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Acc
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Mar
1
,
202
5
In
e
d
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ly
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t
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g
;
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n
d
in
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in
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ti
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n
d
c
o
m
m
u
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ica
ti
o
n
tec
h
n
o
l
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ies
(
ICT
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a
n
d
b
le
n
d
e
d
lea
rn
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g
tec
h
n
iq
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e
s.
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st
u
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y
c
o
n
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lu
d
e
s
th
a
t
so
c
io
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e
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o
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ra
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ifi
c
a
n
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y
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a
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t
th
e
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o
f
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d
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ica
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o
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n
.
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a
d
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is,
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ted
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fe
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d
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m
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t
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:
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f
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m
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co
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m
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tech
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I
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n
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Mu
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CC B
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C
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Ap
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y
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No
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al
Hi
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Sc
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E
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Si
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Un
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k
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lk
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m
a
1.
I
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O
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I
n
th
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d
y
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am
ic
r
ea
lm
o
f
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u
ca
tio
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p
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a
g
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i
n
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v
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tan
d
s
as
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p
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ca
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s
t
f
o
r
en
h
an
cin
g
lear
n
in
g
o
u
tc
o
m
es
[
1
]
,
[
2
]
.
At
th
e
h
ea
r
t
o
f
th
is
tr
an
s
f
o
r
m
atio
n
lie
teac
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co
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ly
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u
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s
tu
d
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t
en
g
ag
em
en
t
an
d
lear
n
in
g
[
3
]
–
[
5
]
.
T
h
e
in
f
lu
en
ce
o
f
s
o
cio
d
em
o
g
r
ap
h
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r
s
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n
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in
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with
in
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u
ca
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d
o
m
ain
[
6
]
,
[
7
]
.
T
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in
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ltifa
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ted
d
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d
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s
'
in
n
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v
ativ
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p
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ac
tic
es [
8
]
–
[
1
0
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.
Mo
r
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p
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a
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with
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[
1
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p
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f
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o
ciety
[
1
2
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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1835
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4
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1
5
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[
1
6
].
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er
ien
tial le
ar
n
in
g
,
an
d
th
e
u
tili
za
tio
n
o
f
d
ig
ital e
d
u
ca
tio
n
al
to
o
ls
an
d
r
eso
u
r
ce
s
[
1
7
].
I
n
n
o
v
a
t
i
v
e
e
d
u
c
a
t
o
r
s
e
n
g
a
g
e
i
n
c
o
n
t
i
n
u
a
l
i
n
t
r
o
s
p
e
c
t
i
o
n
r
e
g
a
r
d
i
n
g
t
h
e
i
r
t
e
a
c
h
i
n
g
m
e
t
h
o
d
o
l
o
g
i
e
s
,
c
o
n
s
t
a
n
t
l
y
s
t
r
i
v
i
n
g
t
o
t
a
il
o
r
t
h
e
ir
a
p
p
r
o
a
c
h
e
s
t
o
a
c
c
o
m
m
o
d
a
t
e
d
i
v
e
r
s
e
l
ea
r
n
i
n
g
s
t
y
le
s
a
m
o
n
g
s
t
u
d
e
n
t
s
.
E
m
b
r
a
c
i
n
g
t
h
e
c
o
n
c
e
p
t
o
f
d
i
f
f
e
r
e
n
t
i
a
t
e
d
in
s
t
r
u
c
t
i
o
n
,
t
h
e
y
a
d
e
p
t
l
y
c
u
s
t
o
m
i
z
e
t
h
e
i
r
t
ea
c
h
i
n
g
t
o
s
u
i
t
i
n
d
iv
i
d
u
a
l
l
e
a
r
n
e
r
n
e
e
d
s
,
w
h
i
l
e
a
ls
o
f
o
s
te
r
i
n
g
c
o
l
l
a
b
o
r
a
ti
v
e
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
s
t
h
at
p
r
o
m
o
t
e
p
e
e
r
i
n
t
e
r
a
c
t
i
o
n
a
n
d
k
n
o
w
l
e
d
g
e
s
h
a
r
i
n
g
.
F
u
r
t
h
e
r
m
o
r
e
,
t
h
e
s
e
e
d
u
c
a
t
o
r
s
j
u
d
i
c
i
o
u
s
l
y
h
a
r
n
e
s
s
t
h
e
p
o
w
e
r
o
f
e
m
e
r
g
i
n
g
t
e
c
h
n
o
l
o
g
i
e
s
,
i
n
t
e
g
r
a
t
i
n
g
t
h
e
m
s
e
a
m
l
ess
l
y
i
n
t
o
t
h
ei
r
i
n
s
t
r
u
c
t
i
o
n
a
l
p
r
a
c
t
i
c
es
t
o
a
m
p
li
f
y
e
d
u
c
a
t
io
n
a
l
e
f
f
i
c
a
c
y
a
n
d
e
n
g
a
g
e
m
e
n
t
[
18
].
Simu
ltan
eo
u
s
ly
,
p
ed
a
g
o
g
ical
i
n
n
o
v
atio
n
ex
ten
d
s
to
th
e
ass
es
s
m
en
t stra
teg
ies em
p
lo
y
ed
b
y
ed
u
ca
to
r
s
.
Mo
v
in
g
b
e
y
o
n
d
co
n
v
en
tio
n
al
ev
alu
atio
n
m
eth
o
d
s
,
f
o
r
wa
r
d
-
th
in
k
in
g
teac
h
er
s
ar
e
d
elv
in
g
in
to
d
y
n
a
m
ic
an
d
au
th
en
tic
ap
p
r
o
ac
h
es
t
o
g
a
u
g
e
s
tu
d
en
t
co
m
p
r
eh
e
n
s
io
n
[
2
]
,
[
19
]
,
[
20
]
.
Prio
r
itizin
g
f
o
r
m
ativ
e
ass
ess
m
en
ts
,
h
an
d
s
-
o
n
p
r
o
jects,
an
d
m
et
h
o
d
o
lo
g
ies
th
at
f
o
s
ter
p
r
o
f
o
u
n
d
r
ef
lectio
n
o
v
er
r
o
te
m
em
o
r
izati
o
n
,
t
h
ese
ed
u
ca
t
o
r
s
en
d
ea
v
o
r
to
cu
ltiv
ate
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
an
d
ap
p
licatio
n
o
f
k
n
o
wled
g
e
a
m
o
n
g
th
eir
s
tu
d
en
ts
[
2
1
]
,
[
2
2
].
I
n
d
ee
d
,
t
h
e
in
teg
r
atio
n
o
f
d
ig
it
al
to
o
ls
s
tan
d
s
as
a
p
iv
o
tal
co
m
p
o
n
e
n
t
o
f
p
e
d
ag
o
g
ical
in
n
o
v
atio
n
[
2
3
]
.
E
d
u
ca
to
r
s
h
a
r
n
ess
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies
to
en
h
an
ce
lear
n
in
g
jo
u
r
n
ey
s
,
b
r
o
ad
e
n
ac
ce
s
s
to
d
iv
er
s
e
r
eso
u
r
ce
s
,
an
d
eq
u
ip
s
tu
d
en
ts
with
th
e
d
ig
ital
co
m
p
eten
cies
ess
en
tial
f
o
r
th
r
iv
in
g
in
an
e
v
er
-
ev
o
lv
i
n
g
d
ig
ital
lan
d
s
ca
p
e
[
11
]
,
[
2
4
]
.
I
n
ess
en
ce
,
teac
h
er
p
ed
a
g
o
g
ical
in
n
o
v
atio
n
em
b
o
d
ies
a
co
m
p
r
eh
e
n
s
iv
e
eth
o
s
,
r
esh
ap
in
g
ed
u
ca
tio
n
al
p
ar
a
d
ig
m
s
to
alig
n
with
co
n
tem
p
o
r
ar
y
ex
ig
e
n
cies
wh
ile
n
u
r
tu
r
in
g
s
tu
d
en
ts
'
in
tr
in
s
ic
d
r
iv
e
f
o
r
life
lo
n
g
lear
n
i
n
g
[
2
5
]
–
[
2
7
]
.
W
ith
th
is
p
er
s
p
ec
tiv
e
in
m
in
d
,
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
is
task
ed
with
n
av
ig
atin
g
to
war
d
s
th
e
co
r
r
ec
t
tr
ajec
to
r
y
,
at
an
a
p
p
r
o
p
r
iate
p
a
ce
,
to
ef
f
ec
tiv
ely
a
d
d
r
ess
th
e
d
iv
er
s
e
ch
allen
g
es
an
d
o
p
p
o
r
tu
n
ities
p
r
esen
ted
b
y
th
e
k
n
o
wled
g
e
s
o
ciety
.
C
o
n
s
eq
u
en
tly
,
we
ca
n
p
o
s
it
th
at
th
er
e
m
u
s
t
ex
is
t
a
s
y
m
b
io
tic
r
elatio
n
s
h
ip
b
etwe
en
lear
n
in
g
an
d
th
e
o
n
g
o
in
g
in
n
o
v
atio
n
o
f
ed
u
ca
to
r
s
.
