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1.
I
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RO
D
UCT
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O
N
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u
ca
tio
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with
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life
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s
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in
g
a
s
u
s
tain
ab
le
en
v
i
r
o
n
m
en
t
[
1
]
.
I
n
th
e
2
0
1
3
UNE
SC
O
r
ep
o
r
t,
its
g
o
al
is
to
s
tr
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g
th
en
th
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ex
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p
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licies
to
estab
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a
life
lo
n
g
lear
n
in
g
s
y
s
tem
.
Yaz
ıcı
et
a
l.
[
2
]
d
ef
i
n
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life
lo
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g
lear
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i
n
g
is
d
escr
ib
ed
as
in
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itiv
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Ho
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[
3
]
,
[
4
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s
h
o
we
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teac
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lack
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k
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[
5
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.
I
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I
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Lif
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p
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m
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ally
[
6
]
,
[
7
]
as
well
as
m
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y
o
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er
s
t
h
at
to
u
c
h
o
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lear
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ess
itate
s
a
co
m
p
r
eh
en
s
iv
e
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
(
S
L
R
)
to
f
ac
ilit
ate
th
e
ag
g
r
eg
atio
n
an
d
en
h
an
ce
d
co
m
p
r
e
h
en
s
io
n
o
f
th
eir
f
in
d
in
g
s
.
I
n
ad
d
itio
n
,
alth
o
u
g
h
th
er
e
is
a
lo
t
o
f
liter
atu
r
e
o
n
life
lo
n
g
lear
n
in
g
p
r
ac
tices
o
f
teac
h
e
r
s
a
t
th
e
m
o
m
en
t,
b
u
t
it
is
v
er
y
wid
esp
r
ea
d
to
v
ar
io
u
s
lev
els
o
f
ed
u
ca
tio
n
s
u
ch
as
h
ig
h
s
ch
o
o
l,
c
o
lleg
e
a
n
d
u
n
iv
e
r
s
ity
.
So
,
e
f
f
o
r
ts
t
o
co
n
d
u
ct
a
s
y
s
t
em
atic
r
e
v
iew
o
f
th
ese
s
tu
d
ies
an
d
d
elin
ea
te
p
o
t
en
tial
th
em
atic
p
atter
n
s
with
in
th
e
s
u
b
ject
d
o
m
ain
r
em
ain
co
n
s
tr
ain
ed
,
p
ar
ticu
l
ar
ly
r
e
g
ar
d
in
g
th
e
p
r
o
ce
d
u
r
al
asp
ec
ts
o
f
th
e
r
e
v
iew
p
r
o
ce
s
s
,
s
u
ch
as
th
e
m
eth
o
d
o
l
o
g
ies
f
o
r
s
tu
d
y
id
e
n
tific
atio
n
,
s
cr
ee
n
in
g
,
a
n
d
e
lig
ib
ilit
y
cr
iter
ia
estab
lis
h
m
en
t,
wh
ich
h
a
v
e
y
et
to
r
ec
eiv
e
ad
eq
u
ate
atten
tio
n
a
n
d
d
ev
elo
p
m
en
t.
W
h
ile
ac
k
n
o
wled
g
in
g
th
e
n
ec
e
s
s
ity
f
o
r
co
n
d
u
ctin
g
a
SLR
,
it
i
s
n
o
tewo
r
th
y
th
at
t
h
e
v
o
lu
m
e
o
f
r
esear
ch
av
ailab
le,
as
well
as
th
e
b
r
ea
d
t
h
o
f
s
tu
d
ies
en
co
m
p
ass
ed
,
m
a
y
n
o
t
cu
r
r
en
tly
r
ea
ch
an
ex
ten
s
iv
e
s
ca
le.
Ho
wev
er
,
it
r
em
ain
s
im
p
er
ativ
e
to
im
p
lem
en
t
SLR
d
esp
ite
th
e
cu
r
r
en
t
lim
itatio
n
s
,
a
s
tr
ad
itio
n
al
lit
er
atu
r
e
r
ev
iews
ar
e
s
u
s
ce
p
tib
le
to
v
ar
io
u
s
is
s
u
es
i
n
clu
d
in
g
tr
a
n
s
f
er
en
ce
,
au
t
h
o
r
b
ias,
r
ec
r
u
itm
en
t
b
ias,
an
d
p
u
b
licatio
n
b
ias.
Ma
n
y
r
esear
ch
er
s
ten
d
to
s
elec
tiv
ely
in
clu
d
e
ar
ticles
th
at
ali
g
n
with
th
eir
r
esear
c
h
o
b
je
ctiv
es,
p
o
ten
tially
co
m
p
r
o
m
is
in
g
th
e
in
teg
r
ity
an
d
co
m
p
r
eh
en
s
iv
en
ess
o
f
t
h
e
r
e
v
iew
p
r
o
ce
s
s
[
8
]
.
T
h
is
s
tu
d
y
co
n
d
u
cts
a
SLR
to
i
d
en
tify
g
ap
s
in
k
n
o
wled
g
e
r
eg
ar
d
in
g
life
lo
n
g
lear
n
in
g
p
r
ac
tices
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l
teac
h
e
r
s
.
T
h
e
f
o
cu
s
o
n
p
r
im
ar
y
ed
u
ca
tio
n
is
cr
u
cial
f
o
r
f
o
s
ter
in
g
co
m
p
r
eh
e
n
s
iv
e
d
ev
elo
p
m
en
t
an
d
an
in
q
u
is
itiv
e
m
in
d
s
et
in
s
tu
d
en
ts
.
T
h
e
m
ain
g
o
al
is
to
p
r
o
v
id
e
a
d
etailed
ev
al
u
atio
n
o
f
ex
is
tin
g
r
esear
ch
,
en
h
an
cin
g
u
n
d
er
s
tan
d
in
g
in
th
is
ar
ea
an
d
o
f
f
er
in
g
v
alu
ab
le
i
n
s
ig
h
ts
f
o
r
ed
u
ca
to
r
s
an
d
r
esear
ch
er
s
.
2.
M
E
T
H
O
D
2
.
1
.
Rev
iew
pro
t
o
co
l
T
o
f
o
r
m
th
is
s
y
s
tem
atic
liter
atu
r
e
r
e
v
iew
,
th
e
r
esear
ch
e
r
h
a
d
r
ef
e
r
r
ed
to
th
e
r
ep
o
r
tin
g
s
tan
d
ar
d
f
o
r
s
y
s
tem
atic
ev
id
en
ce
s
y
n
th
eses
(
R
OSES)
p
r
o
to
co
l
r
ev
iew
.
T
h
e
R
OSES
p
r
o
to
co
l
r
ev
iew
is
a
v
er
y
ap
p
r
o
p
r
iate
r
ef
er
en
ce
b
ec
au
s
e
it
h
el
p
s
th
e
r
esear
ch
er
d
e
v
elo
p
a
co
m
p
r
eh
en
s
iv
e
a
n
d
o
r
g
an
ized
SLR
[
9
]
.
Fu
r
th
er
m
o
r
e
,
Gu
s
en
b
au
er
a
n
d
Had
d
awa
y
[
9
]
also
em
p
h
asizes
th
e
s
tr
en
g
th
o
f
R
OSES
b
ased
o
n
its
f
lex
ib
ilit
y
in
ter
m
s
o
f
m
eth
o
d
o
l
o
g
y
.
T
h
is
SLR
m
eth
o
d
o
lo
g
y
is
v
er
s
atile
an
d
ap
p
licab
le
to
d
iv
er
s
e
ty
p
es
o
f
an
aly
s
is
,
in
clu
d
in
g
q
u
alitativ
e,
q
u
a
n
titativ
e,
an
d
i
n
teg
r
ativ
e
ap
p
r
o
ac
h
es.
Fu
r
th
er
m
o
r
e
,
its
u
tili
ty
ex
te
n
d
s
b
ey
o
n
d
th
e
cu
r
r
en
t
f
ield
o
f
s
t
u
d
y
,
m
ak
in
g
it
a
d
ap
tab
le
t
o
v
a
r
io
u
s
o
th
e
r
d
o
m
ain
s
.
Fo
llo
win
g
th
e
d
e
v
elo
p
m
en
t
o
f
R
OSES
r
ev
iew
p
r
o
to
c
o
l,
th
is
SLR
co
m
m
en
ce
d
b
y
f
o
r
m
u
latin
g
r
esear
ch
q
u
esti
o
n
s
tailo
r
ed
to
th
e
o
b
jectiv
es.
Su
b
s
eq
u
en
t
ly
,
a
m
eticu
lo
u
s
s
y
s
tem
atic
s
ea
r
ch
s
tr
ateg
y
was
d
ev
elo
p
e
d
to
i
d
en
tify
r
elev
an
t
liter
atu
r
e.
T
h
e
r
ev
iew
p
r
o
ce
s
s
in
v
o
lv
ed
ev
alu
atin
g
th
e
q
u
a
lity
o
f
th
e
s
elec
ted
ar
ticles
[
1
0
]
an
d
ex
tr
ac
tin
g
p
e
r
tin
en
t
d
ata
f
o
r
a
n
aly
s
is
.
B
y
ad
h
er
in
g
to
th
is
s
tr
u
ctu
r
e
d
ap
p
r
o
ac
h
,
SLR
en
s
u
r
es
r
ig
o
r
a
n
d
co
m
p
r
eh
e
n
s
iv
en
ess
in
s
y
n
th
esizin
g
ex
is
tin
g
k
n
o
wl
ed
g
e.
T
h
e
q
u
ality
o
f
ea
c
h
ar
ticle
n
ee
d
ed
to
b
e
d
eter
m
in
ed
f
ir
s
t b
ef
o
r
e
b
ein
g
in
cl
u
d
ed
in
th
e
r
ev
ie
w
p
r
o
ce
s
s
.
Fin
ally
,
th
e
s
elec
ted
ar
ticles
u
n
d
er
wen
t
s
tag
es
in
clu
d
in
g
d
at
a
ex
tr
ac
tio
n
an
d
an
aly
s
is
.
Dat
a
ex
tr
ac
tio
n
alig
n
ed
with
th
e
r
esear
ch
q
u
esti
o
n
,
wh
ile
q
u
alita
tiv
e
s
y
n
th
esis
in
v
o
lv
ed
th
em
atic
an
aly
s
is
.
2
.
2
.
F
o
rm
ula
t
io
n o
f
t
he
re
s
ea
rc
h
qu
estio
n
T
h
e
f
ir
s
t
s
te
p
i
n
d
e
v
el
o
p
i
n
g
t
h
is
S
L
R
in
v
o
l
v
e
d
c
r
e
ati
n
g
s
u
ita
b
le
r
es
ea
r
c
h
q
u
est
io
n
s
.
T
h
e
r
ese
a
r
c
h
q
u
esti
o
n
s
we
r
e
f
o
r
m
u
la
te
d
u
s
in
g
m
n
e
m
o
n
ics
o
r
t
o
o
ls
li
k
e
P
I
C
O,
PIC
o
,
P
I
C
OM
,
P
I
C
OT
,
SP
I
DE
R
,
a
m
o
n
g
o
t
h
e
r
s
,
k
n
o
w
n
c
o
ll
ec
t
iv
el
y
as
t
h
e
r
es
ea
r
c
h
q
u
est
io
n
s
d
ev
el
o
p
m
en
t
to
o
l
(
R
QD
T
)
.
T
h
e
SLR'
s
r
ese
ar
ch
q
u
esti
o
n
w
as
d
e
r
i
v
e
d
f
r
o
m
P
I
C
o
.
M
n
e
m
o
n
i
c
s
a
r
e
u
s
e
d
to
f
o
r
m
S
L
R
r
esea
r
c
h
q
u
es
ti
o
n
s
b
as
ed
o
n
q
u
al
ita
ti
v
e
s
y
n
t
h
esis
a
n
d
ca
n
b
e
u
s
e
d
to
o
b
tai
n
im
p
o
r
ta
n
t
as
p
e
cts
o
r
el
em
en
ts
t
h
at
m
u
s
t
b
e
p
r
ese
n
t
i
n
SLR
r
esea
r
c
h
q
u
esti
o
n
s
.
PICo
s
tan
d
s
f
o
r
‘
P’
m
ea
n
s
p
o
p
u
latio
n
/p
r
o
b
lem
,
‘I’
m
ea
n
s
in
ter
est
,
an
d
‘
C
o
’
m
ea
n
s
co
n
tex
t
[
1
1
]
.
Dr
awin
g
f
r
o
m
th
is
co
n
ce
p
t,
t
h
e
r
esear
ch
e
r
f
o
cu
s
ed
o
n
th
r
e
e
k
ey
elem
en
ts
f
o
r
th
e
r
ev
ie
w:
teac
h
er
s
(
as
th
e
p
o
p
u
latio
n
)
,
life
lo
n
g
lear
n
in
g
p
r
ac
tices
(
as
th
e
ar
ea
o
f
in
ter
es
t)
,
an
d
th
e
p
r
im
ar
y
s
ch
o
o
l
s
etti
n
g
(
as
th
e
co
n
tex
t)
.
T
h
is
ap
p
r
o
ac
h
led
t
o
th
e
f
o
r
m
u
lati
o
n
o
f
th
e
r
esear
c
h
q
u
esti
o
n
:
“
W
h
at
ar
e
th
e
life
lo
n
g
lear
n
in
g
p
r
ac
tices
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l te
ac
h
er
s
?
”.
T
h
e
s
y
s
tem
atic
s
ea
r
ch
in
g
p
r
o
ce
s
s
in
v
o
lv
es id
en
tific
atio
n
,
s
cr
ee
n
in
g
,
an
d
elig
ib
ilit
y
[
8
]
,
as sh
o
wn
in
in
Fig
u
r
e
1
.
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
7
2
-
3
8
8
3
3874
Fig
u
r
e
1
.
T
h
e
f
lo
w
d
iag
r
am
[
8
]
2
.
3
.
Sy
s
t
e
m
a
t
ic
s
ea
rc
hin
g
s
t
ra
t
eg
ies
2
.
3
.
1
.
I
dentif
ica
t
io
n
Du
r
in
g
th
e
id
e
n
tific
atio
n
p
h
a
s
e,
r
esear
ch
er
s
ex
p
an
d
u
p
o
n
i
n
itial
k
ey
wo
r
d
s
,
allo
win
g
f
o
r
a
b
r
o
ad
e
r
r
etr
iev
al
o
f
p
o
ten
tial
ar
ticles
f
r
o
m
d
atab
ases
.
Un
d
er
s
tan
d
in
g
s
ev
er
al
f
u
n
d
am
en
tal
co
n
ce
p
ts
is
es
s
en
tial
b
ef
o
r
e
s
elec
tin
g
th
e
ap
p
r
o
p
r
iate
k
ey
w
o
r
d
s
[
8
]
.
