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CC B
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C
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zh
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1.
I
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RO
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O
N
Ov
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p
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f
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ester
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o
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s
to
a
m
o
r
e
g
lo
b
al
p
er
s
p
ec
tiv
e
[
1
]
.
Sch
o
o
l
p
r
in
cip
als
ar
e
in
cr
ea
s
in
g
ly
r
ec
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ld
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r
e
f
o
r
m
s
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d
f
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ter
in
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ch
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[
2
]
.
I
n
C
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in
a,
th
is
s
h
if
t
h
as
b
ee
n
p
ar
ticu
lar
ly
s
ig
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ican
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wh
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f
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ch
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p
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ci
p
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is
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ativ
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to
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u
ality
,
esp
ec
ially
in
u
r
b
an
s
ch
o
o
l
s
ettin
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s
[
3
]
.
T
h
e
co
n
ce
p
t
o
f
i
n
s
tr
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ctio
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al
lea
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m
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r
ef
f
ec
tiv
e
s
ch
o
o
l
m
an
ag
e
m
en
t
[
4
]
.
T
h
is
m
o
d
el
em
p
h
asizes
p
r
in
cip
als’
ac
tiv
e
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lv
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en
t
in
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r
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lu
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cr
ea
tio
n
o
f
a
p
o
s
itiv
e
s
ch
o
o
l c
lim
ate
[
5
]
.
Prio
r
r
esear
ch
in
d
icate
s
th
at
p
r
in
cip
als’
in
s
tr
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lea
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tu
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ac
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ce
[
6
]
.
C
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p
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in
cr
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th
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m
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ap
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all
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ca
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m
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[
7
]
.
T
h
is
h
as
elev
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th
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im
p
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tan
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f
in
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d
u
ca
tio
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p
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a
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r
m
s
[
8
]
.
G
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L
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[
9
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h
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I
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J
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2
P
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:
a
s
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r
ev
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in
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2
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(
Hu
a
S
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2711
th
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o
n
d
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in
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s
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s
[
1
0
]
.
Sev
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al
r
ec
en
t
s
tu
d
ies
[
1
1
]
–
[
1
3
]
m
en
tio
n
ed
th
at
C
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in
a’
s
u
n
iq
u
e
cu
ltu
r
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en
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m
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in
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m
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,
as
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lik
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alan
ce
p
o
licy
m
an
d
ates
with
in
s
tr
u
ctio
n
al
g
o
al
[
1
4
]
,
[
1
5
]
.
Ad
d
itio
n
ally
,
th
e
ec
o
n
o
m
ic
an
d
r
e
g
io
n
al
d
is
p
ar
ities
with
in
C
h
in
a
cr
ea
te
v
ar
y
in
g
e
d
u
ca
tio
n
al
lan
d
s
ca
p
es
th
at
in
f
l
u
en
ce
h
o
w
p
r
i
n
cip
als
im
p
lem
en
t
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
ti
ce
s
[
1
6
]
.
T
h
is
s
tu
d
y
s
ee
k
s
t
o
ad
d
r
ess
h
o
w
ar
e
i
n
s
tr
u
ctio
n
al
lea
d
er
s
h
i
p
p
r
ac
tices
a
d
o
p
ted
b
y
s
ch
o
o
l
p
r
in
cip
als
in
C
h
in
a
.
B
ased
o
n
th
e
e
x
is
tin
g
liter
atu
r
e
a
n
d
c
o
n
tex
tu
al
f
ac
t
o
r
s
,
th
e
s
tu
d
y
ex
p
lo
r
es
th
e
f
o
ll
o
win
g
h
y
p
o
t
h
eses
:
i)
P
r
in
cip
als
in
d
ev
elo
p
ed
r
eg
io
n
s
o
f
C
h
in
a
e
x
h
ib
it
m
o
r
e
a
u
to
n
o
m
y
in
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
co
m
p
a
r
ed
to
th
o
s
e
in
less
-
d
ev
elo
p
e
d
r
e
g
io
n
s
(
H1
)
;
ii)
I
n
s
tr
u
ctio
n
al
l
ea
d
er
s
h
ip
p
r
ac
tices
in
C
h
in
a
ar
e
s
ig
n
if
ican
tly
in
f
lu
en
ce
d
b
y
cu
ltu
r
al
v
alu
es
,
s
u
ch
as
co
llectiv
is
m
an
d
r
esp
ec
t
f
o
r
au
th
o
r
ity
(
H2
)
;
an
d
iii)
I
n
s
tr
u
ctio
n
al
lead
er
s
h
ip
h
as
a
g
r
ea
ter
im
p
a
ct
o
n
f
o
s
ter
in
g
p
o
s
itiv
e
s
ch
o
o
l
clim
ates
an
d
d
ef
i
n
in
g
s
ch
o
o
l
m
is
s
io
n
s
th
an
o
n
m
an
ag
in
g
in
s
tr
u
ctio
n
al
p
r
o
g
r
a
m
s
(
H3
)
.
T
h
is
s
tu
d
y
ai
m
s
t
o
a
d
d
r
ess
t
h
es
e
q
u
es
ti
o
n
s
a
n
d
h
y
p
o
t
h
es
e
s
b
y
c
o
n
d
u
cti
n
g
a
s
y
s
te
m
a
tic
r
e
v
ie
w
o
f
in
s
t
r
u
ct
io
n
al
l
ea
d
e
r
s
h
i
p
r
es
ea
r
ch
in
C
h
in
ese
u
r
b
a
n
s
c
h
o
o
ls
f
r
o
m
2
0
1
4
t
o
2
0
2
4
.
B
y
e
x
a
m
i
n
i
n
g
t
h
e
a
p
p
lic
ati
o
n
an
d
e
f
f
ec
t
iv
e
n
ess
o
f
i
n
s
t
r
u
cti
o
n
al
l
ea
d
e
r
s
h
i
p
b
eh
a
v
i
o
r
s
i
n
t
h
i
s
c
o
n
te
x
t
,
t
h
e
s
t
u
d
y
ai
m
s
t
o
p
r
o
v
i
d
e
i
n
s
i
g
h
ts
in
to
h
o
w
C
h
i
n
es
e
p
r
i
n
ci
p
als
a
p
p
r
o
a
ch
k
e
y
tas
k
s
,
i
n
c
lu
d
i
n
g
d
e
f
i
n
i
n
g
s
c
h
o
o
l
m
is
s
io
n
s
,
m
a
n
ag
i
n
g
i
n
s
tr
u
cti
o
n
al
p
r
o
g
r
a
m
s
,
a
n
d
f
o
s
t
e
r
i
n
g
a
p
o
s
it
iv
e
s
c
h
o
o
l c
li
m
at
e.
