f
t
h
e
rese
arc
h
ers
mad
e
a
p
re
-a
p
p
l
i
cati
o
n
.
A
f
t
er
t
h
e
l
ast
l
a
ngu
a
g
e
revi
sion
,
a
se
m
i
-
st
r
u
c
t
ured
f
orm
m
a
de
r
eady
for
t
h
e
actua
l
app
l
ica
t
i
o
n.
F
o
l
l
o
w
i
n
g
que
sti
ons a
re
a
ddre
sse
d to sc
h
o
o
l
a
d
m
ini
strators in
t
h
e int
e
rviews:
a.
Wha
t
s
ort o
f
a
nd w
h
ic
h
s
p
ac
e
s
sho
uld
be
c
re
ated
t
o
t
r
an
sform
ta
cit
k
now
led
g
e
o
f
di
f
fer
e
nt
g
e
n
er
at
ion
s
in
to
e
xp
l
i
c
i
t
k
n
o
w
l
e
dge
?
Ca
n
yo
u e
x
pl
a
i
n
?
b.
Wha
t
s
ort o
f
acti
v
ities
ca
n
be
c
re
ated
t
o
t
r
ans
f
orm
the
tac
it k
now
le
dge
o
f
di
ffe
ren
t
ge
n
era
t
i
ons
i
n
t
o
exp
l
ici
t
k
n
o
w
l
edge
?
Wha
t
a
re
your
s
u
gge
sti
ons
?
c.
Wha
t
w
ou
ld
b
e
t
h
e
ou
tc
om
e of the
act
i
v
i
ties
orga
nize
d t
o
tra
nsf
o
r
m t
h
e
t
a
c
i
t
kno
wl
ed
ge
i
nto
ex
pl
i
c
i
t
kn
ow
le
d
g
e
?
H
ow
a
nd w
h
y
?
I
n
t
he
r
ese
a
rc
h
,
w
hen
t
h
e
op
i
n
io
ns
o
f
the
pr
inc
i
pal
s
a
re
a
s
k
ed,
t
he
f
orm
ha
s
be
e
n
h
a
n
de
d
t
o
t
he
m
befor
e
ha
nd
a
n
d
t
h
ey
h
a
v
e
be
en
a
ske
d
t
o
ex
am
ine
q
u
es
ti
o
n
s
and
ne
cessar
y
e
x
p
l
a
na
t
i
ons
w
e
r
e
m
a
de
a
bo
ut
t
he
unc
lea
r
m
atter
s
.
Data
w
e
r
e
col
l
e
c
t
e
d
b
e
t
w
een
1
5
Jan
u
ar
y
20
1
8
a
n
d
2
0
F
ebr
u
ary
20
18.
I
nter
v
i
e
w
s
las
t
ed
2
0
minu
tes
on
ave
r
age
and
a
t
o
tal
of 24
0
m
in
ute
s
.
2.3.
Da
ta
a
na
ly
si
s
Rese
arc
h
p
roc
e
e
ded
a
c
c
o
rd
in
g
t
o
t
he
s
ta
ge
s
in
M
ous
ta
ka
s’s
bo
o
k
[2
2
]
P
he
n
o
m
e
nol
ogi
cal
R
ese
a
rc
h
Me
th
o
d
s.
Thos
e
st
a
g
es a
re
l
i
s
t
e
d:
a.
Every
term
a
bou
t
t
h
e phe
n
o
m
e
non
in
t
he n
a
rra
t
i
ves
spec
i
f
ied
as
bu
ll
et
p
oi
nt
s;
b.
C
o
mmo
n
t
e
rms ca
t
e
go
ri
zed
;
c.
C
a
teg
o
ries
t
he
ma
t
i
ze
d;
d.
D
a
ta
c
ol
lec
t
e
d
by us
i
n
g di
ffe
r
e
nt
d
a
t
a c
o
lle
ct
i
o
n
me
th
o
d
s
are
g
a
t
he
re
d
and
c
o
mpa
r
ed
;
e.
Oral
n
a
r
ra
t
i
v
e
s
cre
at
ed
f
or
eve
ry pa
r
tic
i
p
an
t
;
f.
S
t
ruc
t
ur
al na
rrati
ves
cre
a
te
d for e
v
ery
partic
i
p
an
t
;
g.
C
o
mmo
n
st
ru
ct
u
r
a
l
n
a
r
ra
t
i
v
e cre
a
t
e
d;
h.
S
t
ruc
t
ur
al a
nd
oral
s
t
a
t
e
me
n
t
s
nam
e
d by
rese
arc
h
es w
ith c
o
m
m
on
statem
e
n
t
s
.
C
o
d
i
n
g
o
f
t
h
e
obta
i
ne
d
da
t
a
i
n
thi
s
r
e
s
ear
ch
i
s
a
n
al
yz
ed
i
n
fo
u
r
st
ag
es;
fi
nd
i
n
g
th
e
t
h
emes,
orga
niz
i
ng
t
h
e
c
odes
a
nd
t
h
e
t
h
e
m
e
s
,
i
d
e
n
t
i
fy
i
ng
the
fi
n
d
i
ngs
a
n
d
i
nte
r
p
r
eti
ng.
W
it
h
th
e
cod
i
ng
proc
e
ss,
i
t
bec
a
m
e
p
ossi
b
l
e
t
o
c
re
ate
t
h
e
m
es
t
ha
t
can
e
xpla
i
n
t
h
e
op
i
n
i
o
ns
o
n
a
g
e
n
e
r
a
l
l
e
v
e
l
a
n
d
t
h
e
m
e
s
t
h
a
t
c
a
n
g
r
o
u
p
the
c
ode
s
u
n
d
e
r
c
erta
in
s
ub-
the
m
e
s
.
V
i
a
the
co
nte
n
t
a
n
a
l
y
s
is,
t
he
d
a
t
a
i
s
r
ead
l
i
n
e
b
y
l
i
n
e
a
n
d
im
port
code
s
and
s
i
ze
s
ha
ve
b
ee
n
t
r
i
e
d
to
b
e
de
ter
m
ine
d
.
A
c
quire
d
c
o
d
e
s,
s
ub
-t
hem
e
s,
t
hem
e
s
are
o
r
gan
i
z
e
d
to
d
e
f
i
n
e
fi
n
d
in
gs
a
n
d
i
nter
pre
t
ed.
Re
sear
ch
d
a
t
a
is
r
e
s
olve
d
ac
c
o
rdi
ng
t
o
c
a
t
e
g
orica
l
a
na
lysis
,
one
o
f
the
c
o
n
t
e
n
t
ana
l
ys
is
t
e
c
h
ni
que
s.
A
c
c
ordin
g
t
o
Ta
vşa
n
c
ıl
and
A
s
l
a
n,
t
he
c
a
t
e
go
ri
c
a
l
an
al
ys
i
s
i
s
send
ing
a
m
e
ssage
f
irst
t
o
un
its
a
nd
the
n
c
a
t
eg
oriz
i
ng
a
c
c
ord
i
n
g
t
o
a
cer
tai
n
m
e
a
sure
o
f
s
im
ila
ri
t
i
e
s
[
2
3
].