Hen
ce
,
s
elec
tin
g
ap
p
r
o
p
r
iate
k
ey
w
o
r
d
s
f
o
r
th
e
s
ea
r
c
h
p
r
o
ce
s
s
is
cr
u
cial
to
en
h
an
ce
th
e
p
r
ec
is
io
n
o
f
a
r
ticles r
ef
er
en
ce
d
in
SLR.
T
h
r
ee
p
r
im
ar
y
k
ey
w
o
r
d
s
wer
e
s
elec
ted
b
ased
o
n
th
e
r
esear
ch
q
u
esti
o
n
s
wh
ich
ar
e;
life
lo
n
g
lear
n
in
g
p
r
ac
tices,
teac
h
er
s
,
an
d
p
r
im
ar
y
s
ch
o
o
ls
.
I
n
o
r
d
e
r
to
b
r
o
a
d
en
th
e
r
an
g
e
o
f
u
s
ab
le
k
e
y
wo
r
d
s
,
s
y
n
o
n
y
m
s
,
r
elate
d
ter
m
s
,
an
d
v
ar
iatio
n
s
o
f
th
e
m
ain
k
ey
wo
r
d
s
wer
e
ex
p
l
o
r
e
d
.
T
h
is
was
ac
h
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ed
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s
in
g
a
n
o
n
lin
e
th
esau
r
u
s
,
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ev
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s
f
r
o
m
p
ast
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ch
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ltin
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ex
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n
g
d
atab
ases
lik
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Sco
p
u
s
an
d
W
eb
o
f
Scien
ce
(
W
o
S)
,
an
d
s
ee
k
in
g
e
x
p
er
t a
d
v
ice.
T
h
e
o
u
tco
m
es o
f
th
is
k
ey
wo
r
d
id
en
tific
atio
n
ar
e
d
etailed
i
n
T
ab
le
1
.
Utilizin
g
th
e
ch
o
s
en
k
e
y
wo
r
d
s
,
th
e
s
ea
r
c
h
f
o
r
a
r
ticles
was
ca
r
r
ied
o
u
t
ac
r
o
s
s
th
r
ee
p
r
in
cip
al
d
atab
ases
:
W
o
S,
Sco
p
u
s
,
an
d
E
R
I
C
.
T
h
es
e
d
atab
ases
wer
e
ch
o
s
en
f
o
r
th
eir
m
u
ltip
le
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v
an
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es.
I
n
itially
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ac
co
r
d
in
g
to
th
e
r
esear
ch
d
o
n
e
b
y
Gu
s
en
b
a
u
er
an
d
Had
d
awa
y
[
9
]
,
d
ata
b
ases
lik
e
W
o
S,
Sco
p
u
s
,
an
d
Scie
n
ce
Dir
ec
t
ex
ce
l
in
o
f
f
er
in
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ten
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iv
e
s
ea
r
ch
es,
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o
r
e
co
n
s
is
ten
t
r
esu
lts
,
an
d
s
u
p
er
io
r
s
ea
r
ch
ca
p
ab
ilit
ies
co
m
p
ar
ed
to
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t
h
er
d
atab
ases
.
T
h
e
E
R
I
C
d
atab
as
e
is
p
ar
ticu
lar
ly
e
f
f
ec
tiv
e
f
o
r
co
n
d
u
ctin
g
s
y
s
tem
atic
r
e
v
iews
as
it
f
u
lf
ills
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ess
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tial
p
er
f
o
r
m
an
ce
cr
iter
ia
r
eq
u
ir
ed
f
o
r
ev
id
e
n
ce
s
y
n
th
e
s
is
.
Ma
r
tín
-
Ma
r
tín
et
a
l.
[
1
2
]
in
th
eir
s
tu
d
y
h
ad
h
ig
h
lig
h
ted
th
e
b
en
ef
its
o
f
W
o
S
an
d
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p
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s
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i
n
g
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u
al
ity
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n
tr
o
l
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d
o
r
g
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ize
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in
d
e
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g
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co
n
t
r
ast
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o
g
le
Sch
o
lar
s
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r
c
h
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e
c
o
r
d
s re
t
r
i
e
v
e
d
u
si
n
g
d
a
t
a
b
a
s
e
s.
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S
c
o
p
u
s
,
W
e
b
o
f
S
c
i
e
n
c
e
,
ER
I
C
)
(
n
=
2
0
,
9
9
3
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se
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r
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h
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s
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se
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k
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h
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s
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f
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o
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-
l
a
st
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l
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a
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g
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st
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t
l
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a
r
n
i
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g
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t
e
a
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r
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d
u
c
a
t
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r
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l
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r
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r
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h
a
b
i
t
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n
d
r
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t
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e
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R
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c
o
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l
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n
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r
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c
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u
b
l
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d
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g
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4
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ch
s
tr
ateg
y
.
2
.
3
.
2
.
Scre
ening
A
to
tal
o
f
20
,
9
9
3
ar
ticles
id
e
n
tifie
d
u
n
d
er
we
n
t
a
s
cr
ee
n
in
g
p
r
o
ce
s
s
,
wh
er
e
cr
iter
ia
f
o
r
in
clu
s
io
n
o
r
ex
clu
s
io
n
wer
e
estab
lis
h
ed
to
s
elec
t
ar
ticles
ap
p
r
o
p
r
iate
f
o
r
th
e
in
ten
d
e
d
SLR
[
8
]
.
T
h
e
i
n
itial
s
elec
tio
n
cr
iter
io
n
f
o
r
th
is
SLR
was
th
e
p
u
b
licatio
n
y
ea
r
,
with
o
n
ly
th
e
m
o
s
t
r
ec
en
t
f
iv
e
-
y
ea
r
r
a
n
g
e
(
2
0
1
9
t
o
2
0
2
3
)
c
o
n
s
id
er
ed
.
T
h
e
ch
o
ice
o
f
th
is
tim
e
f
r
am
e
i
s
g
r
o
u
n
d
e
d
o
n
v
a
r
io
u
s
r
ea
s
o
n
s
an
d
alig
n
s
with
th
e
co
n
ce
p
t
o
f
s
tu
d
y
m
atu
r
ity
,
as
Kr
au
s
et
a
l
.
[
1
3
]
d
is
cu
s
s
es,
d
u
r
in
g
w
h
ich
a
s
ig
n
if
ica
n
t
n
u
m
b
er
o
f
r
elate
d
a
r
ticles
wer
e
f
o
u
n
d
,
p
r
o
v
id
in
g
a
co
m
p
r
eh
e
n
s
iv
e
r
ev
iew.
T
o
en
s
u
r
e
q
u
ality
,
t
h
is
SLR
l
im
ited
its
s
elec
tio
n
to
jo
u
r
n
al
ar
ticles,
an
d
f
o
r
clar
ity
i
n
r
e
ad
in
g
an
d
co
m
p
r
eh
e
n
s
io
n
,
o
n
ly
th
o
s
e
in
E
n
g
lis
h
wer
e
ch
o
s
en
.
Fu
r
t
h
er
m
o
r
e
,
th
e
s
elec
tio
n
f
o
cu
s
e
d
s
o
lely
o
n
ar
ticles
co
n
tain
in
g
r
elev
a
n
t
em
p
ir
ical
d
ata,
ex
clu
d
in
g
r
ev
i
ew
ar
ticles
to
alig
n
with
th
e
SLR's
g
o
al
o
f
id
en
tify
in
g
p
r
im
a
r
y
f
in
d
in
g
s
f
r
o
m
p
r
ev
io
u
s
r
esear
ch
,
r
ath
er
th
an
r
ev
iewin
g
th
e
m
.
An
ad
d
itio
n
al
cr
iter
io
n
f
o
r
in
clu
s
io
n
was
th
e
r
elev
an
ce
o
f
t
h
e
f
i
n
d
in
g
s
.
Ar
ticles
wer
e
ch
o
s
en
b
ased
o
n
th
eir
f
o
c
u
s
o
n
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
'
life
lo
n
g
lear
n
in
g
p
r
ac
tices;
ir
r
elev
an
t
ar
ticles
wer
e
ex
clu
d
ed
to
en
s
u
r
e
th
e
SLR'
s
r
elev
an
ce
T
ab
le
2
.
Af
ter
s
cr
ee
n
i
n
g
,
20
,
7
4
6
ar
ticles we
r
e
d
is
ca
r
d
ed
f
o
r
n
o
t m
ee
tin
g
cr
iter
ia,
leav
i
n
g
2
3
8
f
o
r
f
u
r
th
er
r
ev
iew.
T
ab
le
2
.
T
h
e
in
clu
s
io
n
c
r
iter
ia
I
n
c
l
u
s
i
o
n
c
r
i
t
e
r
i
a
Y
e
a
r
p
u
b
l
i
c
a
t
i
o
n
W
i
t
h
i
n
t
h
e
p
a
s
t
5
y
e
a
r
s
(
2
0
1
9
t
o
2
0
2
3
)
Ty
p
e
p
u
b
l
i
c
a
t
i
o
n
Jo
u
r
n
a
l
a
r
t
i
c
l
e
La
n
g
u
a
g
e
En
g
l
i
sh
Ty
p
e
s
o
f
f
i
n
d
i
n
g
Emp
i
r
i
c
a
l
f
i
n
d
i
n
g
F
o
c
u
s
o
f
f
i
n
d
i
n
g
D
a
t
a
r
e
l
a
t
e
d
t
o
t
h
e
p
r
a
c
t
i
c
e
o
f
l
i
f
e
l
o
n
g
l
e
a
r
n
i
n
g
i
n
p
r
i
mar
y
sc
h
o
o
l
2
.
3
.
3
.
E
lig
ibi
lity
T
h
e
n
ex
t
p
r
o
ce
s
s
was
to
d
eter
m
in
e
th
e
elig
ib
ilit
y
o
f
th
e
r
e
m
ain
in
g
2
3
8
ar
ticles
s
elec
ted
f
r
o
m
th
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
ea
r
lier
.
E
lig
ib
ilit
y
in
v
o
lv
es
a
s
ec
o
n
d
s
cr
ee
n
in
g
t
o
en
s
u
r
e
th
e
ch
o
s
en
ar
ti
cles
ar
e
p
r
ec
is
e
a
n
d
p
er
tin
en
t
to
th
e
in
ten
d
e
d
SLR.
T
h
is
s
tep
in
v
o
lv
e
d
r
ev
iewin
g
th
e
ar
ticle'
s
titl
e
an
d
ab
s
tr
ac
t.
I
f
clar
ity
was
n
o
t
ac
h
iev
ed
,
f
u
r
th
er
ex
am
in
atio
n
o
f
th
e
m
eth
o
d
o
lo
g
y
,
r
esu
lts
,
an
d
d
is
cu
s
s
io
n
s
ec
tio
n
s
wa
s
co
n
d
u
cted
.
Du
r
i
n
g
th
is
p
h
ase,
1
4
7
ar
ticles
wer
e
ex
cl
u
d
ed
f
o
r
r
ea
s
o
n
s
s
u
ch
as
f
o
cu
s
in
g
o
n
s
ec
o
n
d
ar
y
s
ch
o
o
l
o
r
v
o
ca
tio
n
al
teac
h
e
r
s
,
b
ein
g
d
u
p
licates,
d
is
cu
s
s
in
g
e
n
tr
ep
r
en
e
u
r
s
h
ip
e
d
u
ca
tio
n
,
tr
ai
n
in
g
f
o
r
teac
h
er
ca
n
d
id
ates,
te
ac
h
er
s
'
o
p
in
io
n
s
o
n
s
cien
ce
lab
u
s
e,
in
ac
ce
s
s
ib
il
ity
,
o
r
b
ein
g
s
co
p
in
g
r
ev
iews.
C
o
n
s
eq
u
en
tly
,
9
1
ar
ticles
wer
e
d
ee
m
ed
s
u
itab
le
f
o
r
th
e
s
u
b
s
eq
u
en
t q
u
ality
ass
ess
m
en
t stag
e
as p
r
esen
ted
in
Fig
u
r
e
1
.
2
.
3
.
4
.
Art
icle
qu
a
lity
a
s
s
ess
m
ent
Ass
es
s
in
g
th
e
ch
o
s
en
ar
ticles
f
o
r
q
u
ality
is
cr
u
cial
to
r
e
d
u
ce
b
ias
an
d
id
en
tify
p
o
ten
tial
m
eth
o
d
o
lo
g
ical
f
laws
[
1
4
]
.
T
wo
e
v
alu
ato
r
s
we
r
e
s
elec
ted
as
ev
alu
ato
r
s
f
o
r
t
h
is
ass
e
s
s
m
en
t.
Giv
en
th
e
SLR's
in
clu
s
io
n
o
f
d
iv
er
s
e
r
esear
ch
d
esig
n
s
(
q
u
an
titativ
e,
q
u
alitativ
e,
an
d
m
ix
ed
m
eth
o
d
s
)
,
th
ey
u
s
ed
th
e
m
ix
ed
m
et
h
o
d
s
ap
p
r
aisal
to
o
l
(
MM
AT
)
f
o
r
g
u
id
a
n
ce
d
u
r
in
g
th
e
ev
alu
atio
n
[
1
0
]
.
E
v
er
y
ar
ticle
u
n
d
er
we
n
t
ev
alu
atio
n
u
s
in
g
two
b
asic
cr
iter
ia
an
d
f
i
v
e
ad
d
itio
n
al
cr
iter
ia
tailo
r
ed
to
th
e
a
r
ticle'
s
s
p
ec
if
ic
s
tu
d
y
d
esig
n
.
T
h
e
f
ir
s
t
s
tep
in
th
is
p
r
o
ce
s
s
was
to
ev
alu
ate
th
e
q
u
ality
o
f
th
e
ar
ti
cle
b
ased
o
n
two
b
asic
cr
iter
ia
,
n
am
ely
:
i)
I
s
t
h
e
s
tated
r
esea
r
ch
q
u
esti
o
n
clea
r
?
;
ii)
I
s
th
e
d
ata
o
b
tain
ed
ab
le
t
o
an
s
wer
s
tated
r
esear
ch
q
u
esti
o
n
s
?
Ar
ticles
m
ee
tin
g
b
o
th
cr
iter
ia
p
r
o
ce
ed
e
d
to
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
7
2
-
3
8
8
3
3876
th
e
n
ex
t
p
h
ase,
wh
er
e
th
e
y
wer
e
ca
teg
o
r
ized
b
y
s
tu
d
y
d
esig
n
(
q
u
alitativ
e,
q
u
an
titativ
e,
o
r
m
ix
ed
m
eth
o
d
s
)
f
o
r
f
u
r
th
er
ass
ess
m
en
t
b
ased
o
n
f
iv
e
s
p
ec
if
ic
c
r
iter
ia.
E
v
alu
ato
r
s
h
ad
th
r
ee
r
esp
o
n
s
e
o
p
tio
n
s
f
o
r
ea
c
h
cr
iter
i
o
n
:
“
Yes
”
,
“
No
”
,
o
r
“
C
an
'
t T
ell
”
if
th
e
ev
alu
atio
n
o
u
tc
o
m
e
was
u
n
ce
r
tain
o
r
u
n
clea
r
.