I
n
th
is
r
eg
ar
d
,
it
b
ec
o
m
es
im
p
er
ativ
e
to
d
elv
e
in
to
th
e
m
y
r
iad
f
ac
t
o
r
s
in
f
lu
e
n
cin
g
tea
ch
er
s
'
ap
titu
d
e
f
o
r
in
n
o
v
ati
o
n
,
with
th
e
u
ltima
te
aim
o
f
en
h
a
n
cin
g
th
e
q
u
ality
o
f
ed
u
ca
tio
n
[
28
]
–
[3
0
].
So
cio
-
d
em
o
g
r
ap
h
ic
v
ar
iab
les
en
co
m
p
ass
a
wid
e
ar
r
a
y
o
f
p
e
r
s
o
n
al
attr
ib
u
tes,
in
clu
d
in
g
ag
e,
g
en
d
e
r
,
n
u
m
b
er
o
f
class
es
tau
g
h
t,
a
v
e
r
ag
e
class
s
ize,
lev
el
o
f
ed
u
ca
tio
n
an
d
t
y
p
e
o
f
teac
h
er
tr
ain
i
n
g
.
T
h
ese
v
ar
iab
les
h
o
ld
c
o
n
s
id
er
ab
le
s
way
o
v
er
h
o
w
ed
u
ca
to
r
s
n
av
ig
ate
p
ed
a
g
o
g
ical
in
n
o
v
atio
n
.
Fo
r
in
s
tan
c
e,
y
o
u
n
g
e
r
teac
h
er
s
m
ig
h
t
d
em
o
n
s
tr
ate
g
r
ea
ter
p
r
o
f
icien
cy
in
in
co
r
p
o
r
atin
g
tech
n
o
lo
g
y
i
n
to
th
eir
in
s
tr
u
ctio
n
al
p
r
ac
tices,
wh
er
ea
s
s
ea
s
o
n
ed
ed
u
ca
to
r
s
m
ig
h
t
lean
to
war
d
s
m
o
r
e
tr
a
d
itio
n
al
m
eth
o
d
o
l
o
g
ies
[
6
]
,
[
7
]
.
Ad
d
it
io
n
ally
,
g
en
d
er
ca
n
ex
er
t
its
in
f
lu
en
ce
o
n
teac
h
i
n
g
s
ty
les,
with
m
en
an
d
wo
m
en
o
f
ten
e
x
h
ib
itin
g
d
i
f
f
er
in
g
ap
p
r
o
ac
h
es
to
ed
u
ca
tio
n
[
21
]
,
[
3
1
].
R
e
ce
n
t
r
e
s
ea
r
ch
f
in
d
in
g
s
s
u
g
g
es
t
co
m
p
l
ex
r
e
la
tio
n
s
h
ip
s
b
et
wee
n
te
ac
h
er
s
'
s
o
c
io
-
d
e
m
o
g
r
ap
h
ic
ch
ar
a
ct
er
is
t
ic
s
an
d
th
e
ir
in
n
o
v
at
iv
e
p
ed
a
g
o
g
i
ca
l
p
r
ac
ti
ce
s
.
An
a
ly
s
e
s
r
ev
ea
l
s
ig
n
if
ic
an
t
g
en
d
er
d
if
f
er
en
ce
s
th
a
t
f
e
m
a
le
te
ac
h
er
s
t
en
d
to
u
s
e
d
ig
it
al
to
o
l
s
m
o
r
e
f
r
eq
u
en
t
ly
f
o
r
ad
m
in
is
tr
at
iv
e
ta
s
k
s
,
w
h
il
e
m
al
e
t
ea
ch
er
s
ar
e
m
o
r
e
l
ik
e
ly
to
u
s
e
th
em
f
o
r
p
r
o
f
e
s
s
io
n
al
p
u
r
p
o
s
e
s
.
P
r
o
f
e
s
s
io
n
al
e
x
p
er
ien
ce
a
l
s
o
a
p
p
ea
r
s
to
h
av
e
an
in
f
lu
en
c
e,
th
o
u
g
h
in
a
n
o
n
-
l
i
n
ea
r
f
a
s
h
io
n
.
W
h
i
le
y
o
u
n
g
e
r
tea
ch
e
r
s
ar
e
g
en
e
r
a
lly
m
o
r
e
co
m
f
o
r
tab
le
w
ith
in
f
o
r
m
at
io
n
an
d
co
m
m
u
n
ic
at
io
n
t
ec
h
n
o
lo
g
i
e
s
(
I
C
T
)
,
in
c
r
ea
s
in
g
ag
e
an
d
r
e
s
i
s
tan
ce
to
ch
an
g
e
m
ay
s
lo
w
d
o
wn
te
ch
n
o
lo
g
y
ad
o
p
t
io
n
.
Fu
r
th
er
m
o
r
e,
p
er
s
o
n
al
a
tt
itu
d
es
to
war
d
t
ec
h
n
o
lo
g
y
s
u
ch
a
s
an
in
ter
e
s
t
i
n
lea
r
n
in
g
an
d
co
n
f
id
en
c
e
in
d
i
g
it
al
s
k
i
ll
s
s
tr
o
n
g
ly
af
f
ec
t
th
e
in
t
eg
r
a
ti
o
n
o
f
I
C
T
in
to
t
ea
ch
i
n
g
p
r
a
ct
ic
e
s
.
T
h
e
s
e
f
in
d
i
n
g
s
al
ig
n
wi
th
th
e
wo
r
k
o
f
Fen
n
em
a
an
d
Fra
n
k
e
[
3
4
]
,
wh
o
n
o
t
e
th
e
ch
a
ll
en
g
e
s
o
ld
er
te
ac
h
er
s
f
a
ce
in
ac
q
u
ir
in
g
n
ew
tec
h
n
i
ca
l
s
k
il
l
s
.
S
ev
er
a
l
s
tu
d
ie
s
[
1
0
]
,
[3
2
]
,
[3
3
]
f
u
r
th
er
em
p
h
a
s
iz
e
th
e
r
o
l
e
o
f
tea
ch
er
s
'
b
e
li
ef
s
an
d
em
o
t
io
n
s
in
I
C
T
ad
o
p
ti
o
n
.
Old
er
teac
h
er
s
g
en
er
ally
ex
h
i
b
it
lo
wer
lev
els
o
f
I
C
T
ad
o
p
ti
o
n
th
an
th
eir
y
o
u
n
g
er
co
u
n
ter
p
ar
ts
[
3
4
]
.
T
h
is
d
is
p
ar
ity
m
ay
b
e
attr
ib
u
t
ed
to
f
ac
to
r
s
s
u
ch
as
a
p
r
ef
er
e
n
ce
f
o
r
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
an
d
lim
ited
o
p
p
o
r
tu
n
ities
f
o
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t.
Ho
wev
e
r
,
t
h
e
in
f
lu
en
ce
o
f
a
g
e
is
n
u
an
ce
d
an
d
ca
n
b
e
m
o
d
er
ated
b
y
v
ar
ia
b
les s
u
ch
as g
en
d
e
r
,
cl
ass
s
ize,
an
d
ed
u
ca
tio
n
al
lev
el
[
3
5
]
–
[
3
7
].
T
h
e
in
ter
s
ec
tio
n
o
f
s
o
cio
d
em
o
g
r
ap
h
ic
v
ar
iab
les with
p
ed
a
g
o
g
ical
in
n
o
v
atio
n
p
o
s
es c
r
u
cial
q
u
esti
o
n
s
:
i)
Do
ce
r
tain
d
em
o
g
r
a
p
h
ic
g
r
o
u
p
s
ex
h
ib
it
a
g
r
ea
ter
in
clin
a
tio
n
to
war
d
s
ad
o
p
tin
g
i
n
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
o
l
o
g
ies?
ii)
Ho
w
d
o
p
er
s
o
n
al
b
ac
k
g
r
o
u
n
d
s
an
d
c
u
ltu
r
al
in
f
l
u
en
ce
s
s
h
ap
e
a
teac
h
er
'
s
r
ea
d
in
ess
an
d
ab
ilit
y
t
o
in
n
o
v
ate?
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
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
8
3
4
-
1
8
4
3
1836
T
h
is
s
tu
d
y
is
d
ed
icate
d
to
p
r
o
b
in
g
th
ese
in
q
u
ir
ies,
aim
in
g
to
elu
cid
ate
th
e
n
u
an
ce
d
d
y
n
am
ics
b
etwe
en
s
o
cio
d
em
o
g
r
ap
h
ic
f
ac
to
r
s
a
n
d
v
ar
io
u
s
d
im
e
n
s
io
n
s
o
f
t
ea
ch
e
r
p
e
d
ag
o
g
ical
in
n
o
v
atio
n
.
B
y
d
elv
in
g
in
to
th
ese
co
m
p
lex
ities
,
we
asp
ir
e
t
o
o
f
f
er
d
ee
p
er
i
n
s
ig
h
ts
in
to
h
o
w
s
o
cio
d
em
o
g
r
ap
h
ic
v
a
r
iab
les
in
ter
s
ec
t
with
an
d
im
p
ac
t in
n
o
v
ativ
e
p
r
ac
tices with
in
ed
u
ca
tio
n
al
co
n
tex
ts
[
3
1
]
.
2.