I
n
c
a
te
gor
ica
l
a
na
lys
i
s,
l
i
t
t
l
e
un
its i
n q
u
es
tio
ns
a
re
t
ra
n
s
form
ed
i
nt
o big
g
e
r
u
n
its
b
y gene
ra
l
i
z
a
t
i
o
n
.
A
ccor
d
in
g t
o
G
ül
b
a
har
a
n
d
A
l
per
,
w
i
t
h
the he
lp
o
f
co
n
t
e
n
t ana
l
ysi
s
,
t
h
e
tru
t
h h
i
dde
n
i
n
t
he
da
t
a
c
o
m
e
s
i
n
t
o
l
i
g
ht [24]
.
N
a
me
s
of
t
he
p
a
r
t
i
c
i
pa
n
t
s
a
r
e
code
d
a
s
n
ick
n
a
m
e
s
,
Mura
t,
Y
un
us
,
E
li
f
a
nd
e
t
c
.
P
a
r
t
i
ci
pa
nt
nic
k
nam
e
s
a
r
e
a
d
de
d
a
t
t
he
e
nd
o
f
t
h
e
se
n
t
e
n
c
e
in
d
irec
t
q
uota
t
io
ns.
C
o
d
i
ng
o
f
da
ta
p
e
r
form
ed
by
thre
e
rese
arc
h
ers
and
t
h
e
n
c
om
par
i
s
ons
h
a
s
b
ee
n
m
a
de.
Relia
bi
lit
y
cal
c
u
la
ti
on
s
a
r
e
done
a
cc
ord
i
n
g
t
o
M
ile
s
an
d
H
uber
m
a
n
’
s
f
orm
u
l
a
o
f
rel
i
abi
lit
y
be
tw
ee
n
c
oders.
Co
n
c
orda
nce
r
at
e
i
s
cal
cu
l
a
t
e
d
as
8
7
%
a
ft
er
r
e
l
i
a
bi
li
ty
ana
l
ys
is [25]
.
I
n
t
his
resea
r
ch,
a
q
u
al
i
t
a
t
i
v
e
re
se
ar
ch
a
pp
r
o
ach
i
s
a
d
o
p
t
ed
a
n
d
t
h
e
c
once
p
ts
o
f
c
o
genc
y,
transm
i
s
s
i
bi
li
t
y
a
nd v
e
rif
i
a
b
il
it
y
ar
e use
d
[2
6
]
.
Co
g
e
n
c
y
is r
e
late
d t
o
t
he
a
bil
i
t
y
t
o
r
e
flec
t t
h
e mu
l
tip
le re
a
lit
ies
w
ith
t
he
c
olle
c
t
ed
d
ata.
F
o
r
t
h
i
s
pur
pose
,
i
n
the
proce
s
s
of
a
p
p
lica
tio
n
o
f
t
he
r
e
s
ear
ch,
a
ll
the
i
n
terv
ie
w
s
a
r
e
rec
o
rded
b
y
a
re
cordi
ng
de
vi
c
e
.
Then,
t
h
e
r
e
c
o
rd
in
gs
w
ere
trans
c
r
i
b
e
d
,
gi
ve
n
to
t
he
p
a
r
tic
ipa
n
ts
t
o
e
x
am
ine
and
ne
cessar
y
c
orre
cti
o
n
s
w
ere
ma
de
a
c
c
ordi
n
g
t
o
part
ic
i
p
an
t’s
c
o
n
f
i
r
ma
tio
n.
S
tatem
e
nt
s
w
h
ich
pa
rt
ic
i
p
a
n
t
s
do
n
o
t
w
a
n
t
t
o
be
i
nc
lu
de
d
a
r
e
re
move
d
fro
m
interv
iew
te
xt.
T
o
s
tre
n
g
t
hen
the
c
oge
nc
y
of
t
h
e
r
e
s
earch,
tw
o
of
t
h
e
s
c
h
o
o
l
a
dm
in
i
s
tra
t
or
s
a
r
e
in
t
e
rv
iew
e
d
a
g
a
i
n
a
nd
a
s
ke
d
if
t
he
f
i
n
d
i
ng
s
are
me
anin
g
f
ul
o
r
n
o
t
a
nd
i
f
t
hey
reflect
t
he realit
y
o
r not.
3.
RESULT
S
A
N
D
DISCU
SSIO
N
3.1.
“C
re
atin
g
i
n
ter
g
en
erat
i
on
al
s
p
a
ce
” ac
c
o
rd
i
n
g t
o
t
h
e
sch
ool p
rin
ci
pa
ls
W
h
e
n
t
h
e
o
p
i
n
i
o
n
s
o
f
t
h
e
s
c
h
o
o
l
p
r
i
n
c
i
p
a
l
s
a
r
e
a
n
a
l
y
z
e
d
b
a
s
e
d
o
n
th
e
i
n
ter
v
i
e
w
s
,
m
a
in
t
he
me
i
s
con
s
i
d
ere
d
a
s
inter
g
ener
a
tio
n
a
l
s
p
ac
e
a
n
d
s
ub-
them
es
a
r
e
c
on
si
d
e
r
ed
a
s
p
l
ac
e
an
d
ac
ti
vi
ty
.
W
h
e
n
pl
ace
s
ub
-
them
e
e
x
am
i
n
e
d
,
it
is
s
e
e
n
t
hat
t
h
e
pr
inc
i
p
a
ls
t
al
k
a
bou
t
the
a
c
t
ua
l
gat
h
erin
g
a
n
d
m
eet
in
g
po
i
n
ts
w
h
i
c
h
a
re
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Crea
tin
g
and
ut
il
i
z
i
n
g
spa
c
e
s
t
o
e
nha
n
c
e
int
e
rg
en
e
r
ati
o
n
a
l
l
e
a
r
n
i
ng
a
t
sc
ho
ol
s
and
re
sul
t
s
(S
o
n
er Pola
t)
5
use
d
t
o
cre
a
te
i
n
t
er
ge
nera
t
i
o
n
a
l
s
pace
.
U
n
der
t
h
e
su
b-t
h
em
es,
t
he
a
ct
i
v
it
ies
do
ne
a
t
t
h
ose
s
p
ace
s
are
exa
m
ine
d
.
Mor
e
ove
r,
o
p
i
ni
on
s from
princi
pa
ls a
re
c
oded
an
d
put
in
T
ab
le
2
.
Tab
l
e
2
.
