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[
2
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[
5
]
,
[
6
]
.
W
h
ile
m
o
s
t
r
esear
ch
f
o
cu
s
es
p
r
im
ar
ily
o
n
f
o
r
m
al
ed
u
ca
tio
n
al
ac
tiv
ities
,
ed
u
ca
tio
n
al
p
r
ac
tice
d
em
o
n
s
tr
ates
th
at
in
f
o
r
m
al
e
d
u
ca
tio
n
al
ac
tiv
ities
h
o
ld
im
p
o
r
tan
t
p
o
te
n
tial
f
o
r
ad
d
r
ess
in
g
ch
allen
g
es
r
elate
d
to
s
o
cial
an
d
p
ed
ag
o
g
ical
ad
a
p
tatio
n
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
[
7
]
,
[
8
]
.
T
h
is
g
ap
cr
ea
tes
ch
allen
g
es
f
o
r
te
ac
h
er
s
wo
r
k
in
g
with
p
r
im
ar
y
s
ch
o
o
lch
ild
r
en
,
p
ar
ticu
lar
ly
in
o
r
g
an
izin
g
th
e
p
ed
ag
o
g
ical
p
r
o
ce
s
s
an
d
ef
f
ec
tiv
ely
m
an
ag
in
g
ed
u
ca
tio
n
al
a
ctiv
ities
with
s
tu
d
en
ts
[
9
]
.
T
h
ese
tech
n
iq
u
es
ca
n
in
clu
d
e
elem
en
ts
s
u
ch
as
v
o
ice
m
o
d
u
latio
n
,
b
o
d
y
lan
g
u
ag
e
,
im
p
r
o
v
is
atio
n
,
r
o
le
-
p
lay
in
g
,
an
d
th
e
ab
ilit
y
to
en
g
ag
e
an
d
c
ap
tiv
ate
an
au
d
i
en
ce
[
1
0
]
–
[
1
2
]
.
Fo
r
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
teac
h
er
s
,
in
teg
r
atin
g
th
ese
tech
n
iq
u
es
in
to
th
eir
tr
ain
in
g
h
elp
s
th
em
d
e
v
elo
p
b
etter
class
r
o
o
m
p
r
esen
ce
,
co
m
m
u
n
icatio
n
s
k
ills
,
an
d
th
e
ab
ilit
y
to
cr
ea
te
a
d
y
n
am
ic
an
d
in
ter
ac
tiv
e
lea
r
n
in
g
en
v
ir
o
n
m
en
t
[
1
3
]
–
[
1
5
]
.
B
ased
o
n
th
e
id
ea
s
,
th
e
p
ed
a
g
o
g
ical
tech
n
iq
u
e,
i
n
clu
d
in
g
ac
tin
g
s
k
ills
,
is
a
cr
u
cial
co
m
p
o
n
en
t
o
f
a
teac
h
er
’
s
p
r
o
f
ess
io
n
al
r
ea
d
in
ess
an
d
p
lay
s
an
ess
en
tial
r
o
le
i
n
th
e
ef
f
e
ctiv
en
ess
o
f
teac
h
in
g
ac
tiv
ities
[
1
6
]
,
[
1
7
]
.
B
y
i
n
co
r
p
o
r
atin
g
th
ese
tech
n
iq
u
es,
teac
h
e
r
tr
ain
in
g
p
r
o
g
r
am
s
ca
n
p
r
o
d
u
ce
m
o
r
e
ad
ap
tab
le
an
d
h
o
lis
tic
ed
u
c
ato
r
s
wh
o
ar
e
b
etter
eq
u
ip
p
e
d
to
m
ee
t
th
e
d
em
an
d
s
o
f
m
o
d
er
n
p
r
im
a
r
y
ed
u
ca
tio
n
[
1
8
]
,
[
1
9
]
.
I
n
th
is
co
n
tex
t,
a
ctin
g
tech
n
iq
u
es
ar
e
r
eg
ar
d
e
d
as
b
o
th
a
th
eo
r
etica
l
f
o
u
n
d
atio
n
an
d
a
p
r
ac
tical
t
o
o
l
f
o
r
cu
ltiv
atin
g
th
e
p
r
o
f
ess
io
n
ally
s
ig
n
if
ican
t
s
k
ills
an
d
q
u
alities
o
f
co
n
tem
p
o
r
ar
y
teac
h
er
s
.
Pre
v
io
u
s
r
esear
ch
h
as
s
h
o
wn
t
h
at
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
teac
h
er
s
’
ac
tin
g
s
k
ills
ar
e
u
n
d
er
d
e
v
elo
p
ed
an
d
g
en
er
ally
u
n
d
e
r
v
alu
e
d
.
T
h
is
is
ev
id
en
t
in
th
e
ab
s
en
ce
o
f
r
elev
an
t
co
u
r
s
es
in
th
e
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
s
o
f
Kaz
ak
h
s
tan
i
u
n
iv
er
s
i
ties
an
d
th
e
d
is
p
r
o
p
o
r
tio
n
ate
em
p
h
a
s
is
o
n
in
d
ep
en
d
en
t
wo
r
k
o
v
er
class
r
o
o
m
an
d
ex
tr
ac
u
r
r
icu
la
r
ac
tiv
ities
r
elate
d
to
ac
tin
g
an
d
p
e
d
ag
o
g
ical
te
ch
n
iq
u
es
[
2
0
]
.
As
a
r
esu
lt
o
f
t
h
e
lack
o
f
tar
g
ete
d
co
llab
o
r
atio
n
with
s
tu
d
e
n
ts
in
th
is
ar
ea
,
f
u
tu
r
e
teac
h
er
s
o
f
ten
ex
h
i
b
it
in
s
u
f
f
icien
t
r
ea
d
in
ess
to
p
er
f
o
r
m
p
r
o
f
ess
io
n
al
d
u
ties
.
T
h
e
p
r
o
b
lem
is
f
u
r
th
er
e
x
ac
er
b
ated
b
y
th
e
n
ea
r
-
to
tal
lack
o
f
r
e
s
ea
r
ch
f
o
cu
s
ed
o
n
ef
f
ec
tiv
ely
in
teg
r
atin
g
ac
tin
g
tech
n
iq
u
es
in
t
o
th
e
e
x
is
tin
g
teac
h
er
t
r
ain
in
g
cu
r
r
ic
u
lu
m
to
en
h
an
ce
th
e
p
r
ep
ar
e
d
n
ess
an
d
ef
f
ec
tiv
en
e
s
s
o
f
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
teac
h
er
s
[
2
1
]
.
Ad
d
r
ess
in
g
th
is
is
s
u
e
r
eq
u
ir
es
an
in
teg
r
ated
a
p
p
r
o
ac
h
to
m
aster
in
g
ac
tin
g
tech
n
i
q
u
es
f
o
r
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
ca
n
d
i
d
a
tes,
wh
ich
in
t
u
r
n
r
eq
u
ir
es
an
ess
en
tial
r
eth
in
k
i
n
g
o
f
t
h
e
o
r
g
an
izatio
n
o
f
th
e
u
n
iv
er
s
ity
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
alo
n
g
with
th
e
in
tr
o
d
u
ctio
n
o
f
n
ew
ty
p
es,
f
o
r
m
s
,
an
d
teac
h
in
g
tech
n
o
lo
g
ies.
Ho
wev
er
,
a
s
ig
n
if
ican
t
g
ap
e
x
is
ts
in
th
e
liter
atu
r
e
co
n
ce
r
n
i
n
g
th
e
u
s
e
o
f
in
f
o
r
m
al
lear
n
in
g
s
tr
ateg
ies,
p
ar
ticu
lar
ly
ac
tin
g
tech
n
iq
u
es,
in
th
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t o
f
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
teac
h
er
s
[
4
]
.
Mo
s
t
s
tu
d
ies
o
n
teac
h
er
tr
ain
in
g
an
d
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
ar
e
co
n
d
u
cted
with
i
n
W
ester
n
co
n
tex
ts
,
leav
in
g
a
n
o
tab
le
g
a
p
in
u
n
d
er
s
tan
d
i
n
g
h
o
w
th
ese
in
n
o
v
ativ
e
ap
p
r
o
ac
h
es c
an
b
e
ad
ap
ted
an
d
ap
p
lie
d
in
n
o
n
-
W
ester
n
s
ettin
g
s
,
s
u
ch
as
Kaz
ak
h
s
tan
[
22
]
.