Usi
n
g
d
e
d
u
cti
v
e
th
em
ati
c
an
al
y
s
is
,
t
h
is
r
e
s
ea
r
c
h
w
ill
e
x
p
lo
r
e
th
e
ex
te
n
t
t
o
w
h
ic
h
C
h
i
n
es
e
p
r
i
n
ci
p
als
e
n
g
a
g
e
i
n
t
h
es
e
p
r
a
c
tices
an
d
i
d
e
n
t
if
y
a
r
e
as
w
h
e
r
e
t
h
e
ir
i
n
v
o
l
v
e
m
e
n
t
m
a
y
b
e
l
im
i
te
d
,
s
u
ch
as
c
u
r
r
ic
u
l
u
m
m
a
n
ag
em
e
n
t
a
n
d
t
ea
c
h
er
d
e
v
e
lo
p
m
e
n
t
.
T
h
e
f
in
d
i
n
g
s
o
f
t
h
is
s
tu
d
y
n
o
t
o
n
ly
aim
t
o
co
n
t
r
i
b
u
t
e
t
o
t
h
e
t
h
e
o
r
e
tica
l
u
n
d
er
s
ta
n
d
i
n
g
o
f
i
n
s
t
r
u
cti
o
n
al
le
a
d
e
r
s
h
ip
i
n
a
n
o
n
-
W
es
t
er
n
c
o
n
te
x
t
b
u
t
als
o
o
f
f
er
p
r
ac
t
ica
l
im
p
li
ca
t
io
n
s
f
o
r
p
o
l
ic
y
m
a
k
e
r
s
an
d
e
d
u
ca
to
r
s
i
n
C
h
i
n
a
’
s
r
ap
id
ly
e
v
o
l
v
i
n
g
ed
u
ca
ti
o
n
a
l l
a
n
d
s
ca
p
e
.
T
h
e
im
p
o
r
tan
ce
o
f
th
is
r
esea
r
ch
lies
in
its
f
o
cu
s
o
n
in
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
with
in
th
e
C
h
in
ese
ed
u
ca
tio
n
al
co
n
tex
t,
wh
ich
r
em
ain
s
u
n
d
er
e
x
p
lo
r
e
d
co
m
p
a
r
ed
to
s
tu
d
ies
co
n
d
u
cted
in
W
ester
n
co
u
n
tr
ies.
W
h
ile
s
ig
n
if
ican
t
ad
v
an
ce
m
e
n
ts
h
av
e
b
ee
n
m
ad
e
in
u
n
d
er
s
tan
d
in
g
th
e
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tices
o
f
p
r
in
cip
als
g
lo
b
ally
,
th
e
r
e
is
lim
ited
em
p
ir
ical
an
aly
s
is
o
f
h
o
w
th
ese
p
r
ac
tices
ar
e
ad
ap
ted
to
C
h
in
a’
s
u
n
iq
u
e
ed
u
ca
tio
n
al
p
o
licies,
cu
ltu
r
al
v
alu
es,
an
d
r
eg
io
n
al
d
is
p
ar
ities
.
B
y
s
y
s
tem
atica
lly
r
ev
iewi
n
g
s
tu
d
ies
f
r
o
m
th
e
p
ast
d
ec
ad
e,
th
is
r
esear
ch
f
i
lls
a
cr
itical
g
ap
in
th
e
lite
r
atu
r
e
b
y
h
ig
h
lig
h
tin
g
t
h
e
d
is
tin
ctiv
e
p
atter
n
s
,
ch
allen
g
es,
an
d
s
u
cc
ess
es o
f
C
h
in
ese
p
r
in
cip
als in
im
p
le
m
en
tin
g
in
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
s
tr
ateg
ies.
T
h
e
n
o
v
elty
o
f
th
is
s
tu
d
y
s
tem
s
f
r
o
m
its
ap
p
licatio
n
o
f
Hallin
g
er
’
s
i
n
s
tr
u
ctio
n
al
lead
er
s
h
ip
f
r
am
ewo
r
k
to
an
al
y
ze
C
h
in
ese
p
r
in
cip
als’
p
r
ac
tices a
cr
o
s
s
d
i
v
er
s
e
u
r
b
an
s
ch
o
o
ls
.
Un
lik
e
p
r
ev
io
u
s
s
tu
d
ies th
at
f
o
cu
s
p
r
e
d
o
m
in
a
n
tly
o
n
in
d
iv
id
u
al
lead
er
s
h
ip
co
m
p
o
n
e
n
ts
,
th
is
r
esear
ch
p
r
o
v
id
es
a
h
o
lis
tic
v
iew
b
y
in
teg
r
atin
g
th
em
es
s
u
ch
as
d
ef
in
in
g
th
e
s
ch
o
o
l
m
is
s
io
n
,
m
an
ag
in
g
in
s
tr
u
ctio
n
al
p
r
o
g
r
am
s
,
an
d
cr
ea
tin
g
a
p
o
s
itiv
e
s
ch
o
o
l
clim
ate.
Fu
r
th
er
m
o
r
e,
t
h
e
s
tu
d
y
’
s
u
s
e
o
f
a
p
r
ef
er
r
e
d
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
an
al
y
s
es
(
PR
I
SMA
)
ap
p
r
o
ac
h
en
s
u
r
es
m
eth
o
d
o
l
o
g
ical
r
ig
o
r
,
o
f
f
e
r
in
g
a
c
o
m
p
r
e
h
en
s
iv
e
s
y
n
th
esis
o
f
f
in
d
in
g
s
th
at
ca
n
in
f
o
r
m
b
o
th
p
o
licy
an
d
p
r
ac
tice.