The
me
re
l
ated t
o
cre
a
tin
g
inte
rge
n
e
r
ati
ona
l spac
e,
s
ub
-
t
hem
e
a
nd
code
s ac
cordi
n
g to
p
r
i
nc
ipa
l
s
The
m
e
Sub-T
h
em
e
C
ode
s
I
n
te
rge
n
e
r
a
tion
a
l Spac
e
Pl
ac
e
E
duca
tion a
nd
study
h
a
ll
D
i
ning
ha
ll
Sports
c
e
n
t
e
r
s
a
nd f
a
c
i
l
iti
e
s
P
i
cn
i
c
a
r
e
as
H
ouse
s
w
hi
c
h
a
r
e
use
d
for
spe
c
i
al
o
c
cas
io
n
s
T
our
ing
a
r
e
a
s
Ar
t c
e
n
te
rs
Acti
vity
Wr
i
t
i
n
g
th
e
at
er
p
l
a
ys
A
ssem
b
li
ng a
c
hoi
r
Pa
r
t
i
c
ip
a
ting in a
r
t
ac
tivitie
s
O
r
ga
niz
i
ng
r
e
m
i
ni
sc
e
n
ce
p
ro
g
r
a
m
s
Ma
ki
n
g
hom
e
visits
O
r
ga
niz
i
ng
b
a
r
b
e
c
ue
p
a
r
ti
e
s
O
r
ga
niz
i
ng
bo
a
r
d
a
nd c
o
m
m
i
tt
ee
m
e
e
tings
Re
s
e
a
r
c
h
ing
ca
s
e
s
t
udie
s
O
r
ga
niz
i
ng
know
le
dg
e
sh
a
r
ing
da
ys
C
r
ea
ting
projec
ts
Whe
n
t
he
c
ode
s
of
d
in
in
g
ha
l
l
s,
s
ports
c
e
n
ter
s
a
nd
faci
l
ities,
pic
n
ic
a
rea
s
,
hou
s
e
s
w
h
ic
h
ar
e
used
f
or
spec
ia
l
occ
a
s
i
ons,
t
ouri
n
g
are
a
s
an
d
art
ce
nt
e
r
s
a
r
e
ana
l
yz
e
d
u
n
d
er
t
he
s
u
b
-t
h
e
me
o
f
pla
ce,
it
ca
n
be
s
e
e
n
t
ha
t
a
d
mi
ni
st
ra
to
rs
t
a
l
k
ab
out
u
noffi
c
i
al
a
re
as
o
u
t
o
f
th
e
wo
rkp
l
ac
e
t
o
c
r
ea
t
e
i
n
t
erge
nera
tio
nal
spa
ces.
It
can
b
e
sai
d
t
ha
t
m
e
e
t
i
ng
o
u
tsi
d
e
the
sch
o
o
l
i
s
pre
f
e
r
red
by
the
a
d
m
i
ni
strat
o
rs
t
o
ge
t
t
o
k
n
o
w
em
pl
o
y
e
e
s
a
n
d
inte
r
a
c
t
w
ith
t
he
m.
S
cho
o
l
P
r
inc
i
pal
Me
hm
et
r
e
f
le
cts
t
h
i
s
p
refe
renc
e
b
y
g
i
vi
ng
t
he
a
n
s
we
r
“
S
e
l
f
-
ex
pl
a
n
ato
r
y
and
n
a
tu
ral
pl
ac
es
”
to
t
h
e
q
u
e
st
i
o
n
ab
out
c
re
at
in
g
pl
a
c
e
s
.
Some
o
f
t
h
e
opi
ni
on
s
o
f
t
h
e
a
dmi
n
ist
r
a
t
o
r
s
abo
u
t
th
e
place
s ena
b
lin
g in
terge
n
era
t
iona
l
l
e
ar
ni
ng
a
r
e
as
f
ol
low
s
.
P
r
inci
pal
M
e
rt
s
a
y
s
“
E
very
t
h
in
g
ou
tside
t
h
e
jo
b
is
p
la
u
s
i
b
le.”
as
a
n
a
c
ti
vi
ty
s
u
gge
st
io
n.
V
i
c
e
Pr
i
n
c
i
pa
l
İ
b
rah
i
m
st
a
t
e
s
h
is
i
d
e
a
of
c
re
at
in
g
acti
v
ities
a
s
“
We
c
a
n
f
oc
us
i
nter
g
e
nera
tio
n
a
l
in
d
i
v
i
dua
ls
t
o
new
deve
l
opm
en
ts
by
orga
niz
i
ng
sem
i
na
rs,
m
eetin
gs
a
nd
s
oc
ia
l
ac
ti
vi
t
i
e
s.
”
V
ic
e
P
r
in
c
i
p
a
l
E
l
i
f
’
s
s
ta
n
c
e
i
s
l
i
k
e
th
i
s
:
“
T
here
m
ust
be
m
ut
u
a
l
e
x
perie
n
c
e
s
.
P
icnic
s
,
tri
p
s
,
s
ocial
a
n
d
s
por
ts
a
c
tiv
i
t
i
e
s
m
u
st
b
e
or
ga
nize
d.
”
A
n
o
t
h
e
r
p
r
i
n
c
i
p
a
l
w
i
t
h
a
l
i
a
s
M
u
r
a
t
l
i
s
t
s
p
l
a
c
e
s
w
h
e
r
e
t
h
e
m
a
s
t
e
r
-
appre
n
tic
e
re
l
a
ti
on
sh
i
p
can
b
e
bu
i
l
t
;
v
i
lla
ge
room
s
w
h
e
r
e
con
v
er
sa
ti
on
s
he
ld,
a
n
d
pla
c
es
w
he
re
p
e
o
ple
ga
t
h
er
wit
h
t
he
ir
r
ela
t
i
v
es,
hal
l
s
whe
r
e
l
o
cal
ma
nage
me
nt
o
rgan
iza
t
i
on m
e
e
tin
gs he
l
d an
d
em
phasizes
t
h
a
t
inte
r
ge
ne
rat
i
ona
l spac
e c
a
n
be c
rea
t
e
d
.
Th
e
o
t
h
e
r
su
b
-
t
h
eme,
a
c
t
i
v
itie
s,
i
n
c
lu
d
e
s
off
-
s
c
ho
ol
acti
v
iti
e
s
a
l
o
n
g
w
i
t
h
the
ac
ti
v
itie
s
w
h
ic
h
c
a
n
b
e
orga
nize
d
w
i
t
h
i
n
t
he
w
ork
p
l
a
c
e
.
A
t
the
end
of
t
he
i
n
t
e
r
vi
e
w
s
w
i
t
h
a
dmin
istr
at
ors
orga
ni
z
i
n
g
b
o
a
rd
a
nd
com
m
it
tee
m
e
e
tin
gs,
ba
rbec
ue
p
art
i
es,
kn
o
w
led
g
e
shar
in
g
da
ys,
r
e
m
i
n
i
s
ce
nce
pr
ogr
am
s,
buil
d
i
n
g
pr
oj
e
c
t
s,
w
r
itin
g
t
h
eate
r
p
la
ys,
a
s
se
mbli
n
g
a
c
h
o
ir,
p
a
rti
c
ip
a
t
i
n
g
i
n
a
r
t
a
c
t
i
v
it
i
e
s,
w
orki
ng
o
n
c
ase
stud
ie
s
an
d
do
in
g
home
v
i
si
ts
a
r
e
u
t
ilize
d
u
nde
r
this
s
ub-t
h
em
e.
H
i
gh
sc
h
o
o
l
p
r
i
n
c
i
p
a
l
I
r
m
a
k
s
p
e
a
k
s
o
f
s
e
m
i
n
a
r
s
,
t
r
i
p
s
,
p
a
n
e
l
s
and
pro
j
ec
t
w
o
rks
in
t
he
m
atter
of
c
rea
t
i
n
g
i
n
te
rge
n
e
r
at
i
ona
l
s
p
a
c
e
s
.