Un
f
o
r
tu
n
ately
,
th
e
ed
u
ca
tio
n
al
s
y
s
tem
i
s
n
o
t
y
et
g
r
o
u
n
d
ed
in
th
e
latest
s
cien
tific
k
n
o
wled
g
e
a
b
o
u
t
ac
tin
g
tech
n
iq
u
es
a
n
d
d
o
es
n
o
t
f
u
lly
u
tili
ze
th
em
as
cu
r
r
en
t
r
ea
liti
es
d
em
an
d
.
Hen
ce
,
th
e
f
o
llo
win
g
q
u
esti
o
n
g
u
id
es
o
u
r
r
esear
ch
: h
o
w
ca
n
ac
tin
g
tech
n
iq
u
es b
e
u
tili
ze
d
to
en
h
a
n
ce
th
e
tr
ain
in
g
an
d
p
r
e
p
ar
ed
n
e
s
s
o
f
p
r
o
s
p
ec
tiv
e
p
r
im
a
r
y
t
ea
ch
er
s
,
th
er
eb
y
s
u
p
p
o
r
tin
g
th
eir
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
ef
f
ec
tiv
e
n
ess
in
ed
u
ca
tio
n
al
p
r
ac
tice?
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
aim
s
to
ex
am
in
e
th
e
b
en
ef
its
an
d
ap
p
licatio
n
s
o
f
in
co
r
p
o
r
atin
g
ac
tin
g
tech
n
iq
u
es
in
to
th
e
tr
ain
in
g
o
f
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
teac
h
e
r
s
t
o
im
p
r
o
v
e
th
eir
p
r
o
f
ess
io
n
al
p
r
e
p
ar
atio
n
,
s
u
p
p
o
r
t
th
eir
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t,
a
n
d
f
o
s
ter
s
u
cc
ess
f
u
l
ed
u
ca
tio
n
al
p
r
ac
tice.
T
h
e
h
y
p
o
th
esis
p
o
s
its
th
at
in
co
r
p
o
r
atin
g
ac
tin
g
tech
n
i
q
u
es
in
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
f
o
r
p
r
e
p
ar
in
g
teac
h
er
ca
n
d
i
d
ates
will
im
p
r
o
v
e
th
eir
p
r
o
f
e
s
s
io
n
al
p
r
ep
ar
atio
n
,
wh
ile
al
s
o
s
u
p
p
o
r
tin
g
th
ei
r
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t a
n
d
f
o
s
ter
in
g
s
u
cc
ess
f
u
l
ed
u
ca
tio
n
al
p
r
ac
tice.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
m
e
t
ho
d
T
h
is
s
tu
d
y
em
p
lo
y
e
d
a
m
ix
e
d
-
m
eth
o
d
s
:
q
u
alitati
v
e
an
d
q
u
an
titativ
e
m
eth
o
d
s
ap
p
r
o
ac
h
.
Fo
r
th
e
q
u
an
titativ
e
co
m
p
o
n
e
n
t,
d
ata
f
o
r
m
aliza
tio
n
tech
n
iq
u
es
wer
e
u
tili
ze
d
to
co
llect
s
u
r
v
ey
d
at
a
f
r
o
m
p
ar
ticip
an
ts
co
n
ce
r
n
in
g
th
eir
s
cien
tific
k
n
o
wled
g
e
o
f
ac
tin
g
tech
n
iq
u
es.
T
h
e
q
u
alitativ
e
s
tr
ateg
y
was
ce
n
ter
ed
o
n
in
ter
p
r
etiv
e
p
r
o
ce
d
u
r
es
f
o
r
d
ata
co
llectio
n
,
p
r
o
ce
s
s
in
g
,
an
d
an
aly
s
is
,
p
r
o
v
id
in
g
d
ee
p
e
r
in
s
ig
h
ts
in
to
th
e
p
ar
ticip
an
ts
’
ex
p
e
r
ien
ce
s
an
d
p
er
ce
p
tio
n
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
I
n
teg
r
a
tin
g
a
ctin
g
tech
n
iq
u
es
in
in
fo
r
ma
l le
a
r
n
in
g
fo
r
p
r
o
s
p
ec
tive
p
r
ima
r
y
tea
ch
ers
(
A
lexe
y
Lyu
ft
)
1391
2
.
2
.
Co
llect
i
o
n o
f
re
s
ea
rc
h sa
m
ples
T
h
e
s
tu
d
y
in
v
o
l
v
ed
3
2
0
p
r
o
s
p
ec
tiv
e
p
r
im
a
r
y
s
ch
o
o
l
teac
h
er
s
s
p
ec
ializin
g
in
ed
u
ca
tio
n
f
r
o
m
two
Kaz
ak
h
s
tan
i
u
n
iv
er
s
ities
,
with
p
ar
ticip
an
ts
ag
ed
b
etwe
e
n
1
8
an
d
2
7
y
ea
r
s
.
T
h
e
m
ea
n
ag
e
o
f
th
e
p
a
r
ticip
an
ts
was
2
4
.
6
6
±
1
.
1
y
ea
r
s
(
SD
4
.
2
)
.
T
h
e
ex
p
er
im
e
n
tal
g
r
o
u
p
(
EG
)
(
n
=1
6
0
)
co
m
p
r
is
ed
s
tu
d
en
ts
f
r
o
m
Ab
ai
Kaz
ak
h
Natio
n
al
Ped
ag
o
g
ical
Un
iv
er
s
ity
,
wh
ile
th
e
co
n
tr
o
l
g
r
o
u
p
(
CG
)
(
n
=1
6
0
)
co
n
s
is
ted
o
f
s
tu
d
en
ts
f
r
o
m
Kaz
ak
h
Natio
n
al
W
o
m
en
’
s
T
ea
ch
e
r
T
r
ain
in
g
Un
iv
er
s
ity
.
All
r
esp
o
n
d
e
n
ts
wer
e
f
e
m
ale,
as
th
er
e
wer
e
n
o
m
ale
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
s
ch
o
o
l te
ac
h
er
s
am
o
n
g
th
e
s
tu
d
y
p
ar
tici
p
an
ts
.
2
.
3
.
Det
er
m
ini
ng
t
he
s
a
m
ple
s
ize
I
n
th
is
s
tu
d
y
,
th
e
s
am
p
le
s
ize
was
d
eter
m
in
ed
b
ased
o
n
s
ev
e
r
al
co
n
s
id
er
atio
n
s
,
in
clu
d
in
g
t
h
e
g
o
als
o
f
th
e
r
esear
ch
,
t
h
e
s
tatis
tical
p
o
wer
n
ee
d
ed
to
d
etec
t
m
ea
n
in
g
f
u
l
d
if
f
e
r
en
ce
s
,
an
d
th
e
p
r
ac
tic
al
co
n
s
tr
ain
ts
o
f
th
e
s
tu
d
y
.
T
y
p
ically
,
s
am
p
le
s
ize
d
eter
m
in
atio
n
in
v
o
lv
es
u
s
in
g
a
p
o
wer
an
aly
s
is
,
wh
ich
co
n
s
id
er
s
th
e
ex
p
ec
ted
ef
f
ec
t
s
ize,
s
ig
n
if
ican
ce
lev
el
(
alp
h
a
)
,
a
n
d
p
o
wer
(
u
s
u
ally
s
et
at
0
.
8
0
o
r
8
0
%)
t
o
ca
lc
u
late
th
e
m
i
n
im
u
m
n
u
m
b
er
o
f
p
ar
ticip
an
ts
r
eq
u
ir
ed
to
d
etec
t
a
s
tati
s
tically
s
ig
n
if
ican
t
ef
f
ec
t.
Fo
r
in
s
tan
ce
,
a
co
m
m
o
n
r
ef
e
r
en
ce
f
o
r
d
eter
m
i
n
in
g
s
am
p
le
s
ize
is
C
o
h
en
’
s
wo
r
k
o
n
p
o
wer
an
al
y
s
is
[
2
3
]
.
Acc
o
r
d
in
g
to
C
o
h
en
[
2
4
]
,
a
s
am
p
le
s
ize
o
f
1
6
0
p
ar
ticip
an
ts
p
er
g
r
o
u
p
(
E
G
an
d
C
G
in
th
is
ca
s
e)
wo
u
ld
b
e
co
n
s
id
er
e
d
ad
eq
u
ate
f
o
r
d
etec
tin
g
m
ed
iu
m
ef
f
ec
t
s
izes
wi
th
s
u
f
f
icien
t
s
tatis
tical
p
o
wer
in
ed
u
ca
tio
n
al
r
esear
ch
.