T
o
ass
ess
th
e
ar
ticles,
co
n
s
en
s
u
s
b
etwe
en
th
e
two
ev
alu
ato
r
s
was
r
eq
u
ir
ed
,
with
a
s
ec
o
n
d
o
p
in
io
n
s
o
u
g
h
t
if
th
ey
d
is
ag
r
ee
d
.
Ar
ticles
th
at
s
a
tis
f
ied
a
m
in
im
u
m
o
f
th
r
ee
o
u
t
f
iv
e
cr
iter
i
a
wer
e
co
n
s
id
er
ed
h
ig
h
-
q
u
ality
an
d
in
clu
d
e
d
in
t
h
e
SLR
as
s
h
o
wn
in
T
ab
le
3
.
Of
th
e
9
1
ar
ticles
ass
es
s
ed
,
2
0
m
et
th
is
s
tan
d
ar
d
an
d
wer
e
s
elec
ted
f
o
r
th
e
SLR,
wh
ile
th
e
r
em
ain
in
g
7
1
wer
e
e
x
cl
u
d
ed
f
o
r
n
o
t
m
ee
tin
g
th
e
n
ec
e
s
s
ar
y
cr
iter
ia.
T
h
is
d
eter
m
in
atio
n
was
b
ased
o
n
a
co
m
p
r
e
h
en
s
iv
e
r
ev
iew
o
f
ea
c
h
ar
ticle'
s
m
eth
o
d
o
lo
g
y
,
r
es
u
lts
,
an
d
d
is
cu
s
s
io
n
,
n
o
tin
g
d
is
cr
ep
an
cies b
etwe
en
th
e
titl
es a
n
d
ab
s
tr
ac
ts
an
d
th
e
ac
tu
al
co
n
ten
t.
2
.
3
.
5
.
Da
t
a
ex
t
ra
c
t
io
n a
nd
a
na
ly
s
is
Data
ex
tr
ac
tio
n
f
r
o
m
ea
ch
s
el
ec
ted
ar
ticle
was
p
er
f
o
r
m
e
d
b
y
two
r
esear
ch
er
s
,
f
o
cu
s
in
g
p
r
im
ar
ily
o
n
th
e
ab
s
tr
ac
t,
s
tu
d
y
r
esu
lts
,
an
d
d
is
cu
s
s
io
n
,
to
r
ev
iew
f
in
d
in
g
s
o
n
life
lo
n
g
lear
n
in
g
p
r
ac
tices.
Desp
ite
th
is
f
o
cu
s
,
ea
ch
ar
ticle
was
f
u
lly
r
ea
d
to
u
n
d
er
s
tan
d
th
e
o
v
e
r
all
to
p
ic.
E
x
tr
ac
ted
d
ata
wer
e
o
r
g
an
ize
d
in
to
a
ta
b
le
to
aid
an
aly
s
is
.
Fo
llo
win
g
ex
tr
ac
tio
n
,
th
e
n
ex
t
p
h
ase
in
v
o
lv
ed
d
ata
an
aly
s
is
,
em
p
lo
y
in
g
v
a
r
io
u
s
m
eth
o
d
s
s
u
itab
le
f
o
r
q
u
alitativ
e
s
y
n
th
esis
.
Flem
m
in
g
et
a
l.
[
1
5
]
s
tate
d
t
h
at
th
em
atic
an
aly
s
is
aim
s
to
u
n
co
v
er
p
atter
n
s
in
p
r
io
r
r
e
s
ea
r
ch
b
y
id
en
tify
in
g
s
im
ilar
ities
o
r
co
n
n
ec
tio
n
s
am
o
n
g
th
e
f
in
d
in
g
s
e
x
tr
ac
ted
.
I
n
o
r
d
er
to
id
en
tif
y
r
elev
an
t
th
em
es,
ea
ch
ex
tr
ac
ted
f
in
d
in
g
is
in
d
iv
id
u
al
ly
r
ev
iewe
d
to
d
etec
t
s
im
ilar
ities
o
r
lin
k
s
[
1
6
]
,
it
will
b
e
p
lace
d
in
a
d
ata
g
r
o
u
p
.
T
h
ese
g
r
o
u
p
s
ar
e
th
en
ass
ig
n
e
d
to
an
ap
p
r
o
p
r
iate
th
em
e.
T
h
e
d
ev
elo
p
e
d
th
em
es
ar
e
co
n
n
e
cted
to
th
e
o
r
i
g
in
al
d
ata
an
d
r
e
p
r
esen
t th
e
wh
o
le
d
ataset
[
1
6
]
.
Du
r
in
g
th
e
ea
r
l
y
s
tag
es
o
f
th
is
p
r
o
ce
s
s
,
th
r
ee
th
em
es
wer
e
d
ev
elo
p
e
d
an
d
1
3
s
u
b
-
th
em
es
wer
e
id
en
tifie
d
.
Ne
x
t,
all
t
h
em
es
wer
e
r
e
-
ex
a
m
in
ed
with
ex
p
e
r
ts
.
Af
ter
d
is
cu
s
s
io
n
s
,
f
o
u
r
m
ain
th
em
es
wer
e
d
ev
elo
p
e
d
,
an
d
o
n
e
s
u
b
-
th
em
e
was
r
em
o
v
ed
as
it
was
less
r
elev
an
t
to
th
e
r
esear
ch
q
u
esti
o
n
.
T
h
en
,
f
o
r
ea
ch
th
em
e
id
en
tifie
d
,
th
e
r
esear
ch
e
r
r
ep
ea
ted
t
h
e
p
r
o
ce
s
s
,
id
en
tif
y
in
g
1
2
s
u
b
-
th
e
m
es in
th
e
p
r
o
ce
s
s
.
T
h
e
th
em
atic
an
aly
s
is
o
f
2
2
c
h
o
s
en
ar
ticles
y
ield
e
d
f
o
u
r
p
r
im
ar
y
th
em
es;
s
elf
-
lear
n
in
g
,
c
o
n
tin
u
o
u
s
tr
ain
in
g
,
i
n
teg
r
atio
n
o
f
k
n
o
wled
g
e,
a
n
d
d
ig
ital
n
etwo
r
k
s
.
Fo
r
th
e
s
elf
-
lear
n
in
g
th
em
e
,
th
e
id
en
tifie
d
s
u
b
-
t
h
em
es
ar
e
ac
tio
n
r
esear
c
h
,
r
ea
d
in
g
,
p
er
s
o
n
al
lear
n
in
g
,
an
d
ac
ce
s
s
to
in
f
o
r
m
atio
n
.
Fo
r
th
e
co
n
tin
u
o
u
s
tr
ain
in
g
th
em
e,
th
e
id
en
tifie
d
s
u
b
-
th
em
es a
r
e
t
r
ain
in
g
,
s
h
o
r
t/lo
n
g
te
r
m
co
u
r
s
es,
wo
r
k
s
h
o
p
s
,
an
d
s
em
in
ar
s
/f
o
r
u
m
s
/co
n
f
e
r
en
ce
s
.
Nex
t,
f
o
r
th
e
th
em
e
o
f
k
n
o
wled
g
e
in
teg
r
atio
n
,
t
h
e
s
u
b
-
t
h
em
e
s
f
o
r
m
ed
ar
e
co
llab
o
r
atio
n
an
d
m
en
to
r
in
g
.
T
h
e
last
th
em
e
is
d
ig
ital
n
etw
o
r
k
,
th
e
s
u
b
-
th
e
m
es
f
o
r
m
ed
a
r
e
d
ig
ital
lear
n
in
g
an
d
s
o
cial
m
ed
ia
.
T
h
e
th
em
es
wer
e
v
alid
ated
b
y
two
ex
p
e
r
ts
,
o
n
e
in
SLR
an
d
th
e
o
th
er
in
teac
h
in
g
a
n
d
lear
n
in
g
.
T
h
e
e
x
p
er
ts
co
n
cu
r
r
ed
th
at
th
e
estab
lis
h
ed
m
ain
ca
teg
o
r
ies an
d
th
em
es a
lig
n
well
with
t
h
e
r
esear
ch
q
u
esti
o
n
as p
r
esen
ted
in
T
ab
le
3
.
T
ab
le
3
.
C
lass
if
icatio
n
o
f
s
tu
d
y
d
esig
n
,
ca
teg
o
r
ies,
an
d
th
em
es
R
e
se
a
r
c
h
/
a
u
t
h
o
r
D
e
si
g
n
/
t
h
e
mes
/
su
b
-
t
h
e
mes
S
e
l
f
-
l
e
a
r
n
i
n
g
C
o
n
t
i
n
u
o
u
s
t
r
a
i
n
i
n
g
I
n
t
e
g
r
a
t
i
o
n
o
f
k
n
o
w
l
e
d
g
e
D
i
g
i
t
a
l
n
e
t
w
o
r
k
A
c
t
i
o
n
r
e
sea
r
c
h
R
e
a
d
i
n
g
P
e
r
so
n
a
l
l
e
a
r
n
i
n
g
A
c
c
e
ss
t
o
i
n
f
o
r
mat
i
o
n
Tr
a
i
-
n
i
n
g
C
o
u
r
ses
W
o
r
k
-
sh
o
p
s
S
e
mi
n
a
r
/
f
o
r
u
m
/
c
o
n
f
e
r
e
n
c
e
s
C
o
l
l
a
b
o
-
r
a
t
i
o
n
M
e
n
t
o
r
i
n
g
D
i
g
i
t
a
l
l
e
a
r
n
i
n
g
S
o
c
i
a
l
m
e
d
i
a
[
1
7
]
MX
/
/
/
/
/
[
1
8
]
QL
/
/
[
1
9
]
QL
/
/
/
[
2
0
]
QL
/
/
/
/
/
/
/
/
/
[
2
1
]
QL
/
/
/
[
2
2
]
MX
/
/
[
2
3
]
QL
/
/
/
/
/
/
/
/
[
2
4
]
MX
/
/
[
2
5
]
MX
/
/
/
[
2
6
]
QL
/
/
/
/
[
2
7
]
MX
/
[
5
]
QN
/
[
2
8
]
QL
/
/
/
[
2
9
]
QL
/
[
3
0
]
QL
/
[
3
1
]
QN
/
[
3
2
]
QN
/
/
[
3
3
]
MX
/
[
3
4
]
MX
/
[
3
5
]
QN
/
/
/
/
/
QN
=
q
u
a
n
t
i
t
a
t
i
v
e
;
Q
L
=
q
u
a
l
i
t
a
t
i
v
e
;
M
X
=
mi
x
e
d
me
t
h
o
d
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Lif
elo
n
g
lea
r
n
in
g
p
r
a
ctice
s
o
f p
r
ima
r
y
s
ch
o
o
l te
a
ch
ers
:
a
s
y
s
tema
tic
liter
a
tu
r
e
r
ev
iew
(
R
o
s
F
a
iz
a
h
Mo
h
d
)
3877
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
3
.
1
.
1
.
Art
icle
ba
ckg
ro
un
d
Prio
r
to
d
elv
in
g
i
n
to
th
e
s
u
b
s
eq
u
en
t
s
ec
tio
n
,
th
is
s
eg
m
en
t
will
d
elin
ea
te
th
e
b
ac
k
g
r
o
u
n
d
o
f
s
elec
ted
ar
ticles
in
clu
d
ed
in
th
e
SLR.
Am
o
n
g
th
e
2
0
ar
ticles
ch
o
s
en
,
th
er
e
wer
e
th
r
ee
p
u
b
licatio
n
s
in
2
0
2
2
,
eig
h
t
in
2
0
2
1
,
th
r
ee
in
2
0
2
0
,
an
d
s
ix
i
n
2
0
1
9
.
I
n
ter
m
s
o
f
p
u
b
licatio
n
o
u
tlets
,
1
6
ar
ticles
ap
p
ea
r
ed
in
jo
u
r
n
als
i
n
d
ex
e
d
b
y
W
o
S,
th
r
ee
in
Sco
p
u
s
-
in
d
e
x
ed
jo
u
r
n
als,
an
d
o
n
e
in
t
h
e
E
R
I
C
jo
u
r
n
al.
T
h
e
o
u
tco
m
es o
f
th
e
r
ev
iew
r
ev
ea
led
f
o
u
r
p
r
im
ar
y
t
h
em
atic
ar
ea
s
:
s
elf
-
d
ir
ec
ted
lear
n
i
n
g
,
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
(
C
PD)
,
k
n
o
wled
g
e
in
teg
r
atio
n
,
an
d
d
ig
ital
n
etwo
r
k
in
g
,
co
m
p
lem
en
ted
b
y
1
2
s
u
b
-
th
em
es
aim
e
d
at
ad
d
r
ess
in
g
th
e
o
v
e
r
ar
ch
in
g
r
esear
ch
in
q
u
ir
y
o
f
th
e
SLR:
“
W
h
at
ch
ar
ac
ter
izes
life
lo
n
g
le
ar
n
in
g
p
r
ac
tices
am
o
n
g
p
r
im
a
r
y
s
ch
o
o
l
teac
h
er
s
?
”.
3
.
1
.
2
.
M
a
j
o
r
s
y
s
t
ema
t
ic
lite
r
a
t
ure
re
v
iew
f
ind
ing
s
a.
Self
-
l
ea
rning
T
h
e
p
r
im
ar
y
f
o
c
u
s
o
f
th
is
s
tu
d
y
r
ev
o
lv
es
ar
o
u
n
d
s
elf
-
lear
n
i
n
g
,
wh
ich
en
tails
teac
h
er
s
in
d
ep
en
d
en
tly
tak
in
g
ch
a
r
g
e
o
f
th
eir
o
wn
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
W
ith
in
th
is
th
em
e,
ac
tio
n
r
esear
ch
em
er
g
es
as
a
k
ey
s
u
b
-
th
em
e,
d
em
o
n
s
tr
atin
g
its
ef
f
icac
y
in
e
n
h
an
ci
n
g
ed
u
ca
ti
o
n
al
p
r
ac
tices
b
y
ad
d
r
ess
in
g
c
o
m
p
lex
c
h
allen
g
es.
Actio
n
r
esear
ch
em
p
o
wer
s
tea
ch
er
s
to
p
r
o
ac
tiv
ely
tack
le
is
s
u
es,
en
co
u
r
ag
in
g
th
em
to
ex
p
er
i
m
en
t
with
teac
h
in
g
s
tr
ateg
ies an
d
r
ef
in
e
th
eir
ex
p
e
r
tis
e
th
r
o
u
g
h
h
an
d
s
-
o
n
e
x
p
lo
r
a
ti
o
n
an
d
test
in
g
.
Actio
n
r
esear
ch
ca
n
n
o
t
b
e
s
ep
ar
ated
f
r
o
m
teac
h
in
g
,
an
d
it
g
iv
es
it
a
h
ig
h
er
le
v
el
o
f
q
u
ality
[
3
2
]
.