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
in
clu
d
e
d
a
f
in
al
s
am
p
le
o
f
1
1
0
teac
h
er
s
f
r
o
m
th
r
ee
s
ch
o
o
ls
,
ch
o
s
en
b
ased
o
n
in
clu
s
io
n
cr
iter
ia
to
en
s
u
r
e
d
iv
er
s
e
r
ep
r
esen
tatio
n
in
ter
m
s
o
f
r
eso
u
r
c
es,
s
ch
o
o
l
cu
ltu
r
e
,
an
d
teac
h
e
r
d
em
o
g
r
ap
h
ics,
all
o
f
wh
ich
c
o
u
ld
in
f
lu
en
ce
teac
h
er
s
'
ap
p
r
o
ac
h
es
to
p
ed
ag
o
g
ic
al
in
n
o
v
atio
n
.
T
h
e
s
elec
tio
n
i
n
clu
d
ed
o
n
e
p
r
iv
ate
an
d
two
p
u
b
lic
s
ch
o
o
ls
to
ca
p
tu
r
e
v
ar
ied
e
d
u
ca
tio
n
al
s
ettin
g
s
.
Six
p
ar
ticip
an
ts
wer
e
ex
clu
d
ed
d
u
e
to
in
co
m
p
lete
r
esp
o
n
s
es.
T
h
e
s
am
p
le
was
p
r
ed
o
m
in
an
tly
f
em
a
le
(
6
5
.
4
%),
with
an
ag
e
b
etwe
en
2
5
an
d
3
4
y
ea
r
s
f
o
r
4
8
%
an
d
a
n
a
g
e
b
etwe
en
4
5
a
n
d
5
4
y
ea
r
s
f
o
r
2
1
%.
R
eg
ar
d
in
g
ed
u
ca
tio
n
,
6
3
.
4
6
%
h
el
d
a
Ma
s
ter
’
s
d
eg
r
ee
,
an
d
3
6
.
5
3
% h
el
d
a
B
ac
h
elo
r
’
s
d
eg
r
ee
.
2
.
2
.
Desig
n
T
h
e
co
m
p
r
eh
e
n
s
iv
e
d
esig
n
o
f
th
is
s
tu
d
y
,
wh
ich
ai
m
ed
to
in
v
esti
g
ate
t
h
e
in
f
lu
en
ce
o
f
s
o
cio
d
em
o
g
r
ap
h
ic
v
ar
ia
b
les
o
n
teac
h
er
s
'
p
ed
ag
o
g
ical
in
n
o
v
atio
n
,
was
co
n
d
u
cte
d
with
s
tr
ict
ad
h
er
en
ce
to
eth
ical
co
n
s
id
er
atio
n
s
u
n
d
e
r
th
e
o
v
er
s
ig
h
t
o
f
an
eth
ics
co
m
m
ittee.
Prio
r
to
co
m
m
en
cin
g
th
e
r
esear
ch
,
th
e
s
tu
d
y
p
r
o
to
c
o
l u
n
d
e
r
wen
t a
th
o
r
o
u
g
h
r
ev
iew
an
d
a
p
p
r
o
v
al
p
r
o
ce
s
s
b
y
th
e
eth
ics co
m
m
ittee,
en
s
u
r
in
g
th
e
s
tr
ict
o
b
s
er
v
an
ce
o
f
eth
ical
s
tan
d
ar
d
s
an
d
p
r
io
r
itizin
g
th
e
well
-
b
ein
g
an
d
r
i
g
h
ts
o
f
all
p
ar
ticip
an
ts
in
v
o
lv
ed
.
T
h
e
s
tu
d
y
ad
o
p
ted
a
q
u
an
titativ
e
-
m
eth
o
d
s
ap
p
r
o
ac
h
.
2
.
3
.
I
ns
t
rum
ent
T
h
e
s
tu
d
y
co
n
d
u
cted
a
q
u
an
ti
tativ
e
an
aly
s
is
u
s
in
g
p
r
ec
is
ely
d
esig
n
ed
q
u
esti
o
n
n
air
es
to
in
v
esti
g
ate
th
e
co
m
p
lex
r
elatio
n
s
h
ip
s
b
et
wee
n
s
o
cio
-
d
e
m
o
g
r
a
p
h
ic
v
ar
i
ab
les
an
d
th
e
d
y
n
a
m
ics
o
f
ed
u
ca
tio
n
al
in
n
o
v
atio
n
.
W
e
d
ev
elo
p
ed
a
q
u
esti
o
n
n
air
e.
T
h
e
c
o
n
ten
t
v
alid
ity
o
f
th
e
q
u
esti
o
n
n
air
e
was
ass
ess
ed
b
y
s
ix
ex
p
er
t
ju
d
g
es
wh
o
r
ec
eiv
ed
a
c
o
p
y
o
f
th
e
in
s
tr
u
m
en
t
an
d
,
b
ased
o
n
t
h
eir
ex
p
er
tis
e,
r
ated
ea
c
h
s
tatem
en
t
as
r
elev
an
t,
r
elev
an
t,
an
d
clea
r
.
T
h
is
q
u
esti
o
n
n
air
e
was
th
e
n
ad
m
in
is
ter
ed
to
a
lar
g
er
co
h
o
r
t
o
f
teac
h
er
s
,
with
th
e
p
r
im
a
r
y
aim
o
f
co
llectin
g
r
elev
an
t
in
f
o
r
m
atio
n
o
n
th
eir
s
o
ci
o
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
.
T
h
ese
in
clu
d
ed
a
g
e,
g
e
n
d
er
,
n
u
m
b
er
o
f
class
es
tau
g
h
t,
a
v
er
ag
e
class
s
ize,
teac
h
er
'
s
ed
u
ca
tio
n
lev
el
,
a
n
d
ty
p
e
o
f
teac
h
er
tr
ain
in
g
.
Ad
d
itio
n
ally
,
we
m
eticu
lo
u
s
l
y
ex
am
in
e
d
th
eir
cu
r
r
en
t
teac
h
in
g
m
et
h
o
d
s
to
b
etter
u
n
d
e
r
s
tan
d
th
e
c
o
r
r
elatio
n
b
etwe
en
th
ese
p
r
ac
tices
an
d
th
eir
in
d
iv
id
u
al
ch
ar
ac
ter
is
t
ics.
T
h
is
q
u
esti
o
n
n
air
e
s
er
v
ed
as
an
ess
en
tial
in
s
tr
u
m
en
t
to
im
p
r
o
v
e
o
u
r
u
n
d
er
s
tan
d
in
g
o
f
th
e
co
m
p
lex
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
s
'
s
o
cio
d
em
o
g
r
ap
h
ic
p
r
o
f
iles
an
d
t
h
eir
in
v
o
lv
em
en
t
in
in
n
o
v
ativ
e
teac
h
in
g
ap
p
r
o
a
ch
es.
2
.
4
.
P
r
o
ce
du
re
T
h
e
d
ata
c
o
llected
was
ca
r
ef
u
lly
p
r
o
ce
s
s
ed
a
n
d
a
n
aly
ze
d
u
s
in
g
R
s
tatis
tical
s
o
f
twar
e.
At
th
is
s
tag
e,
th
e
m
ain
o
b
jectiv
e
was
to
id
e
n
tify
an
y
c
o
r
r
elatio
n
s
o
r
tr
e
n
d
s
th
at
m
ig
h
t
em
er
g
e
,
in
o
r
d
er
to
s
h
ed
lig
h
t
o
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
s
'
s
o
cio
-
d
em
o
g
r
ap
h
ic
ch
ar
a
c
ter
is
tics
an
d
th
eir
in
v
o
lv
e
m
en
t
in
i
n
n
o
v
ativ
e
teac
h
in
g
p
r
ac
tices.
T
o
t
h
is
en
d
,
m
eth
o
d
s
s
u
ch
as
m
u
ltip
le
co
r
r
esp
o
n
d
en
ce
a
n
aly
s
is
(
MC
A)
an
d
h
ier
a
r
ch
ical
ascen
d
in
g
class
if
icatio
n
(
HAC)
wer
e
u
s
ed
.
T
h
ese
ap
p
r
o
ac
h
es
en
ab
led
r
elatio
n
s
h
ip
s
b
etwe
en
d
if
f
er
e
n
t
v
ar
iab
les
to
b
e
ex
p
lo
r
e
d
h
o
lis
tically
,
ex
am
in
in
g
th
e
u
n
d
er
ly
in
g
s
tr
u
ctu
r
es
o
f
th
e
d
ata
an
d
id
en
tify
in
g
s
im
ilar
ities
an
d
d
if
f
er
e
n
ce
s
b
e
twee
n
g
r
o
u
p
s
o
f
teac
h
er
s
b
ased
o
n
th
eir
s
o
cio
-
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
an
d
p
ed
ag
o
g
ical
p
r
ac
tices.