An
oth
e
r
hi
gh
s
ch
ool
p
ri
n
c
i
p
al
Y
u
s
uf
sug
g
es
t
s
s
em
i
n
ars,
q
u
i
z
s
h
o
w
s
a
nd
c
o
nfer
ence
s
a
s
i
nter
ge
nera
t
i
o
nal
a
c
t
i
v
it
i
e
s.
O
n
the
ot
her
ha
n
d
,
prima
r
y
sc
ho
ol
p
ri
n
c
ipa
l
H
ü
s
eyi
n
g
ive
s
t
he
a
n
s
we
r
o
f
“
An
yt
hing
o
ut
sid
e
t
h
e
wo
rk
i
s
pos
sib
l
e.
”
a
nd
em
p
h
as
iz
es
t
h
a
t
in
t
e
rge
n
e
r
at
i
o
n
a
l
i
n
tera
ct
ion
space
s
ca
n
be
m
ost
l
i
ke
ly
c
re
ated
b
y
off-school
a
c
tivitie
s
.
School
P
rincipa
l
Eyme
n
s
t
ates
t
hat
a
c
t
i
v
i
tie
s
l
i
k
e
me
eti
ngs,
hom
e
visi
ts,
ch
ar
i
t
y
sa
les,
s
p
o
r
t
s
and
art
org
a
niza
ti
ons,
per
i
o
d
i
c
educ
a
t
i
o
na
l
lo
cal
uni
ty
d
a
y
s
ca
n
be
o
rga
n
i
z
ed.
Pr
escho
o
l
t
e
ache
r
Ömer
w
o
r
k
s
i
n
a
p
r
esc
h
o
o
l
as
a
v
i
ce
pri
n
ci
pa
l
an
d
i
n
h
is
a
r
t
t
he
m
e
d
t
a
lk,
he
s
p
e
aks
o
f
c
rea
t
i
ng
i
n
t
erge
nera
t
i
o
n
al
s
pac
e
w
it
h
thea
ter
,
p
a
i
nt
i
ng,
p
l
ay
s an
d
sk
et
ch
e
s
3.2.
Resu
l
t
s
of
creating
i
n
t
e
r
gen
erat
i
on
al spac
e
s ac
cord
ing t
o
adm
i
n
istrat
or
s
Ac
cordi
n
g
t
o
s
ch
oo
l
a
d
mi
ni
st
r
a
t
o
rs,
cr
eati
n
g
i
n
terge
n
era
t
i
o
nal
s
p
ace
r
esu
l
ts
i
n
a
lo
t
o
f
p
o
s
it
iv
e
ou
tc
ome
s
f
or
i
nter
perso
n
al
i
n
t
e
r
ac
tio
ns
a
n
d
o
rga
n
iza
t
io
n.
T
able
3
i
nc
lu
de
s
the
co
de
d
re
sult
s
of
t
he
i
n
t
e
r
view
s
do
ne w
i
t
h a
d
min
i
s
t
rat
o
rs.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 2252-
88
22
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
2019:
1
-
8
6
Ta
b
l
e
3.
Resu
l
t
s
of c
r
ea
t
i
ng i
n
terge
n
era
tio
na
l
spa
c
e
s
a
c
c
ordi
ng
to administ
r
a
tors
Th
e
m
e
COD
E
S
Inte
rge
n
e
r
a
tion
a
l S
p
a
c
e
Re
sults
De
v
e
l
o
p
m
e
n
t
of
s
chool
m
e
m
ory
C
u
ltura
l
tr
a
n
s
m
ission
E
f
f
i
ci
e
n
cy
Sc
hoo
l
succ
ess
De
v
e
l
o
p
m
e
n
t
of
s
chool
Ge
tti
n
g
t
o
k
now
d
iffe
re
nt
g
e
n
e
r
a
t
i
o
ns
Posit
i
ve
s
c
hool
c
lim
at
e
I
n
ter
g
en
er
a
t
i
o
n
a
l
c
o
mmu
n
i
cati
o
n
I
n
ter
g
en
er
a
t
i
o
n
a
l
e
m
p
a
t
h
y
I
n
ter
g
en
er
a
t
i
o
n
a
l l
e
a
r
n
i
n
g
I
n
t
e
rge
n
e
r
a
tion
a
l
h
a
r
m
ony
I
n
t
e
rge
n
e
r
a
tion
a
l
consolida
tion
I
n
t
e
r
g
e
n
e
r
at
i
o
n
a
l
r
es
p
e
ct
I
n
ter
g
en
er
a
t
i
o
n
a
l t
o
l
er
an
ce
I
n
ter
g
en
er
a
t
i
o
n
a
l t
r
a
n
s
f
er
I
n
t
e
rge
n
e
r
a
tion
a
l
u
nde
rsta
nding
A c
onstruc
ti
v
e
s
oluti
o
n
t
o
i
nte
r
ge
ne
r
a
tion
a
l c
onflic
ts
I
n
t
e
rge
n
e
r
a
tion
a
l
s
e
nsibi
lity
As
s
c
h
o
o
l
admi
n
i
st
ra
to
rs
s
tat
e
d
,
c
rea
tin
g
i
n
t
e
rg
e
n
e
r
at
io
na
l
sp
a
ce
s
he
lp
s
ed
uca
t
io
nal
i
n
sti
t
u
ti
ons
i
n
aspec
t
s
of
d
e
v
e
l
o
p
m
e
nt
o
f
sc
ho
o
l
m
e
m
or
y,
c
u
l
t
u
ra
l
tr
ansmiss
i
on,
e
fficie
n
c
y
,
scho
o
l
s
ucc
e
s
s
,
sc
hoo
l
deve
l
opm
en
t,
g
et
t
i
ng
t
o
k
no
w
differe
n
t
g
e
n
e
r
at
io
ns,
posi
t
i
v
e
sc
h
o
o
l
c
l
i
m
a
t
e
,
c
o
m
m
u
n
i
c
a
t
i
o
n
,
e
m
p
a
t
h
y
,
lear
n
i
n
g
,
harm
ony,
c
onso
l
i
d
at
ion,
t
ole
r
a
n
ce
,
r
e
spec
t
,
t
r
a
nsfe
r,
u
n
d
e
r
st
a
n
d
i
n
g
,
cons
tr
uct
i
ve
s
olu
t
i
o
ns
t
o
in
t
e
rge
n
e
r
at
i
o
n
a
l
co
nf
licts
a
nd
m
a
kes
gre
a
t
c
o
n
tr
ib
u
t
i
o
ns
t
o
su
s
t
a
i
na
bi
l
i
t
y
t
o
t
h
e
s
e
ins
tit
u
tio
ns.
S
c
hoo
l
adm
i
n
i
s
t
rat
o
rs
w
ho
pa
r
tic
i
p
at
ed
i
n
t
h
is
s
t
u
d
y
h
a
v
e
sup
por
t
e
d
t
h
is
i
dea
b
y
the
i
r
sta
t
em
en
ts
S
cho
o
l
p
ri
n
c
ipa
l
O
s
ma
n
said
:
“
P
roblem
b
e
t
w
e
en
g
e
n
era
t
i
o
n
s
w
il
l
be
m
in
i
m
ize
d
i
f
t
he
y
kn
ow
eac
h
o
t
her
bet
t
e
r
.