Giv
en
th
at
th
e
s
tu
d
y
in
v
o
l
v
ed
3
2
0
p
ar
ticip
an
ts
in
to
tal,
t
h
e
s
am
p
le
s
ize
ap
p
ea
r
s
to
b
e
s
u
f
f
icien
t
to
en
s
u
r
e
th
at
th
e
r
esu
lts
ar
e
s
tatis
tically
s
ig
n
if
ican
t a
n
d
g
en
er
aliza
b
le
with
in
th
e
co
n
tex
t
o
f
th
is
r
ese
ar
ch
.
2
.
4
.
M
ea
s
ures
Gen
er
al
s
o
cio
m
etr
ic
in
d
icato
r
s
wer
e
co
llected
in
clu
d
in
g
g
en
d
er
,
a
g
e,
co
u
r
s
e
o
f
s
tu
d
y
,
lev
el
o
f
p
r
ep
ar
atio
n
f
o
r
t
h
e
p
ed
a
g
o
g
i
ca
l
ed
u
ca
tio
n
p
r
o
g
r
am
an
d
d
ir
ec
tio
n
o
f
s
tu
d
y
,
as
s
h
o
wn
in
T
ab
le
1
.
T
h
ese
in
d
icato
r
s
wer
e
an
al
y
ze
d
to
id
en
tify
p
atter
n
s
an
d
tr
en
d
s
th
at
m
ig
h
t
in
f
l
u
en
ce
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
ed
u
ca
tio
n
al
s
tr
ateg
ies
b
ei
n
g
ex
p
lo
r
ed
.
T
h
e
d
ata
p
r
o
v
id
ed
a
co
m
p
r
eh
e
n
s
iv
e
o
v
er
v
iew
o
f
th
e
p
ar
ticip
a
n
ts
'
p
r
o
f
iles
,
s
er
v
in
g
as a
f
o
u
n
d
ati
o
n
f
o
r
tailo
r
in
g
th
e
p
r
o
g
r
a
m
to
b
etter
m
ee
t th
eir
s
p
ec
if
ic
n
ee
d
s
an
d
ex
p
ec
tatio
n
s
.
T
ab
le
1
.
Descr
ip
tiv
e
in
f
o
r
m
ati
o
n
p
r
o
v
id
e
d
b
y
r
esp
o
n
d
en
ts
D
e
scri
p
t
i
v
e
i
n
f
o
r
mat
i
o
n
Q
u
a
n
t
i
t
y
S
a
mp
l
e
(
%)
G
e
n
d
e
r
F
e
mal
e
3
2
0
1
0
0
M
a
l
e
0
0
Th
e
a
r
e
a
s
o
f
st
u
d
y
P
e
d
a
g
o
g
i
c
a
l
3
2
0
1
0
0
S
t
u
d
e
n
t
t
r
a
i
n
i
n
g
c
o
u
r
s
e
2
c
o
u
r
ses
3
2
0
1
0
0
EG
A
b
a
i
K
a
z
a
k
h
N
a
t
i
o
n
a
l
P
e
d
a
g
o
g
i
c
a
l
U
n
i
v
e
r
s
i
t
y
M
a
l
e
F
e
mal
e
1
6
0
50
0
0
1
6
0
50
CG
K
a
z
a
k
h
N
a
t
i
o
n
a
l
W
o
m
e
n
's
Te
a
c
h
e
r
T
r
a
i
n
i
n
g
U
n
i
v
e
r
si
t
y
M
a
l
e
F
e
mal
e
1
6
0
50
0
0
1
6
0
50
2
.
5
.
E
x
perim
ent
a
l
pro
c
ess
T
h
e
s
tu
d
y
was
co
n
d
u
cted
f
r
o
m
2
0
2
2
to
2
0
2
3
at
Ab
ai
Kaz
ak
h
Natio
n
al
Ped
ag
o
g
ical
Un
i
v
er
s
ity
an
d
Kaz
ak
h
Natio
n
al
W
o
m
e
n
’
s
T
ea
ch
er
T
r
ai
n
in
g
U
n
iv
er
s
ity
in
Alm
aty
,
Kaz
ak
h
s
tan
.
Per
m
is
s
io
n
to
co
n
d
u
ct
th
e
s
tu
d
y
was
o
b
tain
ed
f
r
o
m
th
e
u
n
iv
er
s
ity
ad
m
in
is
tr
atio
n
.
Stu
d
en
ts
wer
e
p
r
o
v
id
e
d
with
an
in
f
o
r
m
e
d
co
n
s
en
t
f
o
r
m
,
a
n
d
o
n
ly
th
o
s
e
wh
o
v
o
lu
n
tar
ily
a
g
r
ee
d
to
p
ar
ticip
a
te
wer
e
in
clu
d
ed
in
th
e
s
tu
d
y
.
Giv
en
th
at
e
ac
h
m
eth
o
d
is
d
ev
elo
p
e
d
with
in
a
s
p
ec
if
ic
cu
ltu
r
al
co
n
tex
t
an
d
is
d
esig
n
ed
t
o
s
tu
d
y
s
o
cio
cu
ltu
r
al
a
n
d
p
s
y
ch
o
lo
g
ical
p
h
en
o
m
en
a
s
p
e
cif
ic
to
a
p
ar
ticu
lar
eth
n
ic
g
r
o
u
p
,
q
u
esti
o
n
s
ab
o
u
t
th
e
v
alid
it
y
o
f
th
ese
m
eth
o
d
s
an
d
th
e
co
m
p
ar
a
b
ilit
y
o
f
th
e
r
esu
lts
ar
is
e.
T
h
er
ef
o
r
e,
o
u
r
o
b
jectiv
e
was
to
em
p
lo
y
d
iag
n
o
s
tic
to
o
ls
th
at
ar
e
b
o
th
v
alid
an
d
r
eliab
le
f
o
r
th
e
co
n
tex
t
i
n
wh
ich
th
e
s
tu
d
y
w
as
co
n
d
u
cted
.
T
h
e
s
p
ec
if
ic
ch
ar
ac
ter
is
tics
o
f
th
e
d
iag
n
o
s
tic
s
itu
atio
n
wer
e
ca
r
e
f
u
lly
co
n
s
id
er
ed
,
as
th
ese
f
ac
t
o
r
s
u
n
d
o
u
b
ted
ly
a
f
f
ec
ted
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
tech
n
iq
u
es,
t
h
e
p
a
r
ticip
an
ts
'
m
o
tiv
atio
n
,
th
eir
m
en
tal
s
tate
,
an
d
,
co
n
s
eq
u
en
tly
,
th
e
d
iag
n
o
s
tic
o
u
tco
m
es.
T
o
ac
co
u
n
t
f
o
r
th
ese
v
ar
iab
les,
t
h
e
co
n
d
itio
n
s
f
o
r
b
o
th
g
r
o
u
p
an
d
in
d
iv
id
u
al
test
s
wer
e
s
tr
u
ctu
r
ed
in
alig
n
m
en
t
with
th
e
ty
p
e
o
f
tr
ain
in
g
s
ess
io
n
,
e
n
s
u
r
in
g
th
at
p
ar
ticip
an
ts
d
id
n
o
t
n
ee
d
to
ad
ju
s
t
to
th
e
t
esti
n
g
p
r
o
ce
d
u
r
es.
Sin
ce
th
e
d
iag
n
o
s
tic
tech
n
iq
u
es
wer
e
em
p
lo
y
e
d
f
o
r
s
cien
tif
ic
p
u
r
p
o
s
es,
th
e
co
n
f
id
en
tialit
y
o
f
th
e
r
esu
lts
was
m
ain
tain
ed
th
r
o
u
g
h
a
n
o
n
y
m
it
y
.
T
h
e
E
G
was
tr
ain
e
d
u
s
in
g
a
m
o
d
el
th
at
in
c
o
r
p
o
r
ated
ac
tin
g
tec
h
n
iq
u
es,
with
o
u
t
ch
an
g
in
g
th
e
m
ai
n
cu
r
r
icu
lu
m
o
r
i
n
cr
ea
s
in
g
t
h
e
s
tu
d
en
ts
'
wo
r
k
lo
ad
.