T
h
ese
an
aly
s
es
wer
e
ess
en
tial
f
o
r
u
n
d
er
s
tan
d
in
g
th
e
co
m
p
le
x
d
y
n
am
ics
b
etwe
en
th
e
v
ar
iab
les
s
tu
d
ied
,
an
d
f
o
r
g
a
in
in
g
s
ig
n
if
ican
t
in
s
ig
h
ts
in
to
th
e
f
ac
to
r
s
in
f
lu
en
ci
n
g
tea
ch
er
s
'
ad
o
p
tio
n
o
f
in
n
o
v
ativ
e
p
ed
ag
o
g
ical
p
r
ac
tices.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
T
y
po
lo
g
y
o
f
inn
o
v
a
t
iv
e
t
ea
cher
s
B
ased
o
n
th
e
n
u
m
b
er
o
f
cla
s
s
es
tau
g
h
t,
av
er
ag
e
class
s
iz
e,
teac
h
er
s
'
lev
el
o
f
ed
u
ca
tio
n
,
ty
p
e
o
f
teac
h
er
tr
ain
in
g
a
n
d
r
esp
o
n
d
e
n
ts
'
s
o
cio
-
d
em
o
g
r
ap
h
ic
v
a
r
iab
les,
a
ty
p
o
lo
g
y
o
f
in
n
o
v
ativ
e
t
ea
ch
in
g
m
eth
o
d
s
is
d
ev
elo
p
e
d
.
MCA
o
n
th
ese
v
a
r
iab
les
en
ab
led
u
s
to
cr
ea
te
a
s
ca
tter
d
iag
r
a
m
o
f
in
d
iv
id
u
a
ls
o
n
two
f
ac
to
r
ial
ax
es
,
as
s
h
o
wn
in
Fig
u
r
e
1.
T
wo
th
ir
d
s
o
f
th
e
to
tal
in
er
ti
a
ca
n
b
e
ex
p
lain
ed
b
y
th
is
r
ep
r
esen
tatio
n
.
T
h
is
in
d
icate
s
th
at
d
esig
n
ac
co
u
n
ts
f
o
r
2
5
.
3
2
%
o
f
th
e
o
v
er
all
v
a
r
i
ab
ilit
y
o
f
p
e
o
p
le
(
o
r
v
a
r
iab
les)
in
th
e
clo
u
d
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
th
e
fa
ct
o
r
s
in
flu
en
cin
g
in
n
o
va
tive
tea
ch
i
n
g
p
r
a
ctic
es in
Mo
r
o
cc
a
n
p
r
ima
r
y
…
(
K
a
r
im
Lka
mel
)
1837
T
h
e
C
h
i
-
s
q
u
ar
e
d
is
tan
ce
b
etwe
en
v
ar
io
u
s
v
ar
iab
le
ca
teg
o
r
ies
an
d
r
esp
o
n
d
e
n
ts
is
u
s
ed
to
f
in
d
ass
o
ciatio
n
s
b
etwe
en
v
ar
iab
les.
T
o
v
is
u
alize
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
iab
les,
d
ata
is
p
lo
tted
as
p
o
in
ts
in
E
u
clid
ea
n
s
p
ac
e.
1
8
0
d
eg
r
e
es
ap
ar
t
v
ar
iab
les
h
a
v
e
a
n
eg
ativ
e
ass
o
ciatio
n
,
o
r
th
o
g
o
n
al
v
ar
ia
b
les
ar
e
in
d
ep
en
d
en
t,
an
d
v
ar
ia
b
les
n
ea
r
to
ea
ch
o
th
er
o
n
th
e
g
r
a
p
h
'
s
p
er
ip
h
er
y
h
av
e
a
p
o
s
itiv
e
ass
o
ciatio
n
.
T
h
e
s
tr
o
n
g
er
th
e
c
o
r
r
elatio
n
b
etwe
en
th
e
v
ar
ia
b
les,
th
e
clo
s
er
we
ap
p
r
o
ac
h
th
e
p
er
ip
h
e
r
y
.
T
h
e
v
ar
iab
les
th
at
co
n
tr
ib
u
te
m
o
s
t
to
th
e
co
n
s
tr
u
ctio
n
o
f
th
e
f
ir
s
t
d
im
en
s
io
n
ar
e
av
er
ag
e
class
s
ize,
n
u
m
b
er
o
f
class
es,
an
d
teac
h
e
r
u
n
iv
e
r
s
ity
d
eg
r
ee
,
wh
ile
th
e
v
ar
iab
les
th
at
co
n
tr
i
b
u
te
m
o
s
t
to
th
e
co
n
s
tr
u
ctio
n
o
f
th
e
s
ec
o
n
d
d
im
e
n
s
io
n
ar
e
a
v
er
ag
e
class
s
ize
an
d
ty
p
e
o
f
teac
h
er
tr
ain
in
g
(
Fig
u
r
e
1
)
.
T
h
ese
ar
e
th
e
s
q
u
ar
e
co
r
r
elatio
n
r
atio
s
o
f
t
h
e
v
ar
iab
les
o
n
t
h
e
two
d
im
e
n
s
io
n
s
.
A
th
o
r
o
u
g
h
d
ep
ictio
n
o
f
th
e
ca
te
g
o
r
ies
is
n
ec
ess
ar
y
f
o
r
a
d
ee
p
er
c
o
m
p
r
e
h
en
s
io
n
o
f
th
ese
r
elatio
n
s
h
ip
s
,
as
s
ee
n
in
Fig
u
r
e
2
.
T
h
e
ty
p
o
lo
g
y
o
f
teac
h
e
r
s
wh
o
em
p
lo
y
in
n
o
v
ativ
e
m
eth
o
d
s
is
d
er
iv
ed
f
r
o
m
a
co
m
p
r
eh
en
s
i
v
e
an
aly
s
is
o
f
all
s
o
cio
-
d
e
m
o
g
r
ap
h
ic
v
a
r
iab
les,
in
clu
d
in
g
ty
p
e
o
f
tr
ain
in
g
.
Utilizin
g
MCA
o
n
t
h
ese
v
ar
iab
les,
we
g
en
er
ated
a
s
ca
tter
p
lo
t
o
f
in
d
iv
id
u
als
ac
r
o
s
s
two
f
ac
to
r
ial
ax
es
(
Fig
u
r
e
2
)
.
T
h
is
g
r
ap
h
ical
r
ep
r
esen
tatio
n
ac
co
u
n
ted
f
o
r
2
5
.
3
2
%
o
f
th
e
o
v
er
all
in
er
tia,
in
d
icatin
g
th
at
2
5
.
3
2
%
o
f
th
e
to
tal
v
ar
ia
b
ilit
y
am
o
n
g
in
d
iv
id
u
als
(
o
r
v
a
r
iab
les)
in
th
e
d
ataset
is
ex
p
lain
ed
b
y
th
e
d
esig
n
.
Ass
o
ciatio
n
s
b
etwe
en
v
ar
iab
le
s
ar
e
id
en
tifie
d
b
y
co
m
p
u
tin
g
th
e
C
h
i
-
s
q
u
ar
e
d
is
tan
ce
b
etwe
en
v
ar
io
u
s
ca
teg
o
r
ies
o
f
v
a
r
iab
les
an
d
r
es
p
o
n
d
e
n
ts
.
T
h
ese
d
ata
p
o
i
n
ts
ar
e
th
en
p
lo
tted
i
n
E
u
clid
ea
n
s
p
ac
e
to
v
is
u
alize
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
iab
le
s
.
Var
iab
les
lo
ca
ted
clo
s
e
to
g
e
th
er
to
war
d
s
th
e
p
er
ip
h
er
y
o
f
th
e
g
r
a
p
h
d
en
o
te
a
p
o
s
itiv
e
ass
o
ciatio
n
,
wh
ile
o
r
t
h
o
g
o
n
al
v
a
r
iab
les
in
d
icate
in
d
ep
en
d
en
ce
.
C
o
n
v
er
s
ely
,
v
ar
ia
b
les
p
o
s
itio
n
ed
1
8
0
d
eg
r
ee
s
ap
ar
t
s
u
g
g
est
a
n
eg
a
tiv
e
ass
o
ciatio
n
.
As
v
ar
iab
les
ap
p
r
o
ac
h
th
e
p
e
r
ip
h
er
y
,
th
e
s
tr
en
g
th
o
f
th
eir
ass
o
ciatio
n
in
cr
ea
s
es.
T
h
e
MCA
g
r
ap
h
h
ig
h
lig
h
te
d
s
im
ilar
g
r
o
u
p
s
o
f
r
esp
o
n
s
e
ca
te
g
o
r
ies
an
d
in
v
e
r
s
e
ass
o
ciatio
n
s
b
etwe
en
ce
r
tain
v
ar
iab
les,
r
ef
lectin
g
s
u
b
tle
d
y
n
a
m
ics with
in
th
e
s
am
p
le.
Fig
u
r
e
1
.
Ma
p
o
f
ca
te
g
o
r
ical
v
ar
iab
les
Fig
u
r
e
2
.
Vis
u
aliza
tio
n
o
f
MCA
3
.
1
.
1
.
Dim
ens
io
n 1
a
.
G
r
o
up
1
I
n
th
is
g
r
o
u
p
,
teac
h
er
s
ar
e
m
ai
n
ly
ass
o
ciate
d
with
cla
s
s
e
s
o
f
o
v
er
4
0
p
u
p
ils
,
an
d
th
e
m
ajo
r
i
ty
h
av
e
n
o
f
o
r
m
al
tr
ain
i
n
g
.
