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I
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T
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q
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teac
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in
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ca
tio
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lan
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s
ca
p
e
[
1
]
–
[
3
]
.
I
n
th
e
co
n
tex
t
o
f
th
ese
ch
allen
g
es,
co
n
tin
u
o
u
s
p
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f
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d
ev
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p
m
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t
(
C
PD)
em
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v
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f
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p
r
o
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in
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ac
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d
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ar
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s
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teac
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ef
f
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tiv
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.
T
h
is
a
r
ticle
ex
p
lo
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w
C
PD
m
ig
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t
im
p
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teac
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q
u
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m
ak
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t
th
at
in
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f
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r
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r
s
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ely
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s
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ct
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p
r
o
f
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d
ev
elo
p
m
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(
PD)
[
4
]
,
[
5
]
.
I
t
is
im
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s
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to
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v
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tate
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ta
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ce
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f
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PD
in
th
e
f
iel
d
o
f
ed
u
ca
tio
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[
6
]
–
[
8
]
.
I
t
ac
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a
ca
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ex
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tis
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an
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s
k
ills
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p
to
d
ate
[
9
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.
Par
ticip
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in
C
PD
m
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s
m
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2
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Th
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Jo
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A
mb
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)
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ca
p
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p
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[
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.
As a
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C
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a
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o
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s
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en
ts
[
1
1
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–
[
1
3
]
.
T
h
is
ar
ticle
aim
s
to
ex
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lo
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e
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u
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ata.
I
t
aim
s
to
p
r
o
v
id
e
im
p
o
r
tan
t
an
s
wer
s
to
is
s
u
es
ab
o
u
t
th
e
b
ar
r
ier
s
to
i
m
p
lem
en
tin
g
C
PD
s
u
cc
e
s
s
f
u
l
ly
,
an
d
m
ea
s
u
r
ab
le
ef
f
ec
ts
o
f
C
PD
in
itiativ
es
o
n
teac
h
in
g
an
d
lear
n
i
n
g
,
f
o
c
u
s
in
g
o
n
p
ed
a
g
o
g
ical
s
k
ills
,
class
r
o
o
m
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies,
an
d
th
e
m
ed
iatin
g
r
o
le
o
f
lea
d
er
s
h
ip
with
in
e
d
u
c
atio
n
al
in
s
titu
tio
n
s
[
1
4
]
.
Ad
d
it
io
n
ally
,
it
lo
o
k
s
at
h
o
w
C
PD
in
teg
r
ates
in
to
g
l
o
b
al
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
an
d
wh
at
th
at
m
ea
n
s
f
o
r
p
o
licy
[
1
5
]
–
[
1
7
]
.
T
h
is
ar
ticle
co
n
t
r
ib
u
tes
to
a
g
r
ea
te
r
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
C
PD
af
f
ec
ts
teac
h
in
g
q
u
ality
b
y
s
y
n
th
esizin
g
cu
r
r
en
t
r
esear
c
h
a
n
d
p
r
ac
tices.
I
t
also
p
r
o
v
id
es
r
ec
o
m
m
en
d
atio
n
s
f
o
r
p
o
licy
m
ak
er
s
,
teac
h
er
s
,
an
d
i
n
s
titu
tio
n
s
o
n
h
o
w
to
f
u
lly
u
tili
ze
C
PD.
B
y
d
o
in
g
th
is
,
it
em
p
h
asizes
h
o
w
im
p
o
r
tan
t
it
is
to
m
ain
tain
a
co
m
m
itm
en
t
to
PD
as
a
f
o
u
n
d
atio
n
f
o
r
i
n
n
o
v
atio
n
an
d
s
u
cc
ess
in
teac
h
in
g
[
1
8
]
.
I
n
r
esp
o
n
s
e
to
th
e
is
s
u
e
o
f
h
o
w
C
PD
af
f
ec
ts
teac
h
in
g
q
u
ality
,
n
ew
r
esear
ch
em
p
h
asizes
h
o
w
im
p
o
r
tan
t
it is
f
o
r
teac
h
e
r
s
to
c
o
n
s
tan
tly
im
p
r
o
v
e
th
eir
teac
h
in
g
s
k
ills
to
m
ee
t c
h
an
g
in
g
class
r
o
o
m
d
e
m
an
d
s
an
d
im
p
r
o
v
e
s
tu
d
en
t
ac
h
iev
em
en
t.
Ok
u
m
u
an
d
Op
io
[
1
9
]
h
ig
h
lig
h
t
th
at
C
PD
is
e
s
s
en
tial
in
h
elp
in
g
teac
h
er
s
to
cr
itically
ex
am
in
e
p
r
o
b
lem
s
in
th
e
clas
s
r
o
o
m
an
d
cr
ea
te
p
r
ac
tical
s
o
lu
tio
n
s
,
wh
ich
g
r
ea
tly
en
h
a
n
ce
s
th
eir
p
ed
ag
o
g
ical
ab
ilit
ies
in
s
ec
o
n
d
ar
y
e
d
u
ca
tio
n
.
Similar
ly
,
Min
ică
et
a
l.
[
2
0
]
d
is
cu
s
s
th
e
s
ig
n
if
ican
ce
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
in
o
f
f
er
in
g
ch
an
ce
s
f
o
r
C
PD
s
t
atin
g
th
at
a
co
o
p
er
ativ
e
an
d
e
n
co
u
r
a
g
in
g
s
ch
o
o
l
en
v
ir
o
n
m
e
n
t
im
p
r
o
v
es
teac
h
er
m
o
tiv
atio
n
,
q
u
ality
o
f
e
d
u
ca
tio
n
,
an
d
jo
b
s
atis
f
ac
tio
n
.
T
h
ese
r
esu
lts
h
ig
h
lig
h
t
th
e
cr
u
cial
p
ar
t
th
at
C
PD
p
lay
s
in
cr
ea
tin
g
an
atm
o
s
p
h
er
e
w
h
er
e
teac
h
er
s
ca
n
lear
n
n
ew
s
k
ills
,
g
ain
co
n
f
i
d
en
ce
,
a
n
d
ev
e
n
tu
ally
im
p
r
o
v
e
th
e
s
tan
d
ar
d
o
f
teac
h
i
n
g
.
R
estru
c
tu
r
in
g
s
ch
o
o
l
p
o
licies
an
d
p
r
o
ce
d
u
r
es
to
f
ac
ilit
ate
th
ese
ch
an
ce
s
f
o
r
o
n
g
o
i
n
g
ed
u
ca
tio
n
,
w
h
ile
en
s
u
r
in
g
th
at
teac
h
er
s
h
av
e
ac
ce
s
s
to
th
e
to
o
ls
,
th
ey
n
ee
d
f
o
r
C
PD,
is
th
e
p
r
o
b
lem
.
I
n
th
e
c
o
n
tex
t
o
f
Ma
lay
s
ia,
w
h
en
C
PD
is
alig
n
ed
with
th
e
n
atio
n
al
ed
u
ca
tio
n
al
g
o
als
s
p
ec
if
ied
in
th
e
Ma
lay
s
ia
E
d
u
ca
tio
n
B
lu
ep
r
in
t
(
2
0
1
3
–
2
0
2
5
)
,
a
s
ig
n
if
ican
t
p
r
o
b
lem
s
tatem
en
t
ar
is
es.
Acc
o
r
d
in
g
to
s
tu
d
y
b
y
Said
et
a
l.
[
2
1
]
,
s
ch
o
o
l
p
r
in
ci
p
als
p
lay
a
cr
itical
r
o
le
in
im
p
r
o
v
in
g
th
e
s
tan
d
ar
d
o
f
th
e
tea
ch
in
g
p
r
o
f
ess
io
n
as
p
r
o
f
ess
io
n
al
lear
n
in
g
lead
er
s
.
Acc
o
r
d
i
n
g
to
th
ei
r
r
esear
c
h
,
th
er
e
is
a
s
tr
o
n
g
r
elatio
n
s
h
ip
b
etwe
en
th
e
p
r
o
f
ess
io
n
al
lear
n
in
g
o
u
tco
m
e
s
at
th
e
b
o
ar
d
i
n
g
s
ch
o
o
ls
i
n
So
u
th
Ma
lay
s
ia,
teac
h
er
s
'
s
elf
-
ef
f
icac
y
,
an
d
th
e
r
o
le
o
f
ad
m
in
is
tr
ato
r
s
as
p
r
o
f
ess
io
n
al
lear
n
in
g
lead
er
s
.
T
h
e
r
esu
lts
in
d
icate
th
at
al
th
o
u
g
h
th
e
g
o
al
o
f
C
PD
is
to
im
p
r
o
v
e
teac
h
in
g
q
u
ality
,
t
h
e
ef
f
ec
tiv
en
ess
o
f
th
ese
p
r
o
g
r
am
s
m
o
s
tly
d
ep
en
d
s
o
n
th
e
lead
er
s
h
ip
o
f
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
th
e
em
p
o
wer
m
en
t o
f
teac
h
e
r
s
th
r
o
u
g
h
h
ig
h
er
lev
els o
f
s
elf
-
ef
f
icac
y
.