B
y
s
h
ed
d
i
n
g
lig
h
t
o
n
t
h
e
in
s
tr
u
ctio
n
al
le
ad
er
s
h
ip
b
e
h
av
io
r
s
u
n
iq
u
e
to
th
e
C
h
in
ese
co
n
tex
t
,
th
is
r
esear
ch
co
n
tr
ib
u
tes
to
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
g
lo
b
al
th
eo
r
ies
ar
e
lo
ca
lized
an
d
im
p
lem
en
ted
in
v
ar
y
in
g
cu
ltu
r
al
a
n
d
s
y
s
tem
ic
en
v
ir
o
n
m
en
ts
.
2.
M
E
T
H
O
D
2
.
1
.
T
he
re
v
iew
pro
t
o
c
o
l
-
P
R
SI
M
A
T
h
is
s
tu
d
y
em
p
lo
y
s
a
s
y
s
tem
a
tic
liter
atu
r
e
r
ev
iew
ap
p
r
o
ac
h
,
ad
h
er
in
g
to
r
ig
o
r
o
u
s
p
r
o
to
co
l
s
f
o
r
d
ata
co
llectio
n
an
d
an
aly
s
is
to
en
s
u
r
e
tr
an
s
p
ar
en
cy
a
n
d
r
ep
lica
b
ilit
y
.
T
h
e
d
esig
n
o
f
t
h
e
s
tu
d
y
f
o
l
lo
ws
th
e
PR
I
S
MA
g
u
id
elin
es,
wh
ich
s
u
p
p
o
r
t
co
n
s
is
ten
cy
an
d
s
cien
tific
r
ig
o
r
in
th
e
s
elec
tio
n
,
in
clu
s
io
n
,
an
d
e
x
clu
s
io
n
o
f
s
tu
d
ies
[
1
7
]
.
T
h
e
PR
I
SMA
f
r
am
ewo
r
k
is
wid
ely
r
ec
o
g
n
ized
in
s
y
s
t
em
atic
r
ev
iews
f
o
r
en
h
a
n
cin
g
th
e
r
eliab
ilit
y
a
n
d
v
alid
ity
o
f
f
in
d
in
g
s
b
y
p
r
o
v
id
i
n
g
a
s
tr
u
ctu
r
ed
,
s
tep
-
by
-
s
tep
ap
p
r
o
ac
h
to
liter
atu
r
e
s
elec
tio
n
[
1
8
]
.
B
y
f
o
llo
win
g
th
is
m
eth
o
d
,
we
s
y
s
tem
atica
lly
f
ilter
ed
h
ig
h
-
q
u
ality
s
tu
d
ies
f
r
o
m
ex
ten
s
iv
e
d
ata
b
ases
th
at
alig
n
with
th
e
r
esear
ch
’
s
th
em
atic
f
o
c
u
s
an
d
o
b
jectiv
es.
2
.
2
.
F
o
rm
ula
t
i
o
n o
f
re
s
ea
rc
h ques
t
io
n
T
h
e
ce
n
tr
al
r
esear
ch
q
u
esti
o
n
g
u
id
in
g
th
is
s
tu
d
y
is
“
Ho
w
ar
e
in
s
tr
u
ctio
n
al
lead
er
s
h
i
p
p
r
ac
tices
ad
o
p
ted
b
y
s
ch
o
o
l
p
r
i
n
cip
als
in
C
h
in
a?
”
T
h
is
q
u
esti
o
n
was
f
o
r
m
u
lated
to
in
v
esti
g
ate
th
e
s
p
ec
if
ic
way
s
in
wh
ich
p
r
in
cip
als
in
C
h
in
a
im
p
lem
en
t
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
with
in
th
e
u
n
iq
u
e
c
u
ltu
r
al,
s
o
cial,
an
d
p
o
lic
y
-
d
r
iv
en
co
n
tex
t
o
f
C
h
in
ese
ed
u
ca
tio
n
.
R
esear
ch
b
y
Ng
et
a
l.
[
1
9
]
r
ec
o
g
n
ized
th
at
lead
e
r
s
h
ip
p
r
ac
tices
ca
n
v
ar
y
Evaluation Warning : The document was created with Spire.PDF for Python.
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E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
7
1
0
-
2
7
2
1
2712
s
ig
n
if
ican
tly
ac
r
o
s
s
d
if
f
er
en
t
e
d
u
ca
tio
n
al
s
y
s
tem
s
,
th
is
q
u
esti
o
n
aim
s
to
u
n
co
v
e
r
b
o
th
c
o
m
m
o
n
s
tr
ateg
ies
an
d
d
is
tin
ctiv
e
ap
p
r
o
ac
h
es
u
tili
ze
d
b
y
C
h
in
ese
p
r
in
cip
als
in
th
eir
in
s
tr
u
ctio
n
al
r
o
les.
B
y
f
o
cu
s
i
n
g
o
n
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tices,
th
e
r
ese
ar
ch
s
ee
k
s
to
e
x
p
lo
r
e
th
r
ee
m
ain
asp
ec
ts
b
ased
o
n
Hallin
g
er
’
s
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
f
r
am
ewo
r
k
:
i)
d
ef
in
in
g
th
e
s
ch
o
o
l
m
is
s
io
n
;
ii)
m
a
n
ag
in
g
th
e
in
s
tr
u
cti
o
n
al
p
r
o
g
r
am
;
an
d
iii)
d
ev
elo
p
in
g
a
p
o
s
itiv
e
s
ch
o
o
l
clim
ate
[
2
0
]
.
T
h
ese
th
em
es
allo
w
f
o
r
a
co
m
p
r
e
h
en
s
iv
e
a
n
aly
s
is
o
f
th
e
way
s
in
wh
ich
C
h
in
ese
s
ch
o
o
l
p
r
in
cip
als
p
r
io
r
itize
ed
u
ca
tio
n
al
g
o
als,
en
g
ag
e
in
c
u
r
r
icu
lu
m
o
v
er
s
ig
h
t,
an
d
f
o
s
ter
s
u
p
p
o
r
tiv
e
lea
r
n
in
g
en
v
ir
o
n
m
en
ts
[
2
1
]
.