Me
n
d
o
m
in
at
e
n
u
m
er
ically
,
an
d
m
o
s
t
h
o
ld
a
Ma
s
ter
's
d
eg
r
ee
.
Ho
wev
er
,
f
em
ale
teac
h
er
s
ar
e
u
n
d
er
-
r
ep
r
esen
ted
,
as
ar
e
h
o
l
d
er
s
o
f
B
ac
h
elo
r
'
s
d
eg
r
ee
s
.
Me
d
iu
m
-
s
ized
class
es,
with
an
av
er
a
g
e
n
u
m
b
er
o
f
p
u
p
ils
b
etwe
en
3
5
an
d
4
0
,
a
r
e
less
co
m
m
o
n
,
as
is
teac
h
e
r
p
ar
ticip
atio
n
in
tr
ain
in
g
wo
r
k
s
h
o
p
s
an
d
s
elf
-
s
tu
d
y
.
A
m
in
o
r
ity
o
f
teac
h
er
s
h
a
v
e
o
n
ly
two
class
es,
an
d
class
es
w
ith
an
av
er
ag
e
n
u
m
b
er
o
f
p
u
p
i
ls
b
etwe
en
2
5
an
d
3
0
,
as we
ll a
s
b
etwe
en
2
0
an
d
2
5
,
ar
e
r
ar
e
in
t
h
is
g
r
o
u
p
.
b
.
G
r
o
up
2
T
h
e
m
a
i
n
c
h
a
r
a
ct
e
r
is
t
ic
s
o
f
t
h
is
g
r
o
u
p
o
f
t
e
a
c
h
e
r
s
a
r
e
t
h
e
i
r
a
v
e
r
a
g
e
c
l
as
s
s
i
z
e
,
w
i
t
h
a
n
a
v
e
r
ag
e
n
u
m
b
e
r
o
f
p
u
p
i
l
s
b
et
w
e
e
n
3
5
a
n
d
4
0
,
a
n
d
t
h
e
i
r
w
i
d
es
p
r
e
a
d
u
s
e
o
f
t
e
a
c
h
i
n
g
m
e
t
h
o
d
s
i
n
c
o
r
p
o
r
a
t
in
g
I
C
T
.
T
h
e
y
a
r
e
p
r
e
d
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m
i
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a
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t
l
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n
g
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g
e
d
b
e
t
w
e
e
n
2
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n
d
2
4
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a
n
d
g
e
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e
r
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l
l
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h
o
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d
a
M
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e
.
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n
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d
d
i
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o
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h
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e
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c
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v
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p
a
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i
p
ate
i
n
t
r
a
i
n
i
n
g
w
o
r
k
s
h
o
p
s
f
o
r
t
h
e
i
r
p
r
o
f
es
s
i
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t
.
O
n
t
h
e
o
t
h
e
r
h
a
n
d
,
t
h
e
y
a
r
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B
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d
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l
e
s
s
c
o
m
m
o
n
in
t
h
i
s
g
r
o
u
p
.
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
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
8
3
4
-
1
8
4
3
1838
c.
G
r
o
up
3
I
n
t
h
is
g
r
o
u
p
,
te
ac
h
e
r
s
m
a
in
ly
h
av
e
c
h
a
r
a
cte
r
is
t
ics
s
u
ch
as
a
B
a
ch
el
o
r
'
s
d
eg
r
e
e,
o
f
te
n
tea
c
h
i
n
m
e
d
i
u
m
-
s
i
ze
d
cl
ass
es
wi
th
a
n
a
v
e
r
a
g
e
n
u
m
b
e
r
o
f
p
u
p
i
ls
b
et
we
en
2
5
an
d
3
0
,
a
n
d
ar
e
p
r
e
d
o
m
i
n
a
n
t
ly
ag
ed
b
et
we
en
3
5
a
n
d
4
4
,
w
it
h
a
p
r
ed
o
m
i
n
a
n
c
e
o
f
w
o
m
e
n
.
W
h
at
i
s
m
o
r
e
,
m
a
n
y
o
f
th
em
h
a
v
e
e
x
a
ctl
y
tw
o
class
es,
an
d
f
r
eq
u
en
tl
y
u
s
e
ac
ti
v
e
t
ea
c
h
i
n
g
m
e
th
o
d
s
o
r
av
o
i
d
i
n
n
o
v
at
io
n
i
n
t
h
ei
r
p
e
d
a
g
o
g
ic
al
a
p
p
r
o
ac
h
es
.
On
th
e
o
th
e
r
h
a
n
d
,
t
ea
c
h
er
s
wi
th
a
M
aste
r
'
s
d
e
g
r
ee
a
r
e
less
f
r
eq
u
en
tl
y
o
b
s
er
v
e
d
,
t
h
e
u
s
e
o
f
p
e
d
a
g
o
g
ic
al
m
et
h
o
d
s
i
n
v
o
l
v
i
n
g
I
C
T
,
t
h
e
p
r
ese
n
ce
o
f
m
ale
t
ea
ch
er
s
,
as
wel
l
as
la
r
g
er
o
r
s
m
alle
r
cl
ass
s
izes
,
a
n
d
d
i
f
f
e
r
e
n
t
n
u
m
b
e
r
s
o
f
cl
ass
es
,
n
o
ta
b
l
y
t
h
r
ee
o
r
f
iv
e.
I
n
a
d
d
it
i
o
n
,
y
o
u
n
g
er
t
ea
ch
er
s
,
a
g
e
d
b
et
wee
n
2
5
a
n
d
3
4
,
a
r
e
less
r
e
p
r
e
s
en
t
e
d
i
n
t
h
is
g
r
o
u
p
.
3
.
1
.
2
.
Dim
ens
io
n 2
a
.
G
r
o
u
p
1
T
e
a
c
h
e
r
s
i
n
t
h
is
g
r
o
u
p
a
r
e
m
a
i
n
l
y
c
h
a
r
a
c
t
e
r
i
z
e
d
b
y
t
h
e
i
r
t
e
ac
h
i
n
g
i
n
m
e
d
i
u
m
-
s
i
z
e
d
c
l
as
s
es
,
w
i
t
h
an
a
v
e
r
a
g
e
n
u
m
b
e
r
o
f
p
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J E
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&
R
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N:
2252
-
8
8
2
2
E
xp
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fa
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Mo
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(
K
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mel
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1839
Fig
u
r
e
3
.
HAC
3
.
2
.
1
.
Cla
s
s
1
:
n
on
-
inn
o
v
a
t
iv
e
t
ea
cher
s
T
h
is
g
r
o
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p
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al
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o
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ical
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o
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t d
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en
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ag
em
en
t.
T
h
e
k
ey
ch
a
r
ac
ter
is
tics
in
clu
d
e:
−
T
r
ad
itio
n
al
u
s
e
o
f
p
e
d
ag
o
g
y
:
th
e
m
ajo
r
ity
o
f
teac
h
e
r
s
in
th
i
s
class
p
r
ef
er
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
to
in
n
o
v
ativ
e
a
p
p
r
o
ac
h
es.
−
C
las
s
s
ize:
cla
s
s
es a
r
e
g
en
er
ally
o
f
m
e
d
iu
m
s
ize,
ty
p
ically
b
e
twee
n
2
0
an
d
2
5
s
tu
d
en
ts
.
−
Ag
e
r
an
g
e:
th
e
av
er
ag
e
ag
e
o
f
th
e
teac
h
er
s
in
th
is
cla
s
s
is
b
etwe
en
4
5
an
d
5
4
,
wh
ich
m
a
y
s
u
g
g
est a
ce
r
tain
r
esis
tan
ce
to
ch
an
g
e
o
r
a
p
r
ef
e
r
en
ce
f
o
r
tr
ied
-
a
n
d
-
test
ed
m
et
h
o
d
s
.
−
Un
iv
er
s
ity
d
eg
r
ee
: m
o
s
t te
ac
h
er
s
h
av
e
a
b
ac
h
elo
r
'
s
d
eg
r
ee
,
wh
ich
ca
n
in
f
l
u
en
ce
th
eir
teac
h
in
g
ap
p
r
o
ac
h
.
−
Par
ticip
atio
n
in
tr
ain
in
g
wo
r
k
s
h
o
p
s
:
alth
o
u
g
h
a
s
ig
n
if
ica
n
t
p
r
o
p
o
r
tio
n
o
f
th
ese
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h
er
s
atten
d
tr
ain
in
g
wo
r
k
s
h
o
p
s
,
th
is
d
o
es
n
o
t
n
ec
ess
ar
ily
tr
an
s
late
in
to
th
e
ad
o
p
tio
n
o
f
in
n
o
v
ativ
e
m
eth
o
d
s
i
n
th
eir
teac
h
in
g
p
r
ac
tices.
−
Nu
m
b
er
o
f
class
es:
in
g
en
er
al,
th
ese
teac
h
er
s
h
av
e
a
s
m
all
n
u
m
b
er
o
f
class
es,
m
ain
ly
two
,
wh
ich
m
ay
g
iv
e
th
em
f
ewe
r
o
p
p
o
r
tu
n
ities
to
ex
p
er
im
e
n
t w
ith
n
ew
m
eth
o
d
s
o
r
tech
n
o
lo
g
ies.