I
n
co
n
clu
s
io
n
,
ev
e
n
th
o
u
g
h
C
PD
h
a
s
th
e
p
o
ten
tial
to
im
p
r
o
v
e
teac
h
in
g
q
u
ality
,
p
r
o
b
l
em
s
wit
h
ch
allen
g
es
in
class
r
o
o
m
d
em
a
n
d
s
,
co
o
p
er
ativ
e
an
d
e
n
co
u
r
a
g
in
g
s
ch
o
o
l
en
v
ir
o
n
m
en
t
an
d
th
e
ef
f
ec
tiv
e
n
ess
o
f
C
PD
p
r
o
g
r
am
s
lim
it
its
ef
f
ic
ac
y
[
2
2
]
–
[
2
6
]
.
T
o
g
u
a
r
an
tee
th
at
C
PD
r
ea
lizes
its
p
o
ten
tial
as
a
ca
taly
s
t
f
o
r
ed
u
ca
tio
n
al
s
u
cc
ess
,
p
o
licy
m
ak
er
s
,
ad
m
in
is
tr
ato
r
s
an
d
teac
h
er
s
m
u
s
t
wo
r
k
to
g
eth
er
to
ad
d
r
ess
th
ese
is
s
u
es,
th
er
ef
o
r
e,
t
h
r
o
u
g
h
e
x
p
lo
r
atio
n
an
d
u
n
d
er
s
tan
d
in
g
o
f
v
a
r
io
u
s
r
esear
ch
p
er
s
p
ec
tiv
es,
th
is
s
tu
d
y
aim
s
to
an
s
wer
two
m
a
in
r
esear
ch
q
u
esti
o
n
s
(
R
Q)
as:
i)
h
o
w
d
o
es
C
PD
in
f
lu
en
ce
th
e
p
ed
ag
o
g
ical
s
k
ills
an
d
class
r
o
o
m
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies
to
im
p
r
o
v
e
t
ea
ch
in
g
q
u
ality
?
(
R
Q1
);
an
d
ii)
w
h
at
r
o
le
d
o
es
lead
er
s
h
ip
with
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
p
lay
in
m
ed
iatin
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
C
PD a
n
d
teac
h
in
g
q
u
ality
?
(
R
Q2
).
I
n
o
u
r
ef
f
o
r
t
to
ad
d
r
ess
th
ese
R
Qs,
we
an
aly
ze
d
r
esear
c
h
ev
id
en
ce
o
n
th
is
to
p
ic
b
y
c
o
n
d
u
ctin
g
a
b
ib
lio
m
etr
ic
an
al
y
s
is
o
f
2
,
4
3
2
E
n
g
lis
h
-
lan
g
u
a
g
e
p
u
b
licatio
n
s
f
r
o
m
2
0
2
3
to
2
0
2
4
tak
e
n
f
r
o
m
th
e
Sco
p
u
s
,
W
eb
o
f
Scien
ce
s
(
W
o
S)
,
an
d
E
R
I
C
d
atab
ases
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
an
aly
s
is
is
to
d
ee
p
ly
u
n
d
er
s
tan
d
th
e
p
atter
n
s
,
m
eth
o
d
o
l
o
g
ies,
th
eo
r
etica
l
f
o
u
n
d
atio
n
s
,
lead
i
n
g
j
o
u
r
n
als,
lea
d
in
g
c
o
u
n
tr
ies,
an
d
s
p
ec
if
ic
to
p
ics
in
th
is
f
ield
o
f
r
esear
ch
[
2
7
]
.
T
h
is
r
esear
ch
e
x
am
in
es a
co
llectio
n
o
f
s
tu
d
ie
s
o
n
th
e
im
p
ac
t
o
f
C
PD o
n
tea
ch
in
g
q
u
ality
.
2.
M
E
T
H
O
D
T
h
e
au
th
o
r
s
b
eg
i
n
th
is
s
ec
tio
n
with
an
ex
p
lan
atio
n
o
f
th
e
p
r
ef
er
r
e
d
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
an
aly
s
es
(
PR
I
SMA)
p
u
b
licatio
n
s
tan
d
ar
d
.
T
h
e
au
th
o
r
s
th
en
p
r
o
v
id
e
d
et
ail
o
n
h
o
w
th
e
RQ
wer
e
d
ev
elo
p
ed
,
th
e
id
en
tific
a
tio
n
,
s
cr
ee
n
in
g
,
an
d
elig
ib
ilit
y
m
eth
o
d
s
o
f
s
y
s
tem
atic
s
ea
r
ch
in
g
th
ey
u
s
ed
,
h
o
w
to
d
eter
m
in
e
th
ei
r
q
u
ality
,
an
d
h
o
w
to
g
at
h
er
an
d
an
aly
s
es
d
a
ta.
2
.
1
.
P
RIS
M
A
T
h
is
co
m
p
r
eh
e
n
s
iv
e
r
ev
iew
w
as
g
u
id
ed
b
y
th
e
PR
I
SMA
p
u
b
licatio
n
s
tan
d
ar
d
.
PR
I
SMA
h
elp
s
au
th
o
r
s
d
ef
in
e
in
clu
s
io
n
an
d
e
x
clu
s
io
n
cr
iter
ia,
d
ev
elo
p
RQ
th
at
f
ac
ilit
ate
s
y
s
tem
atic
r
ev
iews,
an
d
tr
y
to
s
if
t
th
r
o
u
g
h
a
n
en
o
r
m
o
u
s
q
u
an
tity
o
f
s
cien
tifi
c
liter
atu
r
e
in
a
s
h
o
r
t
p
er
io
d
o
f
tim
e
[
2
8
]
.
I
n
th
e
c
u
r
r
en
t
ca
s
e,
th
e
au
th
o
r
s
'
th
o
r
o
u
g
h
k
ey
wo
r
d
s
ea
r
ch
es
o
n
th
e
im
p
a
ct
o
f
C
PD
wer
e
d
ir
ec
te
d
b
y
P
R
I
SMA.
Af
ter
th
at,
a
u
th
o
r
s
cl
ass
if
ied
th
e
d
ata
f
o
r
u
s
e
in
teac
h
in
g
q
u
ality
.
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
8
3
8
-
3
8
4
7
3840
2
.
2
.
F
o
rm
ula
t
io
n o
f
re
s
ea
rc
h
qu
estio
ns
As
it
will
g
u
id
e
t
h
e
s
y
s
tem
atic
r
ev
iew
tech
n
i
q
u
e,
th
e
s
tu
d
y
m
u
s
t
f
ir
s
t
id
en
tify
a
r
elev
an
t
r
esear
ch
to
p
ic.
Sin
ce
th
e
m
ain
o
b
jectiv
e
o
f
th
is
s
tu
d
y
was
to
p
r
o
v
id
e
a
co
m
p
r
eh
en
s
iv
e,
in
-
d
ep
th
a
n
aly
s
is
o
f
th
e
p
r
esen
t
s
tate
o
f
th
e
liter
atu
r
e
o
n
th
e
im
p
a
ct
o
f
C
PD,
th
e
f
o
llo
win
g
RQ
wer
e
s
elec
ted
:
h
o
w
d
o
es
C
PD
in
f
lu
en
ce
th
e
p
ed
ag
o
g
ical
s
k
ills
an
d
class
r
o
o
m
p
r
o
b
lem
-
s
o
l
v
in
g
a
b
ilit
ies
to
im
p
r
o
v
e
teac
h
in
g
q
u
alit
y
?
W
h
at
r
o
le
d
o
es
lead
er
s
h
ip
with
in
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
p
lay
in
m
e
d
iatin
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
C
PD
an
d
teac
h
in
g
q
u
ality
?
T
h
e
ar
ticle's
em
p
h
asis
ch
an
g
ed
f
r
o
m
a
cr
u
cial
r
o
le
o
f
C
PD
o
n
teac
h
in
g
q
u
ality
o
f
teac
h
er
s
to
im
p
r
o
v
e
s
tu
d
en
t
ac
h
iev
em
en
t a
f
ter
th
e
r
esear
ch
q
u
esti
o
n
was d
ef
in
e
d
.
2
.
3
.
Sy
s
t
em
a
t
ic
s
ea
rc
hin
g
s
t
ra
t
eg
y
2
.
3
.
1
.
I
dentif
ica
t
io
n
T
h
e
p
r
o
ce
s
s
o
f
id
en
tific
atio
n
i
s
em
p
lo
y
ed
t
o
en
h
a
n
ce
th
e
ess
en
tial k
ey
wo
r
d
s
.
T
h
is
is
s
ig
n
if
ican
t sin
ce
th
e
id
en
tific
atio
n
p
r
o
ce
s
s
in
cr
ea
s
es
th
e
lik
elih
o
o
d
th
at
ad
d
itio
n
al
r
elev
an
t
r
esear
ch
will
b
e
lo
ca
ted
f
o
r
th
e
r
ev
ie
w
[
2
8
]
.
Fo
llo
win
g
th
e
s
elec
tio
n
o
f
a
f
ew
k
ey
wo
r
d
s
,
r
elate
d
ter
m
s
ar
e
lo
ca
ted
b
y
s
ea
r
c
h
in
g
d
icti
o
n
ar
ies,
th
esau
r
u
s
,
en
cy
clo
p
e
d
ias
,
an
d
p
ast
r
esear
ch
.
Du
r
in
g
th
e
cr
ea
tio
n
o
f
th
e
s
ea
r
ch
s
tr
in
g
s
f
o
r
th
e
d
atab
ases
o
f
Sco
p
u
s
,
W
o
S,
an
d
E
R
I
C
,
all
r
elev
an
t
p
h
r
ase
s
wer
e
ch
o
s
en
as
p
r
esen
ted
in
T
ab
le
1
.