”
a
nd
b
y
th
is
st
a
t
em
ent
he
p
oi
nte
d
o
ut
i
nte
r
gene
rat
i
o
n
a
l
e
mpa
t
hy.
A
no
t
h
er
p
ri
nc
ipa
l
,
Mura
t
st
a
t
e
s
t
hat
“
I
nterge
ner
a
t
i
o
n
al
space
p
r
o
vide
s
i
n
form
ati
o
n
tra
n
sfer.
”
V
ice
pri
n
ci
pa
l
Yu
su
f
e
v
al
u
a
t
e
s
resu
lt
s
in
a
b
ro
ad
s
en
se
b
y
using
th
e
expre
ssi
ons
o
f
“
T
oler
ance
,
re
spec
t,
c
u
ltur
a
l
i
n
f
o
r
m
a
t
i
o
n
tra
n
sm
issi
on,
c
o
n
s
e
r
vat
i
o
n
o
f
cu
st
oms
an
d
tra
d
i
t
i
on,
me
ritori
ousne
ss,
r
e
m
ova
l
of
t
he
f
ee
lin
g
of
b
ei
n
g
s
ham
e
d
”
.
A
not
h
e
r
not
ab
l
e
opi
ni
o
n
b
e
l
ong
s
t
o
P
ri
nc
i
p
al
Irm
a
k.
S
he
s
ays,
“
Crea
t
i
ng
i
n
t
er
ge
ner
a
t
i
on
a
l
s
pac
e
s
w
i
l
l
i
ncre
a
se
t
he
p
rest
i
g
e
o
f
t
h
e
w
orkp
lace
a
nd
t
h
e
succe
ss.
”
P
re
-sc
h
o
o
l
pri
n
c
i
pa
l
Sa
me
t
hig
h
ligh
t
s
the
i
m
p
o
r
t
anc
e
of
s
t
r
ong
i
n
terge
n
era
t
i
ona
l
com
m
un
i
c
a
tio
n
and
h
i
g
h
e
ffic
i
e
n
c
y
.
O
n
e
o
f
t
he
s
c
h
oo
l
p
r
inc
i
pa
l
s
,
H
ü
se
yin,
c
om
p
i
le
s
r
e
sults
a
s
fo
l
l
ow
ing
:
“
U
n
it
y
an
d
s
o
l
i
d
a
r
i
t
y
s
p
i
r
i
t
,
t
e
a
m
s
p
i
r
i
t
.
”
a
n
d
“
T
o
b
e
h
e
l
d
u
p
a
s
a
n
e
x
a
m
p
le.
”
V
ice
Pr
i
n
c
i
pa
l
E
l
i
f
s
ta
t
e
s
t
h
a
t
by
c
r
ea
t
i
n
g
i
n
t
e
rg
en
era
tio
na
l
sp
ac
e
s
,
emp
l
oy
e
e
s
w
i
ll
h
av
e
t
h
e
ch
an
ce
t
o
wo
r
k
in
a
n
env
i
ro
nm
en
t
w
i
t
h
o
u
t
g
e
n
era
t
i
o
na
l
con
f
lic
t
a
nd
the
y
w
ill
be
h
a
p
py
w
ith
w
ha
t
the
y
a
re
d
o
i
n
g
as
a
r
e
s
ul
t.
V
ice
pr
inc
i
pal
İ
b
rah
i
m
sa
i
d
:
“
G
oo
d
in
t
e
rge
n
e
r
at
i
o
n
a
l
com
m
un
ica
tio
n
a
nd
s
h
a
r
in
g
i
n
for
m
a
t
i
o
n
w
i
l
l
t
a
k
e
a
way
t
h
e
di
sh
armony
.
Th
rou
g
h
e
f
fe
c
t
iv
e
com
m
unic
a
t
io
n,
m
ore
inform
ati
o
n
an
d
e
xpe
r
i
e
n
ce
w
il
l
be
s
har
e
d,”
a
n
d
e
m
phas
i
ze
s
the
resul
t
s
a
nd
e
f
f
ects
of
cre
a
ti
ng in
terg
e
n
era
tio
na
l spa
ces.
A
ll
the
o
p
i
nio
n
s sh
a
r
ed b
y
a
dmi
n
is
t
r
at
or
s
in
dica
te
t
ha
t
t
h
e
spac
es
w
h
e
r
e
the
gene
ra
ti
o
n
s
ga
t
h
ere
d
t
oge
t
h
er
for
pos
it
ive
in
t
e
r
acti
ons w
i
l
l
p
r
ofi
t
the
e
d
u
c
a
t
i
o
nal
i
n
s
t
itu
ti
ons
i
n m
a
ny
w
a
ys.
The
sc
o
p
e
of
t
hi
s
r
e
sea
r
ch
i
s
fi
ndi
ng
ou
t
th
a
t
h
ow
i
nterge
ne
rat
i
o
n
a
l
sp
ac
es
c
o
u
l
d
b
e
crea
t
e
d
and
ut
iliz
e
d
,
ba
se
d
o
n
t
he
v
ie
w
s
o
f
s
c
h
o
o
l
pri
n
c
i
pa
ls.
It
i
s
a
i
m
e
d
to
d
e
t
erm
i
n
e
t
he
v
iew
s
o
f
differ
e
n
t
ge
ner
a
ti
ons
of
s
ch
o
o
l
pr
in
c
i
pa
l
s
a
b
o
u
t
u
s
i
ng
i
n
te
rgene
r
ati
ona
l
spa
c
e
s
i
n
or
der
t
o
s
up
p
o
rt
i
nt
e
r
g
e
ne
rat
i
o
n
a
l
l
e
a
r
ni
ng.
Col
l
ec
t
e
d
data
f
r
o
m
the
i
n
terv
iew
s
o
f
the
p
r
inc
i
pa
ls,
ma
de
w
it
h
t
he
m
e
m
be
rs
o
f
bab
y
b
o
o
m
e
rs,
ge
nera
ti
o
n
x
and
ge
ner
a
t
i
on
y, w
a
s exam
i
n
ed
f
or th
i
s pur
pos
e.
S
choo
l p
r
i
n
c
i
p
a
l
s’
opi
ni
o
n
s
a
bou
t
c
r
e
a
t
i
n
g
in
t
e
rg
e
n
e
r
a
t
ion
a
l
space
w
ere
disc
usse
d
u
nde
r
t
h
e
m
a
in
t
he
me
o
f
“
i
n
t
erge
nera
t
i
o
n
al
s
pac
e”
a
nd
t
w
o
s
u
b-th
em
es
o
f
“
p
lace
”
an
d
“
a
c
ti
v
i
ties”.
Inter
v
ie
w
s
w
it
h
sch
o
o
l
pri
n
ci
pa
ls
a
nd
vic
e
p
ri
nc
i
pa
l
s
s
h
o
w
e
d
th
at
t
he
c
once
p
t
o
f
in
t
e
rge
n
e
r
at
i
o
n
a
l
spa
ce
is
m
os
t
l
y
i
d
e
n
ti
fi
e
d
w
i
t
h
ac
ti
v
i
t
i
es.