T
h
e
tr
ain
i
n
g
f
o
r
E
G
p
ar
ticip
an
ts
was
in
teg
r
ated
in
to
s
ev
er
al
ex
is
tin
g
d
is
cip
lin
es,
s
p
ec
if
ically
“
c
h
ild
r
en
'
s
liter
atu
r
e
wi
th
a
wo
r
k
s
h
o
p
o
n
ex
p
r
ess
iv
e
r
ea
d
in
g
”
an
d
“
d
ev
elo
p
m
en
t
o
f
em
o
tio
n
al
i
n
tellig
en
ce
o
f
s
tu
d
en
ts
,
”
w
h
ich
is
p
ar
t
o
f
th
e
th
ir
d
-
s
em
ester
cu
r
r
icu
lu
m
.
T
h
ese
d
is
cip
lin
es
r
eq
u
ir
e
an
ap
p
r
o
ac
h
th
at
co
m
b
in
es
r
ig
o
r
o
u
s
th
eo
r
etica
l
tr
ain
in
g
with
p
r
ac
tical
ap
p
licatio
n
,
allo
win
g
s
tu
d
en
ts
to
ap
p
ly
th
eir
k
n
o
wled
g
e
to
ad
d
r
ess
b
o
th
ac
tin
g
an
d
p
r
o
f
ess
io
n
al
Evaluation Warning : The document was created with Spire.PDF for Python.
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t
J
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v
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&
R
es E
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c
,
Vo
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r
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20
25
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3
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9
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1392
ch
allen
g
es
r
elate
d
to
ac
tin
g
s
k
ills
.
T
h
is
ap
p
r
o
ac
h
h
elp
s
s
o
lv
e
p
r
ac
tical
p
r
o
b
lem
s
an
d
d
ee
p
e
n
s
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
f
u
n
d
am
e
n
tals
o
f
ac
tin
g
.
T
h
e
C
G,
o
n
th
e
o
th
er
h
an
d
,
f
o
llo
wed
th
e
tr
a
d
itio
n
al
cu
r
r
icu
lu
m
with
o
u
t th
e
in
clu
s
io
n
o
f
ac
tin
g
tech
n
iq
u
es.
2
.
6
.
T
he
pro
ce
du
re
o
f
ins
t
ruct
io
n
T
h
e
ab
s
en
ce
o
f
s
cien
tific
ally
g
r
o
u
n
d
ed
tech
n
o
lo
g
ies
f
o
r
t
r
ain
in
g
p
r
im
a
r
y
s
ch
o
o
l
teac
h
e
r
s
in
th
is
ar
ea
,
co
u
p
led
with
th
e
d
em
a
n
d
s
o
f
p
ed
ag
o
g
ical
p
r
ac
tice,
n
ec
ess
itated
th
e
d
ev
elo
p
m
en
t
an
d
ex
p
er
im
en
tal
test
in
g
o
f
an
o
p
tim
al
m
o
d
el
f
o
r
th
e
p
r
o
f
ess
io
n
al
p
r
ep
a
r
atio
n
o
f
p
r
i
m
ar
y
teac
h
e
r
s
.
T
o
ad
d
r
ess
th
is
g
ap
,
a
s
tr
u
ctu
r
ed
ap
p
r
o
ac
h
was
d
esig
n
ed
to
i
n
teg
r
ate
ac
tin
g
tech
n
iq
u
es
in
to
t
ea
ch
er
tr
ain
in
g
p
r
o
g
r
am
s
,
f
o
c
u
s
in
g
o
n
e
n
h
an
cin
g
co
m
m
u
n
icatio
n
,
em
p
ath
y
,
an
d
ad
ap
tab
ilit
y
i
n
class
r
o
o
m
s
ettin
g
s
.
T
h
e
o
b
jectiv
e
was
to
in
t
r
o
d
u
ce
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
teac
h
er
s
to
th
e
f
u
n
d
am
en
tal
co
n
ce
p
ts
o
f
ac
tin
g
t
ec
h
n
iq
u
es
a
n
d
d
em
o
n
s
tr
ate
th
eir
r
elev
a
n
ce
an
d
ap
p
licatio
n
in
th
e
teac
h
i
n
g
p
r
o
f
ess
io
n
,
as
p
r
esen
ted
in
T
a
b
le
2
.
T
h
is
m
o
d
el
aim
e
d
to
e
q
u
ip
teac
h
e
r
s
with
in
n
o
v
ativ
e
t
o
o
ls
to
en
g
a
g
e
s
tu
d
en
ts
ef
f
ec
tiv
ely
,
f
o
s
ter
d
y
n
a
m
ic
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
,
an
d
m
ee
t
th
e
ev
o
lv
in
g
ch
allen
g
es o
f
m
o
d
er
n
ed
u
ca
tio
n
.
T
ab
le
2
.
I
n
ter
v
en
tio
n
in
E
G
I
n
t
e
r
v
e
n
t
i
o
n
c
o
m
p
o
n
e
n
t
D
u
r
a
t
i
o
n
To
t
a
l
cl
a
ss
h
o
u
r
s
W
e
e
k
l
y
sessi
o
n
s
Te
c
h
n
o
l
o
g
y
i
n
t
e
g
r
a
t
i
o
n
G
u
i
d
e
d
l
e
a
r
n
i
n
g
R
o
l
e
-
p
l
a
y
i
n
g
a
c
t
i
v
i
t
i
e
s
6
18
3
U
se
o
f
v
i
d
e
o
r
e
c
o
r
d
i
n
g
s
f
o
r
a
n
a
l
y
si
s
a
n
d
f
e
e
d
b
a
c
k
F
a
c
i
l
i
t
a
t
o
r
-
l
e
d
r
o
l
e
-
p
l
a
y
i
n
g
s
c
e
n
a
r
i
o
s
w
i
t
h
p
e
e
r
r
e
v
i
e
w
s
I
mp
r
o
v
i
s
a
t
i
o
n
e
x
e
r
c
i
s
e
s
6
18
3
I
n
t
e
r
a
c
t
i
v
e
a
p
p
s
a
n
d
d
i
g
i
t
a
l
p
r
o
m
p
t
s
f
o
r
i
m
p
r
o
v
i
s
a
t
i
o
n
S
t
r
u
c
t
u
r
e
d
i
mp
r
o
v
i
sa
t
i
o
n
a
c
t
i
v
i
t
i
e
s
w
i
t
h
r
e
a
l
-
t
i
me
f
e
e
d
b
a
c
k
f
r
o
m
i
n
s
t
r
u
c
t
o
r
s
Ex
p
r
e
ssi
v
e
c
o
mm
u
n
i
c
a
t
i
o
n
4
12
3
D
i
g
i
t
a
l
p
l
a
t
f
o
r
ms
f
o
r
r
e
c
o
r
d
i
n
g
a
n
d
p
l
a
y
b
a
c
k
o
f
sessi
o
n
s
G
u
i
d
e
d
p
r
a
c
t
i
c
e
w
i
t
h
e
mp
h
a
s
i
s
o
n
v
o
i
c
e
mo
d
u
l
a
t
i
o
n
,
f
a
c
i
a
l
e
x
p
r
e
ssi
o
n
s,
a
n
d
b
o
d
y
l
a
n
g
u
a
g
e
S
t
o
r
y
t
e
l
l
i
n
g
4
12
3
O
n
l
i
n
e
r
e
s
o
u
r
c
e
s
f
o
r
s
t
o
r
y
c
r
e
a
t
i
o
n
a
n
d
p
r
e
se
n
t
a
t
i
o
n
C
o
l
l
a
b
o
r
a
t
i
v
e
st
o
r
y
t
e
l
l
i
n
g
w
o
r
k
s
h
o
p
s
w
i
t
h
i
n
st
r
u
c
t
o
r
f
e
e
d
b
a
c
k
B
o
d
y
l
a
n
g
u
a
g
e
a
n
d
g
e
s
t
u
r
e
s
4
12
3
U
se
o
f
v
i
d
e
o
a
n
a
l
y
s
i
s
t
o
o
l
s
t
o
st
u
d
y
e
f
f
e
c
t
i
v
e
g
e
st
u
r
e
s
H
a
n
d
s
-
o
n
p
r
a
c
t
i
c
e
sess
i
o
n
s
w
i
t
h
g
u
i
d
e
d
f
e
e
d
b
a
c
k
o
n
p
o
st
u
r
e
a
n
d
mo
v
e
me
n
t
s
Emo
t
i
o
n
a
l
e
x
p
r
e
ss
i
o
n
4
12
3
Emo
t
i
o
n
r
e
c
o
g
n
i
t
i
o
n
so
f
t
w
a
r
e
f
o
r
s
e
l
f
-
a
ssessm
e
n
t
F
a
c
i
l
i
t
a
t
o
r
-
l
e
d
sess
i
o
n
s
f
o
c
u
si
n
g
o
n
c
o
n
v
e
y
i
n
g
e
m
o
t
i
o
n
s
e
f
f
e
c
t
i
v
e
l
y
t
h
r
o
u
g
h
v
a
r
i
o
u
s e
x
e
r
c
i
s
e
s
2
.