D
u
r
in
g
th
e
f
ir
s
t
s
tag
e
o
f
th
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
,
2
,
4
3
2
p
u
b
licat
io
n
s
wer
e
s
u
cc
ess
f
u
lly
ex
tr
ac
t
ed
f
r
o
m
th
e
d
ata
b
ases
f
o
r
th
e
c
u
r
r
en
t stu
d
y
.
T
ab
le
1
.
T
h
e
s
ea
r
ch
s
tr
in
g
u
s
ed
f
o
r
t
h
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
D
a
t
a
b
a
s
e
S
e
a
r
c
h
s
t
r
i
n
g
S
c
o
p
u
s
(
"
C
o
n
t
i
n
u
o
u
s
P
r
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f
e
ss
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o
n
a
l
D
e
v
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l
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p
m
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n
t
"
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p
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mu
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t
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(
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l
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)
A
N
D
P
U
B
Y
E
A
R
>
2
0
2
2
A
N
D
P
U
B
Y
EA
R
<
2
0
2
5
A
N
D
(
LI
M
I
T
-
TO
(
S
U
B
JA
R
EA
,
"
S
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"
)
)
A
N
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(
L
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TO
(
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,
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r
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(
LA
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,
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)
)
A
N
D
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TO
(
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TY
P
E
,
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j
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)
)
A
N
D
(
LI
M
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TO
(
P
U
B
S
TA
G
E
,
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f
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l
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)
)
W
o
S
TS=(
(
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o
n
t
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n
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o
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s
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p
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R
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r
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f
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ss
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l
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e
a
r
n
i
n
g
C
o
m
mu
n
i
t
y
"
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R
"
Te
a
c
h
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r
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e
v
e
l
o
p
m
e
n
t
"
)
A
N
D
(
"
T
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a
c
h
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n
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l
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y
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d
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c
a
t
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o
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l
Q
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l
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t
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)
)
ER
I
C
(
"
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o
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t
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n
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s
P
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o
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p
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P
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r
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o
m
mu
n
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t
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v
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me
n
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A
N
D
(
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a
c
h
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l
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l
Q
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l
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t
y
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)
p
u
b
y
e
a
r
mi
n
:
2
0
2
3
2
.
3
.
2
.
Scre
ening
T
h
e
aim
o
f
th
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
is
to
en
s
u
r
e
th
at
th
e
m
a
ter
ials
b
ein
g
co
llected
f
o
r
a
p
o
ten
tially
r
elev
an
t
s
tu
d
y
ar
e
a
p
p
r
o
p
r
iate
f
o
r
th
e
ch
o
s
en
r
esear
ch
to
p
ic
o
r
to
p
ics.
A
f
r
eq
u
e
n
t
co
n
te
n
t
-
r
e
lated
cr
iter
io
n
u
s
ed
in
th
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
in
v
o
l
v
es
ca
teg
o
r
izin
g
r
esear
c
h
m
at
er
ials
ac
co
r
d
in
g
to
th
e
im
p
ac
t o
f
C
PD
o
n
teac
h
in
g
q
u
ality
o
f
teac
h
e
r
s
.
T
h
e
lis
t
o
f
p
ap
e
r
s
th
at
we
r
e
s
ea
r
ch
e
d
d
u
r
in
g
th
is
p
h
ase
will
b
e
r
ev
ie
wed
to
r
em
o
v
e
an
y
d
u
p
licates.
Af
ter
2
,
4
3
2
p
u
b
licatio
n
s
wer
e
elim
in
ated
in
th
e
f
ir
s
t
s
cr
ee
n
in
g
s
tag
e,
1
8
7
p
u
b
li
ca
tio
n
s
wer
e
ch
o
s
en
f
o
r
r
ev
iew
in
th
e
s
ec
o
n
d
s
cr
ee
n
in
g
s
tag
e
b
ased
o
n
th
e
in
v
esti
g
atio
n
'
s
ex
clu
s
io
n
an
d
i
n
clu
s
io
n
cr
iter
ia
as
p
r
esen
ted
in
T
ab
le
2
.
T
h
is
cr
iter
io
n
was
s
elec
ted
b
ef
o
r
e
an
y
o
th
er
s
s
in
ce
h
elp
f
u
l
g
u
id
an
ce
ca
n
u
s
u
ally
b
e
f
o
u
n
d
in
r
esear
ch
ar
ticles.
I
t a
ls
o
in
cl
u
d
es m
eta
-
s
y
n
th
esis
,
b
o
o
k
an
a
ly
s
es,
b
o
o
k
s
er
ies,
an
d
b
o
o
k
r
e
v
iews.
T
ab
le
2
.
T
h
e
in
clu
s
io
n
a
n
d
ex
clu
s
io
n
cr
iter
ia
C
r
i
t
e
r
i
o
n
I
n
c
l
u
s
i
o
n
Ex
c
l
u
si
o
n
La
n
g
u
a
g
e
En
g
l
i
sh
N
o
n
-
E
n
g
l
i
sh
Ti
me
l
i
n
e
B
e
t
w
e
e
n
2
0
2
3
-
2
0
2
4
2
0
2
2
a
n
d
e
a
r
l
i
e
r
Li
t
e
r
a
t
u
r
e
t
y
p
e
Jo
u
r
n
a
l
(
r
e
s
e
a
r
c
h
a
r
t
i
c
l
e
)
Jo
u
r
n
a
l
s
(
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
)
,
b
o
o
k
se
r
i
e
s,
b
o
o
k
,
c
h
a
p
t
e
r
i
n
b
o
o
k
,
c
o
n
f
e
r
e
n
c
e
p
r
o
c
e
e
d
i
n
g
S
u
b
j
e
c
t
/
r
e
se
a
r
c
h
a
r
e
a
Ed
u
c
a
t
i
o
n
,
s
o
c
i
a
l
s
c
i
e
n
c
e
O
t
h
e
r
s
P
u
b
l
i
c
a
t
i
o
n
S
t
a
g
e
F
i
n
a
l
I
n
p
r
e
ss
2
.
3
.
3
.
E
lig
ibi
lity
T
h
er
e
ar
e
1
8
4
item
s
r
ea
d
y
f
o
r
th
e
elig
ib
ilit
y
p
h
ase,
w
h
ich
is
t
h
e
th
ir
d
s
tep
.
At
th
is
p
h
ase,
t
h
e
titl
es
an
d
m
ain
p
o
in
ts
o
f
ea
ch
ar
ticle
we
r
e
ca
r
ef
u
lly
ex
am
i
n
ed
to
m
a
k
e
s
u
r
e
th
e
ar
ticles
m
et
th
e
in
cl
u
s
io
n
r
eq
u
ir
e
m
en
ts
an
d
th
e
g
o
als o
f
th
e
cu
r
r
en
t st
u
d
y
.
1
6
0
a
r
ticles we
r
e
th
e
r
ef
o
r
e
elim
in
ated
b
ec
au
s
e
t
h
ey
wer
e
eith
er
o
u
t
o
f
f
ield
,
th
eir
f
u
ll
tex
t
ac
ce
s
s
ar
ticles
wer
e
n
o
t
s
u
b
s
tan
tiated
b
y
em
p
ir
ical
d
ata,
o
r
th
eir
titl
es
h
a
d
n
o
b
ea
r
in
g
o
n
th
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
.
At
last
,
2
4
ar
ticles ar
e
ac
ce
s
s
ib
le
f
o
r
ex
am
in
atio
n
as p
r
esen
ted
i
n
Fig
u
r
e
1
.
2
.
4
.
Appra
is
a
l o
f
qu
a
lity
T
h
e
q
u
ality
o
f
th
e
s
elec
ted
ar
ticles
was
ev
alu
ated
u
s
in
g
th
e
m
ix
ed
m
eth
o
d
ap
p
r
aisal
to
o
l
(
MM
AT
)
v
er
s
io
n
2
0
1
8
as th
e
r
ev
iew
was b
ased
o
n
m
ix
e
d
r
esear
c
h
d
es
ig
n
s
(
q
u
a
n
titativ
e
+
q
u
alitativ
e
+
m
ix
e
d
m
et
h
o
d
s
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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v
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&
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N:
2252
-
8
8
2
2
Th
e
imp
a
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o
f c
o
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tin
u
o
u
s
p
r
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n
a
l d
ev
elo
p
men
t o
n
tea
ch
in
g
q
u
a
lity:
a
s
ystema
tic
…
(
Jo
s
ep
h
in
e
A
mb
o
n
)
3841
[
2
9
]
.
T
wo
r
e
v
iewe
r
s
wer
e
ass
ig
n
ed
with
ass
ess
in
g
th
e
q
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th
e
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t
icles
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ased
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o
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t
o
ac
h
ie
v
e
th
e
o
b
jectiv
e,
s
am
p
lin
g
,
clar
ity
o
f
th
e
RQ
,
an
d
lev
el
o
f
co
n
f
i
d
en
ce
in
th
e
e
v
al
u
atio
n
o
f
th
e
r
esear
ch
q
u
esti
o
n
.
T
h
e
r
ev
iewe
r
s
also
lo
o
k
ed
a
t h
o
w
th
e
d
ata
wer
e
in
ter
p
r
eted
in
th
e
p
a
p
er
s
an
d
h
o
w
th
e
f
in
d
in
g
s
wer
e
p
r
es
en
ted
,
d
e
b
ated
,
a
n
d
co
n
clu
d
e
d
.