W
h
i
le
s
o
m
e
pr
i
n
c
i
pa
ls
t
al
ke
d
ab
o
u
t
c
r
ea
tin
g
o
f
f
i
ci
a
l
a
n
d
uno
ffi
ci
al
a
ct
ivi
t
y
s
pa
ce
,
mo
st
o
f
t
h
em
i
ndu
ce
d
us
i
n
g
off-s
c
h
o
o
l
o
p
tio
ns
f
or
i
n
t
erge
nera
t
i
o
n
al
in
form
ation
transfer
a
nd
l
e
arni
ng.
M
ore
ove
r,
n
a
t
ura
l
a
nd
s
i
nc
er
e
e
n
v
i
ro
nme
n
t
s
w
ere
fitted
for
t
h
e
in
t
e
rge
n
e
r
at
i
o
n
a
l
le
arn
i
ng
acc
ord
i
ng
t
o
s
c
h
o
o
l
princ
i
pa
ls.
In
f
a
c
t,
t
heir
c
h
o
ice
s
o
f
un
offi
c
i
a
l
e
nviro
nm
ent
s
f
or
in
t
e
rge
n
e
r
at
i
o
n
a
l
inte
rac
t
i
o
n
s
w
er
e
de
t
e
rm
i
n
e
d
t
hr
o
ugh
o
u
t
t
h
e
i
n
t
ervi
ew
s.
I
n
a
d
d
i
t
i
o
n
t
o
this,
s
c
hoo
l
pri
n
ci
pa
ls
m
os
tly
m
e
n
ti
one
d
t
h
e
p
o
si
t
i
ve
o
u
t
pu
t
s
f
or
t
he
i
nd
i
v
i
d
u
a
l
s
and
the
orga
ni
z
a
tio
n
as
a
r
e
s
u
lt
o
f
cre
a
ti
ng i
n
terg
ene
r
at
io
na
l spa
ces.
O
n
e
o
f
t
h
e
h
i
g
hli
g
h
t
s
o
f
t
he
r
esul
ts
w
a
s
t
ha
t
no
ne
o
f
the
pri
n
c
ip
al
s
h
a
ve
s
po
ken
abo
u
t
t
h
e
onl
in
e
env
i
ro
nm
en
t
a
n
d
a
c
t
i
vi
t
i
es
w
hi
le
t
al
k
i
ng
a
bo
u
t
i
n
t
erge
n
e
ra
t
i
ona
l
s
p
ac
e
s
a
n
d
a
c
tiv
i
tie
s.
W
he
n
the
ty
p
i
ca
l
cha
r
ac
t
e
ris
tics
of
B
a
b
y
Boom
er
G
ener
ati
o
n
and
Gener
a
t
i
o
n
X
a
re
co
n
s
id
ere
d
,
i
t
i
s
known
th
at
t
h
e
y
are
n
o
t
muc
h
a
ffil
i
ate
d
t
o
t
h
e
I
n
te
rn
et
a
n
d
t
ec
h
nol
og
y
;
w
hen
G
e
nera
tio
n
Y
’
s
f
a
m
i
l
i
a
r
i
t
y
w
i
t
h
t
h
e
s
e
e
l
e
m
e
n
t
s
a
n
d
i
d
e
a
s
are
t
a
ken
i
n
t
o
a
cc
ount
,
it
w
o
u
ld
b
e
e
xpe
c
t
e
d
t
o
he
ar
a
b
o
u
t
v
i
rtua
l
pl
a
t
f
o
rms
a
s
w
el
l.
W
he
n
t
h
e
re
a
s
o
n
s
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Crea
tin
g
and
ut
il
i
z
i
n
g
spa
c
e
s
t
o
e
nha
n
c
e
int
e
rg
en
e
r
ati
o
n
a
l
l
e
a
r
n
i
ng
a
t
sc
ho
ol
s
and
re
sul
t
s
(S
o
n
er Pola
t)
7
of w
hy t
h
e
par
t
ici
p
a
n
t
s
d
i
d
no
t
fa
v
or
v
ir
t
u
al
e
nv
ir
o
n
m
e
n
t
ar
e
i
nves
t
i
g
a
t
e
d
, it sh
oul
d be ta
k
en
i
n
t
o
a
cco
u
n
t
t
h
a
t
part
ici
p
a
n
t
s
m
igh
t
b
e
unfam
i
l
i
a
r
w
ith tec
h
nol
og
y a
n
d Inter
n
et u
se.
The
st
u
dy
s
u
p
por
ts
t
he
i
dea
tha
t
t
here
a
re
m
any
p
o
sit
i
v
e
resul
t
s
of
u
si
ng
i
n
t
e
r
g
e
n
e
rat
i
o
n
a
l
sp
aces
like
i
n
ter
g
e
n
er
a
tio
na
l
lea
r
n
i
n
g
,
col
l
a
bora
t
i
o
n
an
d
s
o
lida
r
i
t
y
w
h
i
ch
w
il
l
he
lp
t
he
o
rga
n
i
z
at
i
on
i
n
m
i
c
ro
a
n
d
ma
cro
leve
l
s
.
Bes
i
de
s,
i
t
is
o
bv
i
o
u
s
t
ha
t
cre
a
ti
ng
a
n
d
ut
il
iz
in
g
i
n
terge
n
era
t
i
o
nal
s
p
ace
s
h
a
ve
a
p
os
i
tive
i
m
pact
o
n
sc
hoo
l
cli
m
at
e
an
d
th
e
i
m
p
r
ov
emen
t
of
t
h
e
s
ch
ool
a
s
an
o
rg
an
iz
a
tio
n.
I
n
the
s
e
s
p
ac
es,
in
terge
n
era
tio
na
l
l
e
a
r
ni
ng
s
hould
b
e
don
e
not
o
nl
y
i
n
o
f
f
i
c
i
a
l
wa
y
s
b
ut
a
l
s
o
in
s
oc
ia
l
spa
ces
f
rom
da
ily
l
i
f
e
;
s
uc
h
a
s
hom
es,
muse
ums,
w
orkp
lace
s
a
nd
o
n
l
i
n
e
v
i
rt
ual
e
n
v
i
ro
nm
en
ts
[
27],
[2
8].
A
s
als
o
i
n
d
i
c
a
t
ed
i
n
the
resea
r
ch,
it
is
impor
ta
nt
t
o
t
a
ke
i
n
t
o
acc
o
unt
t
hat
p
u
b
l
i
c
s
pace
s
a
r
e
con
s
i
d
era
bl
y
p
r
ef
e
r
re
d
a
m
on
g
all
me
mb
ers
o
f
gene
ra
ti
o
n
s
ra
the
r
t
ha
n
f
o
rma
l
s
pa
ce
s.
I
nte
r
gener
a
t
i
o
n
a
l
s
pac
e
s
a
re
c
on
si
de
red
as
d
y
n
am
i
c
a
n
d
g
r
o
w
i
ng
place
s;
w
hic
h
i
nc
l
ude
d
iver
si
ty,
a
n
d
a
s
c
ru
c
i
a
l
f
or
s
usta
ina
b
l
e
s
c
h
oo
l
o
r
gan
i
zat
i
ons.