I
n
ad
d
itio
n
,
ac
tio
n
r
esear
c
h
s
tu
d
ies
r
u
n
p
ar
tially
in
tan
d
em
w
ith
o
th
er
co
n
tin
u
in
g
ed
u
ca
tio
n
co
u
r
s
es,
s
u
ch
as
s
cien
ce
[
2
6
]
.
T
h
r
o
u
g
h
ac
tio
n
r
esear
ch
,
teac
h
er
s
ca
n
d
ev
elo
p
alter
n
ativ
e
p
er
s
p
ec
tiv
es
o
n
th
e
ir
o
wn
p
r
ac
tice
[
2
8
]
.
W
r
itin
g
o
n
e’
s
o
wn
p
r
ac
tice
is
n
o
t
o
n
ly
f
o
cu
s
ed
o
n
s
p
ec
if
ic
co
n
ten
t
o
r
s
u
b
jects
b
u
t
also
i
n
v
o
lv
es
th
e
in
q
u
ir
y
p
r
o
ce
s
s
its
elf
.
Acc
o
r
d
in
g
to
Z
ajić
et
a
l
.
[
3
2
]
,
in
o
r
d
er
to
s
u
cc
ess
f
u
lly
im
p
lem
en
t
ac
tio
n
r
esear
ch
,
teac
h
er
s
m
u
s
t
f
ir
s
t m
aster
m
eth
o
d
o
lo
g
ical
k
n
o
wled
g
e.
T
h
e
s
ec
o
n
d
s
u
b
-
th
em
e
is
r
elat
ed
to
r
ea
d
i
n
g
ac
tiv
ities
.
E
f
f
o
r
ts
ar
e
b
ein
g
u
n
d
er
tak
en
to
en
h
an
ce
r
ea
d
in
g
p
r
ac
tices a
m
o
n
g
ed
u
ca
to
r
s
with
in
s
ch
o
o
l settin
g
s
,
as e
v
i
d
en
c
ed
b
y
th
e
d
is
co
v
e
r
y
o
f
co
lla
b
o
r
ativ
e
en
d
ea
v
o
r
s
in
cr
af
tin
g
g
u
id
an
ce
s
tr
ateg
ies
ai
m
ed
at
f
o
s
te
r
in
g
teac
h
er
s
'
en
g
ag
em
en
t
with
r
ea
d
i
n
g
m
ater
ia
ls
.
T
h
ese
s
tr
ateg
ies
in
v
o
lv
e
s
u
g
g
esti
n
g
p
e
r
tin
en
t
p
r
o
f
ess
io
n
al
r
eso
u
r
ce
s
,
f
ac
ilit
atin
g
an
n
o
tatio
n
an
d
r
e
f
lectio
n
p
r
o
ce
s
s
es,
s
tim
u
latin
g
co
n
n
ec
tio
n
s
b
et
wee
n
th
eo
r
etica
l
f
r
a
m
ewo
r
k
s
an
d
p
r
ac
tical
ap
p
licatio
n
s
,
an
d
ad
v
o
ca
tin
g
f
o
r
p
ed
ag
o
g
ical
ex
p
er
im
en
tatio
n
[
2
4
]
.
I
n
an
o
th
er
s
tu
d
y
,
it
was
f
o
u
n
d
th
at
teac
h
er
s
r
ea
d
b
o
o
k
s
an
d
ar
ticles
to
en
h
an
ce
s
k
ills
an
d
k
n
o
wled
g
e
[
2
0
]
.
Fu
r
th
e
r
m
o
r
e,
Sawatz
k
i
et
a
l
.
[
2
4
]
s
tated
th
at
t
h
is
ten
d
en
cy
r
eso
n
ates
with
m
o
s
t te
ac
h
er
s
'
p
r
ev
ailin
g
s
en
tim
en
t,
in
d
icatin
g
th
at
th
e
y
p
er
c
eiv
e
r
ea
d
in
g
as a
v
alu
a
b
le
p
r
o
f
ess
io
n
al
en
d
ea
v
o
r
,
th
er
eb
y
s
er
v
i
n
g
as a
m
o
tiv
atin
g
f
ac
to
r
f
o
r
t
h
eir
s
u
s
tain
ed
en
g
ag
em
en
t in
r
ea
d
in
g
a
ctiv
ities
.
T
h
e
th
ir
d
s
u
b
-
th
em
e
is
teac
h
er
s
’
p
er
s
o
n
al
lear
n
in
g
p
r
ac
tices.
T
h
e
s
tu
d
y
s
h
o
wed
th
at
teac
h
er
s
tak
e
th
e
in
itiativ
e
an
d
s
tu
d
y
o
n
th
eir
o
wn
to
g
ain
k
n
o
wled
g
e
a
n
d
co
m
p
eten
ce
b
y
p
u
r
s
u
i
n
g
a
d
v
an
c
ed
d
e
g
r
ee
p
r
o
g
r
am
s
[
1
7
]
,
[
2
9
]
a
n
d
d
eg
r
ee
[
1
9
]
,
[
2
3
]
.
Ho
wev
e
r
,
ac
c
o
r
d
in
g
to
Hallin
g
er
et
a
l
.
[
2
3
]
,
alth
o
u
g
h
tea
ch
er
s
ar
e
m
o
tiv
ated
to
lear
n
o
n
th
ei
r
o
wn
,
lear
n
in
g
at
th
is
lev
el
is
tim
e
-
co
n
s
u
m
in
g
an
d
ex
p
e
n
s
iv
e,
ca
u
s
in
g
m
an
y
s
en
io
r
teac
h
er
s
an
d
o
th
er
s
to
lo
s
e
in
ter
est an
d
n
eg
l
ec
t th
eir
d
esire
s
.
I
n
th
e
m
ea
n
tim
e,
th
is
p
er
s
o
n
al
lear
n
in
g
also
o
p
e
n
s
u
p
th
e
o
p
p
o
r
tu
n
ity
t
o
ch
o
o
s
e
a
n
ew
ca
r
ee
r
in
th
e
f
u
tu
r
e.
Ne
x
t,
th
e
s
tu
d
y
b
y
E
s
té
v
ez
et
a
l
.
[
2
0
]
s
h
o
wed
th
at
p
r
o
g
r
ess
iv
e
teac
h
er
s
ten
d
t
o
ch
o
o
s
e
p
er
s
o
n
al
lear
n
in
g
th
at
is
less
in
s
titu
tio
n
alize
d
an
d
n
o
n
-
f
o
r
m
al
to
m
ee
t
th
eir
n
ee
d
s
an
d
in
te
r
ests
.
T
h
is
p
h
en
o
m
en
o
n
is
u
n
d
er
s
co
r
ed
b
y
th
e
ef
f
icac
y
o
f
th
e
lear
n
in
g
p
r
o
g
r
a
m
,
wh
er
ei
n
ed
u
ca
t
o
r
s
f
o
r
tify
th
eir
c
o
llab
o
r
ativ
e
s
k
ills
a
n
d
f
o
s
ter
d
ialo
g
u
es
with
p
ee
r
s
,
th
er
eb
y
en
h
an
cin
g
th
eir
awa
r
en
ess
o
f
its
b
en
e
f
i
ts
an
d
ass
u
m
in
g
t
h
e
r
o
le
o
f
c
r
itical
allies
n
o
t
o
n
ly
t
o
o
n
e
an
o
th
er
b
u
t a
ls
o
to
th
eir
w
id
er
p
r
o
f
ess
io
n
al
co
m
m
u
n
ity
[
2
8
]
.
T
h
e
f
o
u
r
th
s
u
b
-
t
h
em
e
is
ac
ce
s
s
to
in
f
o
r
m
atio
n
.
T
ea
c
h
er
s
tak
e
ad
v
an
tag
e
o
f
o
p
en
-
s
o
u
r
ce
m
at
er
ials
[
3
5
]
.
E
s
tév
ez
et
a
l
.
[
2
0
]
f
in
d
i
n
g
s
s
h
o
wed
th
at
teac
h
er
s
also
m
ak
e
ef
f
o
r
ts
b
y
d
o
in
g
web
s
ea
r
ch
es
an
d
r
ef
er
r
in
g
to
b
lo
g
s
r
elate
d
to
ed
u
ca
tio
n
to
g
et
teac
h
in
g
m
ater
ials
.
I
n
a
d
d
itio
n
,
as
well
as
to
d
ee
p
en
th
eir
k
n
o
wle
d
g
e.
Alth
o
u
g
h
th
e
r
e
ar
e
m
an
y
teac
h
er
s
wh
o
p
r
ef
e
r
f
o
r
m
al
ac
tiv
ities
,
th
e
d
ata
c
o
llected
s
h
o
wed
th
at
s
elf
-
lear
n
in
g
an
d
in
f
o
r
m
al
ac
tiv
ities
ca
n
n
o
t b
e
r
u
le
d
o
u
t
[
2
7
]
.
b.
Co
ntinuo
us
t
ra
ini
ng
T
h
is
s
ec
tio
n
ex
p
lo
r
es
th
e
th
em
e
o
f
co
n
tin
u
o
u
s
tr
ain
in
g
f
o
r
teac
h
er
s
,
wh
ich
en
co
m
p
ass
es
f
o
u
r
s
u
b
-
th
em
es:
tr
ain
in
g
,
lo
n
g
-
ter
m
co
u
r
s
es/s
h
o
r
t
-
ter
m
co
u
r
s
es,
wo
r
k
s
h
o
p
s
,
an
d
s
em
in
ar
s
/f
o
r
u
m
s
/co
n
f
er
e
n
ce
s
.
C
o
n
tin
u
o
u
s
tr
ain
in
g
is
ess
en
t
ial
th
r
o
u
g
h
o
u
t
teac
h
e
r
s
'
ca
r
ee
r
s
to
en
h
an
ce
th
eir
k
n
o
wled
g
e
an
d
ad
ap
ta
b
ilit
y
,
esp
ec
ially
co
n
s
id
er
in
g
th
at
in
it
ial
tr
ain
in
g
o
f
ten
lack
s
d
ep
th
f
o
r
s
p
ec
if
ic
teac
h
in
g
co
n
tex
ts
.
T
h
e
f
ir
s
t su
b
-
th
em
e
u
n
d
er
s
co
r
es
t
h
e
im
p
o
r
tan
ce
o
f
o
n
g
o
in
g
tr
ain
in
g
,
wh
ich
tea
ch
er
s
p
r
io
r
itize
to
im
p
r
o
v
e
th
eir
s
k
ills
an
d
s
tay
ab
r
ea
s
t o
f
d
e
v
elo
p
m
e
n
ts
in
ed
u
ca
tio
n
.
Fo
r
ex
am
p
le,
d
e
d
u
c
t
i
v
e
a
n
d
p
r
a
c
t
i
c
al
m
e
t
h
o
d
o
l
o
g
y
t
r
a
i
n
i
n
g
,
t
r
a
i
n
i
n
g
i
n
i
n
f
o
r
m
a
t
i
o
n
a
n
d
c
o
m
m
u
n
i
c
a
t
i
o
n
t
e
c
h
n
o
l
o
g
y
(
I
C
T
)
,
c
u
l
t
u
r
a
l
t
r
a
in
i
n
g
,
a
n
d
t
r
a
i
n
i
n
g
i
n
e
d
u
c
a
t
i
o
n
a
l
p
s
y
c
h
o
l
o
g
y
a
r
e
i
m
p
o
r
t
a
n
t
a
r
e
a
s
f
o
r
t
e
a
c
h
e
r
s
to
p
a
r
t
i
c
i
p
a
t
e
i
n
[
1
8
]
.
T
h
e
f
i
n
d
i
n
g
s
p
r
e
s
e
n
te
d
b
y
E
s
tév
ez
et
a
l
.
[
2
0
]
s
h
o
w
e
d
t
h
a
t
t
e
ac
h
e
r
s
p
a
r
t
i
c
i
p
at
e
i
n
v
a
r
i
o
u
s
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
7
2
-
3
8
8
3
3878
tr
ain
in
g
s
b
ased
o
n
th
eir
n
ee
d
s
an
d
in
ter
ests
to
v
ar
y
teac
h
in
g
i
n
n
o
v
atio
n
,
ad
ap
t
to
c
h
an
g
es
in
th
e
class
r
o
o
m
,
an
d
b
e
ab
le
to
p
r
o
v
id
e
ap
p
r
o
p
r
i
ate
an
d
co
m
p
r
eh
en
s
iv
e
ed
u
c
atio
n
to
th
eir
s
tu
d
en
ts
.
Fu
r
t
h
er
m
o
r
e
,
ed
u
ca
to
r
s
ex
p
r
ess
ed
h
ig
h
s
atis
f
ac
tio
n
le
v
els
r
eg
ar
d
i
n
g
b
o
t
h
th
e
tr
ain
i
n
g
s
ess
io
n
s
an
d
ed
u
ca
tio
n
al
m
ater
ials
p
r
o
v
id
ed
,
af
f
ir
m
in
g
th
eir
in
ten
tio
n
to
e
n
d
o
r
s
e
o
n
lin
e
tr
ain
in
g
p
r
o
g
r
a
m
s
lik
e
p
h
y
s
ical
ed
u
ca
tio
n
te
ac
h
er
co
lla
b
o
r
ativ
e
n
etwo
r
k
(
P
E
T
C
o
N
),
t
o
t
h
e
i
r
p
ee
r
s
with
o
u
t h
esit
atio
n
[
2
5
]
.
Mo
r
eo
v
er
,
f
r
o
m
a
q
u
an
titativ
e
p
er
s
p
ec
tiv
e,
tr
ain
in
g
h
as
b
ee
n
d
em
o
n
s
tr
ated
t
o
elev
ate
th
e
o
v
e
r
all
ef
f
ec
tiv
en
ess
o
f
teac
h
er
s
.
R
esu
lts
in
d
icate
th
at
co
m
m
u
n
ity
-
b
ased
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
ef
f
ec
tiv
ely
em
p
o
wer
ed
u
ca
to
r
s
with
h
ig
h
co
m
p
eten
cy
s
co
r
es
t
o
s
u
p
p
o
r
t
th
eir
co
lleag
u
es
with
lo
we
r
s
c
o
r
es
[
3
4
]
.
T
r
ain
in
g
in
itiativ
es
ca
n
s
er
v
e
as
a
ca
ta
ly
s
t
f
o
r
m
o
tiv
atin
g
ed
u
ca
t
o
r
s
to
ac
tiv
ely
en
g
ag
e
in
o
n
g
o
in
g
lea
r
n
in
g
en
d
ea
v
o
r
s
b
y
f
o
s
ter
in
g
r
o
b
u
s
t
n
etwo
r
k
in
g
c
o
n
n
ec
tio
n
s
am
o
n
g
p
ee
r
s
an
d
p
r
o
m
o
tin
g
co
lla
b
o
r
ativ
e
wo
r
k
with
co
lleag
u
es
[
3
4
]
.