T
h
e
q
u
ality
was
d
eter
m
in
ed
u
s
in
g
th
e
MM
AT
s
tan
d
ar
d
s
;
2
5
%
o
f
th
e
ar
ticles
wer
e
r
ated
as
lo
w
-
q
u
ality
,
5
0
%
as
m
ed
iu
m
,
7
5
%
as
ab
o
v
e
av
er
ag
e
an
d
1
0
0
%
a
s
h
ig
h
-
q
u
ality
.
T
h
e
6
ar
ticles
wer
e
ab
o
v
e
av
e
r
ag
e,
an
d
th
e
r
ev
iewe
r
s
class
if
ied
th
e
r
em
ain
in
g
1
8
as
h
ig
h
av
er
ag
e
q
u
ality
.
T
h
e
r
e
v
iewe
r
s
th
en
ca
teg
o
r
ized
1
8
ar
ticles
as
h
av
in
g
h
ig
h
av
er
ag
e
q
u
ality
wh
ile
th
e
r
em
ain
in
g
6
wer
e
ab
o
v
e
a
v
er
ag
e
.
2
.
5
.
Da
t
a
a
bs
t
ra
ct
io
n
a
nd
a
na
ly
s
is
An
in
teg
r
ativ
e
an
aly
s
is
,
wh
ic
h
co
m
b
in
ed
a
n
d
e
x
am
in
ed
m
u
ltip
le
r
esear
ch
ty
p
es
u
s
in
g
q
u
an
titativ
e
m
eth
o
d
o
l
o
g
ies,
was
o
n
e
o
f
th
e
ev
alu
atio
n
p
r
o
ce
s
s
es
u
s
ed
in
th
is
s
tu
d
y
.
T
h
e
m
ain
o
b
jectiv
e
was
to
co
n
d
u
ct
a
th
o
r
o
u
g
h
s
tu
d
y
with
th
e
aim
o
f
id
en
tify
in
g
p
e
r
tin
en
t
to
p
ics
an
d
s
u
b
to
p
ics.
T
h
e
in
itial
r
o
u
n
d
o
f
d
ata
co
llectio
n
m
ar
k
ed
th
e
s
tar
t
o
f
th
e
th
em
e
d
ev
elo
p
m
e
n
t
p
r
o
ce
s
s
.
Fig
u
r
e
1
illu
s
tr
ates
th
e
au
th
o
r
s
'
co
m
p
r
eh
en
s
iv
e
an
aly
s
is
,
wh
ich
i
n
c
l
u
d
e
d
a
m
e
t
h
o
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i
ca
l
ev
a
l
u
a
t
i
o
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o
f
2
4
p
u
b
l
i
c
at
i
o
n
s
t
o
e
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t
r
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c
t
s
t
at
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m
e
n
ts
o
r
c
o
n
t
e
n
t
r
e
l
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n
t
t
o
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h
e
m
a
i
n
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o
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c
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h
e
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t
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y
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i
m
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o
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t
r
e
s
e
a
r
c
h
o
n
C
P
Ds'
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m
p
a
ct
o
n
t
e
a
c
h
i
n
g
q
u
a
l
i
t
y
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th
en
ass
es
s
ed
b
y
th
e
au
th
o
r
s
.
T
h
e
m
eth
o
d
s
an
d
r
esear
ch
f
i
n
d
in
g
s
o
f
ea
ch
s
tu
d
y
ar
e
n
o
w
d
is
cu
s
s
ed
in
th
is
p
ar
t.
Su
b
s
eq
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en
tly
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th
e
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th
o
r
c
o
llab
o
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w
au
th
o
r
s
to
d
e
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th
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m
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at
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u
p
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if
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if
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to
th
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co
n
tex
t.
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lo
g
w
as
m
ain
tain
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d
u
r
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n
g
th
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ata
an
aly
s
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p
r
o
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s
s
to
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m
en
t
an
aly
s
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r
ec
o
m
m
en
d
atio
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s
,
d
if
f
ic
u
lties
,
an
d
an
y
o
th
er
t
h
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g
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ts
p
e
r
tin
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t
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ata
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eta
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d
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m
en
t p
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e
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t
h
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r
s
c
r
o
s
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d
t
h
e
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th
e
p
r
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s
p
h
a
s
e.
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t
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im
p
o
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tan
t
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p
h
asize
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at
th
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th
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d
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ettle
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if
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o
en
s
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r
e
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h
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ess
,
th
e
d
e
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el
o
p
ed
t
h
em
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im
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wo
ex
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u
r
e
1
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Flo
w
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g
r
am
o
f
th
e
p
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p
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3
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3.
RE
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S AN
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ar
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in
T
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T
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r
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3
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3
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Jae
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[
3
4
]
2
0
2
3
T
ab
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4
.
T
h
e
r
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ch
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ticle
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6
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[
4
9
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n
Ger
m
an
[
3
2
]
,
[
3
4
]
,
[
5
4
]
,
tw
o
s
tu
d
ies
o
n
I
n
d
o
n
esia
[
3
9
]
,
[
4
3
]
,
two
s
tu
d
ies
o
n
Am
er
ica
[
4
4
]
,
[
4
7
]
,
two
s
tu
d
ies
o
n
Au
s
tr
alia
[
5
2
]
,
[
5
3
]
,
a
n
d
a
s
tu
d
y
o
n
So
u
th
Am
e
r
ica
[
3
3
]
,
T
h
ailan
d
[
3
6
]
,
Sp
ai
n
[
3
7
]
,
B
elg
iu
m
[
3
8
]
,
Ko
s
o
v
o
[
4
2
]
,
Kaz
ak
h
s
tan
[
4
5
]
,
a
n
d
Ma
lay
s
ia
[
4
9
]
.
Mo
r
e
o
v
er
,
th
er
e
wer
e
1
3
q
u
an
titativ
e
r
esear
ch
s
tu
d
ies,
n
i
n
e
q
u
alitativ
e
r
esear
ch
s
tu
d
ies
a
n
d
two
m
ix
ed
m
eth
o
d
s
(
q
u
al
itativ
e
an
d
q
u
an
titativ
e)
s
tu
d
ies
s
elec
ted
f
o
r
th
e
r
ev
iew.
3
.
2
.
Dis
cu
s
s
io
n
3
.
2
.
1
.
Student
perc
ept
io
ns
a
nd
t
ea
ching
qu
a
lity
I
t
is
b
ec
o
m
i
n
g
m
o
r
e
an
d
m
o
r
e
clea
r
th
at
s
tu
d
en
ts
'
o
p
in
io
n
s
o
n
th
e
q
u
ality
o
f
in
s
tr
u
ctio
n
ar
e
co
m
p
le
x
an
d
v
ar
ie
d
.
T
h
e
y
h
ig
h
ly
v
alu
e
th
e
h
an
d
s
-
o
n
ap
p
r
o
ac
h
an
d
d
e
d
icatio
n
o
f
teac
h
er
s
,
em
p
h
asiz
in
g
th
e
im
p
o
r
tan
ce
o
f
p
o
s
itiv
e
teac
h
er
-
s
tu
d
e
n
t
r
el
atio
n
s
h
ip
s
an
d
h
o
lis
tic
lear
n
in
g
ex
p
er
ien
ce
s
th
at
im
p
ac
t
th
e
m
em
o
tio
n
ally
an
d
co
g
n
itiv
ely
[
3
1
]
.
B
ased
o
n
p
r
e
lim
in
ar
y
f
i
n
d
in
g
s
f
r
o
m
an
in
ter
v
en
tio
n
s
tu
d
y
,
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
th
e
q
u
ality
o
f
teac
h
in
g
ca
n
b
e
s
ig
n
if
ican
t
ly
im
p
r
o
v
e
d
th
r
o
u
g
h
f
o
c
u
s
ed
im
p
r
o
v
em
e
n
ts
in
teac
h
in
g
tech
n
iq
u
es,
esp
ec
ially
wh
en
it
co
m
es
to
teac
h
in
g
c
r
iter
ia
[
3
2
]
.
I
t
i
s
in
ter
esti
n
g
t
o
n
o
te
th
at
teac
h
er
s
em
p
h
asize
th
e
n
ee
d
o
f
p
r
e
p
ar
atio
n
an
d
in
ter
d
is
cip
lin
ar
y
team
s
u
p
p
o
r
t
in
cr
ea
tin
g
h
ig
h
-
q
u
ality
r
e
latio
n
s
h
ip
s
,
b
u
t
th
ey
also
s
tr
ess
th
e
im
p
o
r
tan
ce
o
f
d
ec
is
io
n
-
m
ak
in
g
f
r
ee
d
o
m
an
d
jo
b
s
atis
f
ac
tio
n
in
im
p
r
o
v
in
g
th
e
s
tan
d
ar
d
o
f
th
eir
i
n
s
tr
u
ctio
n
al
s
tr
ateg
ies
[
3
3
]
.
Fu
r
th
er
m
o
r
e
,
th
e
ab
ilit
y
o
f
tea
ch
er
s
to
in
ter
ac
t
with
s
tu
d
en
ts
,
p
r
eser
v
e
a
f
a
v
o
r
a
b
le
r
ap
p
o
r
t,
an
d
i
n
v
est
in
th
eir
ed
u
ca
tio
n
is
co
n
tin
u
o
u
s
ly
lin
k
ed
to
th
e
q
u
ality
o
f
teac
h
in
g
[
3
4
]
.
3
.
2
.