In
l
i
ght
o
f
t
h
e
st
ud
y,
ut
iliz
i
n
g
fr
om
t
he
se
q
ua
li
fi
e
d
s
pac
e
s
t
h
a
t
e
n
a
ble
the
m
e
m
b
ers
o
f
d
i
ffere
nt
g
ener
at
io
ns
t
o
i
n
ter
a
c
t
i
s
v
i
e
w
ed
nec
e
ssary
f
or
s
us
tai
n
a
b
le
r
e
l
a
tio
ns
h
i
ps
o
f sc
h
o
o
l
m
e
m
be
rs.
4.
CONCL
U
S
ION
C
r
ea
ti
on
o
f
i
n
terg
e
n
e
r
a
tio
n
a
l
sp
ac
e
i
s
t
h
e
m
ai
n
top
i
c
of
t
h
i
s
s
t
u
d
y
w
h
e
r
e
a
s
s
u
b
t
o
p
i
c
s
a
r
e
s
c
o
p
e
a
n
d
op
p
o
rt
uni
ties.
F
ind
i
ng
s
c
o
l
l
e
c
ted
i
n
d
i
ca
te
t
ha
t
pri
n
ci
pa
ls
m
ent
io
n
in
tra
m
ura
l
a
nd
ou
t
of
s
c
h
o
o
l
e
ve
n
t
s
a
b
out
the
cre
a
t
i
o
n
of i
n
te
rge
n
er
at
ion
a
l
s
p
ac
e.
T
hese
e
ve
nts
ar
e
me
t
u
nder
the ti
tle
s
o
f
s
p
o
rts,
a
r
t
,
e
n
t
e
rta
i
nm
en
t
s
a
n
d
educ
a
t
i
o
na
l
sp
ace
.
Th
is
r
e
s
ear
ch
h
as
limi
t
a
t
io
ns
due
t
o
the
m
e
th
o
d
u
se
d
an
d
w
o
rk
g
ro
up
.
F
o
r
th
i
s
r
e
a
s
on
,
t
h
e
fi
ndi
n
g
s
of
t
h
i
s
qua
l
ita
tive
re
sear
ch
a
re
not
g
e
n
er
aliza
b
le.
H
o
w
e
ver,
t
h
ey
a
re
i
mpor
t
a
nt
i
n
t
h
e
sense
o
f
t
h
o
r
ou
gh
a
n
al
y
s
i
s
o
f
t
h
e
sub
j
ec
t
.
M
o
r
e
g
e
n
e
ra
li
za
bl
e
rese
a
r
c
h
r
esu
l
t
s
c
a
n
be
a
c
h
i
e
ved
o
n
t
hi
s
s
u
b
j
e
c
t
b
y
de
si
gn
ing
stud
ies
li
ke
qua
n
t
i
t
a
tive
re
sear
ch
d
e
s
i
g
n.
F
ur
t
h
e
r
m
o
re,
differe
nt
a
spec
t
s
o
f
ou
t
c
om
es
o
f
u
t
i
l
iz
in
g
in
t
e
rge
n
e
r
at
i
o
n
a
l
space
s
co
ul
d
be
s
e
a
rc
he
d.
T
hi
s
re
sear
ch
a
ls
o
po
int
s
out
t
h
a
t
d
e
sign
in
g
i
n
t
e
rn
at
i
o
n
a
l
sp
ac
e
s
is
a
n
o
t
h
er
v
i
t
a
l
s
ub
j
e
ct t
o i
nve
st
iga
t
e.
ACKNOW
LEDG
E
MEN
T
S
Th
is
w
ork
w
a
s
su
p
por
ted
b
y
K
o
c
ael
i
U
n
i
v
ersi
ty
S
c
i
e
n
ti
fic
R
e
se
ar
ch
P
r
o
j
e
c
t
s
Coor
dina
ti
on
U
n
i
t.
Pro
j
ec
t
N
u
mb
er:
201
8/
6
9
.
Thi
s
p
ap
er
w
as
p
re
sen
t
ed
a
s
a
p
l
atf
o
rm
p
re
sent
a
t
i
o
n
a
t
4
t
h
I
n
t
e
r
n
a
tio
na
l
Conference
on Life
l
ong
Educ
atio
n and
Leadership
f
or
A
ll-ICLEL J
ul
y 0
3
-05,
20
1
8
,
Wroc
l
a
w
, P
olan
d.
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v
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r
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r
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h
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n
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r
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lo
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e
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i
ff
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n
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e
rs
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tiv
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o
th
ey
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xi
st
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i
m
plicati
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r
t
he
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lace
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,
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ur
nal
o
f
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a
nageri
al
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ogy,
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3(
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.
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p
bell
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.
M
.,
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G
en
eratio
nal
diff
eren
ce
s
in
p
sy
cholog
ical
t
raits
a
nd
t
he
i
r
i
m
p
act
on
the
wo
rkp
l
ace,”
Jo
urn
a
l of
M
ana
geria
l
Psych
olo
g
y,
vo
l/i
s
s
u
e:
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3
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8
6
2
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ff,
A
.,
“
In
terg
enerati
o
n
a
l
Learn
i
n
g
a
s
an
A
dap
t
at
ion
S
t
rategy
i
n
Agin
g
Kno
w
led
g
e
S
o
ci
eti
e
s,”
Eu
rop
ean
Com
m
issi
on
(
ed.)
E
d
u
cati
on,
E
m
p
l
oym
ent,
E
uro
p
e.
W
a
r
s
a
w
:
N
ati
o
n
a
l
Contact
P
o
i
n
t
f
or
R
esear
ch
P
rog
r
am
m
e
s
o
f
th
e
Eu
rop
e
an
U
nio
n
,
p
p
.
12
6–
129,
2
00
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[12]
New
m
an
,
S.
,
“
I
nt
erg
e
nerat
i
on
al
L
earni
ng
and
the
Co
nt
rib
u
ti
ons
o
f
O
l
der
People,”
Ageing Hor
i
zons
;
i
s
s
u
e.
8
,
pp.
31
–3
9.
2
00
8.
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e
s, D.
an
d Y
p
s
i
l
a
nti,
A
.,
“
F
acto
r
s
i
n
fl
uenci
ng
in
terg
enerati
on
a
l
l
earni
ng
:
t
o
w
a
rd
s a
f
r
am
ework
f
o
r org
a
nis
a
ti
ons
to
e
nsu
r
e
succes
sf
ul
l
earn
i
n
g
i
n
ol
der
em
plo
y
ees,”
B
arabasch
,
A
.
&
Dehm
el,
A.
(
Eds
)
.
W
o
rk
ing
and
Ageing:
T
h
e
Benef
its
o
f
In
ves
t
in
g
i
n
a
n
Ag
ein
g
W
o
r
k
f
orce.
P
u
b
l
i
cati
o
n
s
O
ffi
c
e
o
f
the
E
u
rop
ean
U
n
i
o
n
,
L
uxemb
ou
rg,
pp
.
28
0-
30
8,
201
2.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
2252-
88
22
In
t
.
J
.
E
v
a
l
.
&
R
e
s
.
E
d
u
c
.
V
o
l.
8
,
N
o
.