T
h
e
s
ec
o
n
d
s
u
b
-
t
h
em
e
is
r
el
ated
to
th
e
co
u
r
s
e.
T
h
e
s
tu
d
y
by
Par
r
a
-
Nieto
et
a
l.
[
1
8
]
f
o
u
n
d
th
at
co
n
tin
u
o
u
s
tr
ain
in
g
was
th
e
m
o
s
t
f
r
eq
u
e
n
tly
ch
o
s
en
ca
teg
o
r
y
am
o
n
g
teac
h
e
r
s
,
with
ad
d
itio
n
al
p
ar
ticip
atio
n
in
tr
ain
in
g
f
o
c
u
s
in
g
o
n
d
i
d
ac
tic
an
d
p
r
ac
tical
m
eth
o
d
o
lo
g
y
,
I
C
T
,
cu
ltu
r
al
tr
ain
in
g
,
an
d
e
d
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
,
alb
eit
to
a
less
er
ex
ten
t.
E
s
s
e
n
tial
tr
ain
in
g
n
ee
d
s
in
clu
d
e
I
C
T
,
p
r
ac
tical
m
eth
o
d
o
lo
g
y
,
c
u
ltu
r
al
tr
ain
in
g
,
an
d
ed
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
y
.
C
o
n
t
in
u
in
g
ed
u
ca
tio
n
c
o
u
r
s
es
in
t
h
e
f
ield
o
f
s
cien
ce
a
n
d
tech
n
o
lo
g
y
(
a
to
tal
o
f
2
0
wee
k
s
o
v
er
th
r
ee
s
em
ester
s
)
[
5
]
,
[
2
6
]
,
C
PD
ef
f
ec
tiv
ely
en
h
an
ce
s
teac
h
er
s
'
s
elf
-
ef
f
icac
y
i
n
teac
h
in
g
n
at
u
r
e
o
f
s
cien
ce
(
NOS)
an
d
th
eir
b
elief
s
in
th
e
r
en
ewe
d
a
p
p
r
o
ac
h
.
On
av
er
ag
e,
t
h
e
s
ch
o
o
l
p
r
o
v
id
es
an
n
u
al
co
u
r
s
es
f
o
r
teac
h
er
s
to
atten
d
,
an
d
th
ey
ar
e
o
p
tio
n
al
b
ec
au
s
e
th
ese
tak
e
p
lace
d
u
r
in
g
th
e
tea
ch
er
s
’
wo
r
k
in
g
h
o
u
r
s
.
Fin
d
in
g
s
f
r
o
m
Hallin
g
er
et
a
l
.
[
2
3
]
s
h
o
wed
th
at
v
ar
iety
o
f
s
h
o
r
t
-
ter
m
c
o
u
r
s
es
ar
e
o
f
f
e
r
ed
b
y
th
e
s
ch
o
o
l
o
r
ed
u
ca
tio
n
d
e
p
ar
tm
en
t
r
elate
d
to
cu
r
r
ic
u
lu
m
ar
ea
s
f
o
r
teac
h
e
r
s
to
ad
d
cr
ed
it
p
o
i
n
ts
f
o
r
th
e
c
o
n
f
ir
m
atio
n
o
f
t
h
eir
c
o
n
tin
u
in
g
tr
ain
in
g
ce
r
tific
ate.
Par
ticip
atio
n
in
tr
ain
i
n
g
co
u
r
s
es
m
ay
b
e
v
o
lu
n
tar
y
o
r
m
an
d
ate
d
b
y
s
ch
o
o
l
a
d
m
in
is
tr
ato
r
s
o
r
ed
u
ca
tio
n
al
a
u
th
o
r
ities
,
b
u
t
a
d
m
in
is
tr
ato
r
s
o
f
te
n
f
in
d
t
h
ese
co
u
r
s
es
in
ad
eq
u
a
tely
ad
d
r
ess
teac
h
er
s
'
p
r
ac
tical
n
ee
d
s
,
lea
d
in
g
to
ab
s
tr
a
ct
an
d
im
p
r
ac
tical
k
n
o
wled
g
e.
Ho
wev
er
,
i
n
teg
r
a
tin
g
n
ew
k
n
o
wled
g
e
g
ai
n
ed
f
r
o
m
co
n
tin
u
in
g
ed
u
ca
tio
n
c
o
u
r
s
es
with
ac
tio
n
r
esear
ch
p
r
o
jects
en
ab
les
teac
h
er
s
to
ap
p
ly
in
s
ig
h
ts
d
ir
ec
tly
in
th
eir
teac
h
in
g
p
r
ac
tice,
lead
in
g
to
o
b
s
er
v
ab
le
im
p
r
o
v
em
e
n
ts
in
s
tu
d
en
t le
ar
n
in
g
o
u
tc
o
m
es
[
2
6
]
.
T
h
e
th
ir
d
s
u
b
-
th
em
e
is
r
elate
d
to
teac
h
er
s
’
p
ar
ticip
atio
n
i
n
wo
r
k
s
h
o
p
s
.
T
h
e
s
tu
d
y
c
o
n
d
u
cted
by
Al
-
Mu
tawa
h
et
a
l.
[
3
5
]
s
h
o
w
ed
th
at
th
e
w
o
r
k
s
h
o
p
s
f
o
cu
s
o
n
lear
n
i
n
g
n
ew
tec
h
n
o
lo
g
y
,
w
h
ich
is
a
n
ec
ess
ar
y
co
m
p
o
n
en
t
i
n
teac
h
i
n
g
an
d
lea
r
n
in
g
.
A
r
ef
r
esh
er
wo
r
k
s
h
o
p
is
o
r
g
an
ized
to
f
u
lly
u
tili
ze
e
x
is
tin
g
e
q
u
ip
m
e
n
t
th
at
was
les
s
u
s
ed
d
u
r
in
g
th
e
p
r
e
-
p
an
d
em
ic
p
er
io
d
.
Ad
d
itio
n
al
wo
r
k
s
h
o
p
s
ar
e
c
o
n
d
u
cted
with
s
p
ec
if
ic
em
p
h
asis
o
n
tr
au
m
a
-
in
f
o
r
m
ed
p
r
ac
tices,
th
e
p
r
o
v
is
io
n
o
f
s
o
cio
-
em
o
ti
o
n
al
s
u
p
p
o
r
t,
s
tr
ateg
ies
f
o
r
p
r
o
m
o
tin
g
g
r
o
s
s
m
o
to
r
ac
tiv
ities
ac
r
o
s
s
v
ar
io
u
s
ag
e
g
r
o
u
p
s
,
c
u
ltu
r
ally
r
esp
o
n
s
iv
e
teac
h
in
g
m
eth
o
d
s
,
b
eh
a
v
io
r
al
i
n
te
r
v
en
tio
n
s
i
n
c
lu
d
in
g
s
elf
-
r
eg
u
latio
n
tec
h
n
iq
u
es,
a
n
d
g
en
e
r
al
p
ed
a
g
o
g
ical
g
u
id
a
n
ce
f
o
r
ef
f
ec
tiv
e
o
n
lin
e
teac
h
in
g
p
latf
o
r
m
s
.
Sev
er
al
s
tu
d
ies
[
2
0
]
,
[
2
3
]
s
h
o
we
d
th
at
t
ea
ch
er
s
en
g
ag
e
i
n
co
n
tin
u
o
u
s
t
r
ain
in
g
wo
r
k
s
h
o
p
s
an
d
th
e
f
in
d
in
g
s
b
y
Sep
u
lv
e
d
a
-
E
s
co
b
ar
[
1
7
]
s
h
o
we
d
th
at
p
ar
ticip
atio
n
in
wo
r
k
s
h
o
p
s
is
th
e
m
o
s
t
en
g
ag
in
g
way
f
o
r
teac
h
e
r
s
to
en
h
an
ce
q
u
ality
th
eir
p
r
o
f
ess
io
n
.
T
h
e
f
i
n
d
in
g
s
b
y
No
lan
an
d
Mo
lla
[
1
9
]
s
h
o
wed
th
at
teac
h
er
s
ar
e
f
r
ee
to
f
in
d
wo
r
k
s
h
o
p
s
to
co
v
er
th
eir
lack
o
f
k
n
o
wled
g
e
an
d
th
at
th
e
y
ar
e
f
u
lly
s
u
p
p
o
r
t
ed
b
y
a
d
m
in
is
tr
ato
r
s
.
T
h
e
f
o
u
r
th
s
u
b
-
th
em
e
is
teac
h
er
s
’
p
ar
ticip
atio
n
in
s
em
in
a
r
s
,
co
n
f
er
e
n
ce
s
,
an
d
f
o
r
u
m
s
.
F
in
d
in
g
s
b
y
s
ev
er
al
s
tu
d
ies
[
2
0
]
,
[
2
3
]
s
h
o
wed
th
at
teac
h
er
s
ar
e
p
ar
ticip
atin
g
in
f
o
r
u
m
s
,
s
em
in
ar
s
,
an
d
co
n
f
er
e
n
ce
s
.
T
o
en
s
u
r
e
m
aster
y
o
f
g
o
o
d
p
ed
a
g
o
g
ical
k
n
o
wled
g
e
,
Z
ajić
et
a
l
.
[
3
2
]
s
u
g
g
ested
atten
d
in
g
a
s
em
in
ar
o
n
p
ed
a
g
o
g
ical
r
esear
ch
m
eth
o
d
o
lo
g
y
s
h
o
u
ld
b
e
m
an
d
ato
r
y
f
o
r
teac
h
er
s
.
T
h
is
ef
f
o
r
t
is
p
r
o
v
en
b
y
Z
aj
ić
et
a
l
.
[
3
2
]
th
at
atten
d
an
ce
at
s
em
in
ar
s
co
r
r
elate
s
p
o
s
itiv
ely
with
r
esp
o
n
d
en
ts
'
attitu
d
es
to
war
d
s
th
e
im
p
o
r
ta
n
ce
o
f
m
eth
o
d
o
l
o
g
ical
k
n
o
wled
g
e
.
P
r
o
f
icien
cy
in
m
eth
o
d
o
lo
g
y
is
u
n
e
q
u
iv
o
ca
lly
ess
en
tial
f
o
r
u
n
d
er
tak
i
n
g
ac
ti
o
n
r
esear
ch
.
Fu
r
th
e
r
m
o
r
e
,
p
r
o
f
e
s
s
io
n
al
d
ev
elo
p
m
e
n
t
ev
e
n
t
s
s
u
ch
as
s
em
in
ar
s
,
wo
r
k
s
h
o
p
s
,
an
d
c
o
n
f
er
e
n
ce
s
en
h
an
ce
teac
h
er
s
'
s
u
b
ject
m
a
tter
ex
p
er
tis
e
an
d
f
ac
ilit
ate
th
eir
u
n
d
er
s
tan
d
in
g
o
f
c
o
n
tem
p
o
r
ar
y
p
e
d
ag
o
g
ical
ad
v
an
ce
m
e
n
ts
in
m
ath
em
atics a
n
d
s
cien
ce
ed
u
ca
tio
n
[
3
5
]
.
c.
I
nte
g
ra
t
io
n o
f
k
no
wledg
e
t
hem
e
W
ith
in
th
e
th
ir
d
th
em
e,
ce
n
t
er
ed
o
n
k
n
o
wled
g
e
in
te
g
r
atio
n
,
th
e
s
u
b
-
th
e
m
e
o
f
c
o
llab
o
r
ativ
e
wo
r
k
en
co
m
p
ass
es
th
e
s
h
ar
in
g
o
f
k
n
o
wled
g
e
an
d
p
r
ac
tices
to
en
h
a
n
ce
o
u
tco
m
es.
Sch
o
o
l
co
ac
h
es
h
ig
h
lig
h
ted
p
o
s
itiv
e
ex
p
er
ien
ce
s
with
in
s
tr
u
ctio
n
al
co
ac
h
in
g
co
n
d
u
cted
d
u
r
in
g
r
e
s
ea
r
ch
p
r
o
jects,
s
p
an
n
in
g
b
o
th
i
n
-
p
er
s
o
n
an
d
o
n
lin
e
s
ettin
g
s
[
2
2
]
.
T
h
e
f
ir
s
t
s
u
b
-
th
e
m
e
in
v
o
l
v
es
co
llab
o
r
ativ
e
ac
tiv
ities
wh
er
e
teac
h
er
s
f
o
c
u
s
o
n
en
h
an
ci
n
g
s
tu
d
e
n
t
lear
n
in
g
,
t
h
eir
o
w
n
k
n
o
wled
g
e,
an
d
co
n
tin
u
o
u
s
d
ev
elo
p
m
en
t
o
f
teac
h
in
g
p
r
ac
tices
with
in
a
p
r
o
f
ess
io
n
al
lear
n
in
g
c
o
m
m
u
n
ity
(
PLC),
f
ac
ilit
ated
b
y
f
ac
t
o
r
s
s
u
ch
a
s
p
r
o
ject
r
elev
a
n
ce
,
c
o
n
n
ec
ti
o
n
s
to
co
n
tin
u
in
g
ed
u
ca
tio
n
c
o
u
r
s
es,
u
n
iv
e
r
s
ity
m
en
to
r
s
,
p
lan
n
in
g
t
o
o
ls
,
an
d
d
ed
icate
d
co
llab
o
r
atio
n
tim
e.
T
h
e
f
in
d
i
n
g
s
d
em
o
n
s
tr
ate
th
at
p
ar
tn
er
s
h
ip
s
b
etwe
en
s
ch
o
o
ls
an
d
u
n
iv
er
s
ities
b
o
ls
ter
teac
h
er
s
'
co
llectiv
e
co
g
n
itiv
e
en
g
a
g
em
e
n
t
th
r
o
u
g
h
th
e
a
d
o
p
tio
n
o
f
a
c
o
llab
o
r
ativ
e
m
o
d
el
in
teg
r
atin
g
b
o
th
p
r
ac
tical
a
n
d
th
eo
r
etica
l
elem
en
ts
with
in
tea
ch
er
team
s
[
2
6
]
.
T
ea
c
h
er
s
ex
p
r
ess
a
d
esire
f
o
r
co
llab
o
r
ativ
e
lear
n
in
g
;
h
o
wev
er
,
teac
h
er
s
p
r
ef
er
f
o
r
m
al
ch
an
n
e
ls
(
s
u
ch
as
th
e
s
am
e
ce
n
ter
w
h
er
e
th
ey
teac
h
o
r
th
e
d
ep
ar
t
m
en
t
o
f
e
d
u
ca
tio
n
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Lif
elo
n
g
lea
r
n
in
g
p
r
a
ctice
s
o
f p
r
ima
r
y
s
ch
o
o
l te
a
ch
ers
:
a
s
y
s
tema
tic
liter
a
tu
r
e
r
ev
iew
(
R
o
s
F
a
iz
a
h
Mo
h
d
)
3879
r
ath
er
th
a
n
s
elf
-
lear
n
in
g
m
ec
h
an
is
m
s
o
r
n
o
n
-
f
o
r
m
al
an
d
in
f
o
r
m
al
tr
ain
in
g
[
2
7
]
.