2
.
P
ro
f
ess
io
na
l
dev
elo
pm
ent
a
nd
t
ea
cher
lea
rning
T
h
e
s
ec
o
n
d
th
em
e
in
th
e
s
e
f
i
n
d
in
g
s
,
o
f
f
er
s
a
b
r
o
ad
er
v
i
ew
p
o
in
t
o
n
h
o
w
te
ac
h
er
s
in
ter
ac
t
wi
th
an
d
g
ain
f
r
o
m
d
if
f
er
en
t
k
in
d
s
o
f
PD
.
T
ea
ch
er
s
l
ea
r
n
th
r
o
u
g
h
f
o
r
m
a
l
in
s
t
r
u
c
tio
n
,
u
n
s
tr
u
c
tu
r
ed
s
el
f
-
d
i
r
ec
te
d
lea
r
n
in
g
,
an
d
n
o
n
-
f
o
r
m
al
C
P
D
ac
t
iv
i
ti
e
s
l
ik
e
wo
r
k
s
h
o
p
s
.
So
c
ia
l
r
e
la
t
io
n
s
h
ip
,
ag
en
cy
,
a
n
d
cr
i
t
ica
l
r
ef
l
ec
tio
n
ar
e
im
p
o
r
tan
t
m
ed
ia
to
r
s
o
f
th
is
le
ar
n
i
n
g
p
r
o
ce
s
s
[
3
5
]
.
T
h
e
c
r
o
s
s
-
cu
r
r
i
cu
l
ar
im
p
r
o
v
em
e
n
t
o
f
t
ea
ch
er
an
d
s
tu
d
en
t
co
m
p
e
ten
ci
e
s
i
s
d
em
o
n
s
t
r
a
ted
b
y
th
e
i
n
t
eg
r
a
tio
n
o
f
t
ec
h
n
o
l
o
g
ic
al
p
ed
ag
o
g
ica
l
co
n
ten
t
k
n
o
wl
ed
g
e
(
T
P
A
C
K)
ac
r
o
s
s
d
i
s
cip
l
in
e
s
,
in
c
lu
d
in
g
s
cien
ce
,
E
n
g
li
s
h
,
s
o
ci
al
s
tu
d
ie
s
,
an
d
m
ath
em
a
ti
c
s
[
3
6
]
.
E
v
i
d
en
ce
in
d
ica
te
s
th
a
t
co
m
p
r
eh
en
s
iv
e
P
D
i
s
lin
k
ed
to
en
h
an
ce
d
s
ch
o
o
l
c
l
im
a
te
s
,
cr
ea
ti
v
i
ty
,
t
ea
m
wo
r
k
,
an
d
lead
er
s
h
ip
wi
th
in
ed
u
ca
t
io
n
a
l
co
m
m
u
n
i
ti
e
s
,
ev
e
n
if
t
ea
ch
er
s
'
d
eg
r
e
e
s
o
f
co
m
m
it
m
en
t
to
PD
v
ar
y
[
3
7
]
.
Fo
l
lo
w
in
g
s
tu
d
y
v
i
s
i
t
s
,
tea
ch
er
s
ex
p
r
e
s
s
e
d
g
r
e
at
e
r
a
s
s
u
r
an
c
e
in
th
e
ir
d
iv
er
s
e
r
e
s
p
o
n
s
i
b
i
li
ti
e
s
an
d
p
lan
s
t
o
ad
ap
t.
T
ea
ch
er
s
ex
p
r
e
s
s
ed
g
r
ea
ter
co
n
f
id
en
ce
in
th
e
ir
d
iv
er
s
e
r
o
le
s
an
d
in
ten
t
io
n
s
t
o
ch
an
g
e
th
eir
co
n
d
u
c
t
f
o
l
lo
win
g
s
tu
d
y
v
i
s
i
t
s
,
em
p
h
a
s
iz
in
g
th
e
tr
an
s
f
o
r
m
at
i
v
e
p
o
wer
o
f
PD
[
3
8
]
.
Nev
e
r
th
e
le
s
s
,
p
r
o
b
lem
s
s
ti
ll
ex
i
s
t
.
Fo
r
ex
am
p
l
e,
in
I
n
d
o
n
e
s
i
a,
te
ac
h
er
s
ar
e
u
n
h
a
p
p
y
b
ec
au
s
e,
ev
en
th
o
u
g
h
t
h
e
p
o
s
i
t
iv
e
co
m
p
o
n
en
t
s
o
f
t
ea
ch
er
p
r
o
f
e
s
s
io
n
a
l
d
ev
e
lo
p
m
en
t
(
T
P
D)
h
av
e
b
ee
n
in
co
r
p
o
r
at
ed
,
u
n
r
e
s
o
lv
ed
d
i
f
f
icu
l
ti
es
f
r
o
m
th
e
le
s
s
id
ea
l
r
ef
o
r
m
a
s
p
ec
ts
h
av
e
p
er
s
i
s
ted
[
3
9
]
.
F
in
d
in
g
s
f
r
o
m
th
e
m
a
s
t
er
o
f
tr
an
s
l
at
io
n
an
d
in
t
er
p
r
e
ta
t
io
n
(
MT
I
)
t
ea
ch
in
g
co
n
t
ex
t
a
ls
o
s
h
o
w
th
a
t
p
r
o
f
e
s
s
io
n
al
ad
v
an
c
em
e
n
t
a
n
d
jo
y
wi
th
PD
ar
e
n
o
t
en
t
ir
e
ly
co
n
s
i
s
ten
t,
s
u
g
g
e
s
t
in
g
o
p
p
o
r
tu
n
i
ti
e
s
f
o
r
im
p
r
o
v
em
en
t
in
ter
m
s
o
f
ef
f
ec
t
iv
e
ly
m
ee
tin
g
tea
ch
er
s
'
n
e
ed
s
an
d
p
r
o
m
o
tin
g
th
e
ir
d
ev
e
lo
p
m
en
t
[
4
0
]
.
T
h
i
s
s
u
b
jec
t
e
m
p
h
a
s
iz
es
th
e
in
tr
ica
cy
o
f
tea
ch
er
d
ev
e
lo
p
m
en
t
an
d
th
e
v
i
ta
l
r
o
l
e
PD
p
l
ay
s
in
p
r
o
m
o
t
in
g
a
ca
d
em
i
c
ac
h
i
ev
e
m
en
t.
I
t
al
s
o
h
ig
h
lig
h
t
s
th
e
n
ec
e
s
s
i
ty
o
f
ca
r
ef
u
lly
p
l
an
n
in
g
an
d
o
n
g
o
in
g
a
s
s
e
s
s
m
e
n
t o
f
P
D
in
i
ti
at
iv
e
s
.
3
.
2
.
3
.
Ro
le
o
f
lea
dersh
ip in t
ea
cher
dev
elo
pm
ent
T
h
e
th
ir
d
th
em
e,
“
r
o
le
o
f
le
ad
er
s
h
ip
in
teac
h
er
d
ev
el
o
p
m
en
t
,
”
s
u
m
m
ar
izes
th
e
v
ital
im
p
ac
t
th
at
lead
er
s
h
ip
ap
p
r
o
ac
h
es a
n
d
v
ie
wp
o
in
ts
h
av
e
o
n
th
e
d
ev
elo
p
m
en
t a
n
d
ef
f
icac
y
o
f
teac
h
er
s
as p
r
o
f
ess
io
n
als.
T
h
e
r
esu
lts
s
h
o
w
a
c
o
m
p
licated
p
ictu
r
e
in
wh
ich
th
e
d
r
i
v
e
f
o
r
in
ter
n
atio
n
alizin
g
h
i
g
h
er
ed
u
ca
tio
n
an
d
th
e
m
is
co
n
ce
p
tio
n
th
at
E
n
g
lis
h
a
s
a
m
ed
ia
o
f
in
s
tr
u
ctio
n
(
E
MI
)
is
s
u
f
f
icien
t
f
o
r
ac
ad
em
ic
s
u
cc
ess
in
E
n
g
lis
h
lan
g
u
ag
e
d
e
v
elo
p
m
e
n
t
led
to
a
r
ea
s
s
es
s
m
en
t
o
f
h
o
w
b
est
to
u
s
e
th
e
s
k
ills
o
f
E
n
g
lis
h
lan
g
u
a
g
e
teac
h
in
g
(
E
L
T
)
lectu
r
er
s
th
r
o
u
g
h
s
h
if
ts
in
in
s
titu
tio
n
al
p
er
s
p
ec
tiv
e
[
4
1
]
.
I
n
ad
d
itio
n
,
th
e
im
p
o
r
tan
ce
o
f
PD
is
em
p
h
asized
,
em
p
h
asizin
g
th
e
n
ee
d
f
o
r
teac
h
er
s
to
q
u
ick
ly
ac
c
o
m
p
lis
h
p
e
r
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
g
r
o
wt
h
,
ad
ju
s
t to
s
y
s
tem
ic
ch
an
g
es,
a
n
d
n
eg
o
tiate
th
e
c
h
a
n
g
in
g
n
ee
d
s
o
f
ed
u
ca
tio
n
[
4
2
]
.
No
n
eth
eless
,
it
s
ee
m
s
th
at
lea
d
er
s
o
f
s
ch
o
o
ls
p
lay
litt
le
p
ar
t
in
r
aisi
n
g
s
tu
d
en
t
m
o
r
ale
an
d
teac
h
er
co
m
p
eten
cy
,
i
n
d
icatin
g
a
lack
o
f
lead
er
s
h
ip
s
u
p
p
o
r
t
f
o
r
teac
h
er
d
ev
elo
p
m
e
n
t
[
4
3
]
.