1
,
M
ar
c
h
2
0
1
9
:
1
-
8
8
[14]
Ro
pes,
D
.,
“
Inte
rg
enerat
ion
a
l
Learn
i
ng
i
n
Org
a
nizat
io
n
s
,”
C
en
tr
e
f
o
r
Res
earch
i
n
Int
e
ll
ectu
a
l
C
a
p
i
t
a
l,
I
nh
ollan
d
U
n
i
v
ersi
ty, H
aarlem
, T
he N
eth
e
rland
s
,
20
13
[15]
H
a
tt
on-Y
e
o,
A
.
an
d
Oh
sak
a
,
T
.
,
“
I
nterg
e
nerat
i
on
al
P
ro
gram
mes:
P
ublic
P
o
l
i
c
y
an
d
R
e
search
I
mp
li
cati
ons.
A
n
Internat
ional Per
s
pective,”
T
h
e UNESC
O In
st
itute
f
or
E
ducat
ion.
Bet
h
J
o
h
n
s
o
n
F
o
u
ndat
i
o
n
,
20
00.
[16]
V
a
nd
erb
eck,
R
.
M
.
a
n
d
W
ort
h
,
N.
,
“
I
n
tergenerational
Space
,
”
L
ond
on
:
Ro
u
tled
g
e,
2
01
4.
[17]
Kap
l
a
n
,
M
.,
Th
an
g,
L
.
L.,
San
c
hez,
M
.
and
Hoffman
,
J.,
“In
t
erg
e
n
e
ra
tion
a
l
C
on
ta
c
t
Z
o
n
e
s
A
C
omp
e
nd
iu
m
o
f
A
p
p
l
i
c
at
io
n
s
,” Penn
S
t
at
e Exten
s
i
o
n
,
2
016
.
[18]
Brown
,
C
.
a
n
d
He
n
k
in,
N.,
“
In
tergenerati
o
nal Community
Buildin
g
: Res
ource Gu
ide
,
”
C
o
m
m
uni
ti
es
f
or
A
ll
Ag
es
.
P
h
il
adelp
h
i
a
, PA: Intergen
erati
onal
Cent
er,
T
e
mple
U
ni
versit
y
,
20
12
.
[19]
M
a
x
w
ell, J
., “
Qual
it
ativ
e researc
h
des
ig
n
:
An
in
teract
ive
appro
ac
h,” T
h
o
u
s
a
nd
Oa
k
s, CA
:
S
ag
e P
u
b
l
i
cati
ons, 2
01
3
.
[20]
Y
ü
k
s
e
l
,
P
.
a
n
d
Y
ı
l
d
ı
r
ı
m
,
S
.
,
“E
ğ
i
t
im
o
r
t
amları
n
d
a
f
e
nomenal
ç
a
l
ış
m
a
ları
y
ü
r
ü
t
mek
i
ç
in
t
eo
rik
çerçevel
er,
y
önt
em
le
r
ve
p
ros
e
dürler,”
T
u
rkis
h O
n
line Jo
ur
nal
of
Qua
l
ita
ti
ve
In
qu
ir
y,
J
a
nu
a
r
y
20
15
,
vo
l/
is
sue
:
6(1
)
,
2015P
at
to
n
,
Q
.
M.
,
“How to use qua
litative me
t
h
ods
in
eva
l
u
ation,”
Lo
ndon:
Sage,
1
98
7
.
[22]
M
o
ust
a
kas
,
C.,
“P
h
en
om
eno
l
o
g
i
c
a
l
research
m
ethod
s,” T
h
o
u
s
a
nd Oa
k
s
, C
A:
Sage,
19
9
4
.
[23]
T
a
vşa
n
cıl,
E
.
an
d
Aslan,
E
.,
“
Sözel,
ya
z
ı
l
ı
ve
d
i
ğ
er
mat
e
rya
l
l
e
r için
i
çeri
k
an
alizi ve u
y
gu
lam
a
ör
nekler
i
,”
İ
s
t
an
bu
l:
E
p
silon
.
2001.
[24]
G
ü
l
b
ahar,
Y
.
a
n
d
A
lp
er,
A.,
“Ö
ğ
r
etim
t
ek
nolojileri
al
anı
nda
y
ap
ı
l
an
a
raştır
malar,
”
Anka
ra
Univer
sity, Jo
ur
na
l
of
F
a
cu
lty
of Ed
uc
at
io
nal S
c
ien
ces,
v
ol/i
ss
ue
:
42
(
2),
pp.
9
3
-
11
1,
2
0
0
9.
[25]
Miles,
M
,
B
.
a
nd
Huberman,
A.
M
.,
“Qualitative
data
a
nalysis:
A
n
e
x
pa
n
d
e
d
S
ou
rc
e
b
o
o
k
.
(
2
n
d
e
d),”
T
ho
usa
nd
Oak
s
, C
A: Sag
e, 1
99
4
.
[26]
Yı
l
d
ır
ım,
A.
and
Ş
i
m
şek
,
H
.,
“
Sosyal bilimlerde nite
l
ara
ş
t
ı
rm
a yönt
emleri
,
”
An
k
ara:
S
eçk
in
, 2
016
.
[27]
F
acer, K.
a
n
d
S
an
df
o
r
d, R.
“Th
e
n
ext 25
y
ears
f
u
t
u
re scen
ari
o
s
and
f
u
t
u
re
d
irections f
or
e
d
u
cat
ion
an
d
t
echn
o
l
ogy
,”
Jo
ur
nal
of Computer
As
sist
ed
L
e
a
r
n
i
ng
, vo
l
.
26
,
p
p
.
7
4–
93
,
20
10
.
[28]
H
a
rper,
S
.,
“
D
e
m
og
raphi
c
Ch
ange,
g
e
n
e
rati
on
s
a
n
d
th
e
lif
e
c
o
u
rs
e”,
A
vai
l
ab
l
e
f
rom:
http
://
www.b
e
yo
nd
c
u
r
r
e
n
tho
r
iz
o
n
s
.o
rg,
20
09
.
BIOGRAPHI
E
S
OF
AUT
HORS
S
o
n
e
r
P
O
L
A
T
,
P
h
.
D
.
,
i
s
c
u
r
r
e
n
t
l
y
a
p
r
o
f
e
s
s
o
r
a
t
t
h
e
D
e
p
a
r
t
m
e
n
t
o
f
E
d
u
c
a
t
i
on
al
S
ci
ences
,
Edu
cati
o
n
M
a
n
a
g
e
m
e
nt
.
H
e
r
res
earch
i
nt
erests
o
rgan
izat
ional
im
a
ge
,
org
a
niz
a
t
io
na
l
trus
t,
int
e
rcultu
ral t
r
aini
ng
,
i
n
t
e
rgenera
t
io
na
l
learni
ng
a
nd
d
i
v
ersit
y
m
a
n
a
gem
e
nt
.
Y
ı
ld
ız
O
KÇ
U
:
Early
Ch
ild
ho
od
Ed
ucati
o
n
/
M
i
ddle
E
a
st
T
echn
i
cal
U
niv
e
rsit
y
/
2
00
6
-
20
11
Lif
e
l
o
n
g
L
earni
ng
and
Ad
u
lt
E
d
u
cat
io
n/
Kocaeli
Uni
v
ers
i
ty/2
01
7-
Ça
ğlar ÇELİK:
Depart
m
e
nt
o
f
En
glish
Lan
g
au
ge
T
each
in
g
-
F
o
rei
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