7
.
I
ns
t
rum
ent
s
a
nd
da
t
a
a
na
ly
s
is
T
h
e
p
r
e
-
an
d
p
o
s
t
-
tr
ain
in
g
s
u
r
v
ey
s
,
as
o
u
tlin
ed
in
T
ab
le
3
,
s
er
v
e
as
th
e
p
r
im
ar
y
to
o
ls
f
o
r
g
ath
er
in
g
in
f
o
r
m
atio
n
o
n
p
ar
ticip
an
ts
’
c
o
n
f
id
en
ce
,
s
k
ills
,
attitu
d
es,
an
d
f
ee
d
b
ac
k
r
e
g
ar
d
in
g
th
e
tr
ain
in
g
p
r
o
g
r
am
.
B
o
th
q
u
an
titativ
e
d
ata,
o
b
tain
e
d
th
r
o
u
g
h
L
ik
er
t
s
ca
le
q
u
esti
o
n
s
,
an
d
q
u
alitativ
e
d
ata,
co
llecte
d
f
r
o
m
o
p
en
-
e
n
d
ed
r
esp
o
n
s
es,
ar
e
an
aly
ze
d
to
ass
ess
ch
an
g
es
in
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
p
er
ce
p
tio
n
s
an
d
s
k
ills
af
ter
co
m
p
letin
g
th
e
tr
ain
in
g
.
Statis
tical
m
eth
o
d
s
ar
e
em
p
lo
y
e
d
to
ev
al
u
ate
s
h
if
ts
in
n
u
m
e
r
ical
r
esp
o
n
s
es.
2
.
7
.
1
.
Cla
s
s
ro
o
m
o
bs
er
v
a
t
io
ns
Ob
s
er
v
er
s
,
wh
o
wer
e
tr
ain
ed
in
th
e
u
s
e
o
f
a
s
tan
d
ar
d
ized
o
b
s
er
v
atio
n
ch
ec
k
lis
t,
d
o
cu
m
en
ted
th
e
im
p
lem
en
tatio
n
o
f
ac
tin
g
tec
h
n
iq
u
es
s
u
c
h
as
r
o
le
-
p
la
y
in
g
,
im
p
r
o
v
is
atio
n
,
a
n
d
ex
p
r
ess
iv
e
co
m
m
u
n
icatio
n
.
T
h
ey
r
ec
o
r
d
ed
k
ey
b
eh
av
i
o
r
s
an
d
in
ter
ac
tio
n
s
with
s
tu
d
e
n
ts
to
ev
alu
ate
th
e
e
f
f
ec
tiv
en
ess
an
d
im
p
ac
t
o
f
th
ese
tech
n
iq
u
es
in
th
e
class
r
o
o
m
s
ettin
g
.
A
b
etwe
en
-
g
r
o
u
p
an
a
ly
s
is
wa
s
co
n
d
u
cted
to
m
ea
s
u
r
e
th
e
d
if
f
e
r
en
ce
s
b
etwe
en
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
ac
tin
g
tech
n
iq
u
es
m
eth
o
d
an
d
th
e
tr
ad
itio
n
al
m
eth
o
d
.
T
h
e
r
esu
lts
wer
e
an
aly
ze
d
u
s
in
g
SP
SS
s
o
f
twa
r
e
v
er
s
io
n
2
6
.
Pair
ed
t
-
test
s
wer
e
u
s
ed
to
ev
alu
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
e
-
an
d
p
o
s
t
-
test
m
ea
n
s
co
r
es
o
n
th
e
test
s
in
ea
ch
g
r
o
u
p
.
2
.
8
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
o
f
t
he
ins
t
rum
ent
I
n
th
is
s
tu
d
y
,
th
e
in
s
tr
u
m
en
t's
v
alid
ity
is
as
s
ess
ed
th
r
o
u
g
h
co
n
ten
t
v
alid
ity
(
en
s
u
r
in
g
th
at
th
e
in
s
tr
u
m
en
t
co
v
e
r
s
all
asp
ec
ts
o
f
th
e
co
n
s
tr
u
ct)
,
co
n
s
tr
u
ct
v
alid
ity
(
en
s
u
r
i
n
g
th
at
th
e
in
s
tr
u
m
en
t
ac
cu
r
ately
r
ef
lects
th
e
th
eo
r
etica
l
co
n
ce
p
ts
it
is
in
ten
d
ed
to
m
ea
s
u
r
e)
,
a
n
d
cr
iter
io
n
v
alid
it
y
(
co
m
p
ar
i
n
g
th
e
in
s
tr
u
m
en
t'
s
r
esu
lts
with
o
th
er
estab
lis
h
ed
m
ea
s
u
r
es).
T
h
e
in
s
tr
u
m
en
t
is
u
s
ed
to
ass
ess
th
e
in
teg
r
atio
n
o
f
ac
tin
g
tech
n
iq
u
es
v
alid
ated
b
y
e
x
p
er
ts
i
n
e
d
u
ca
t
io
n
an
d
d
r
am
a,
en
s
u
r
i
n
g
th
at
i
t
ac
cu
r
ately
r
ef
lects
th
e
k
e
y
c
o
m
p
o
n
en
ts
o
f
b
o
th
teac
h
in
g
ef
f
ec
tiv
en
ess
an
d
ac
t
in
g
s
k
ills
.
Ad
d
itio
n
ally
,
th
e
in
s
tr
u
m
en
t
was
p
ilo
t
-
test
ed
with
a
s
m
aller
g
r
o
u
p
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
to
r
ef
in
e
th
e
q
u
esti
o
n
s
an
d
f
o
r
m
at
.
R
eliab
ilit
y
is
ev
alu
ated
u
s
in
g
s
ev
er
al
m
eth
o
d
s
,
s
u
ch
as
test
-
r
etest
r
eliab
ilit
y
(
ass
ess
in
g
th
e
s
tab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t
o
v
er
tim
e)
,
i
n
ter
-
r
ater
r
e
liab
ilit
y
(
ass
ess
in
g
th
e
co
n
s
is
ten
cy
o
f
th
e
r
esu
lts
wh
en
d
if
f
e
r
en
t
p
eo
p
le
u
s
e
th
e
in
s
tr
u
m
en
t)
,
an
d
in
ter
n
al
c
o
n
s
is
ten
cy
(
ass
es
s
in
g
h
o
w
well
th
e
item
s
o
n
th
e
i
n
s
tr
u
m
en
t m
ea
s
u
r
e
th
e
s
am
e
co
n
s
tr
u
ct)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
n
teg
r
a
tin
g
a
ctin
g
tech
n
iq
u
es
in
in
fo
r
ma
l le
a
r
n
in
g
fo
r
p
r
o
s
p
ec
tive
p
r
ima
r
y
tea
ch
ers
(
A
lexe
y
Lyu
ft
)
1393
T
ab
le
3
.
Pre
-
a
n
d
p
o
s
t
-
tr
ain
in
g
s
u
r
v
ey
s
tr
u
ctu
r
e
f
o
r
p
r
o
s
p
ec
tiv
e
teac
h
er
tr
ain
i
n
g
p
r
o
g
r
am
S
u
r
v
e
y
sec
t
i
o
n
Q
u
e
st
i
o
n
R
e
s
p
o
n
se
t
y
p
e
Pre
-
t
r
a
i
n
i
n
g
s
u
r
v
e
y
1.
D
e
mo
g
r
a
p
h
i
c
i
n
f
o
r
ma
t
i
o
n
C
o
l
l
e
c
t
g
e
n
e
r
a
l
d
e
m
o
g
r
a
p
h
i
c
d
e
t
a
i
l
s
.
O
p
e
n
-
e
n
d
e
d
2.
B
a
se
l
i
n
e
c
o
n
f
i
d
e
n
c
e
a
n
d
sk
i
l
l
s
To
w
h
a
t
e
x
t
e
n
t
d
o
y
o
u
f
e
e
l
c
o
mf
o
r
t
a
b
l
e
l
e
a
d
i
n
g
a
c
l
a
ssr
o
o
m?