On
th
e
o
th
e
r
h
an
d
,
th
e
b
e
n
ef
its
o
f
g
r
o
u
p
d
ec
is
io
n
-
m
ak
in
g
f
o
r
teac
h
er
p
er
f
o
r
m
an
ce
h
i
g
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
d
is
tr
ib
u
ted
l
ea
d
er
s
h
ip
[
4
4
]
.
T
h
is
s
tr
ateg
y
,
wh
ich
p
r
o
m
o
tes
p
o
s
itiv
e
attitu
d
es
to
war
d
s
teac
h
er
d
ev
elo
p
m
e
n
t
an
d
c
o
llab
o
r
ati
v
e
ef
f
o
r
ts
b
etwe
en
teac
h
er
s
an
d
th
e
m
a
n
ag
em
e
n
t
team
,
s
h
ar
es
lead
er
s
h
ip
r
esp
o
n
s
ib
ilit
ies.
C
o
llect
iv
ely
,
th
ese
r
esu
lts
p
o
in
t to
th
e
im
p
o
r
tan
ce
o
f
g
o
o
d
lead
e
r
s
h
ip
in
m
ax
im
izin
g
teac
h
er
s
'
p
o
ten
tial
f
o
r
r
aisi
n
g
s
tu
d
e
n
t
a
ch
iev
em
en
t
an
d
ed
u
ca
tio
n
al
q
u
ality
.
T
h
is
i
n
clu
d
es
b
o
th
in
s
titu
tio
n
al
s
tr
ateg
ies
an
d
h
a
n
d
s
-
o
n
m
an
ag
e
m
en
t o
f
s
ch
o
o
ls
.
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
8
3
8
-
3
8
4
7
3844
3
.
2
.
4
.
Ass
ess
m
ent
a
nd
ev
a
lua
t
io
n in t
ea
ching
T
h
e
f
o
u
r
th
th
em
e
,
“
ass
ess
m
en
t
an
d
ev
al
u
atio
n
in
teac
h
in
g
,
”
clar
if
ies
th
e
v
ital
co
m
p
o
n
en
ts
o
f
p
r
o
m
o
tin
g
teac
h
er
c
o
m
p
ete
n
cy
,
en
c
o
u
r
a
g
in
g
cr
ea
tiv
ity
,
a
n
d
s
tr
en
g
th
en
in
g
th
e
alig
n
m
en
t
o
f
p
e
r
f
o
r
m
an
ce
ev
alu
atio
n
s
tan
d
ar
d
s
in
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
All
th
e
r
esear
ch
p
o
in
t
to
a
p
er
ce
iv
ed
lack
o
f
cr
ea
tiv
ity
in
h
ig
h
e
r
ed
u
ca
t
io
n
,
wh
ich
em
p
h
asizes
th
e
n
ee
d
f
o
r
n
o
v
el
s
tr
ateg
ies
to
d
ev
elo
p
s
tu
d
en
ts
'
cr
ea
t
iv
e
co
m
p
eten
cies.
Pro
m
is
in
g
r
esu
lts
in
ter
m
s
o
f
p
ar
ticip
an
ts
en
h
an
ce
d
cr
ea
tiv
e
p
o
ten
tial
wer
e
o
b
tain
ed
f
r
o
m
an
ex
p
er
im
en
tal
ap
p
r
o
ac
h
th
at
o
f
f
er
ed
ad
d
itio
n
al
tr
ain
in
g
;
th
is
s
u
g
g
ests
a
d
ir
ec
tio
n
f
o
r
f
u
tu
r
e
r
esear
c
h
,
p
o
licy
r
ef
o
r
m
,
an
d
m
eth
o
d
o
l
o
g
ical
ad
v
an
ce
m
e
n
ts
in
th
e
ass
ess
m
en
t
o
f
cr
ea
tiv
e
s
k
ills
,
esp
ec
ially
am
o
n
g
Kaz
ak
h
s
tan
i
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
[
4
5
]
.
Ad
d
itio
n
ally
,
th
e
Kir
k
p
atr
ick
ass
ess
m
e
n
t
m
o
d
el
co
n
f
ir
m
ed
th
e
im
p
ac
t
o
f
E
MI
tr
ain
in
g
o
n
in
s
tr
u
cto
r
s
'
co
m
p
eten
ce
an
d
co
n
f
id
en
ce
,
s
u
g
g
esti
n
g
p
o
s
s
ib
le
ad
v
an
tag
es
f
o
r
th
e
ca
lib
er
o
f
in
s
tr
u
ctio
n
p
r
o
v
id
e
d
to
MBB
S
s
tu
d
en
ts
[
4
6
]
.
Fin
ally
,
th
e
r
esu
lts
p
o
in
t
to
way
s
th
at
co
llab
o
r
ativ
e
ac
tiv
ities
,
s
u
ch
watc
h
in
g
v
id
eo
s
o
f
class
es
an
d
h
av
in
g
p
r
e
-
o
b
s
er
v
atio
n
co
n
v
e
r
s
atio
n
s
,
ca
n
im
p
r
o
v
e
th
e
alig
n
m
en
t
b
etwe
en
teac
h
er
s
an
d
ev
alu
at
o
r
s
o
n
p
er
f
o
r
m
an
ce
c
r
iter
ia
[
4
7
]
.
B
y
wo
r
k
in
g
t
o
g
eth
er
,
we
h
o
p
e
to
im
p
r
o
v
e
m
u
tu
al
k
n
o
wled
g
e
o
f
ev
alu
atio
n
cr
iter
ia
an
d
in
c
r
ea
s
e
th
e
f
air
n
ess
a
n
d
ac
cu
r
ac
y
o
f
teac
h
er
ass
ess
m
e
n
ts
.
T
o
im
p
r
o
v
e
teac
h
in
g
q
u
al
ity
an
d
ed
u
ca
tio
n
al
o
u
tco
m
es,
th
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
s
ig
n
if
ican
ce
o
f
cr
ea
t
iv
e
ass
es
s
m
e
n
t
m
eth
o
d
o
lo
g
ies
,
f
o
cu
s
ed
PD
,
an
d
tr
an
s
p
ar
en
t c
o
m
m
u
n
icatio
n
in
ev
alu
atio
n
p
r
o
ce
s
s
es.
3
.
2
.
5
.
Co
lla
bo
ra
t
i
o
n a
nd
co
m
m
un
it
y
in t
ea
ching
T
h
e
f
if
th
th
em
e,
“
co
llab
o
r
atio
n
an
d
co
m
m
u
n
ity
i
n
teac
h
in
g
,
”
ca
p
tu
r
es
th
e
s
p
ir
it
o
f
co
llab
o
r
atio
n
an
d
th
e
ef
f
ec
ts
o
f
co
m
m
u
n
ity
in
v
o
lv
em
en
t
a
n
d
c
o
llab
o
r
ativ
e
p
r
a
ctice
s
o
n
s
tu
d
e
n
t
lear
n
in
g
o
u
t
co
m
es
an
d
PD
.
T
h
e
s
tu
d
ies
s
h
o
w
a
co
m
p
lex
p
ictu
r
e
o
f
th
e
s
itu
atio
n
in
wh
ic
h
ac
c
ess
ib
ilit
y
p
r
o
b
lem
s
an
d
a
lack
o
f
r
eso
u
r
ce
s
r
estrict
th
e
u
s
e
o
f
r
esear
ch
-
b
ased
in
s
t
r
u
ctio
n
(
R
B
I
)
.
T
h
is
em
p
h
asiz
es
th
e
r
eq
u
ir
e
m
en
t
o
f
o
r
g
an
iz
atio
n
al
s
u
p
p
o
r
t
an
d
awa
r
en
ess
to
im
p
r
o
v
e
th
e
im
p
lem
en
tatio
n
o
f
ev
id
e
n
ce
-
b
ase
d
p
r
ac
tices
[
4
8
]
.
A
cu
ltu
r
e
o
f
d
is
cip
lin
ed
teac
h
er
co
llab
o
r
atio
n
,
r
ef
lectiv
e
d
is
co
u
r
s
e,
an
d
co
llectiv
e
r
esp
o
n
s
ib
ilit
y
is
f
o
s
ter
ed
v
ia
p
r
o
f
ess
io
n
al
lear
n
in
g
co
m
m
u
n
ities
(
PLCs
)
,
wh
ich
a
r
e
ess
en
tial
f
o
r
im
p
r
o
v
in
g
s
tu
d
en
t
lear
n
i
n
g
o
u
tco
m
es
a
n
d
PD
.
T
h
e
s
ig
n
if
ica
n
ce
o
f
r
ef
lectiv
e
p
r
ac
tices
an
d
s
h
ar
ed
ac
c
o
u
n
tab
ilit
y
i
n
au
g
m
en
tin
g
teac
h
i
n
g
ef
f
icac
y
is
h
ig
h
lig
h
te
d
b
y
th
e
s
ig
n
if
ican
t lin
k
s
ee
n
b
etwe
en
PLC q
u
alities
an
d
teac
h
er
s
elf
-
ef
f
icac
y
[
4
9
]
.