3
.
2
.
2
.
Cla
s
s
2
:
a
ct
iv
e
t
ea
cher
s
T
h
ese
ed
u
ca
to
r
s
d
e
m
o
n
s
tr
ate
a
p
r
o
g
r
ess
iv
e
ap
p
r
o
ac
h
b
y
im
p
lem
en
tin
g
in
te
r
ac
tiv
e,
s
tu
d
e
n
t
-
f
o
cu
s
ed
teac
h
in
g
s
tr
ateg
ies.
T
h
ey
ac
tiv
ely
s
ee
k
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
o
p
p
o
r
tu
n
ities
to
en
h
an
ce
th
eir
in
s
tr
u
ctio
n
al
tech
n
iq
u
es.
T
h
e
d
is
tin
ctiv
e
tr
a
its
in
clu
d
e:
−
C
las
s
s
ize
:
clas
s
es
in
th
is
c
la
s
s
ar
e
s
lig
h
tly
lar
g
er
,
g
en
er
al
ly
b
etwe
en
2
5
an
d
3
0
s
tu
d
en
ts
,
wh
ich
m
ay
r
eq
u
ir
e
m
o
r
e
d
y
n
am
ic
teac
h
in
g
ap
p
r
o
ac
h
es.
−
Ped
ag
o
g
ical
m
eth
o
d
s
:
th
e
te
ac
h
er
s
in
th
is
class
p
r
ef
er
p
ed
ag
o
g
ical
m
eth
o
d
s
ce
n
ter
ed
ar
o
u
n
d
ac
tiv
e
teac
h
in
g
a
n
d
lea
r
n
in
g
g
am
es.
T
h
ese
m
eth
o
d
s
lik
ely
e
n
tail
i
n
cr
ea
s
ed
en
g
ag
em
e
n
t
an
d
d
ir
ec
t
p
ar
ticip
atio
n
o
f
s
tu
d
en
ts
in
th
e
lea
r
n
in
g
p
r
o
ce
s
s
.
−
Gen
d
er
:
th
e
r
e
is
a
h
ig
h
p
r
o
p
o
r
tio
n
o
f
f
em
ale
teac
h
er
s
in
th
is
class
,
wh
ich
ca
n
in
f
lu
e
n
ce
p
ed
a
g
o
g
ical
ch
o
ices a
n
d
class
d
y
n
am
ics.
−
Par
ticip
atio
n
tr
ain
in
g
:
teac
h
er
s
in
th
is
cla
s
s
ar
e
m
o
r
e
lik
ely
t
o
p
ar
ticip
ate
in
s
elf
-
lear
n
in
g
p
r
o
g
r
am
s
,
wh
ich
m
ay
in
d
icate
a
c
o
m
m
itm
en
t to
o
n
g
o
i
n
g
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t.
−
Ag
e
r
an
g
e:
p
a
r
ticip
an
ts
in
th
is
class
ar
e
g
e
n
er
ally
b
etwe
en
3
5
an
d
4
4
y
ea
r
s
o
l
d
,
wh
ic
h
m
a
y
co
r
r
esp
o
n
d
to
a
p
er
io
d
w
h
en
teac
h
e
r
s
ar
e
m
o
r
e
o
p
en
to
ex
p
er
im
en
tatio
n
an
d
th
e
ad
o
p
tio
n
o
f
n
ew
teac
h
in
g
m
eth
o
d
s
.
3
.
2
.
3
.
Cla
s
s
3
:
u
ntr
a
ined t
ea
cher
s
T
h
is
g
r
o
u
p
c
o
n
s
is
ts
o
f
ed
u
ca
to
r
s
wh
o
e
n
ter
th
e
teac
h
in
g
p
r
o
f
ess
io
n
with
o
u
t
f
o
r
m
al
p
e
d
ag
o
g
ical
tr
ain
in
g
,
r
esu
ltin
g
in
u
n
iq
u
e
c
lass
r
o
o
m
ch
allen
g
es
an
d
a
d
ap
tatio
n
s
.
T
h
eir
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es
ar
e
o
f
te
n
s
h
ap
ed
b
y
p
r
ac
tical
ex
p
er
ien
c
e
r
ath
er
th
an
th
eo
r
etica
l
f
o
u
n
d
atio
n
s
,
lead
in
g
to
h
ig
h
ly
in
d
i
v
id
u
alize
d
teac
h
in
g
s
ty
les.
T
h
e
co
m
b
in
atio
n
o
f
lar
g
e
class
s
izes,
h
ea
v
y
teac
h
in
g
lo
ad
s
,
an
d
lack
o
f
f
o
r
m
al
tr
ain
in
g
cr
ea
tes
d
is
tin
ct
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
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
8
3
4
-
1
8
4
3
1840
p
r
ess
u
r
es
th
at
in
f
lu
en
ce
th
eir
class
r
o
o
m
m
an
ag
em
en
t
an
d
s
tu
d
en
t
en
g
ag
e
m
en
t
s
tr
ateg
ies.
T
h
e
k
ey
ch
ar
ac
ter
is
tics
in
clu
d
e:
−
Fo
r
m
al
tr
ain
in
g
:
teac
h
er
s
in
th
is
clas
s
g
en
er
ally
lack
f
o
r
m
al
tr
ain
in
g
in
ed
u
ca
tio
n
o
r
p
e
d
ag
o
g
y
,
wh
ich
ca
n
in
f
lu
en
ce
th
eir
teac
h
in
g
m
eth
o
d
s
.
−
L
ar
g
er
class
s
ize:
class
es
in
th
is
class
ar
e
lar
g
er
,
a
v
er
ag
in
g
4
0
o
r
m
o
r
e
s
tu
d
e
n
ts
,
wh
ich
c
an
p
o
s
e
u
n
i
q
u
e
ch
allen
g
es in
ter
m
s
o
f
class
r
o
o
m
m
an
a
g
em
en
t a
n
d
in
d
i
v
id
u
alize
d
atten
tio
n
.
−
Ma
le
d
o
m
in
an
ce
:
th
is
class
is
p
r
ed
o
m
in
a
n
tly
m
ale,
wh
ich
ca
n
in
f
l
u
en
ce
class
d
y
n
a
m
ics
an
d
teac
h
er
-
s
tu
d
en
t in
ter
ac
tio
n
s
.
−
Ped
ag
o
g
ical
m
eth
o
d
s
:
th
e
te
ac
h
er
s
in
th
is
class
p
r
ef
er
in
d
iv
id
u
alize
d
teac
h
in
g
m
eth
o
d
s
,
wh
ich
m
ay
in
v
o
lv
e
a
d
ap
tin
g
teac
h
in
g
to
th
e
in
d
iv
id
u
al
n
ee
d
s
an
d
ab
ilit
i
es o
f
th
e
s
tu
d
en
ts
.
−
Nu
m
b
er
o
f
class
es
u
n
d
er
l
o
ad
:
th
er
e
is
a
s
ig
n
if
ican
t
lo
ad
o
n
co
u
r
s
es
with
f
o
u
r
o
r
f
iv
e
clas
s
es,
wh
ich
m
ay
r
eq
u
ir
e
d
if
f
er
en
t te
ac
h
in
g
s
tr
at
eg
ies to
m
an
ag
e
a
la
r
g
er
n
u
m
b
er
o
f
s
tu
d
e
n
ts
o
v
er
a
l
o
n
g
e
r
p
e
r
io
d
o
f
tim
e.
3
.
2
.
4
.
Cla
s
s
4
:
i
nn
o
v
a
t
iv
e
t
ea
cher
s
T
h
is
g
r
o
u
p
r
e
p
r
esen
ts
th
e
m
o
s
t
tech
n
o
lo
g
ically
ad
e
p
t
an
d
p
ed
a
g
o
g
ically
p
r
o
g
r
ess
iv
e
ed
u
ca
to
r
s
,
ch
ar
ac
ter
ized
b
y
th
eir
s
tr
o
n
g
i
n
teg
r
atio
n
o
f
d
ig
ital
to
o
ls
an
d
m
o
d
er
n
teac
h
in
g
m
eth
o
d
o
lo
g
i
es.
As
ea
r
ly
-
ca
r
ee
r
p
r
o
f
ess
io
n
als
with
ad
v
an
ce
d
ac
ad
em
ic
q
u
alif
icatio
n
s
,
th
ey
d
em
o
n
s
tr
ate
ex
ce
p
tio
n
al
ad
ap
tab
ilit
y
to
ed
u
ca
tio
n
al
in
n
o
v
atio
n
s
an
d
s
tu
d
en
t
-
ce
n
ter
ed
a
p
p
r
o
ac
h
e
s
.
T
h
eir
ac
tiv
e
p
ar
ticip
atio
n
in
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t p
r
o
g
r
am
s
an
d
co
m
f
o
r
t w
ith
lar
g
e
r
class
s
izes h
i
g
h
lig
h
t th
eir
a
b
ilit
y
to
b
alan
ce
q
u
ality
in
s
tr
u
ctio
n
with
tech
n
o
lo
g
ical
in
te
g
r
atio
n
.