Li
k
e
r
t
s
c
a
l
e
(
1
–
5)
To
w
h
a
t
e
x
t
e
n
t
d
o
y
o
u
f
e
e
l
c
o
mf
o
r
t
a
b
l
e
i
n
v
o
l
v
i
n
g
st
u
d
e
n
t
s
i
n
i
n
t
e
r
a
c
t
i
v
e
l
e
a
r
n
i
n
g
a
c
t
i
v
i
t
i
e
s
?
Li
k
e
r
t
s
c
a
l
e
(
1
–
5)
H
o
w
w
o
u
l
d
y
o
u
r
a
t
e
y
o
u
r
c
u
r
r
e
n
t
c
o
mm
u
n
i
c
a
t
i
o
n
s
k
i
l
l
s
i
n
a
t
e
a
c
h
i
n
g
c
o
n
t
e
x
t
?
Li
k
e
r
t
s
c
a
l
e
(
1
–
5)
H
o
w
o
f
t
e
n
d
o
y
o
u
u
se
c
r
e
a
t
i
v
e
met
h
o
d
s
(
e
.
g
.
,
r
o
l
e
-
p
l
a
y
i
n
g
o
r
i
mp
r
o
v
i
sa
t
i
o
n
)
i
n
y
o
u
r
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
?
Li
k
e
r
t
s
c
a
l
e
(
1
–
5)
3.
A
t
t
i
t
u
d
e
s t
o
w
a
r
d
s
a
c
t
i
n
g
t
e
c
h
n
i
q
u
e
s
H
a
v
e
y
o
u
e
v
e
r
r
e
c
e
i
v
e
d
t
r
a
i
n
i
n
g
i
n
a
c
t
i
n
g
t
e
c
h
n
i
q
u
e
s
o
r
d
r
a
m
a
?
Y
e
s/
N
o
H
o
w
f
a
m
i
l
i
a
r
a
r
e
y
o
u
w
i
t
h
t
h
e
c
o
n
c
e
p
t
o
f
u
s
i
n
g
a
c
t
i
n
g
t
e
c
h
n
i
q
u
e
s
i
n
t
e
a
c
h
i
n
g
?
Li
k
e
r
t
s
c
a
l
e
(
1
–
5)
H
o
w
b
e
n
e
f
i
c
i
a
l
d
o
y
o
u
t
h
i
n
k
a
c
t
i
n
g
t
e
c
h
n
i
q
u
e
s
c
o
u
l
d
b
e
i
n
i
mp
r
o
v
i
n
g
y
o
u
r
t
e
a
c
h
i
n
g
s
k
i
l
l
s
?
Li
k
e
r
t
s
c
a
l
e
(
1
–
5)
4.
Ex
p
e
c
t
a
t
i
o
n
s
W
h
a
t
a
r
e
y
o
u
r
m
a
i
n
g
o
a
l
s
f
o
r
p
a
r
t
i
c
i
p
a
t
i
n
g
i
n
t
h
i
s
t
r
a
i
n
i
n
g
p
r
o
g
r
a
m?
O
p
e
n
-
e
n
d
e
d
W
h
a
t
s
p
e
c
i
f
i
c
s
k
i
l
l
s
o
r
c
o
m
p
e
t
e
n
c
i
e
s
d
o
y
o
u
h
o
p
e
t
o
d
e
v
e
l
o
p
t
h
r
o
u
g
h
t
h
i
s t
r
a
i
n
i
n
g
?
O
p
e
n
-
e
n
d
e
d
P
o
st
-
t
r
a
i
n
i
n
g
s
u
r
v
e
y
1
.
P
o
st
-
t
r
a
i
n
i
n
g
c
o
n
f
i
d
e
n
c
e
a
n
d
s
k
i
l
l
s
H
o
w
c
o
n
f
i
d
e
n
t
d
o
y
o
u
n
o
w
f
e
e
l
a
b
o
u
t
ma
n
a
g
i
n
g
a
c
l
a
ssr
o
o
m
e
f
f
e
c
t
i
v
e
l
y
?
Li
k
e
r
t
s
c
a
l
e
(
1
–
5)
H
o
w
c
o
n
f
i
d
e
n
t
a
r
e
y
o
u
n
o
w
i
n
e
n
g
a
g
i
n
g
s
t
u
d
e
n
t
s
i
n
i
n
t
e
r
a
c
t
i
v
e
l
e
a
r
n
i
n
g
a
c
t
i
v
i
t
i
e
s
?
Li
k
e
r
t
s
c
a
l
e
(
1
–
5)
H
o
w
w
o
u
l
d
y
o
u
r
a
t
e
y
o
u
r
c
o
mm
u
n
i
c
a
t
i
o
n
s
k
i
l
l
s
i
n
a
t
e
a
c
h
i
n
g
c
o
n
t
e
x
t
a
f
t
e
r
t
h
e
t
r
a
i
n
i
n
g
?
Li
k
e
r
t
s
c
a
l
e
(
1
–
5)
H
o
w
o
f
t
e
n
d
o
y
o
u
n
o
w
u
se
c
r
e
a
t
i
v
e
met
h
o
d
s
(
l
i
k
e
r
o
l
e
-
p
l
a
y
i
n
g
o
r
i
mp
r
o
v
i
sa
t
i
o
n
)
i
n
y
o
u
r
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
?
Li
k
e
r
t
s
c
a
l
e
(
1
–
5)
2
.
I
mp
a
c
t
o
f
a
c
t
i
n
g
t
e
c
h
n
i
q
u
e
s
H
o
w
b
e
n
e
f
i
c
i
a
l
w
e
r
e
t
h
e
a
c
t
i
n
g
t
e
c
h
n
i
q
u
e
s
i
n
i
m
p
r
o
v
i
n
g
y
o
u
r
t
e
a
c
h
i
n
g
sk
i
l
l
s?
Li
k
e
r
t
s
c
a
l
e
(
1
–
5)
W
h
i
c
h
a
c
t
i
n
g
t
e
c
h
n
i
q
u
e
s
d
i
d
y
o
u
f
i
n
d
mo
st
u
s
e
f
u
l
?
O
p
e
n
-
e
n
d
e
d
C
a
n
y
o
u
p
r
o
v
i
d
e
a
n
e
x
a
m
p
l
e
o
f
h
o
w
y
o
u
u
se
d
a
n
a
c
t
i
n
g
t
e
c
h
n
i
q
u
e
i
n
y
o
u
r
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
?
O
p
e
n
-
e
n
d
e
d
3
.
O
v
e
r
a
l
l
t
r
a
i
n
i
n
g
e
x
p
e
r
i
e
n
c
e
H
o
w
w
o
u
l
d
y
o
u
r
a
t
e
t
h
e
o
v
e
r
a
l
l
q
u
a
l
i
t
y
o
f
t
h
e
t
r
a
i
n
i
n
g
p
r
o
g
r
a
m?
Li
k
e
r
t
s
c
a
l
e
(
1
–
5)
D
i
d
t
h
e
t
r
a
i
n
i
n
g
m
e
e
t
y
o
u
r
e
x
p
e
c
t
a
t
i
o
n
s?
Li
k
e
r
t
s
c
a
l
e
(
1
–
5)
W
h
a
t
a
s
p
e
c
t
s
o
f
t
h
e
t
r
a
i
n
i
n
g
d
i
d
y
o
u
f
i
n
d
m
o
st
v
a
l
u
a
b
l
e
?
O
p
e
n
-
e
n
d
e
d
W
h
a
t
a
s
p
e
c
t
s
o
f
t
h
e
t
r
a
i
n
i
n
g
c
o
u
l
d
b
e
i
mp
r
o
v
e
d
?
O
p
e
n
-
e
n
d
e
d
4
.
F
u
t
u
r
e
a
p
p
l
i
c
a
t
i
o
n
H
o
w
l
i
k
e
l
y
a
r
e
y
o
u
t
o
c
o
n
t
i
n
u
e
u
s
i
n
g
a
c
t
i
n
g
t
e
c
h
n
i
q
u
e
s
i
n
y
o
u
r
f
u
t
u
r
e
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
?
Li
k
e
r
t
s
c
a
l
e
(
1
–
5)
W
h
a
t
f
u
r
t
h
e
r
s
u
p
p
o
r
t
o
r
r
e
s
o
u
r
c
e
s
w
o
u
l
d
y
o
u
n
e
e
d
t
o
e
f
f
e
c
t
i
v
e
l
y
i
n
t
e
g
r
a
t
e
a
c
t
i
n
g
t
e
c
h
n
i
q
u
e
s
i
n
t
o
y
o
u
r
t
e
a
c
h
i
n
g
?