Mo
r
eo
v
er
,
th
e
d
is
tin
ctio
n
m
ad
e
b
etwe
en
p
r
o
f
ess
io
n
al
g
r
o
u
p
s
an
d
co
r
e
teac
h
er
g
r
o
u
p
s
with
i
n
PLCs
,
as
well
as
th
e
id
en
tific
atio
n
o
f
o
b
s
tacle
s
lik
e
s
tr
u
ctu
r
al
lim
itatio
n
s
,
co
n
v
en
tio
n
al
PD
p
r
ac
tices,
an
d
f
in
an
cial
co
n
s
tr
ain
ts
,
h
ig
h
lig
h
t
th
e
d
if
f
i
cu
lties
in
p
u
ttin
g
in
to
p
r
ac
tice
s
u
cc
ess
f
u
l
co
llab
o
r
ativ
e
m
o
d
els
[
5
0
]
,
[
5
1
]
.
T
h
e
u
s
e
o
f
r
elatio
n
al
an
d
r
ef
lectiv
e
p
r
ac
tices
b
y
ea
r
ly
ca
r
ee
r
teac
h
er
s
(
E
C
T
s
)
h
ig
h
lig
h
ts
th
e
s
ig
n
if
ican
ce
o
f
co
m
m
u
n
ity
a
n
d
r
elatio
n
al
p
r
i
o
r
ities
in
PD
,
p
o
in
tin
g
to
a
m
o
v
e
to
war
d
s
a
m
o
r
e
p
r
ac
tic
e
-
b
ased
ap
p
r
o
ac
h
to
teac
h
in
g
q
u
ality
[
5
2
]
.
Stu
d
en
t
s
en
r
o
lled
in
p
h
y
s
ical
ed
u
ca
ti
o
n
teac
h
er
e
d
u
ca
tio
n
(
PET
E
)
ar
e
in
ter
ac
tin
g
with
co
llab
o
r
ativ
e
PD
m
o
d
els,
wh
ich
em
p
h
asizes
h
o
w
s
u
cc
ess
f
u
l
th
ese
tech
n
iq
u
es
ar
e
in
ap
p
ly
in
g
th
e
o
r
etica
l
co
n
ce
p
ts
to
im
p
r
o
v
e
i
n
s
tr
u
ctio
n
q
u
ality
a
n
d
d
ee
p
en
in
g
p
ed
a
g
o
g
ical
ex
p
er
tis
e
[
5
3
]
.
C
o
n
s
id
er
ed
in
to
a
team
,
th
ese
r
esu
lts
s
u
p
p
o
r
t
t
h
e
d
elib
e
r
ate
cr
ea
tio
n
o
f
c
o
o
p
er
ativ
e
lear
n
i
n
g
s
p
ac
es
an
d
co
m
m
u
n
ity
-
f
o
c
u
s
ed
teac
h
i
n
g
m
eth
o
d
s
in
th
e
class
r
o
o
m
.
B
y
r
em
o
v
in
g
o
b
s
tacle
s
to
co
o
p
er
atio
n
an
d
cr
ea
tin
g
atm
o
s
p
h
er
es
th
at
v
alu
e
in
tr
o
s
p
ec
tiv
e
d
is
cu
s
s
io
n
,
g
r
o
u
p
ac
c
o
u
n
tab
ilit
y
,
an
d
r
esear
ch
-
b
ase
d
m
eth
o
d
s
,
teac
h
er
s
ca
n
im
p
r
o
v
e
th
eir
p
r
o
f
ess
io
n
a
l
ca
p
ac
ities
an
d
,
ev
en
tu
ally
,
th
e
ed
u
ca
tio
n
al
e
x
p
er
ie
n
ce
s
o
f
th
eir
s
tu
d
en
ts
[
5
4
]
.
T
h
is
s
u
b
ject
em
p
h
asizes
h
o
w
co
m
m
u
n
ity
a
n
d
co
llab
o
r
atio
n
h
av
e
th
e
p
o
wer
to
r
e
d
ef
in
e
ed
u
ca
tio
n
al
g
o
als
an
d
m
eth
o
d
s
o
f
i
n
s
tr
u
ctio
n
.
4.
CO
NCLU
SI
O
N
A
th
o
r
o
u
g
h
lan
d
s
ca
p
e
o
f
f
ac
to
r
s
in
f
lu
en
cin
g
e
d
u
ca
tio
n
al
q
u
a
lity
an
d
teac
h
er
ef
f
ec
tiv
en
ess
is
r
ev
ea
led
b
y
th
e
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
ac
r
o
s
s
f
iv
e
d
is
tin
ct
th
em
es
:
“
s
tu
d
en
t
p
er
ce
p
tio
n
s
an
d
teac
h
in
g
q
u
ality
”,
“
PD
an
d
teac
h
e
r
lear
n
in
g
”,
“r
o
le
o
f
lead
er
s
h
ip
in
teac
h
er
d
ev
elo
p
m
en
t”,
“a
s
s
ess
m
en
t
an
d
ev
al
u
atio
n
in
teac
h
in
g
”,
an
d
“c
o
llab
o
r
atio
n
an
d
co
m
m
u
n
ity
in
teac
h
in
g
”.
T
h
e
r
e
s
u
lts
em
p
h
asize
th
e
co
m
p
lex
n
atu
r
e
o
f
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
teac
h
i
n
g
q
u
ality
,
s
tr
ess
in
g
th
e
s
ig
n
if
ican
ce
o
f
co
n
n
ec
tio
n
s
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
ts
,
h
o
lis
tic
lear
n
in
g
,
an
d
f
o
cu
s
ed
PD
in
itiativ
es.
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.
RE
F
E
R
E
NC
E
S
[
1
]
H
.
R
o
m
e
l
,
T
.
T
a
d
e
sse
,
a
n
d
N
.
J
i
b
a
t
,
“
T
e
a
c
h
e
r
q
u
a
l
i
t
y
,
s
e
l
f
-
e
f
f
i
c
a
c
y
,
a
n
d
q
u
a
l
i
t
y
t
e
a
c
h
i
n
g
i
n
E
t
h
i
o
p
i
a
n
p
r
i
mar
y
s
c
h
o
o
l
s
:
a
n
i
n
t
e
g
r
a
t
e
d
so
c
i
o
l
o
g
i
c
a
l
a
n
d
p
s
y
c
h
o
l
o
g
i
c
a
l
p
e
r
sp
e
c
t
i
v
e
,
”
S
t
u
d
i
e
s
i
n
Ed
u
c
a
t
i
o
n
a
l
E
v
a
l
u
a
t
i
o
n
,
v
o
l
.
7
0
,
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
s
t
u
e
d
u
c
.
2
0
2
1
.
1
0
1
0
2
9
.
[
2
]
S
.
S
y
a
f
r
i
l
e
t
a
l
.
,
“
M
i
n
i
r
e
v
i
e
w
:
i
m
p
r
o
v
i
n
g
t
e
a
c
h
e
r
s’
q
u
a
l
i
t
y
i
n
S
TE
M
-
b
a
se
d
s
c
i
e
n
c
e
t
e
a
c
h
i
n
g
-
l
e
a
r
n
i
n
g
i
n
se
c
o
n
d
a
r
y
sch
o
o
l
,
”
J
o
u
rn
a
l
o
f
Ph
y
si
c
s:
C
o
n
f
e
re
n
c
e
S
e
r
i
e
s
,
v
o
l
.
1
7
9
6
,
n
o
.
1
,
p
.
0
1
2
0
7
2
,
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e
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.
2
0
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1
,
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:
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0
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1
0
8
8
/
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7
4
2
-
6
5
9
6
/
1
7
9
6
/
1
/
0
1
2
0
7
2
.
[
3
]
S
.
S
t
e
a
d
ma
n
a
n
d
V
.
E
l
l
i
s,
“
T
e
a
c
h
i
n
g
q
u
a
l
i
t
y
,
so
c
i
a
l
mo
b
i
l
i
t
y
a
n
d
‘
o
p
p
o
r
t
u
n
i
t
y
’
i
n
En
g
l
a
n
d
:
t
h
e
c
a
s
e
o
f
t
h
e
t
e
a
c
h
i
n
g
a
n
d
l
e
a
d
e
r
s
h
i
p
i
n
n
o
v
a
t
i
o
n
f
u
n
d
,
”
E
u
ro
p
e
a
n
J
o
u
rn
a
l
o
f
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
4
,
n
o
.
3
,
p
p
.
3
9
9
–
4
1
4
,
M
a
y
2
0
2
1
,
d
o
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:
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0
.
1
0
8
0
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0
2
6
1
9
7
6
8
.
2
0
2
1
.
1
9
0
1
0
7
8
.
[
4
]
J.
G
o
r
e
,
A
.
Ll
o
y
d
,
M
.
S
mi
t
h
,
J.
B
o
w
e
,
H
.
E
l
l
i
s,
a
n
d
D
.
L
u
b
a
n
s
,
“
Ef
f
e
c
t
s
o
f
p
r
o
f
e
ssi
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t
o
n
t
h
e
q
u
a
l
i
t
y
o
f
t
e
a
c
h
i
n
g
:
r
e
su
l
t
s
f
r
o
m
a
r
a
n
d
o
m
i
se
d
c
o
n
t
r
o
l
l
e
d
t
r
i
a
l
o
f
q
u
a
l
i
t
y
t
e
a
c
h
i
n
g
r
o
u
n
d
s,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
6
8
,
p
p
.
9
9
–
1
1
3
,
N
o
v
.
2
0
1
7
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
1
7
.