Mo
r
eo
v
er
,
en
g
ag
in
g
in
d
ialo
g
u
e
with
p
ee
r
s
an
d
in
s
tr
u
cto
r
s
r
e
g
ar
d
in
g
liter
atu
r
e
s
tr
en
g
th
en
s
th
e
p
er
ce
iv
ed
v
alu
e
o
f
th
is
ex
p
er
ien
ce
am
o
n
g
p
r
o
f
ess
io
n
als,
f
o
s
ter
in
g
c
o
llab
o
r
ativ
e
u
n
d
er
s
tan
d
in
g
with
in
t
h
eir
s
ch
o
o
l e
n
v
ir
o
n
m
en
ts
[
2
8
]
.
I
n
Au
s
tr
alia,
th
e
av
er
ag
e
tea
ch
er
ag
e
is
4
3
.
4
y
ea
r
s
.
T
ea
ch
er
s
co
llab
o
r
ativ
ely
e
n
g
ag
e
in
less
o
n
o
b
s
er
v
atio
n
s
,
with
all,
in
clu
d
in
g
th
e
o
b
s
er
v
er
,
ac
tiv
ely
in
v
o
lv
ed
in
co
d
in
g
,
an
aly
zin
g
,
an
d
d
is
cu
s
s
in
g
.
T
h
is
co
llectiv
e
in
tellectu
al
en
g
ag
e
m
en
t
f
o
s
ter
s
a
u
n
if
ied
d
ed
ic
atio
n
to
teac
h
in
g
[
2
9
]
.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
p
ar
ticip
atio
n
i
n
cr
itical
f
r
ien
d
s
’
g
r
o
u
p
s
(
C
FGs
)
en
h
an
ce
s
teac
h
er
s
'
r
ea
d
in
ess
to
p
er
s
ev
e
r
e
in
th
eir
p
r
o
f
ess
io
n
b
y
f
ac
ilit
atin
g
co
llab
o
r
ativ
e
p
r
o
b
lem
-
s
o
lv
in
g
r
elate
d
t
o
class
r
o
o
m
ch
allen
g
es,
f
o
cu
s
in
g
o
n
s
p
ec
if
ic
ac
ad
em
ic
co
n
ten
t,
an
d
s
tr
en
g
th
e
n
in
g
p
r
o
f
ess
io
n
al
r
elatio
n
s
h
ip
s
[
3
0
]
.
Acc
o
r
d
in
g
to
Z
aa
lo
u
k
et
a
l
.
[
3
3
]
,
teac
h
er
s
h
av
e
im
p
r
o
v
e
d
th
eir
tech
n
o
lo
g
y
s
k
ills
,
f
ac
ilit
a
tin
g
d
ig
ital
co
m
m
u
n
icatio
n
am
o
n
g
t
h
em
s
elv
es
an
d
with
s
tu
d
e
n
ts
.
A
s
ig
n
if
ican
t
p
o
r
tio
n
o
f
teac
h
er
s
co
m
m
u
n
icate
wit
h
co
llab
o
r
ativ
e
g
r
o
u
p
m
e
m
b
er
s
f
r
eq
u
en
tly
,
f
o
s
ter
in
g
k
n
o
wle
d
g
e
d
ev
elo
p
m
en
t.
E
n
h
an
ce
d
k
n
o
wled
g
e
b
o
o
s
ts
teac
h
er
s
'
co
n
f
id
en
ce
an
d
r
ed
u
ce
s
an
x
iety
,
aid
in
g
in
ad
d
r
ess
in
g
ch
allen
g
es.
C
o
llab
o
r
ativ
e
t
r
ain
in
g
en
co
u
r
ag
es
o
n
g
o
in
g
teac
h
er
lear
n
in
g
th
r
o
u
g
h
th
e
d
ev
elo
p
m
en
t
o
f
r
o
b
u
s
t
n
etwo
r
k
s
an
d
team
wo
r
k
.
C
o
llab
o
r
ativ
ely
d
ev
elo
p
i
n
g
m
ater
ials
,
ex
p
er
im
en
tin
g
with
n
e
w
teac
h
in
g
s
tr
ateg
ies,
an
d
o
b
s
er
v
in
g
p
ee
r
class
r
o
o
m
s
en
h
an
ce
ed
u
ca
to
r
lear
n
in
g
[
3
5
]
.
I
n
th
e
m
ea
n
tim
e,
E
s
tév
ez
et
a
l
.
[
2
0
]
claim
ed
th
at
teac
h
er
s
also
p
ar
ticip
ate
in
o
r
g
an
izatio
n
s
an
d
ass
o
ciatio
n
s
,
in
ad
d
itio
n
to
co
llab
o
r
atin
g
in
o
r
g
an
ize
d
in
n
o
v
atio
n
an
d
r
esear
ch
p
r
o
g
r
a
m
s
.
Fu
r
th
er
m
o
r
e,
teac
h
er
s
en
g
ag
e
in
jo
i
n
t
r
ef
lectio
n
with
p
ee
r
s
,
d
is
cu
s
s
in
g
an
d
e
v
alu
atin
g
id
ea
s
f
o
r
p
r
ac
tice
im
p
r
o
v
e
m
en
t
an
d
c
h
a
n
g
e
[
1
9
]
an
d
s
h
ar
i
n
g
r
ef
lectio
n
s
with
co
lleag
u
es.
T
h
e
m
ajo
r
ity
o
f
teac
h
er
s
r
eg
ar
d
co
llab
o
r
atio
n
as th
e
o
p
tim
al
a
p
p
r
o
ac
h
.
Fo
s
ter
in
g
tr
u
s
t
an
d
r
esp
ec
t
a
m
o
n
g
c
o
lleag
u
es
is
cr
u
cial
f
o
r
en
ab
lin
g
i
d
ea
an
d
k
n
o
wled
g
e
ex
ch
an
g
e
[
1
9
]
.
T
h
e
ex
p
er
ie
n
ce
g
ain
ed
i
n
th
e
tr
ain
in
g
s
ess
io
n
ca
n
s
ti
m
u
late
d
is
cu
s
s
io
n
s
th
at
en
r
ich
th
e
en
tire
team
o
f
teac
h
er
s
.
I
n
th
e
o
th
er
s
tu
d
y
,
Go
r
e
an
d
R
ick
ar
d
s
[
2
9
]
f
o
u
n
d
th
at
co
llab
o
r
atio
n
b
etwe
en
y
o
u
n
g
an
d
s
en
io
r
teac
h
er
s
is
an
ef
f
ec
tiv
e
way
to
b
r
in
g
co
lleag
u
es
to
g
eth
er
f
o
r
m
u
tu
a
l
b
en
ef
it
an
d
in
s
p
ir
atio
n
.
Fu
r
t
h
er
m
o
r
e
,
th
e
s
tu
d
y
r
ev
ea
led
im
p
r
o
v
e
d
well
-
b
ein
g
am
o
n
g
teac
h
e
r
s
in
th
is
g
r
o
u
p
a
n
d
a
r
e
m
o
r
e
in
v
o
lv
ed
in
th
eir
wo
r
k
wh
il
e
co
n
tin
u
in
g
th
eir
p
r
o
f
ess
io
n
.
Gr
o
u
p
wo
r
k
o
f
f
er
s
teac
h
e
r
s
th
e
o
p
p
o
r
tu
n
ity
to
wo
r
k
in
a
co
ll
ab
o
r
ativ
e
en
v
ir
o
n
m
en
t,
allo
wi
n
g
th
e
m
to
f
o
cu
s
o
n
o
v
er
co
m
i
n
g
d
ilem
m
a
s
ex
p
er
ien
ce
d
in
th
e
class
r
o
o
m
an
d
o
n
lear
n
in
g
a
n
d
teac
h
in
g
s
p
ec
if
ic
ac
ad
e
m
ic
co
n
ten
t.
I
t h
as
h
elp
e
d
cr
ea
te
s
tr
o
n
g
p
r
o
f
ess
io
n
al
b
o
n
d
s
b
etwe
en
teac
h
er
s
.
T
h
e
s
ec
o
n
d
s
u
b
-
t
h
em
e
is
m
e
n
to
r
in
g
.
T
h
e
r
esu
lts
o
f
th
e
in
v
esti
g
atio
n
r
ev
ea
le
d
th
at
ed
u
ca
to
r
s
ar
e
in
v
o
lv
ed
in
m
en
t
o
r
in
g
[
2
3
]
.
I
t
was
f
o
u
n
d
th
at
teac
h
er
s
wh
o
r
ec
eiv
e
m
e
n
to
r
i
n
g
ca
n
in
cr
ea
s
e
t
h
eir
ab
ilit
y
to
en
co
u
r
ag
e
r
ea
d
in
g
an
d
ex
p
er
i
m
en
tatio
n
[
2
4
]
an
d
s
o
m
e
s
ch
o
o
ls
ev
en
p
ar
tn
er
wit
h
u
n
iv
e
r
s
ities
[
2
6
]
.
d.
Dig
it
a
l
net
wo
rk
Fo
r
d
ig
ital
n
etwo
r
k
t
h
em
e
,
th
e
f
ir
s
t
s
u
b
-
th
em
e
is
r
elate
d
to
teac
h
er
s
’
d
ig
ital
lear
n
in
g
p
r
a
ctice
s
.
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
s
tu
d
e
n
ts
in
p
r
im
ar
y
e
d
u
ca
tio
n
d
is
p
lay
ed
b
etter
d
ig
ital
s
k
ills
,
lik
ely
r
ef
lectin
g
th
eir
ag
e
an
d
ed
u
ca
tio
n
al
s
tag
e
r
ath
er
th
an
teac
h
er
p
r
o
f
icien
cy
.
T
h
ese
o
u
tco
m
es
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
en
h
an
cin
g
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
to
d
i
v
er
s
if
y
an
d
im
p
r
o
v
e
th
e
u
s
e
o
f
d
ig
ital
to
o
ls
in
teac
h
in
g
[
3
1
]
.
I
n
ad
d
itio
n
,
teac
h
er
s
also
u
s
e
tech
n
o
lo
g
y
to
b
u
ild
a
b
len
d
ed
lear
n
in
g
en
v
i
r
o
n
m
e
n
t.
Al
-
Mu
tawa
h
et
a
l.
[
3
5
]
f
o
u
n
d
th
at
teac
h
e
r
s
u
s
e
v
ar
io
u
s
p
latf
o
r
m
s
an
d
tech
n
o
l
o
g
y
to
o
ls
f
o
r
teac
h
in
g
.
Fu
r
th
e
r
m
o
r
e,
f
in
d
in
g
s
b
y
Go
r
o
zi
d
is
et
a
l
.
[
2
5
]
s
h
o
wed
th
at
o
n
lin
e
co
m
m
u
n
ity
o
f
p
r
a
ctice
(
C
o
P)
p
r
o
g
r
am
s
s
h
o
w
g
r
ea
t
p
o
ten
tial
in
e
n
h
an
cin
g
te
ac
h
er
lear
n
in
g
an
d
p
r
ac
tical
k
n
o
wled
g
e.
Ho
wev
er
,
th
e
d
ig
ital
asp
ec
t
o
f
teac
h
er
s
'
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
is
s
till
em
er
g
in
g
[
2
7
]
.
T
h
e
s
ec
o
n
d
s
u
b
-
th
em
e
co
n
ce
r
n
s
s
o
cial
m
e
d
ia
u
s
ag
e.
Acc
o
r
d
in
g
to
E
s
tév
ez
et
a
l
.
[
2
0
]
,
teac
h
er
s
also
g
ai
n
k
n
o
wled
g
e
t
h
r
o
u
g
h
u
n
p
lan
n
ed
c
o
n
v
e
r
s
atio
n
s
o
n
s
o
cial
n
etwo
r
k
s
.
T
h
e
s
tu
d
y
r
ev
ea
led
th
at
p
r
im
ar
y
s
ch
o
o
l
tea
ch
er
s
p
o
s
s
ess
h
ig
h
d
ig
ital
co
m
p
eten
ce
,
as
ev
id
e
n
c
ed
b
y
t
h
eir
f
r
eq
u
e
n
t
u
s
e
o
f
s
o
ci
al
n
etwo
r
k
s
lik
e
T
witter
,
C
lass
Do
jo
,
an
d
M
o
o
d
le
[
3
1
]
.
I
n
f
ac
t,
Go
o
d
y
ea
r
et
a
l
.
[
2
1
]
n
o
te
d
th
at
s
o
cial
m
ed
ia
is
a
f
o
r
m
o
f
c
o
n
tem
p
o
r
ar
y
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
th
at
ca
n
ad
d
r
ess
clea
r
ch
allen
g
es
r
elate
d
to
en
h
an
ce
teac
h
er
lear
n
in
g
to
im
p
r
o
v
e
teac
h
in
g
q
u
ality
an
d
s
tu
d
en
t
o
u
tco
m
es.
E
v
i
d
en
ce
s
u
g
g
ests
s
o
cial
n
etwo
r
k
s
lik
e
Face
b
o
o
k
en
h
an
ce
teac
h
e
r
ed
u
ca
tio
n
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
[
2
5
]
.
3
.
2
.
Dis
cu
s
s
io
n
I
n
th
e
i
n
d
u
s
t
r
i
a
l
r
ev
o
lu
t
i
o
n
4
.
0
er
a
,
t
e
a
ch
e
r
s
'
r
o
le
s
e
x
te
n
d
b
e
y
o
n
d
k
n
o
w
l
e
d
g
e
p
r
o
v
i
s
io
n
t
o
i
n
c
l
u
d
e
l
i
f
e
l
o
n
g
l
ea
r
n
i
n
g
,
l
e
ad
er
s
h
i
p
,
r
e
s
o
u
r
c
e
in
s
t
r
u
c
t
i
o
n
,
n
e
t
w
o
r
k
b
u
i
ld
i
n
g
,
an
d
c
o
m
m
u
n
i
c
a
t
io
n
f
a
c
i
l
i
t
a
t
io
n
,
d
r
iv
en
b
y
r
a
p
id
ch
a
n
g
e
s
in
a
l
l
f
i
e
l
d
s
.
T
h
i
s
S
L
R
r
e
v
ea
l
s
t
h
a
t
m
an
y
t
e
a
c
h
er
s
p
r
o
ac
t
i
v
e
ly
en
g
ag
e
i
n
s
e
l
f
-
l
e
a
r
n
i
n
g
to
e
n
h
an
c
e
th
eir
t
e
ac
h
in
g
e
f
f
e
ct
i
v
e
n
e
s
s
.