T
h
is
an
aly
s
is
is
p
ar
t
icu
lar
ly
s
ig
n
if
ican
t
in
th
e
c
o
n
t
ex
t
o
f
C
h
in
a
’
s
r
ap
id
ed
u
ca
tio
n
al
r
e
f
o
r
m
s
,
wh
ic
h
e
m
p
h
asize
q
u
ality
im
p
r
o
v
e
m
en
t a
n
d
eq
u
ity
in
ed
u
ca
tio
n
.
Fu
r
th
e
r
m
o
r
e
,
t
h
is
r
ese
ar
c
h
a
d
d
r
ess
es
a
cr
iti
ca
l
g
a
p
i
n
t
h
e
li
te
r
at
u
r
e
b
y
e
x
a
m
i
n
i
n
g
i
n
s
tr
u
ct
io
n
al
lea
d
e
r
s
h
i
p
wi
th
in
a
n
o
n
-
W
es
te
r
n
c
u
lt
u
r
al
a
n
d
p
o
l
ic
y
c
o
n
t
ex
t.
I
n
C
h
i
n
a,
c
u
lt
u
r
al
n
o
r
m
s
s
u
c
h
as
c
o
ll
ec
t
iv
is
m
a
n
d
r
es
p
e
ct
f
o
r
au
th
o
r
it
y
h
ea
v
il
y
i
n
f
lu
e
n
ce
l
ea
d
e
r
s
h
i
p
b
e
h
av
io
r
s
,
w
h
ile
r
e
f
o
r
m
s
li
k
e
t
h
e
“
d
o
u
b
l
e
r
e
d
u
ct
io
n
”
p
o
lic
y
cr
ea
t
e
b
o
t
h
c
h
all
en
g
es
a
n
d
o
p
p
o
r
t
u
n
it
ies
f
o
r
s
c
h
o
o
l
p
r
in
ci
p
a
ls
.
B
y
in
v
es
ti
g
at
in
g
h
o
w
p
r
i
n
c
ip
a
ls
n
a
v
i
g
at
e
t
h
ese
co
m
p
le
x
it
ies
,
t
h
e
s
tu
d
y
aim
s
to
u
n
c
o
v
e
r
s
t
r
a
te
g
ies
f
o
r
b
ala
n
c
in
g
p
o
li
cy
c
o
m
p
l
ia
n
c
e
wit
h
i
n
s
t
r
u
cti
o
n
al
o
b
je
cti
v
es
,
m
an
a
g
i
n
g
d
i
v
e
r
s
e
s
tak
e
h
o
ld
er
ex
p
ec
t
ati
o
n
s
,
an
d
f
o
s
t
e
r
i
n
g
an
en
v
i
r
o
n
m
en
t
c
o
n
d
u
ci
v
e
t
o
te
ac
h
e
r
d
e
v
e
lo
p
m
e
n
t
a
n
d
s
t
u
d
en
t
le
ar
n
i
n
g
.
Ul
tim
at
el
y
,
t
h
e
f
i
n
d
in
g
s
h
a
v
e
t
h
e
p
o
te
n
ti
al
t
o
i
n
f
o
r
m
le
a
d
e
r
s
h
ip
t
r
ai
n
i
n
g
p
r
o
g
r
a
m
s
,
s
u
p
p
o
r
t th
e
d
e
v
e
lo
p
m
e
n
t o
f
c
u
lt
u
r
a
ll
y
r
esp
o
n
s
i
v
e
l
ea
d
e
r
s
h
ip
m
o
d
els
,
a
n
d
p
r
o
v
i
d
e
p
o
li
cy
m
a
k
er
s
wit
h
ac
ti
o
n
a
b
l
e
in
s
ig
h
ts
t
o
en
h
an
ce
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
ti
ce
s
in
C
h
in
a’
s
ev
o
lv
in
g
ed
u
ca
t
io
n
al
lan
d
s
ca
p
e
.
2
.
3
.
Sy
s
t
e
m
a
t
ic
s
ea
rc
h str
a
t
eg
ies
2
.
3
.
1
.
Da
t
a
ba
s
e
s
elec
t
io
n a
nd
s
ea
rc
h str
a
t
eg
y
F
o
r
a
co
m
p
r
eh
en
s
iv
e
l
i
t
e
r
a
t
u
r
e
c
o
l
l
e
c
t
i
o
n
,
t
h
i
s
s
t
u
d
y
f
o
c
u
s
e
d
o
n
f
i
v
e
m
a
j
o
r
a
c
a
d
e
m
i
c
d
a
t
a
b
a
s
e
s
:
S
c
o
p
u
s
,
W
e
b
o
f
S
c
i
e
n
c
e
(
W
o
S
)
,
T
a
y
l
o
r
&
Fra
n
cis
,
W
iley
,
an
d
Scien
ce
Dir
ec
t
,
as
s
h
o
wn
in
T
ab
le
1
.
T
h
ese
d
atab
ases
w
e
r
e
c
h
o
s
e
n
f
o
r
t
h
e
i
r
e
x
t
e
n
s
i
v
e
c
o
l
l
e
c
t
i
o
n
s
o
f
p
e
e
r
-
r
e
v
i
e
w
e
d
r
e
s
e
a
r
c
h
a
r
t
i
c
l
e
s
a
c
r
o
s
s
d
i
s
c
i
p
l
i
n
e
s
,
in
clu
d
in
g
ed
u
ca
tio
n
.
C
o
llectiv
ely
,
th
ey
p
r
o
v
id
e
ac
ce
s
s
to
h
ig
h
-
q
u
alit
y
s
o
u
r
ce
s
an
d
ar
e
f
r
eq
u
en
tly
u
s
ed
in
s
y
s
tem
atic
r
ev
iews o
f
ed
u
ca
tio
n
al
r
esear
c
h
,
en
s
u
r
in
g
th
at
th
e
s
tu
d
y
en
c
o
m
p
ass
es a
b
r
o
ad
s
co
p
e
o
f
r
ele
v
an
t f
in
d
i
n
g
s
.
T
o
ca
p
tu
r
e
s
tu
d
ies
s
p
ec
if
ically
r
elev
an
t
to
in
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
in
th
e
C
h
in
ese
co
n
tex
t,
r
esear
ch
er
em
p
lo
y
ed
a
s
y
s
tem
atic
s
ea
r
ch
s
tr
ateg
y
with
s
p
ec
if
ic
s
ea
r
ch
ter
m
s
s
u
ch
as
“in
s
tr
u
ctio
n
al
le
ad
er
s
h
ip
,
”
“sch
o
o
l
m
is
s
io
n
,
”
“in
s
tr
u
ctio
n
al
p
r
o
g
r
am
,
”
“sch
o
o
l
clim
ate,
”
an
d
“Ch
in
a.