0
8
.
0
0
7
.
[
5
]
L.
K
y
r
i
a
k
i
d
e
s
,
M
.
C
h
r
i
s
t
o
f
o
r
i
d
o
u
,
A
.
P
a
n
a
y
i
o
t
o
u
,
a
n
d
B
.
P
.
M
.
C
r
e
e
m
e
r
s,
“
T
h
e
i
m
p
a
c
t
o
f
a
t
h
r
e
e
-
y
e
a
r
t
e
a
c
h
e
r
p
r
o
f
e
ssi
o
n
a
l
d
e
v
e
l
o
p
me
n
t
c
o
u
r
se
o
n
q
u
a
l
i
t
y
o
f
t
e
a
c
h
i
n
g
:
s
t
r
e
n
g
t
h
s
a
n
d
l
i
mi
t
a
t
i
o
n
s
o
f
t
h
e
d
y
n
a
mi
c
a
p
p
r
o
a
c
h
,
”
E
u
r
o
p
e
a
n
J
o
u
rn
a
l
o
f
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
4
0
,
n
o
.
4
,
p
p
.
4
6
5
–
4
8
6
,
A
u
g
.
2
0
1
7
,
d
o
i
:
1
0
.
1
0
8
0
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0
2
6
1
9
7
6
8
.
2
0
1
7
.
1
3
4
9
0
9
3
.
[
6
]
A
.
W
a
b
u
l
e
,
“
C
o
n
t
i
n
u
o
u
s
p
r
o
f
e
ssi
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t
:
w
h
a
t
r
o
l
e
a
n
d
w
h
o
b
e
n
e
f
i
t
s
?
r
e
f
l
e
c
t
i
o
n
s
o
n
t
e
a
c
h
e
r
d
e
v
e
l
o
p
men
t
i
n
U
g
a
n
d
a
,
”
Af
ri
c
a
E
d
u
c
a
t
i
o
n
R
e
v
i
e
w
,
v
o
l
.
1
3
,
n
o
.
3
–
4
,
p
p
.
1
4
1
–
1
5
6
,
O
c
t
.
2
0
1
6
,
d
o
i
:
1
0
.
1
0
8
0
/
1
8
1
4
6
6
2
7
.
2
0
1
6
.
1
2
2
9
5
7
5
.
[
7
]
G
.
M
u
y
u
n
d
a
,
“
C
o
n
t
i
n
u
o
u
s
p
r
o
f
e
ss
i
o
n
a
l
d
e
v
e
l
o
p
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Ed
u
c
a
ti
o
n
fro
m
K
u
a
la
Lu
m
p
u
r
Tec
h
n
ica
l
Co
ll
e
g
e
,
M
a
lay
sia
.
S
tarte
d
t
o
wo
r
k
a
s
a
tea
c
h
e
r
in
1
9
9
5
,
t
h
e
n
a
s
a
ss
istan
t
d
irec
to
r
a
t
th
e
M
i
n
istr
y
o
f
Ed
u
c
a
ti
o
n
M
a
lay
sia
in
2
0
0
9
a
n
d
fin
a
ll
y
sta
rted
t
o
se
rv
e
a
t
UK
M
i
n
2
0
1
8
a
s
a
lec
tu
re
r
u
n
ti
l
n
o
w.
He
r
a
re
a
o
f
stu
d
y
is
e
d
u
c
a
ti
o
n
a
l
lea
d
e
rsh
i
p
,
m
a
n
a
g
e
m
e
n
t,
a
n
d
p
o
li
c
y
,
wi
th
th
e
m
a
in
g
o
a
l
to
e
n
su
re
q
u
a
li
ty
,
e
q
u
i
ty
,
u
n
it
y
,
a
n
d
i
n
teg
ri
ty
in
e
d
u
c
a
ti
o
n
fo
r
a
ll
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
b
it
y
@
u
k
m
.
e
d
u
.
m
y
.
Aa
n
K
o
m
a
r
ia
h
is
a
p
ro
fe
ss
o
r
sp
e
c
ializin
g
in
e
d
u
c
a
ti
o
n
a
l
a
d
m
in
istratio
n
wit
h
a
d
e
e
p
f
o
c
u
s
o
n
e
d
u
c
a
ti
o
n
a
l
lea
d
e
rsh
ip
,
p
o
li
c
y
,
a
n
d
m
a
n
a
g
e
m
e
n
t.
C
u
r
re
n
tl
y
sh
e
se
rv
e
s
a
s
Ch
a
ir
o
f
th
e
G
ra
d
u
a
te
S
c
h
o
o
l
Tea
c
h
e
r
P
ro
fe
ss
io
n
a
l
E
d
u
c
a
ti
o
n
S
tu
d
y
P
ro
g
ra
m
a
n
d
S
e
c
re
tary
o
f
th
e
Bo
a
rd
o
f
P
ro
fe
ss
o
rs
o
f
t
h
e
p
re
stig
io
u
s
In
d
o
n
e
sia
n
E
d
u
c
a
ti
o
n
U
n
iv
e
r
sity
(UPI)
.
He
r
e
x
ten
siv
e
wo
rk
in
c
l
u
d
e
s
n
u
m
e
ro
u
s
re
se
a
rc
h
p
a
p
e
rs,
b
o
o
k
s,
a
n
d
a
rti
c
les
th
a
t
h
a
v
e
e
a
rn
e
d
re
c
o
g
n
it
io
n
a
n
d
c
it
a
ti
o
n
wit
h
in
h
e
r
a
c
a
d
e
m
ic
c
o
m
m
u
n
it
y
.
No
tab
ly
,
s
h
e
se
rv
e
d
a
s
e
d
it
o
r
-
in
-
c
h
ief
o
f
t
h
e
in
tern
a
ti
o
n
a
l
j
o
u
rn
a
l
EARR
(Ed
u
c
a
ti
o
n
a
l
Ad
m
i
n
istratio
n
Re
se
a
rc
h
a
n
d
Re
v
iew
).
Ap
a
rt
fr
o
m
th
a
t,
sh
e
a
c
ti
v
e
ly
c
o
n
tri
b
u
tes
t
o
th
e
sc
ien
ti
fic
c
o
m
m
u
n
it
y
a
s
a
re
v
iew
e
r
fo
r
we
ll
-
k
n
o
w
n
in
tern
a
ti
o
n
a
l
jo
u
rn
a
ls
i
n
d
e
x
e
d
b
y
S
c
o
p
u
s
a
n
d
Wo
S
.
F
o
r
q
u
e
sti
o
n
s
o
r
c
o
ll
a
b
o
r
a
ti
o
n
,
h
er
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
a
n
_
k
o
m
a
riah
@u
p
i
.
e
d
u
.
Az
li
n
No
r
h
a
in
i
Ma
n
s
o
r
re
c
e
iv
e
d
h
e
r
P
h
.
D.
in
E
d
u
c
a
ti
o
n
a
l
Ad
m
i
n
istratio
n
fro
m
Un
iv
e
rsiti
Ke
b
a
n
g
sa
a
n
M
a
lay
sia
(UK
M
),
M
a
ste
r
o
f
E
d
u
c
a
ti
o
n
a
n
d
Ba
c
h
e
lo
r
o
f
S
c
ien
c
e
(Bio
lo
g
y
)
fr
o
m
Ne
w
Yo
r
k
S
tate
Un
iv
e
rsity
a
t
Al
b
a
n
y
,
Ne
w
Yo
rk
,
USA.
S
h
e
wa
s
a
tea
c
h
e
r
(1
9
8
7
-
1
9
9
7
),
a
n
As
sista
n
t
Dire
c
to
r
a
t
Ed
u
c
a
ti
o
n
a
l
P
lan
n
i
n
g
a
n
d
Re
se
a
rc
h
Div
isio
n
,
M
in
istr
y
o
f
E
d
u
c
a
ti
o
n
M
a
lay
s
ia,
(
1
9
9
7
-
2
0
1
0
)
a
n
d
a
se
n
i
o
r
lec
tu
re
r
a
t
M
a
tri
c
u
latio
n
Div
isi
o
n
,
M
i
n
istr
y
o
f
E
d
u
c
a
ti
o
n
(2
0
1
0
-
2
0
1
2
)
b
e
fo
re
a
p
p
o
i
n
ted
a
s
a
se
n
i
o
r
lec
tu
re
r
i
n
U
KM
in
2
0
1
2
ti
ll
n
o
w.
S
h
e
is
c
u
rre
n
tl
y
a
n
As
so
c
iate
P
ro
fe
s
so
r
a
n
d
a
m
e
m
b
e
r
o
f
Ce
n
tre
fo
r
S
h
a
p
in
g
Ad
v
a
n
c
e
d
a
n
d
P
ro
fe
s
sio
n
a
l
E
d
u
c
a
ti
o
n
(UK
M
S
h
a
p
e
).
He
r
p
u
b
li
c
a
ti
o
n
s
a
n
d
re
se
a
rc
h
in
tere
st
in
c
lu
d
e
s
e
d
u
c
a
ti
o
n
a
l
lea
d
e
rsh
ip
,
e
d
u
c
a
ti
o
n
a
l
m
a
n
a
g
e
m
e
n
t,
p
o
li
c
y
e
v
a
lu
a
t
io
n
,
a
n
d
v
a
rio
u
s
field
s
in
v
o
lv
i
n
g
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
z
l
in
m
a
n
so
r@u
k
m
.
e
d
u
.
m
y
.
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