T
h
e
s
t
e
p
s
t
o
c
ar
r
y
o
u
t
r
e
s
e
ar
ch
co
n
t
in
u
o
u
s
ly
,
p
l
a
n
,
a
n
d
t
a
k
e
in
t
o
a
c
c
o
u
n
t
th
e
t
a
r
g
e
t
n
e
ed
to
b
e
i
m
p
l
e
m
e
n
t
ed
co
m
p
r
eh
en
s
i
v
e
l
y
to
en
s
u
r
e
ef
f
ec
t
i
v
en
es
s
.
M
o
r
eo
v
e
r
,
t
h
e
c
o
m
p
l
e
x
i
ty
o
f
te
a
c
h
in
g
m
o
t
iv
a
t
e
s
s
o
m
e
t
e
a
ch
e
r
s
t
o
r
e
a
d
in
p
u
r
s
u
i
t
o
f
p
r
o
f
e
s
s
i
o
n
a
l
g
r
o
w
th
,
p
r
o
b
l
e
m
-
s
o
l
v
in
g
,
a
n
d
i
n
n
o
v
a
t
i
o
n
[
2
4
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
3
8
7
2
-
3
8
8
3
3880
Per
s
o
n
al
lear
n
in
g
cu
s
to
m
izes
in
s
tr
u
ctio
n
,
p
ac
i
n
g
,
an
d
co
n
te
n
t
to
m
ee
t
ea
ch
lear
n
er
'
s
u
n
iq
u
e
n
ee
d
s
,
ab
ilit
ies,
an
d
in
ter
ests
.
Acc
o
r
d
in
g
to
Hallin
g
er
et
a
l
.
[
2
3
]
,
in
V
ietn
am
ese
p
r
im
ar
y
s
ch
o
o
ls
,
teac
h
er
s
'
en
g
ag
em
en
t
in
ac
tiv
ities
v
ar
ies
b
y
g
e
n
d
er
,
ag
e,
ex
p
e
r
ien
ce
,
i
n
tellect,
a
n
d
f
a
m
ily
cir
c
u
m
s
tan
ce
s
.
Sen
io
r
teac
h
e
r
s
f
av
o
r
in
-
s
ch
o
o
l
p
r
o
f
ess
io
n
al
m
ee
tin
g
s
o
v
er
ce
r
tific
atio
n
u
p
g
r
ad
es
,
citin
g
tim
e
co
n
s
tr
ain
ts
f
o
r
ex
ter
n
al
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t,
u
n
lik
e
th
eir
m
al
e
co
u
n
ter
p
ar
ts
.
Alter
n
ativ
ely
,
t
h
ey
m
ig
h
t
f
o
c
u
s
o
n
lead
in
g
s
em
in
ar
s
,
m
en
to
r
in
g
,
r
esear
ch
,
an
d
s
elf
-
s
tu
d
y
,
s
h
o
w
ca
s
in
g
a
m
atu
r
e
a
n
d
ef
f
ec
tiv
e
s
tr
ateg
y
f
o
r
a
d
u
lt p
r
o
f
ess
io
n
al
lear
n
in
g
[
3
6
]
,
[
3
7
]
.
Alth
o
u
g
h
f
o
r
m
al
tr
ain
in
g
o
f
te
n
f
ails
to
m
ee
t
th
eir
ex
p
ec
tatio
n
s
,
th
e
s
tu
d
y
'
s
f
in
d
in
g
s
in
d
icate
d
th
at
teac
h
er
s
r
eg
u
lar
l
y
atten
d
v
ar
io
u
s
co
u
r
s
es
o
r
g
an
ized
b
y
th
e
e
d
u
ca
tio
n
a
u
th
o
r
ities
[
2
0
]
.
T
h
e
s
e
tr
ain
in
g
ac
tiv
ities
ar
e
f
r
ee
an
d
th
e
y
ar
e
co
m
p
atib
le
with
th
e
teac
h
er
s
’
wo
r
k
in
g
h
o
u
r
s
.
T
ea
ch
e
r
s
s
u
p
p
lem
en
t
f
o
r
m
al
lear
n
in
g
with
non
-
f
o
r
m
al
ac
tiv
ities
(
e.
g
.
,
wo
r
k
s
h
o
p
s
,
s
em
in
ar
s
,
co
n
f
e
r
en
ce
s
,
an
d
co
llab
o
r
atio
n
s
)
an
d
i
n
f
o
r
m
al
in
ter
ac
tio
n
s
(
e.
g
.
,
s
p
o
n
tan
eo
u
s
d
is
cu
s
s
io
n
s
with
co
lleag
u
es).
T
h
u
s
,
co
m
p
r
eh
en
s
iv
e
tech
n
o
lo
g
y
tr
ain
in
g
is
r
ec
o
m
m
en
d
e
d
f
o
r
f
u
tu
r
e
e
d
u
ca
to
r
s
to
a
d
ep
tly
a
p
p
ly
th
eir
k
n
o
wled
g
e
ac
r
o
s
s
d
iv
er
s
e
ed
u
ca
tio
n
al
co
n
tex
ts
.
T
h
e
n
ee
d
f
o
r
c
o
n
tin
u
o
u
s
tr
ai
n
in
g
an
d
d
ev
elo
p
m
en
t
c
o
m
es
f
r
o
m
th
e
id
ea
th
at
th
e
in
itial
tr
ain
in
g
th
e
y
r
ec
eiv
ed
at
u
n
iv
e
r
s
ity
is
n
o
t
s
u
f
f
icien
t
f
o
r
th
e
m
to
b
e
a
b
le
t
o
teac
h
p
r
o
p
er
ly
n
o
wad
a
y
s
[
2
0
]
.
T
h
is
h
as
alr
ea
d
y
b
ee
n
c
o
n
f
ir
m
ed
b
y
v
ar
i
o
u
s
p
r
ev
io
u
s
s
tu
d
ies
[
3
8
]
,
[
3
9
]
.
T
h
is
ch
an
g
e
m
ea
n
s
th
at
o
n
e
m
u
s
t
ac
ce
p
t
th
at
th
er
e
is
lear
n
in
g
th
at
is
s
o
m
etim
es
n
o
t
s
ee
n
,
in
f
o
r
m
al,
in
v
is
ib
le,
an
d
s
ilen
t,
b
u
t
it
allo
ws
teac
h
er
s
to
ac
q
u
ir
e
b
asic
teac
h
in
g
s
k
ills
[
4
0
]
.
Mic
r
o
lea
r
n
in
g
is
an
ap
p
r
o
ac
h
to
lear
n
i
n
g
th
at
allo
ws
ea
ch
in
d
iv
i
d
u
al
to
g
ain
k
n
o
wled
g
e
an
d
u
s
e
cu
r
r
en
t te
ch
n
o
lo
g
y
an
d
th
e
in
ter
n
et
ac
co
r
d
i
n
g
to
n
ee
d
,
ap
p
r
o
p
r
iate
tim
e,
an
d
d
esire
d
p
lace
.
I
n
p
o
in
t
o
f
f
ac
t,
teac
h
e
r
s
ca
n
d
ec
id
e
th
eir
i
d
ea
s
an
d
d
is
cu
s
s
s
o
m
e
im
p
o
r
tan
t
is
s
u
es
th
r
o
u
g
h
b
lo
g
s
an
d
f
o
r
u
m
s
; c
r
ea
te
p
o
s
t lis
ts
,
es
s
ay
s
,
an
d
s
to
r
ies th
r
o
u
g
h
wik
is
an
d
p
o
r
tf
o
lio
s
.
All th
ese
as
s
ig
n
m
en
ts
ar
e
s
u
b
m
itted
in
s
u
ch
a
way
as
to
f
o
r
m
all
t
h
e
r
eq
u
ir
ed
s
k
ills
[
7
]
.
T
h
is
f
in
d
in
g
u
n
d
er
s
co
r
es
th
e
im
p
o
r
ta
n
ce
o
f
teac
h
er
s
an
d
s
tu
d
en
ts
alik
e
ac
tiv
ely
en
g
ag
in
g
in
th
e
co
n
s
cio
u
s
s
k
ill
d
ev
elo
p
m
en
t
in
lear
n
in
g
,
p
o
ten
tially
en
h
an
cin
g
s
tu
d
en
ts
'
r
ec
ep
tiv
ity
to
n
ew
id
ea
s
an
d
s
t
r
ateg
ies
[
4
1
]
.
Ho
wev
er
,
th
e
s
h
o
r
t
-
ter
m
wo
r
k
s
h
o
p
f
ailed
to
en
ab
le
teac
h
er
s
to
lin
k
th
eo
r
etica
l k
n
o
wled
g
e
with
cl
ass
r
o
o
m
p
r
ac
tice
[
3
0
]
.
Fo
r
th
e
in
teg
r
atio
n
o
f
k
n
o
wle
d
g
e,
th
is
s
tu
d
y
f
o
u
n
d
th
at
co
ll
ab
o
r
ativ
e
lear
n
in
g
is
a
d
esire
d
in
itiativ
e
b
u
t
d
o
es
n
o
t
ex
is
t.
T
h
is
s
u
p
p
o
r
ts
f
in
d
in
g
s
f
r
o
m
p
r
ev
io
u
s
s
tu
d
ies
[
1
7
]
,
[
4
2
]
,
th
is
s
tu
d
y
h
i
g
h
lig
h
ts
th
e
n
ee
d
to
u
n
d
er
s
tan
d
t
h
e
d
iv
er
s
e
lear
n
i
n
g
r
eq
u
ir
e
m
en
ts
o
f
teac
h
e
r
s
ac
r
o
s
s
d
is
cip
lin
es
to
alig
n
ed
u
ca
tio
n
al
in
itiativ
es
with
th
eir
p
r
o
f
ess
io
n
al
n
ee
d
s
.
L
o
ca
l
tr
ain
in
g
en
ab
les
teac
h
er
s
to
d
ev
elo
p
p
r
o
f
ess
io
n
ally
alo
n
g
s
id
e
p
ee
r
s
,
m
in
im
izin
g
tr
av
el
an
d
f
o
s
ter
in
g
c
o
llab
o
r
at
iv
e
lear
n
in
g
p
ar
tn
er
s
h
i
p
s
.
T
ea
ch
er
em
p
o
wer
m
en
t
th
r
o
u
g
h
lo
ca
l
tr
ain
in
g
is
ef
f
ec
tiv
e
in
co
u
n
tr
ies
with
g
eo
g
r
a
p
h
ically
d
is
p
er
s
ed
ed
u
ca
to
r
s
,
i
n
clu
d
in
g
th
o
s
e
o
n
is
o
lated
is
lan
d
s
,
as
it
f
ac
ilit
ates
o
r
g
an
izatio
n
an
d
b
en
ef
its
teac
h
er
s
,
s
tu
d
en
ts
,
p
ar
en
ts
,
an
d
s
ch
o
o
ls
alik
e
[
1
]
.
T
h
e
r
esu
lts
i
n
d
icate
th
at
s
ch
o
o
l
-
u
n
iv
er
s
ity
c
o
llab
o
r
atio
n
s
b
o
ls
ter
teac
h
er
s
'
co
llectiv
e
id
en
tity
b
y
m
e
r
g
in
g
p
r
ac
tical
an
d
th
e
o
r
etica
l
m
o
d
els
f
o
r
team
co
llab
o
r
atio
n
[
2
6
]
.
Fo
r
th
e
d
ig
ital
n
etwo
r
k
asp
ec
t,
th
er
e
ar
e
s
ev
er
al
s
u
b
-
co
m
p
eten
cies
th
at
ar
e
tar
g
eted
b
y
UNE
SC
O
in
d
ev
elo
p
in
g
teac
h
e
r
co
m
p
eten
ce
,
am
o
n
g
th
em
:
i)
asp
ec
ts
o
f
u
n
d
er
s
tan
d
in
g
I
C
T
in
ed
u
ca
tio
n
;
ii)
I
C
T
asp
ec
ts
f
o
r
c
u
r
r
icu
l
u
m
a
n
d
ass
es
s
m
en
t
;
iii)
I
C
T
asp
ec
ts
f
o
r
p
ed
ag
o
g
ical
p
r
ac
tice
in
s
ch
o
o
ls
;
iv
)
I
C
T
asp
ec
ts
f
o
r
lea
r
n
in
g
;
v
)
I
C
T
asp
ec
ts
f
o
r
o
r
g
a
n
izatio
n
s
;
an
d
v
i)
I
C
T
asp
ec
ts
f
o
r
teac
h
er
s
’
s
elf
-
d
e
v
elo
p
m
en
t
(
UNE
SC
O,
2
0
1
1
)
.
T
h
e
p
a
n
d
em
ic
s
in
ce
2
0
2
0
h
as c
h
allen
g
e
d
teac
h
er
s
'
d
ig
ital c
o
m
p
eten
ce
[
4
3
]
.
T
h
e
u
n
f
o
r
eseen
g
lo
b
al
ev
en
t
h
as
p
r
esen
ted
wid
esp
r
ea
d
ch
a
llen
g
es,
in
clu
d
in
g
s
ig
n
if
ican
t
d
is
r
u
p
tio
n
s
to
th
e
e
d
u
ca
tio
n
s
ec
to
r
.
No
tab
ly
,
th
e
ep
id
em
ic
led
to
th
e
ce
s
s
atio
n
o
f
in
-
p
er
s
o
n
lear
n
in
g
i
n
Sp
an
is
h
s
ch
o
o
ls
,
n
ec
ess
itatin
g
a
s
h
if
t
to
o
n
lin
e
ed
u
ca
tio
n
.
C
o
n
s
eq
u
e
n
tly
,
th
er
e
h
as
b
ee
n
a
p
r
ess
in
g
n
ee
d
f
o
r
th
e
d
ev
elo
p
m
en
t
an
d
im
p
lem
en
tatio
n
o
f
e
f
f
ec
tiv
e
s
t
r
ateg
ies
to
en
h
an
ce
th
e
teac
h
i
n
g
an
d
lear
n
in
g
p
r
o
ce
s
s
[
4
4
]
an
d
th
is
en
tails
th
e
ad
ap
tatio
n
o
f
I
C
T
to
p
r
o
v
id
e
e
d
u
ca
tio
n
al
g
u
id
an
ce
.
C
o
n
s
eq
u
en
tly
,
it
is
im
p
er
ativ
e
f
o
r
ed
u
c
atio
n
al
in
s
titu
tio
n
s
to
en
h
an
ce
teac
h
er
tr
ain
in
g
an
d
r
eso
u
r
ce
u
tili
za
tio
n
to
en
s
u
r
e
ef
f
ec
tiv
e
teac
h
in
g
an
d
d
iv
er
s
if
y
th
e
ed
u
ca
tio
n
al
to
o
ls
em
p
lo
y
ed
.
I
n
ad
d
itio
n
,
t
ea
ch
er
g
r
o
wth
ca
n
b
e
ac
h
ie
v
ed
th
r
o
u
g
h
d
y
n
a
m
ic
an
d
in
n
o
v
ativ
e
co
u
r
s
es
an
d
p
r
o
g
r
a
m
s
,
s
u
ch
as th
r
o
u
g
h
web
s
ites
an
d
s
o
cial
m
ed
ia
[
4
5
]
.