”
B
o
o
lean
o
p
er
ato
r
s
(
AND,
OR
)
wer
e
u
s
ed
to
r
ef
in
e
th
e
s
ea
r
ch
es
f
u
r
th
e
r
an
d
f
o
cu
s
o
n
s
tu
d
ies
th
at
an
aly
ze
d
in
s
tr
u
ctio
n
al
lead
er
s
h
i
p
in
C
h
in
a
o
r
th
at
o
f
f
er
ed
co
m
p
ar
is
o
n
s
with
C
h
i
n
ese
ed
u
ca
tio
n
al
s
y
s
tem
s
.
T
h
is
ap
p
r
o
ac
h
en
s
u
r
e
d
a
c
o
m
p
r
eh
en
s
iv
e
an
d
ta
r
g
eted
s
elec
tio
n
o
f
liter
atu
r
e,
allo
win
g
th
e
s
tu
d
y
to
in
clu
d
e
b
o
th
e
m
p
ir
ical
r
esear
ch
an
d
th
e
o
r
eti
ca
l
p
er
s
p
ec
tiv
es
th
at
h
ig
h
lig
h
t
th
e
u
n
iq
u
e
c
h
ar
ac
te
r
is
tics
an
d
ch
allen
g
es
o
f
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
with
in
C
h
in
a’
s
cu
ltu
r
al
an
d
p
o
licy
-
d
r
iv
en
ed
u
ca
tio
n
s
y
s
tem
.
T
h
is
s
tr
ateg
y
in
itially
id
en
tifie
d
4
8
3
s
tu
d
ies,
wh
ich
wer
e
th
en
s
cr
ee
n
ed
u
s
in
g
th
e
cr
iter
ia
o
u
tlin
ed
as p
r
esen
t
ed
in
T
ab
le
2
.
T
ab
le
1
.
T
h
e
s
ea
r
ch
r
esu
lt b
as
ed
o
n
d
if
f
er
e
n
t k
ey
wo
r
d
s
D
a
t
a
b
a
s
e
S
e
a
r
c
h
a
r
e
a
K
e
y
w
o
r
d
s
u
se
d
A
mo
u
n
t
S
c
o
p
u
s
A
r
t
i
c
l
e
,
t
i
t
l
e
,
a
b
s
t
r
a
c
t
,
k
e
y
w
o
r
d
s
“
I
n
st
r
u
c
t
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
”
A
N
D
“
i
n
st
r
u
c
t
i
o
n
a
l
ma
n
a
g
e
me
n
t
”
A
N
D
“
p
r
i
n
c
i
p
a
l
ma
n
a
g
e
me
n
t
st
y
l
e
”
25
W
o
S
A
r
t
i
c
l
e
,
t
i
t
l
e
,
a
b
s
t
r
a
c
t
,
k
e
y
w
o
r
d
s
“
I
n
st
r
u
c
t
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
”
A
N
D
“
i
n
st
r
u
c
t
i
o
n
a
l
ma
n
a
g
e
me
n
t
”
A
N
D
“
p
r
i
n
c
i
p
a
l
ma
n
a
g
e
me
n
t
st
y
l
e
”
80
T
a
y
l
o
r
&
F
r
a
n
c
i
s
A
r
t
i
c
l
e
,
t
i
t
l
e
,
a
b
s
t
r
a
c
t
,
k
e
y
w
o
r
d
s
“
I
n
st
r
u
c
t
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
”
A
N
D
“
i
n
st
r
u
c
t
i
o
n
a
l
ma
n
a
g
e
me
n
t
”
A
N
D
“
p
r
i
n
c
i
p
a
l
ma
n
a
g
e
me
n
t
st
y
l
e
”
34
W
i
l
e
y
A
r
t
i
c
l
e
,
t
i
t
l
e
,
a
b
s
t
r
a
c
t
,
k
e
y
w
o
r
d
s
“
I
n
st
r
u
c
t
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
”
A
N
D
“
i
n
st
r
u
c
t
i
o
n
a
l
ma
n
a
g
e
me
n
t
”
A
N
D
“
p
r
i
n
c
i
p
a
l
ma
n
a
g
e
me
n
t
st
y
l
e
”
4
S
c
i
e
n
c
e
D
i
r
e
c
t
A
r
t
i
c
l
e
,
t
i
t
l
e
,
a
b
s
t
r
a
c
t
,
k
e
y
w
o
r
d
s
“
I
n
st
r
u
c
t
i
o
n
a
l
l
e
a
d
e
r
sh
i
p
”
A
N
D
“
i
n
st
r
u
c
t
i
o
n
a
l
ma
n
a
g
e
me
n
t
”
A
N
D
“
p
r
i
n
c
i
p
a
l
ma
n
a
g
e
me
n
t
st
y
l
e
”
3
4
0
T
o
t
a
l
4
8
3
T
ab
le
2
.
T
h
e
s
ea
r
ch
s
tr
in
g
u
s
ed
f
o
r
t
h
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
D
a
t
a
b
a
s
e
S
e
a
r
c
h
st
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Evaluation Warning : The document was created with Spire.PDF for Python.
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J
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2252
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2713
2
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3
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2
.