O
p
e
n
-
e
n
d
e
d
5
.
A
d
d
i
t
i
o
n
a
l
f
e
e
d
b
a
c
k
D
o
y
o
u
h
a
v
e
a
n
y
a
d
d
i
t
i
o
n
a
l
c
o
mm
e
n
t
s
o
r
s
u
g
g
e
s
t
i
o
n
s
a
b
o
u
t
t
h
e
t
r
a
i
n
i
n
g
p
r
o
g
r
a
m
?
O
p
e
n
-
e
n
d
e
d
2
.
9
.
E
t
hica
l c
o
m
pli
a
nce
E
th
ical
co
n
s
id
er
atio
n
s
wer
e
p
ar
am
o
u
n
t
in
o
r
g
a
n
izin
g
t
h
is
ed
u
ca
tio
n
al
r
esear
ch
.
T
h
e
f
o
r
em
o
s
t
r
eq
u
ir
em
e
n
t
f
o
r
p
a
r
ticip
atio
n
was
o
b
tain
in
g
th
e
v
o
lu
n
ta
r
y
co
n
s
en
t
o
f
ea
ch
teac
h
e
r
.
B
ef
o
r
e
th
e
s
u
r
v
ey
co
m
m
en
ce
d
,
r
esp
o
n
d
e
n
ts
wer
e
f
u
lly
in
f
o
r
m
e
d
ab
o
u
t
t
h
e
co
n
f
i
d
en
tiality
an
d
a
n
o
n
y
m
ity
o
f
th
e
s
tu
d
y
.
An
o
n
y
m
ity
an
d
co
n
f
id
en
tiality
,
th
o
u
g
h
clo
s
ely
r
elate
d
,
we
r
e
d
is
tin
ctly
ad
d
r
ess
ed
:
th
e
r
e
s
ea
r
ch
in
s
tr
u
m
en
ts
wer
e
d
esig
n
ed
to
ex
clu
d
e
an
y
d
ata
th
at
co
u
ld
id
e
n
tify
r
es
p
o
n
d
e
n
ts
,
an
d
all
in
f
o
r
m
atio
n
p
r
o
v
id
e
d
was
k
ep
t
s
tr
ictly
co
n
f
id
e
n
tial
an
d
n
o
t
d
is
clo
s
ed
to
an
y
th
ir
d
p
a
r
ties
.
R
esp
o
n
d
en
ts
wer
e
ass
ig
n
ed
alp
h
an
u
m
er
ic
id
en
tifie
r
s
,
wh
ich
th
ey
co
u
ld
u
s
e
in
p
lace
o
f
th
eir
n
a
m
es
in
all
s
u
r
v
e
y
s
an
d
ass
ess
m
en
ts
,
en
s
u
r
in
g
th
eir
an
o
n
y
m
ity
th
r
o
u
g
h
o
u
t th
e
s
tu
d
y
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
h
e
f
in
d
in
g
s
o
f
th
is
a
n
aly
s
is
r
ev
ea
led
s
ig
n
if
ican
t
c
h
an
g
es
in
co
n
f
id
e
n
ce
lev
els,
teac
h
i
n
g
ab
ilit
ies,
an
d
attitu
d
es
to
war
d
ac
tin
g
te
ch
n
iq
u
es.
T
h
e
r
esu
lts
ar
e
p
r
esen
ted
in
T
ab
le
4
.
T
h
ese
r
esu
lt
s
d
em
o
n
s
tr
ate
th
at
th
e
tr
ain
in
g
p
r
o
g
r
am
s
ig
n
if
ica
n
tly
im
p
r
o
v
e
d
th
e
E
G
co
n
f
id
en
ce
,
teac
h
in
g
s
k
ills
,
an
d
attitu
d
es
to
war
d
ac
tin
g
tech
n
iq
u
es,
wh
ile
th
e
C
G
s
h
o
wed
m
in
im
al
o
r
n
o
s
ig
n
if
ic
an
t
ch
an
g
es.
T
h
is
h
ig
h
lig
h
ts
th
e
ef
f
ec
tiv
e
n
ess
o
f
in
co
r
p
o
r
atin
g
ac
tin
g
tech
n
i
q
u
es
in
to
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
.
Descr
ip
tiv
e
s
tatis
tics
,
in
clu
d
in
g
m
ea
n
s
,
m
ed
ian
s
,
an
d
s
tan
d
a
r
d
d
ev
iati
o
n
s
(
SD)
,
wer
e
ca
lcu
late
d
f
o
r
ea
ch
s
u
r
v
e
y
item
to
s
u
m
m
ar
iz
e
th
e
d
ata
,
as
s
ee
n
in
T
ab
le
5
.
T
h
ese
d
escr
ip
tiv
e
s
tatis
tic
s
s
u
m
m
ar
ize
th
e
d
at
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I
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&
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2252
-
8
8
2
2
I
n
teg
r
a
tin
g
a
ctin
g
tech
n
iq
u
es
in
in
fo
r
ma
l le
a
r
n
in
g
fo
r
p
r
o
s
p
ec
tive
p
r
ima
r
y
tea
ch
ers
(
A
lexe
y
Lyu
ft
)
1395
3.
3
.
Dis
cus
s
io
n
T
h
is
s
tu
d
y
f
o
cu
s
es
o
n
ex
am
i
n
in
g
th
e
b
en
e
f
its
an
d
ap
p
licatio
n
s
o
f
ac
tin
g
tech
n
iq
u
es,
as
well
as
i
ts
ef
f
ec
tiv
en
ess
in
p
r
o
m
o
tin
g
p
r
o
f
ess
io
n
al
p
r
ep
ar
atio
n
f
o
r
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
teac
h
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s
.
Similar
to
th
e
f
in
d
in
g
s
o
f
p
r
e
v
io
u
s
s
tu
d
ies
[2
5
]
,
th
e
p
r
o
f
ess
io
n
al
tr
ain
in
g
o
f
p
r
im
a
r
y
s
ch
o
o
l
teac
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s
in
th
e
u
s
e
o
f
ac
tin
g
tech
n
iq
u
es
ca
n
b
e
ef
f
ec
tiv
e
if
th
e
f
o
llo
wi
n
g
co
n
d
itio
n
s
ar
e
m
et:
-
T
h
e
tr
ain
in
g
o
f
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
to
u
s
e
ac
tin
g
t
ec
h
n
iq
u
es
is
in
teg
r
ated
in
to
th
e
u
n
iv
e
r
s
ity
cu
r
r
icu
lu
m
an
d
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er
v
es
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a
m
ea
n
s
o
f
en
s
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r
in
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th
e
p
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e
p
a
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ed
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ess
o
f
p
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p
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p
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a
r
y
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s
f
o
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en
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ag
in
g
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cr
ea
tiv
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teac
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in
g
ac
tiv
ities
.
-
T
h
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p
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iq
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tem
o
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ip
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o
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’
p
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al
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cr
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tial a
s
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as th
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I
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s
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s
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u
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a
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l
p
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s
s
a
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t
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d
,
a
d
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q
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a
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y
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f
l
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o
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l
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t
a
t
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-
T
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p
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eo
r
etica
l
a
n
d
p
r
ac
tical
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ai
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o
f
p
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im
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r
y
s
ch
o
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l
teac
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s
is
clo
s
ely
co
n
n
ec
ted
with
p
r
ac
tice
-
o
r
ien
te
d
teac
h
in
g
tec
h
n
o
lo
g
ies.
T
h
ese
f
in
d
in
g
s
ar
e
s
u
p
p
o
r
ted
b
y
r
esear
ch
f
r
o
m
o
th
er
co
u
n
tr
ies,
s
u
ch
as I
n
d
o
n
esia
[2
6
]
–
[2
8
]
.
An
an
aly
s
is
o
f
th
e
ac
tiv
ities
o
f
s
tu
d
en
ts
wh
o
m
aster
ed
t
h
ese
ac
tin
g
tech
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iq
u
es
r
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ea
led
s
ev
er
al
p
o
s
itiv
e
o
u
tco
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es.