T
h
e
teac
h
er
s
’
ef
f
o
r
ts
ar
e
s
h
o
wn
in
th
e
p
r
ev
io
u
s
r
esear
ch
[
4
6
]
,
[
4
7
]
th
at
teac
h
er
s
at
p
r
e
-
s
ch
o
o
l
an
d
p
r
im
ar
y
s
ch
o
o
l
lev
els
ar
e
ac
ti
v
ely
in
v
o
lv
e
d
with
o
n
lin
e
tu
to
r
ial
teac
h
in
g
an
d
e
x
ten
s
iv
e
u
s
e
o
f
W
h
atsAp
p
f
o
r
teac
h
in
g
p
u
r
p
o
s
es.
B
esid
es
,
Gu
illén
-
Gám
ez
et
a
l
.
[
4
8
]
d
e
m
o
n
s
tr
ated
th
at
p
r
o
f
ess
io
n
als
in
th
is
a
r
ea
p
o
s
s
ess
ad
v
an
ce
d
d
ig
ital
s
k
ills
.
T
h
ese
r
esu
lts
r
ein
f
o
r
ce
th
e
f
in
d
in
g
s
t
h
at
all
tu
to
r
s
o
f
f
e
r
ass
is
tan
ce
,
in
clu
d
in
g
o
n
lin
e,
to
f
ac
ilit
ate
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
ac
r
o
s
s
v
ar
io
u
s
e
d
u
ca
tio
n
al
lev
els
[
4
9
]
.
I
t
r
ein
f
o
r
ce
s
th
e
co
n
ce
p
t
t
h
at
tu
to
r
ial
ac
tiv
ities
ar
e
s
tr
u
ctu
r
e
d
an
d
d
elib
er
ate
in
t
h
eir
ex
ec
u
t
io
n
,
as
f
o
u
n
d
b
y
C
h
af
iq
an
d
T
alb
i
[
5
0
]
.
Similar
ly
,
m
ath
em
atics e
d
u
ca
to
r
s
ar
e
en
c
o
u
r
ag
e
d
to
f
o
s
ter
an
d
en
h
a
n
ce
a
f
av
o
r
a
b
le
o
u
tlo
o
k
to
war
d
s
u
t
ilizin
g
tech
n
o
lo
g
y
in
b
o
th
teac
h
in
g
a
n
d
lear
n
i
n
g
[
5
1
]
.
T
ea
ch
er
s
m
en
tio
n
ed
th
at
th
e
y
u
s
e
tech
n
o
lo
g
y
t
o
allo
w
th
em
to
m
ee
t
with
s
tu
d
en
ts
in
d
iv
id
u
a
lly
.
T
h
er
e
ar
e
also
teac
h
er
s
wh
o
s
tate
th
at
th
ey
u
s
e
d
ig
ital
to
o
ls
to
tr
ac
k
s
tu
d
en
t
p
r
o
g
r
ess
an
d
en
g
a
g
e
s
tu
d
e
n
ts
.
Un
d
o
u
b
te
d
ly
,
th
er
e
ar
e
teac
h
e
r
s
f
illi
n
g
th
eir
k
n
o
wled
g
e
g
a
p
s
b
y
en
g
ag
in
g
with
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
tech
n
o
lo
g
y
[
3
3
]
.
Ho
wev
e
r
,
th
i
s
r
esu
lt
co
n
tr
a
d
icts
th
e
f
in
d
in
g
s
b
y
Yu
n
u
s
et
a
l
.
[
4
7
]
t
h
at
it
h
as
b
ee
n
o
b
s
er
v
ed
th
at
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
s
h
o
w
m
in
im
al
e
n
g
ag
e
m
en
t
wit
h
s
o
cial
n
etwo
r
k
s
.
T
h
e
d
is
cu
s
s
io
n
em
p
h
asizes
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
R
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N:
2252
-
8
8
2
2
Lif
elo
n
g
lea
r
n
in
g
p
r
a
ctice
s
o
f p
r
ima
r
y
s
ch
o
o
l te
a
ch
ers
:
a
s
y
s
tema
tic
liter
a
tu
r
e
r
ev
iew
(
R
o
s
F
a
iz
a
h
Mo
h
d
)
3881
cr
u
cial
r
o
le
o
f
life
lo
n
g
lear
n
i
n
g
f
o
r
teac
h
er
s
,
esp
ec
ially
i
n
th
e
co
n
te
x
t
o
f
r
ap
i
d
ch
a
n
g
es
i
n
ed
u
ca
ti
o
n
d
u
e
t
o
f
ac
to
r
s
lik
e
th
e
f
o
u
r
th
in
d
u
s
tr
ial
r
ev
o
lu
tio
n
a
n
d
C
OVI
D
-
1
9
p
an
d
em
ic.
T
h
is
im
p
lies
a
n
ee
d
f
o
r
C
PD
p
r
o
g
r
a
m
s
th
at
f
o
cu
s
o
n
e
n
h
an
ci
n
g
teac
h
er
s
’
d
ig
ital
co
m
p
eten
cies,
p
e
d
ag
o
g
ical
p
r
ac
tices,
an
d
ad
ap
ta
b
ilit
y
to
ch
an
g
es
in
th
e
ed
u
ca
tio
n
lan
d
s
ca
p
e.
I
n
th
e
f
u
tu
r
e
,
th
e
s
tu
d
y
o
f
life
l
o
n
g
lear
n
in
g
am
o
n
g
teac
h
e
r
s
c
an
b
e
f
u
r
th
e
r
ex
p
an
d
e
d
b
y
lo
o
k
in
g
at
t
h
e
teac
h
er
s
’
r
esil
ien
ce
f
r
o
m
v
a
r
i
o
u
s
b
ac
k
g
r
o
u
n
d
s
in
d
ea
lin
g
with
ch
an
g
es
in
th
e
c
o
u
n
tr
y
’
s
ed
u
ca
tio
n
s
y
s
tem
.
Stu
d
ies
ca
n
also
b
e
d
o
n
e
ac
r
o
s
s
v
ar
io
u
s
th
em
es,
s
u
c
h
as
t
h
e
f
ac
to
r
s
th
at
e
n
co
u
r
ag
e
life
lo
n
g
l
ea
r
n
in
g
f
o
r
teac
h
e
r
s
at
s
ch
o
o
l.
I
n
ad
d
itio
n
,
f
u
tu
r
e
s
tu
d
ies
ca
n
lo
o
k
at
th
e
ch
allen
g
e
s
an
d
is
s
u
es
f
ac
ed
b
y
teac
h
er
s
in
an
ef
f
o
r
t
to
m
ak
e
life
lo
n
g
lear
n
in
g
a
r
o
u
tin
e
in
teac
h
er
s
’
liv
es.
T
h
is
is
b
ec
au
s
e
a
s
tu
d
y
li
k
e
th
is
ca
n
b
e
u
s
ed
as
a
g
u
id
e
b
y
teac
h
e
r
s
in
th
is
er
a
o
f
g
lo
b
aliza
tio
n
in
f
in
d
in
g
r
ef
e
r
en
ce
s
as
well
as
g
u
id
an
ce
to
im
p
r
o
v
e
th
eir
p
r
o
f
e
s
s
io
n
alis
m
an
d
th
e
q
u
ality
o
f
th
eir
teac
h
in
g
.
B
esid
es,
th
er
e
is
a
n
ee
d
f
o
r
r
esear
ch
to
i
n
v
esti
g
ate
h
o
w
in
itiativ
es
f
o
r
co
n
tin
u
o
u
s
ed
u
ca
tio
n
th
e
teac
h
in
g
q
u
ality
an
d
s
tu
d
en
t
lear
n
in
g
ac
h
iev
e
m
e
n
ts
.
T
h
is
co
u
ld
in
v
o
lv
e
lo
n
g
itu
d
in
al
s
tu
d
ies
o
r
ex
p
er
im
en
tal
r
esear
ch
d
esig
n
s
to
ass
es
s
th
e
ef
f
ec
tiv
en
ess
o
f
d
if
f
er
en
t
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
in
ter
v
en
tio
n
s
in
en
h
an
ci
n
g
teac
h
in
g
p
r
a
ct
ices a
n
d
im
p
r
o
v
in
g
s
tu
d
en
t a
ch
ie
v
em
en
t.
4.
C
O
N
C
L
U
SIO
N
T
h
e
im
p
licatio
n
s
o
f
th
e
f
in
d
i
n
g
s
s
u
g
g
est
a
m
u
ltifa
ce
ted
ap
p
r
o
ac
h
to
e
n
h
an
ci
n
g
teac
h
er
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t,
with
a
f
o
c
u
s
o
n
s
elf
-
d
ir
ec
ted
lear
n
i
n
g
,
c
o
n
tin
u
o
u
s
tr
ain
in
g
,
in
teg
r
atio
n
o
f
k
n
o
wled
g
e,
a
n
d
d
ig
ital
n
etwo
r
k
in
g
.
Firstl
y
,
ac
k
n
o
wl
ed
g
in
g
th
e
s
ig
n
i
f
ican
ce
o
f
s
e
lf
-
lear
n
in
g
p
r
ac
tices,
p
ar
ticu
l
ar
ly
th
r
o
u
g
h
ac
tio
n
r
esear
ch
,
r
ea
d
in
g
ac
tiv
ities
,
p
e
r
s
o
n
al
lear
n
in
g
i
n
itiativ
es,
an
d
ac
ce
s
s
to
in
f
o
r
m
atio
n
,
ca
n
e
m
p
o
wer
teac
h
er
s
to
p
r
o
ac
tiv
ely
im
p
r
o
v
e
th
eir
p
ed
ag
o
g
ical
s
k
ills
an
d
ad
a
p
t
to
ev
o
lv
in
g
ed
u
ca
tio
n
al
la
n
d
s
ca
p
es.
Seco
n
d
l
y
,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
co
n
tin
u
o
u
s
tr
ain
in
g
,
in
clu
d
in
g
lo
n
g
-
ter
m
co
u
r
s
es,
wo
r
k
s
h
o
p
s
,
s
em
in
ar
s
,
a
n
d
co
n
f
er
e
n
ce
s
,
h
ig
h
li
g
h
ts
th
e
n
e
ce
s
s
ity
f
o
r
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
t
o
ad
d
r
ess
ev
o
lv
in
g
ed
u
ca
tio
n
al
ch
allen
g
es
an
d
e
n
h
an
ce
t
ea
c
h
in
g
ef
f
ec
tiv
e
n
ess
.
Ad
d
itio
n
ally
,
f
o
s
ter
in
g
co
llab
o
r
ativ
e
p
r
ac
tices
am
o
n
g
teac
h
er
s
,
b
o
th
with
in
s
ch
o
o
ls
an
d
th
r
o
u
g
h
ex
ter
n
al
n
etwo
r
k
s
,
ca
n
f
ac
i
litate
k
n
o
wled
g
e
s
h
a
r
in
g
,
r
ef
le
ctiv
e
d
ialo
g
u
e
,
an
d
in
s
tr
u
ctio
n
al
in
n
o
v
atio
n
,
u
lti
m
ately
f
o
s
ter
in
g
a
s
u
p
p
o
r
tiv
e
p
r
o
f
ess
io
n
al
co
m
m
u
n
ity
co
n
d
u
civ
e
t
o
co
n
tin
u
o
u
s
g
r
o
wth
an
d
im
p
r
o
v
em
en
t.
T
h
ese
f
in
d
in
g
s
also
o
p
en
u
p
a
v
en
u
es
f
o
r
f
u
r
th
er
r
esear
ch
.
Fu
tu
r
e
s
tu
d
ies
co
u
ld
ex
p
lo
r
e
th
e
ef
f
ec
tiv
e
n
ess
o
f
s
p
ec
if
ic
s
elf
-
lear
n
in
g
s
tr
ateg
ies,
s
u
ch
as
ac
tio
n
r
esear
ch
o
r
r
ea
d
in
g
ac
tiv
i
ties
,
in
en
h
an
cin
g
teac
h
in
g
p
r
ac
tices
an
d
s
tu
d
e
n
t
o
u
tco
m
es.
I
n
v
esti
g
atin
g
th
e
im
p
ac
t
o
f
v
ar
io
u
s
f
o
r
m
s
o
f
co
n
tin
u
o
u
s
tr
ain
in
g
,
i
n
clu
d
in
g
o
n
lin
e
c
o
u
r
s
es,
m
en
to
r
in
g
p
r
o
g
r
a
m
s
,
an
d
wo
r
k
s
h
o
p
p
ar
ticip
atio
n
,
o
n
t
ea
ch
er
ef
f
icac
y
a
n
d
s
tu
d
en
t
lear
n
in
g
co
u
ld
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
f
o
r
d
esig
n
in
g
tar
g
eted
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
in
ter
v
e
n
tio
n
s
.
Mo
r
eo
v
er
,
ex
a
m
in
in
g
th
e
d
y
n
am
ics
o
f
c
o
llab
o
r
ativ
e
lear
n
in
g
co
m
m
u
n
ities
,
b
o
th
o
n
lin
e
a
n
d
o
f
f
lin
e,
an
d
th
eir
in
f
lu
en
ce
o
n
teac
h
er
m
o
tiv
atio
n
,
in
s
tr
u
ctio
n
al
q
u
ality
,
an
d
s
tu
d
en
t
e
n
g
ag
em
e
n
t,
co
u
ld
o
f
f
e
r
v
alu
ab
le
g
u
id
an
ce
f
o
r
f
o
s
ter
in
g
c
o
llab
o
r
ativ
e
cu
lt
u
r
es
with
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
Ad
d
itio
n
ally
,
in
v
esti
g
atin
g
d
ig
ital
n
etwo
r
k
in
g
to
o
l
in
teg
r
atio
n
,
lik
e
s
o
cial
m
ed
ia
p
latf
o
r
m
a
n
d
o
n
lin
e
c
o
m
m
u
n
ities
o
f
p
r
ac
tice,
in
t
ea
ch
er
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
in
itiativ
es
co
u
ld
s
h
ed
lig
h
t
o
n
in
n
o
v
ativ
e
ap
p
r
o
ac
h
es
to
e
n
h
an
cin
g
teac
h
er
lea
r
n
in
g
an
d
p
r
o
m
o
tin
g
ed
u
ca
tio
n
al
in
n
o
v
atio
n
in
th
e
d
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[
1
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[
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K
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[
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[
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[
5
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[
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L.
D
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Te
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[
7
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P
.
Ta
t
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B
.
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Y
.
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0
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[
8
]
H
.
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M.
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:
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d
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f
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Q
u
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& Q
u
a
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[
9
]
M
.
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a
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d
N
.
R
.
H
a
d
d
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,
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met
a
‐
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l
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s
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d
2
6
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r
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so
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s
,
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[
1
0
]
Q
.
N
.
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n
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.
,
“
Th
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”
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/
EFI
-
1
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2
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.
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