I
nclus
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n a
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ex
clu
s
io
n c
rit
er
ia
T
o
en
s
u
r
e
th
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elev
an
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q
u
ality
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tu
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ies,
i
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cr
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as:
i
)
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ty
p
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ate
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p
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ities
an
d
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o
cieta
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n
ee
d
s
in
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h
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)
C
o
n
tex
t:
s
tu
d
ies
ex
am
in
in
g
in
s
tr
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ctio
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al
lead
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aly
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es
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th
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y
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tem
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;
an
d
iii
)
C
o
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ten
t
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s
:
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ies
ad
d
r
ess
in
g
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x
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l
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c
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h
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s
e
c
r
i
t
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r
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a
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x
c
l
u
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d
:
i
)
a
r
ti
cl
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s
l
a
c
k
i
n
g
e
m
p
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r
i
c
a
l
d
a
t
a
;
ii
)
s
t
u
d
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e
s
t
h
a
t
f
o
c
u
s
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d
o
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t
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c
t
i
o
n
a
l
l
e
a
d
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r
s
h
i
p
m
o
d
e
l
s
;
a
n
d
iii
)
s
t
u
d
ie
s
o
u
ts
i
d
e
t
h
e
C
h
i
n
e
s
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c
o
n
t
e
x
t
o
r
w
it
h
in
s
u
f
f
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s
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T
a
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3
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T
h
i
s
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u
s
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c
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i
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s
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i
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w
it
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i
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t
h
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p
e
c
i
f
i
c
c
u
l
t
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r
a
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,
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e
g
i
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n
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l
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a
n
d
p
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c
y
-
d
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v
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n
c
o
n
t
e
x
t
o
f
C
h
i
n
es
e
e
d
u
c
a
ti
o
n
.
T
ab
le
3
.
T
h
e
ex
clu
s
io
n
a
n
d
in
clu
s
io
n
cr
iter
ia
C
r
i
t
e
r
i
o
n
El
i
g
i
b
i
l
i
t
y
Ex
c
l
u
si
o
n
Ty
p
e
o
f
l
i
t
e
r
a
t
u
r
e
Jo
u
r
n
a
l
(
r
e
s
e
a
r
c
h
a
r
t
i
c
l
e
s)
Jo
u
r
n
a
l
s (r
e
v
i
e
w
)
,
b
o
o
k
,
b
o
o
k
c
h
a
p
t
e
r
s,
b
o
o
k
seri
e
s,
c
o
n
f
e
r
e
n
c
e
p
r
o
c
e
e
d
i
n
g
s
La
n
g
u
a
g
e
En
g
l
i
sh
N
o
n
-
E
n
g
l
i
sh
Ti
me
l
i
n
e
2
0
1
4
–
2
0
2
4
<
2
0
1
4
C
o
u
n
t
r
i
e
s
C
h
i
n
a
N
o
n
-
C
h
i
n
a
2
.
4
.
Da
t
a
a
bs
t
ra
ct
io
n
a
nd
a
na
ly
s
is
Af
ter
ap
p
ly
in
g
th
e
PR
I
SMA
s
cr
ee
n
in
g
p
r
o
ce
s
s
,
a
to
tal
o
f
4
8
3
s
tu
d
ies
m
et
th
e
cr
iter
ia
an
d
wer
e
s
elec
ted
f
o
r
f
u
r
th
er
an
al
y
s
is
,
as
s
ee
n
in
Fig
u
r
e
1
.
T
h
e
d
ata
ex
tr
ac
tio
n
f
o
c
u
s
ed
o
n
k
ey
in
f
o
r
m
atio
n
f
r
o
m
ea
ch
s
tu
d
y
,
in
clu
d
in
g
au
th
o
r
s
,
p
u
b
l
icatio
n
y
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r
,
r
esear
ch
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b
jectiv
es,
m
eth
o
d
o
lo
g
ical
ap
p
r
o
ac
h
e
s
,
an
d
k
ey
f
in
d
in
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s
r
elate
d
to
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e
th
r
ee
th
em
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o
f
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s
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ip
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at
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[
2
2
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.
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[
2
3
]
;
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Ma
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[
2
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2
3
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T
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co
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in
th
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tem
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th
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p
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v
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th
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etail
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m
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an
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r
ex
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p
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s
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h
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lts
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ev
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a
n
ce
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ig
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to
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s
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ip
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h
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it
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th
at
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in
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ter
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ar
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s
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at
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ies
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s
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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P
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2715
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ates
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Art
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
2
2
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2
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I
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J
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14
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Au
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2716
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n
al
q
u
ality
in
th
eir
s
ch
o
o
ls
.
B
y
ad
d
r
ess
in
g
th
ese
in
ter
co
n
n
ec
ted
ar
ea
s
,
th
is
an
aly
s
is
s
h
ed
s
lig
h
t
o
n
h
o
w
p
r
in
cip
als
n
av
ig
ate
th
e
co
m
p
lex
ities
o
f
ed
u
ca
tio
n
al
r
ef
o
r
m
s
,
c
u
ltu
r
al
ex
p
ec
tatio
n
s
,
a
n
d
r
eso
u
r
ce
d
i
s
p
ar
ities
to
f
o
s
ter
e
f
f
ec
tiv
e
te
ac
h
in
g
a
n
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
Fu
r
th
er
m
o
r
e,
th
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
n
u
an
ce
d
way
s
in
wh
ich
i
n
s
tr
u
c
tio
n
al
lead
er
s
h
ip
is
co
n
tex
tu
al
ized
with
in
C
h
in
a’
s
u
n
iq
u
e
e
d
u
ca
tio
n
al
la
n
d
s
ca
p
e,
o
f
f
er
in
g
v
alu
a
b
le
in
s
ig
h
ts
f
o
r
b
o
th
th
e
o
r
y
a
n
d
p
r
ac
tice.
3
.
2
.
1
.
Def
ini
ng
s
cho
o
l m
is
s
io
n
I
n
ter
m
s
o
f
‘
d
ef
in
in
g
th
e
s
ch
o
o
l
m
is
s
io
n
’
,
th
e
s
tu
d
y
g
en
er
ally
f
o
u
n
d
th
at
C
h
in
ese
p
r
in
c
ip
als
h
ad
a
s
tr
o
n
g
g
o
v
er
n
m
en
t
p
o
licy
o
r
i
en
tatio
n
in
s
ettin
g
th
e
m
is
s
io
n
an
d
g
o
als
o
f
th
ei
r
s
ch
o
o
ls
,
esp
ec
ially
in
th
e
co
n
tex
t
o
f
co
m
p
u
ls
o
r
y
ed
u
ca
ti
o
n
an
d
th
e
‘
d
o
u
b
le
-
d
ec
r
ea
s
e’
p
o
licy
,
a
n
d
th
at
p
r
in
cip
als
ten
d
ed
to
f
o
cu
s
o
n
th
e
o
v
er
all
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
ts
an
d
q
u
ality
ed
u
ca
tio
n
a
s
th
e
m
ain
g
o
als
o
f
th
eir
s
ch
o
o
ls
[
2
7
]
–
[
2
9
]
.