T
h
e
k
ey
ch
ar
ac
ter
is
tics
in
clu
d
e:
−
C
las
s
s
ize:
c
lass
e
s
in
th
is
cla
s
s
ar
e
s
lig
h
tly
lar
g
er
,
m
ain
ly
b
etwe
en
3
5
an
d
4
0
s
tu
d
en
ts
,
w
h
ich
m
ay
r
e
q
u
ir
e
ad
ap
ted
teac
h
in
g
ap
p
r
o
ac
h
es.
−
Yo
u
n
g
er
teac
h
er
s
:
teac
h
er
s
i
n
th
is
class
ten
d
to
b
e
y
o
u
n
g
er
,
a
g
ed
b
etwe
en
2
0
an
d
2
4
,
wh
ich
m
ay
b
e
ass
o
ciate
d
with
g
r
ea
ter
o
p
e
n
n
ess
to
n
ew
teac
h
in
g
m
eth
o
d
s
a
n
d
tech
n
o
lo
g
ies.
−
Ma
s
ter
's
d
eg
r
ee
:
m
a
n
y
teac
h
er
s
in
th
is
class
h
o
l
d
a
Ma
s
ter
'
s
d
eg
r
ee
,
wh
ich
m
ay
in
d
icate
a
h
ig
h
er
lev
el
o
f
ed
u
ca
tio
n
a
n
d
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
ad
v
an
ce
d
p
ed
a
g
o
g
ic
al
co
n
ce
p
ts
.
−
Use
o
f
I
C
T
an
d
b
len
d
ed
o
n
li
n
e
lear
n
in
g
:
p
e
d
ag
o
g
ical
m
et
h
o
d
s
s
u
ch
as
I
C
T
an
d
b
len
d
e
d
o
n
lin
e
lear
n
in
g
ar
e
co
m
m
o
n
ly
u
s
ed
in
th
is
class
,
r
ef
lectin
g
a
m
o
d
e
r
n
ap
p
r
o
a
ch
to
teac
h
in
g
.
−
Par
ticip
atio
n
in
m
en
to
r
in
g
p
r
o
g
r
am
s
an
d
tr
ain
in
g
wo
r
k
s
h
o
p
s
:
teac
h
er
s
in
th
is
class
ac
tiv
ely
p
ar
ticip
ate
in
m
en
to
r
in
g
p
r
o
g
r
am
s
an
d
tr
ai
n
in
g
wo
r
k
s
h
o
p
s
,
d
e
m
o
n
s
tr
ati
n
g
th
eir
c
o
m
m
itm
en
t
to
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t a
n
d
th
e
en
h
an
ce
m
en
t o
f
th
ei
r
teac
h
in
g
s
k
ills
.
−
Nu
m
b
er
o
f
class
es
in
ch
ar
g
e:
th
e
n
u
m
b
er
o
f
class
es
is
ev
en
ly
d
is
tr
ib
u
ted
b
etwe
en
th
r
ee
a
n
d
f
iv
e
class
es,
en
ab
lin
g
teac
h
e
r
s
to
b
en
e
f
it f
r
o
m
a
v
ar
iety
o
f
e
x
p
er
ien
c
es a
n
d
p
er
s
p
ec
tiv
es.
3
.
3
.
Dis
cus
s
io
n
T
h
is
s
tu
d
y
aim
e
d
to
ex
p
lo
r
e
h
o
w
s
o
cio
d
em
o
g
r
ap
h
ic
f
a
cto
r
s
in
f
lu
en
ce
teac
h
er
s
’
ad
o
p
tio
n
o
f
in
n
o
v
ativ
e
teac
h
in
g
p
r
ac
tices.
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
s
o
cio
d
em
o
g
r
ap
h
ic
v
ar
ia
b
les,
s
u
ch
as
ag
e,
g
en
d
er
,
ed
u
ca
tio
n
lev
el,
an
d
p
r
io
r
tr
ai
n
in
g
,
s
ig
n
if
ica
n
tly
s
h
ap
e
h
o
w
teac
h
er
s
en
g
ag
e
with
in
n
o
v
ati
v
e
p
ed
a
g
o
g
ies.
T
h
e
id
en
tific
atio
n
o
f
f
o
u
r
d
is
tin
ct
teac
h
er
p
r
o
f
iles
:
n
o
n
-
in
n
o
v
at
iv
e
teac
h
er
s
,
ac
tiv
e
teac
h
er
s
,
u
n
tr
ain
ed
teac
h
er
s
an
d
in
n
o
v
ativ
e
teac
h
er
s
,
p
r
o
v
id
es
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
d
iv
er
s
ity
o
f
teac
h
in
g
ap
p
r
o
ac
h
es
an
d
h
ig
h
lig
h
ts
th
e
ch
allen
g
es a
n
d
o
p
p
o
r
tu
n
ities
f
o
r
f
o
s
ter
in
g
in
n
o
v
atio
n
wit
h
in
th
e
ed
u
ca
tio
n
s
y
s
tem
.
T
h
e
r
esu
lts
alig
n
with
ex
is
tin
g
liter
atu
r
e
s
u
g
g
esti
n
g
th
at
teac
h
er
s
with
h
ig
h
er
lev
els
o
f
e
d
u
ca
tio
n
an
d
tr
ain
in
g
ar
e
m
o
r
e
lik
ely
t
o
ad
o
p
t a
n
d
im
p
lem
e
n
t in
n
o
v
ativ
e
p
r
ac
tices [
38
]
.
Yo
u
n
g
er
teac
h
er
s
,
in
p
ar
ticu
lar
,
ar
e
m
o
r
e
in
cli
n
ed
t
o
in
teg
r
ate
I
C
T
an
d
b
len
d
ed
lear
n
i
n
g
,
wh
ich
s
u
p
p
o
r
t
th
e
r
esu
lts
o
f
p
r
ev
io
u
s
s
tu
d
ies,
t
h
at
y
o
u
n
g
er
,
tech
-
s
av
v
y
teac
h
er
s
ten
d
to
em
b
r
ac
e
m
o
d
er
n
teac
h
i
n
g
to
o
ls
[
39
]
,
[
4
0
]
.
C
o
n
v
er
s
ely
,
o
ld
er
teac
h
er
s
o
r
th
o
s
e
with
less
f
o
r
m
al
tr
ai
n
in
g
o
f
ten
r
em
ain
m
o
r
e
r
esis
tan
t
to
in
n
o
v
atio
n
,
r
ely
in
g
o
n
tr
a
d
itio
n
al
m
eth
o
d
s
.
T
h
is
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
tar
g
eted
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
s
d
esig
n
ed
to
a
d
d
r
ess
th
e
s
p
ec
if
ic
n
ee
d
s
o
f
th
ese
teac
h
e
r
s
,
as th
ey
m
ay
r
e
q
u
ir
e
a
d
d
itio
n
al
s
u
p
p
o
r
t to
o
v
er
co
m
e
b
ar
r
ier
s
to
in
n
o
v
atio
n
.
Gen
d
er
also
p
la
y
s
a
r
o
le
i
n
te
ac
h
er
s
’
ad
o
p
tio
n
o
f
ac
tiv
e
lea
r
n
in
g
s
tr
ateg
ies.
Ou
r
f
in
d
in
g
s
th
at
f
em
ale
teac
h
er
s
ar
e
m
o
r
e
lik
ely
to
en
g
ag
e
in
ac
tiv
e
lear
n
in
g
p
r
ac
ti
ce
s
s
u
g
g
esti
n
g
th
at
f
em
ale
teac
h
er
s
m
ay
b
e
m
o
r
e
o
p
en
to
e
n
g
ag
i
n
g
s
tu
d
en
ts
th
r
o
u
g
h
i
n
ter
ac
tiv
e
an
d
s
tu
d
en
t
-
ce
n
ter
ed
m
eth
o
d
s
.
Ho
wev
er
,
th
is
tr
en
d
m
ay
als
o
r
ef
lect
b
r
o
ad
e
r
s
o
cieta
l
ex
p
ec
t
atio
n
s
o
r
cu
ltu
r
al
f
ac
to
r
s
,
wh
ich
s
h
o
u
ld
b
e
e
x
p
lo
r
ed
in
f
u
tu
r
e
r
esear
ch
to
b
etter
u
n
d
er
s
tan
d
t
h
e
g
e
n
d
er
d
y
n
am
i
cs a
t p
lay
in
ed
u
ca
tio
n
al
in
n
o
v
atio
n
.
T
h
e
s
tu
d
y
also
u
n
d
er
s
co
r
es
t
h
e
s
ig
n
if
ican
ce
o
f
p
r
io
r
t
r
ain
in
g
,
p
ar
ticu
lar
l
y
in
ter
m
s
o
f
p
r
o
v
id
i
n
g
teac
h
er
s
with
th
e
to
o
ls
an
d
k
n
o
wled
g
e
n
ee
d
ed
to
im
p
lem
e
n
t
in
n
o
v
ativ
e
p
r
ac
tices
ef
f
ec
tiv
ely
.
T
ea
ch
er
s
wh
o
h
av
e
r
ec
ei
v
ed
f
o
r
m
al
tr
ain
in
g
ar
e
m
o
r
e
lik
ely
to
a
d
o
p
t
I
C
T
an
d
o
t
h
er
m
o
d
er
n
teac
h
in
g
m
eth
o
d
s
.