T
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s
tu
d
en
ts
ex
h
ib
ited
s
elf
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ac
ce
p
tan
ce
,
a
s
tr
o
n
g
ten
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en
cy
to
v
iew
th
em
s
elv
es
as
b
ea
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er
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o
f
p
o
s
itiv
e,
s
o
cially
d
esira
b
le
tr
aits
,
an
d
h
eig
h
ten
e
d
s
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c
o
n
f
id
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ce
i
n
th
e
im
p
o
r
tan
ce
o
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th
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wo
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k
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e
y
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em
o
n
s
tr
ated
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h
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g
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d
e
g
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ee
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t
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etwe
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ei
r
p
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d
p
r
o
f
ess
io
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al
in
ter
ests
,
a
co
n
s
tan
t
d
r
iv
e
f
o
r
s
elf
-
im
p
r
o
v
em
en
t,
an
d
a
f
o
cu
s
ed
c
o
m
m
itm
en
t
to
c
r
ea
tiv
e
p
ed
a
g
o
g
ical
ac
tiv
ity
.
I
n
ter
m
s
o
f
life
p
r
io
r
ities
,
th
ese
s
tu
d
en
ts
f
r
eq
u
en
tly
ch
o
s
e
ac
tiv
e
en
g
ag
em
en
t,
c
r
ea
tio
n
,
p
u
b
lic
ac
ce
p
tan
ce
,
o
p
p
o
r
t
u
n
ities
f
o
r
s
elf
-
r
ea
lizatio
n
,
an
d
s
p
ir
itu
al
d
ev
elo
p
m
e
n
t
[
1
8
]
.
Ad
d
itio
n
all
y
,
th
e
y
e
x
p
r
ess
ed
a
n
ee
d
f
o
r
f
o
r
m
in
g
f
r
ie
n
d
s
h
ip
s
,
ac
h
iev
in
g
ex
ce
llen
ce
in
t
h
eir
ch
o
s
en
f
ield
s
,
b
ein
g
in
th
e
s
p
o
tlig
h
t,
an
d
en
h
an
cin
g
th
eir
o
v
e
r
all
cu
ltu
r
al
awa
r
en
ess
.
T
h
ese
o
u
tco
m
es
alig
n
with
ex
is
tin
g
r
esear
ch
th
at
u
n
d
er
s
co
r
es
th
e
v
alu
e
o
f
p
er
f
o
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m
a
n
ce
-
b
ased
tr
ain
in
g
i
n
teac
h
e
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e
d
u
ca
tio
n
.
Z
h
an
g
[2
9
]
r
e
p
o
r
ted
th
at
d
r
am
a
-
b
ased
p
ed
ag
o
g
ical
a
p
p
r
o
ac
h
es
s
ig
n
if
ican
tly
im
p
r
o
v
e
d
teac
h
er
s
’
ab
ilit
y
to
m
an
ag
e
class
r
o
o
m
d
y
n
am
ics
an
d
f
o
s
ter
ed
m
o
r
e
in
ter
ac
tiv
e
a
n
d
s
tu
d
en
t
-
ce
n
te
r
ed
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
wh
ic
h
s
u
p
p
o
r
ts
th
ese
f
in
d
in
g
s
in
th
is
s
tu
d
y
.
T
h
is
r
esear
ch
m
ak
es
a
s
ig
n
if
ican
t
p
r
ac
tical
co
n
tr
i
b
u
tio
n
b
y
p
r
o
v
i
d
in
g
e
v
id
en
ce
th
at
ac
tin
g
tec
h
n
iq
u
es
ca
n
b
e
ef
f
ec
tiv
ely
in
teg
r
ated
in
to
in
f
o
r
m
al
lear
n
in
g
en
v
ir
o
n
m
en
ts
to
en
h
a
n
ce
th
e
tr
ain
in
g
o
f
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
teac
h
er
s
[
3
0
]
,
[
3
1
]
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
aim
ed
to
ex
am
in
e
th
e
b
en
ef
its
an
d
ap
p
licatio
n
s
o
f
in
co
r
p
o
r
atin
g
ac
tin
g
tech
n
iq
u
es
in
to
th
e
tr
ain
in
g
o
f
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
teac
h
er
s
in
Kaz
ak
h
s
tan
.
T
h
e
r
esear
ch
f
in
d
in
g
s
r
ev
ea
l
th
at
s
p
ec
ialized
v
o
ca
tio
n
al
p
r
ep
a
r
atio
n
tech
n
i
q
u
es
ar
e
ess
en
tial
f
o
r
th
e
tr
ain
in
g
o
f
m
o
d
e
r
n
ed
u
ca
to
r
s
.
Actin
g
tec
h
n
iq
u
es
r
ep
r
esen
t
an
in
n
o
v
ativ
e
d
ep
ar
tu
r
e
f
r
o
m
tr
a
d
itio
n
al,
th
eo
r
y
-
h
ea
v
y
tr
ain
in
g
m
et
h
o
d
s
.
An
an
aly
s
is
o
f
th
e
ac
tiv
ities
o
f
s
tu
d
en
ts
wh
o
h
av
e
m
aster
ed
th
ese
ac
tin
g
tech
n
iq
u
es
r
ev
ea
ls
s
ev
er
al
p
o
s
itiv
e
o
u
tco
m
es:
s
elf
-
ac
ce
p
tan
ce
,
a
ten
d
e
n
cy
to
v
iew
th
em
s
elv
es
as
in
d
iv
id
u
a
ls
with
p
o
s
itiv
e,
s
o
cially
d
esira
b
le
ch
ar
ac
ter
is
tics
,
s
elf
-
co
n
f
id
en
ce
,
an
d
a
s
tr
o
n
g
b
elief
in
th
e
im
p
o
r
tan
c
e
o
f
th
eir
wo
r
k
.
Ad
d
itio
n
a
lly
,
th
ese
s
tu
d
en
ts
d
em
o
n
s
tr
ated
a
h
ig
h
d
eg
r
ee
o
f
alig
n
m
en
t
b
etwe
en
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
in
ter
ests
,
a
c
o
n
tin
u
o
u
s
d
r
iv
e
f
o
r
s
elf
-
im
p
r
o
v
em
e
n
t,
an
d
a
n
im
p
o
r
tan
t
f
o
cu
s
o
n
cr
ea
tiv
e
p
e
d
ag
o
g
ical
ac
tiv
ities
.
T
h
is
s
tu
d
y
is
n
o
t
claim
ed
to
b
e
ex
h
au
s
tiv
e.
Fu
tu
r
e
r
esear
ch
c
o
u
ld
ex
p
lo
r
e
th
e
p
o
ten
tial
f
o
r
en
h
an
cin
g
th
e
ac
tin
g
s
k
ills
o
f
teac
h
er
s
alr
ea
d
y
en
g
ag
ed
in
p
r
o
f
ess
io
n
al
ac
tiv
i
ties
,
in
v
esti
g
ate
th
is
is
s
u
e
ac
r
o
s
s
d
if
f
er
en
t
lev
els
o
f
th
e
e
d
u
ca
tio
n
s
y
s
tem
,
an
d
ex
am
in
e
th
e
im
p
ac
t
o
f
ac
tin
g
tech
n
iq
u
es
o
n
th
e
d
ev
elo
p
m
en
t
o
f
v
ar
io
u
s
asp
ec
ts
o
f
p
er
s
o
n
ality
an
d
t
h
eir
im
p
ac
t o
n
d
if
f
er
en
t a
r
ea
s
o
f
p
e
r
s
o
n
al
g
r
o
wth
.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
V
a
si
l
y
,
T.
F
l
e
t
c
h
e
r
,
D
.
G
l
e
d
d
i
e
,
a
n
d
D
.
N
í
C
h
r
ó
i
n
í
n
,
“
A
n
a
c
t
o
r
-
o
r
i
e
n
t
e
d
p
e
r
s
p
e
c
t
i
v
e
o
n
i
m
p
l
e
me
n
t
i
n
g
a
p
e
d
a
g
o
g
i
c
a
l
i
n
n
o
v
a
t
i
o
n
i
n
a
c
y
c
l
i
n
g
u
n
i
t
,
”
J
o
u
r
n
a
l
o
f
T
e
a
c
h
i
n
g
i
n
P
h
y
s
i
c
a
l
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
0
,
n
o
.
4
,
p
p
.
6
5
2
–
6
6
1
,
O
c
t
.
2
0
2
1
,
d
o
i
:
1
0
.
1
1
2
3
/
j
t
p
e
.
2
0
2
0
-
0
1
8
6
.
[
2
]
N
.
C
o
n
g
-
Le
m
,
“
V
y
g
o
t
s
k
y
’
s,
Le
o
n
t
i
e
v
’
s
a
n
d
En
g
e
st
r
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