I
n
p
ar
ticu
lar
,
in
t
h
e
co
n
te
x
t
o
f
c
o
m
p
u
ls
o
r
y
e
d
u
ca
tio
n
an
d
t
h
e
‘
d
o
u
b
le
r
ed
u
ctio
n
’
p
o
licy
,
p
r
in
cip
als
ten
d
to
f
o
c
u
s
o
n
th
e
h
o
lis
tic
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
ts
an
d
q
u
ality
ed
u
ca
ti
o
n
as
th
eir
m
ain
g
o
als
[
2
2
]
,
[
3
0
]
.
As
n
o
ted
in
th
e
liter
atu
r
e,
p
r
in
ci
p
als
u
s
u
ally
t
ak
e
in
to
ac
c
o
u
n
t
th
e
p
o
licy
r
e
q
u
ir
em
en
ts
o
f
th
e
lo
ca
l
e
d
u
ca
tio
n
b
u
r
ea
u
an
d
s
et
s
ch
o
o
l
g
o
als
th
at
a
r
e
in
lin
e
w
ith
th
e
ac
tu
al
s
itu
atio
n
o
f
t
h
eir
s
ch
o
o
ls
[
3
1
]
.
Fo
r
ex
am
p
le,
p
r
in
cip
als
in
B
eijin
g
ten
d
to
em
p
h
asize
th
e
cu
ltiv
ati
o
n
o
f
in
n
o
v
ativ
e
a
b
ilit
ies
an
d
tech
n
o
lo
g
ical
liter
ac
y
,
wh
ile
p
r
in
cip
als
in
r
em
o
te
d
is
tr
icts
p
ay
m
o
r
e
atten
tio
n
to
s
tu
d
en
ts
'
b
asic a
ca
d
em
ic
p
er
f
o
r
m
an
ce
an
d
m
o
r
al
d
ev
elo
p
m
e
n
t
[
3
2
]
.
I
n
ad
d
itio
n
,
th
e
s
tu
d
y
r
e
v
ea
le
d
th
at
p
r
in
cip
als
in
d
if
f
er
en
t
r
eg
io
n
s
also
ta
k
e
in
to
ac
co
u
n
t
th
e
lo
ca
l
s
o
cio
-
ec
o
n
o
m
ic
s
itu
atio
n
an
d
p
ar
en
ts
'
ex
p
ec
tatio
n
s
in
s
ettin
g
th
e
m
is
s
io
n
o
f
th
ei
r
s
ch
o
o
ls
.
Fo
r
ex
am
p
le,
in
ec
o
n
o
m
ically
d
ev
elo
p
e
d
co
ast
al
r
eg
io
n
s
,
p
r
in
cip
als
o
f
ten
e
m
p
h
asize
in
ter
n
atio
n
al
e
d
u
ca
t
io
n
an
d
i
n
d
ep
e
n
d
en
t
lear
n
in
g
,
wh
ile
in
less
ec
o
n
o
m
ically
d
ev
el
o
p
ed
r
eg
i
o
n
s
,
p
r
in
cip
als
ar
e
m
o
r
e
lik
ely
to
e
n
s
u
r
e
th
at
all
s
tu
d
en
ts
m
ee
t
b
asic
ac
ad
em
ic
s
tan
d
ar
d
s
[
8
]
.
T
h
er
e
f
o
r
e,
wh
e
n
s
ettin
g
th
e
m
is
s
io
n
o
f
a
s
ch
o
o
l,
C
h
i
n
ese
p
r
in
cip
als
n
o
t
o
n
ly
n
ee
d
t
o
r
esp
o
n
d
to
n
atio
n
al
p
o
licies,
b
u
t
also
n
ee
d
to
t
ak
e
in
to
ac
co
u
n
t
lo
ca
l
ch
ar
ac
t
er
is
tics
an
d
p
ar
en
ts
'
n
ee
d
s
in
p
r
ac
tice.
3
.
2
.
2
.
M
a
na
g
ing
t
he
ins
t
ruct
io
na
l pro
g
ra
m
I
n
ter
m
s
o
f
‘
m
an
ag
i
n
g
th
e
i
n
s
tr
u
ctio
n
al
p
r
o
g
r
am
’
,
th
e
lit
er
atu
r
e
s
h
o
ws
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
p
r
in
cip
als'
m
an
ag
em
en
t
s
ty
les
.
I
n
g
en
er
al,
C
h
in
ese
p
r
in
ci
p
a
ls
s
h
o
w
a
h
ig
h
lev
el
o
f
willin
g
n
ess
to
g
u
id
e
an
d
s
u
p
er
v
is
e
th
e
m
an
ag
e
m
en
t
o
f
in
s
tr
u
ctio
n
al
p
r
o
g
r
am
m
ed
[
3
1
]
.
Sp
ec
if
ically
,
s
o
m
e
liter
atu
r
e
s
u
g
g
est
th
at
p
r
in
cip
als
ar
e
d
ir
ec
tly
in
v
o
l
v
e
d
in
teac
h
er
s
'
in
s
tr
u
ctio
n
al
d
e
s
ig
n
an
d
p
r
o
g
r
am
m
ed
im
p
lem
en
tatio
n
,
p
r
o
v
id
in
g
p
r
o
f
ess
io
n
al
ad
v
ice
a
n
d
f
ee
d
b
ac
k
to
h
el
p
teac
h
er
s
im
p
r
o
v
e
th
eir
teac
h
in
g
m
eth
o
d
s
[
6
]
,
[
3
3
]
,
[
3
4
]
.
Fo
r
ex
am
p
le,
s
o
m
e
p
r
in
cip
als
in
J
ian
g
s
u
Pro
v
in
ce
r
eg
u
lar
l
y
o
b
s
er
v
e
class
r
o
o
m
teac
h
in
g
an
d
o
r
g
an
ize
g
r
o
u
p
less
o
n
p
lan
n
in
g
f
o
r
teac
h
er
s
to
en
s
u
r
e
th
at
th
e
teac
h
in
g
c
o
n
te
n
t is in
lin
e
with
th
e
cu
r
r
icu
lu
m
s
tan
d
ar
d
s
.