I
n
co
n
tr
ast,
u
n
tr
ain
ed
teac
h
e
r
s
,
wh
o
ar
e
o
f
ten
p
lace
d
in
lar
g
er
class
s
izes
,
m
ay
s
tr
u
g
g
le
with
th
e
in
teg
r
atio
n
o
f
in
n
o
v
ativ
e
p
r
ac
tices
d
u
e
to
a
lack
o
f
s
u
p
p
o
r
t
an
d
r
eso
u
r
ce
s
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
p
r
o
f
es
s
io
n
al
d
ev
elo
p
m
e
n
t
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
E
xp
lo
r
in
g
th
e
fa
ct
o
r
s
in
flu
en
cin
g
in
n
o
va
tive
tea
ch
i
n
g
p
r
a
ctic
es in
Mo
r
o
cc
a
n
p
r
ima
r
y
…
(
K
a
r
im
Lka
mel
)
1841
p
r
o
g
r
a
m
s
s
h
o
u
ld
n
o
t
o
n
ly
f
o
cu
s
o
n
co
n
te
n
t
k
n
o
wled
g
e
b
u
t
also
em
p
h
asize
s
tr
ateg
ies
f
o
r
m
an
ag
in
g
lar
g
er
,
m
o
r
e
d
iv
e
r
s
e
class
r
o
o
m
s
wh
ile
im
p
lem
en
tin
g
i
n
n
o
v
ativ
e
m
e
th
o
d
s
.
Ov
er
all,
th
e
s
tu
d
y
em
p
h
asizes
th
e
cr
itical
n
ee
d
f
o
r
tailo
r
ed
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
an
d
p
o
licies
th
at
ac
co
u
n
t
f
o
r
t
h
e
d
iv
er
s
e
n
ee
d
s
o
f
teac
h
e
r
s
.
B
y
r
ec
o
g
n
izin
g
th
e
b
ar
r
ier
s
f
ac
e
d
b
y
ce
r
tain
teac
h
e
r
g
r
o
u
p
s
s
u
ch
as
o
ld
er
,
less
tr
ain
ed
,
o
r
m
ale
teac
h
er
s
ed
u
c
atio
n
al
s
y
s
tem
s
ca
n
b
etter
s
u
p
p
o
r
t
teac
h
er
s
in
ad
o
p
tin
g
in
n
o
v
ativ
e
p
r
ac
tices
th
at
u
ltima
tely
en
h
an
ce
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
f
o
cu
s
o
n
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
ese
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
in
itiativ
es
an
d
ex
p
lo
r
e
h
o
w
b
est
to
f
ac
ilit
ate
th
e
in
teg
r
atio
n
o
f
in
n
o
v
ativ
e
p
r
ac
t
ices a
cr
o
s
s
all
teac
h
er
p
r
o
f
iles
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
s
et
o
u
t
to
e
x
p
lo
r
e
q
u
an
titativ
ely
t
h
e
in
f
lu
e
n
ce
o
f
s
o
cio
-
d
em
o
g
r
ap
h
ic
v
a
r
iab
les
o
n
teac
h
er
s
’
p
ed
ag
o
g
ical
in
n
o
v
atio
n
.
B
y
an
aly
zin
g
th
e
lin
k
s
b
etwe
en
teac
h
er
s
’
ag
e,
g
en
d
e
r
,
lev
el
o
f
ed
u
ca
tio
n
an
d
tr
ain
in
g
with
th
eir
in
n
o
v
a
tiv
e
p
ed
ag
o
g
ical
p
r
ac
tices,
it
aim
s
to
d
ee
p
en
o
u
r
u
n
d
e
r
s
tan
d
in
g
in
th
e
f
ield
o
f
ed
u
ca
tio
n
.
R
ec
o
g
n
itio
n
o
f
th
e
im
p
ac
t
o
f
th
ese
s
o
cio
-
d
em
o
g
r
ap
h
ic
f
ac
t
o
r
s
o
n
teac
h
e
r
s
’
p
r
o
p
en
s
ity
to
in
n
o
v
ate
is
o
f
g
r
ea
t
im
p
o
r
tan
ce
f
o
r
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t,
ed
u
c
atio
n
al
p
r
o
g
r
a
m
d
esig
n
a
n
d
th
e
d
e
v
elo
p
m
e
n
t
o
f
p
o
licies to
f
u
r
th
e
r
s
u
p
p
o
r
t te
ac
h
er
s
in
th
eir
d
r
iv
e
to
im
p
r
o
v
e
s
tu
d
en
t le
ar
n
in
g
o
u
tco
m
es.
T
h
e
ty
p
o
lo
g
y
o
f
teac
h
e
r
s
,
es
tab
lis
h
ed
o
n
th
e
b
asis
o
f
s
o
cio
-
d
em
o
g
r
ap
h
ic
v
a
r
iab
les
an
d
ty
p
e
o
f
tr
ain
in
g
,
was
ca
r
r
ied
o
u
t
u
s
in
g
MCA
.
T
h
is
ap
p
r
o
ac
h
r
e
v
ea
led
s
ev
er
al
d
is
tin
ct
g
r
o
u
p
s
,
o
f
f
er
in
g
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
p
r
o
f
iles
o
f
in
n
o
v
ativ
e
teac
h
er
s
.
I
n
p
ar
t
icu
lar
,
th
ese
g
r
o
u
p
s
r
ev
ea
l
t
r
en
d
s
s
u
ch
as
th
e
ass
o
ciatio
n
o
f
g
en
d
e
r
with
t
ea
ch
in
g
m
eth
o
d
s
an
d
th
e
im
p
o
r
tan
ce
o
f
f
o
r
m
al
tr
ain
i
n
g
i
n
th
e
ad
o
p
tio
n
o
f
in
n
o
v
ativ
e
teac
h
in
g
p
r
ac
tices.
Ho
wev
er
,
th
e
class
if
icatio
n
m
eth
o
d
o
l
o
g
y
s
im
p
lifie
s
th
e
b
r
ea
k
d
o
wn
in
to
f
o
u
r
d
is
tin
ct
g
r
o
u
p
s
,
allo
win
g
u
s
to
h
ig
h
lig
h
t
th
e
s
p
ec
if
ic
ch
ar
ac
ter
is
tics
o
f
ea
c
h
g
r
o
u
p
in
ter
m
s
o
f
a
g
e,
tr
ai
n
in
g
,
a
n
d
teac
h
in
g
m
eth
o
d
s
.
T
h
is
class
if
icatio
n
p
r
o
v
id
es
a
clea
r
p
ictu
r
e
o
f
t
h
e
d
if
f
er
en
t
p
r
o
f
iles
o
f
in
n
o
v
ativ
e
teac
h
er
s
,
r
a
n
g
in
g
f
r
o
m
y
o
u
n
g
s
elf
-
tau
g
h
t
in
d
iv
i
d
u
als
to
ex
p
er
ien
ce
d
teac
h
e
r
s
u
s
in
g
ad
v
an
ce
d
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es.
T
h
ese
r
esu
lts
h
av
e
d
ir
ec
t
im
p
licatio
n
s
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
ta
r
g
eted
i
n
-
s
er
v
ice
tr
ai
n
in
g
s
tr
ateg
ies
an
d
f
o
r
th
e
f
o
r
m
u
latio
n
o
f
e
d
u
ca
tio
n
al
p
o
licies
f
av
o
r
in
g
p
ed
a
g
o
g
ica
l
in
n
o
v
atio
n
.
I
n
s
u
m
,
th
is
s
tu
d
y
en
r
ich
es
o
u
r
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
f
ac
to
r
s
i
n
f
lu
en
cin
g
teac
h
er
s
’
p
ed
a
g
o
g
i
ca
l
in
n
o
v
atio
n
b
y
h
i
g
h
lig
h
tin
g
th
e
lin
k
s
b
etwe
en
s
o
cio
d
em
o
g
r
ap
h
ic
v
ar
iab
les
a
n
d
in
n
o
v
ati
v
e
teac
h
i
n
g
p
r
ac
tic
es.
T
h
ese
f
in
d
in
g
s
ca
n
g
u
id
e
t
h
e
d
e
v
elo
p
m
e
n
t
o
f
ed
u
ca
tio
n
al
p
o
licies
an
d
in
-
s
er
v
ice
tr
ain
in
g
p
r
o
g
r
a
m
s
aim
ed
at
en
co
u
r
a
g
in
g
th
e
a
d
o
p
tio
n
o
f
in
n
o
v
ativ
e
p
ed
ag
o
g
ical
p
r
ac
tices a
n
d
t
h
u
s
im
p
r
o
v
i
n
g
s
tu
d
e
n
t le
ar
n
in
g
o
u
tco
m
es.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
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h
e
a
u
t
h
o
r
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ci
a
l
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u
p
p
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t
f
o
r
t
h
e
r
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e
a
r
c
h
,
a
u
th
o
r
s
h
i
p
,
a
n
d
/
o
r
p
u
b
l
i
c
a
t
i
o
n
o
f
th
i
s
a
r
t
ic
l
e
.
AUTHO
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CO
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RI
B
UT
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