Ho
wev
er
,
th
er
e
is
also
liter
atu
r
e
s
u
g
g
esti
n
g
th
at
s
o
m
e
p
r
in
cip
als
p
r
ef
er
t
o
d
ec
en
t
r
alize
th
e
m
an
ag
em
en
t
o
f
teac
h
in
g
p
r
o
g
r
am
m
ed
a
n
d
g
iv
e
g
r
ea
ter
au
t
o
n
o
m
y
to
th
e
h
ea
d
o
f
g
r
ad
e
o
r
h
ea
d
o
f
teac
h
in
g
an
d
r
esear
ch
team
.
T
h
is
p
r
a
ctice
was
p
ar
ticu
lar
ly
p
r
e
v
al
en
t
in
p
lace
s
s
u
ch
as
Hain
a
n
an
d
Gu
a
n
g
d
o
n
g
,
p
o
s
s
ib
ly
b
ec
au
s
e
s
ch
o
o
ls
in
t
h
ese
ar
ea
s
p
o
s
s
ess
ed
h
ig
h
er
t
ea
ch
er
q
u
alif
icatio
n
s
an
d
p
r
in
cip
als
ac
ted
m
o
r
e
as
r
eso
u
r
ce
s
u
p
p
o
r
ter
s
an
d
co
o
r
d
in
ato
r
s
in
in
s
tr
u
ctio
n
al
m
an
ag
em
en
t
[
3
4
]
.
Su
ch
p
r
ac
tices
r
ef
lect
a
n
u
an
ce
d
f
o
r
m
o
f
in
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
,
wh
er
e
p
r
in
cip
als
s
tr
ateg
ically
d
eleg
ate
r
esp
o
n
s
ib
ilit
ies
to
en
h
an
ce
co
llab
o
r
atio
n
an
d
f
o
cu
s
th
eir
ef
f
o
r
ts
o
n
cr
e
atin
g
a
v
is
io
n
,
p
r
o
v
id
in
g
r
eso
u
r
ce
s
,
an
d
m
en
to
r
in
g
lead
er
s
with
in
th
e
teac
h
in
g
h
ier
ar
ch
y
to
m
ain
tain
h
ig
h
i
n
s
tr
u
ctio
n
al
s
tan
d
ar
d
s
.
I
t
is
wo
r
th
n
o
tin
g
th
at
t
h
e
liter
atu
r
e
also
r
e
v
ea
ls
th
e
p
r
ac
tical
ch
allen
g
es
f
ac
e
d
b
y
s
o
m
e
p
r
i
n
cip
als
in
im
p
lem
en
tin
g
th
e
c
u
r
r
icu
l
u
m
,
p
ar
ticu
lar
ly
f
r
o
m
th
e
d
o
u
b
le
b
u
r
d
e
n
o
f
teac
h
er
lo
ad
an
d
s
tu
d
en
ts
'
ac
ad
em
ic
p
r
ess
u
r
e.
W
ith
th
e
im
p
lem
en
t
atio
n
o
f
th
e
‘
d
o
u
b
le
r
e
d
u
ctio
n
’
p
o
licy
,
s
o
m
e
p
r
in
cip
als
n
ee
d
to
en
s
u
r
e
th
at
t
h
e
q
u
ality
o
f
teac
h
i
n
g
an
d
lear
n
in
g
is
n
o
t
co
m
p
r
o
m
is
ed
wh
ile
r
ed
u
cin
g
t
h
e
b
u
r
d
en
o
f
h
o
m
ew
o
r
k
a
n
d
ex
am
in
atio
n
s
o
n
s
tu
d
en
ts
,
w
h
ich
p
u
ts
h
ig
h
er
d
em
an
d
s
o
n
th
eir
m
an
ag
em
e
n
t
s
k
ills
.
T
h
is
b
alan
cin
g
ac
t
u
n
d
er
s
co
r
es
th
e
co
m
p
lex
ity
o
f
lead
er
s
h
ip
in
th
e
C
h
in
ese
ed
u
ca
tio
n
al
s
y
s
tem
,
as
p
r
in
cip
als
m
u
s
t
in
n
o
v
ate
an
d
ad
ap
t stra
teg
ies to
m
ee
t p
o
licy
m
an
d
ates w
h
ile
m
ain
tain
in
g
a
ca
d
em
ic
ex
ce
llen
ce
an
d
teac
h
er
s
atis
f
ac
tio
n
.
3
.
2
.
3
.
Dev
elo
pin
g
a
po
s
it
iv
e
s
cho
o
l
clim
a
t
e
T
h
e
lead
er
s
h
ip
r
o
le
o
f
th
e
p
r
in
cip
al
is
p
ar
ticu
lar
ly
s
ig
n
if
ican
t
in
th
e
ar
ea
o
f
‘
cr
ea
tin
g
a
p
o
s
itiv
e
s
ch
o
o
l
clim
ate’
[
3
4
]
.
T
h
e
lit
er
atu
r
e
g
en
e
r
ally
s
u
g
g
ests
th
at
p
r
in
cip
als
cr
ea
te
a
p
o
s
itiv
e
s
ch
o
o
l
clim
ate
b
y
b
u
ild
in
g
g
o
o
d
teac
h
er
-
s
tu
d
e
n
t
r
elatio
n
s
h
ip
s
,
f
o
s
ter
in
g
co
lla
b
o
r
atio
n
am
o
n
g
teac
h
er
s
,
a
n
d
p
r
o
m
o
tin
g
h
o
m
e
-
s
ch
o
o
l
co
m
m
u
n
icatio
n
.
Fo
r
e
x
am
p
le,
a
s
tu
d
y
in
J
ian
g
s
u
P
r
o
v
in
ce
f
o
u
n
d
th
at
p
r
in
cip
als
wer
e
ef
f
ec
tiv
e
in
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
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8
8
2
2
P
r
in
cip
a
l in
s
tr
u
ctio
n
a
l le
a
d
er
s
h
ip
:
a
s
ystema
tic
r
ev
iew
o
f C
h
in
a
2
0
1
4
-
2
0
2
4
(
Hu
a
S
h
ih
u
i
)
2717
im
p
r
o
v
in
g
th
e
o
v
er
all
teac
h
i
n
g
an
d
lea
r
n
in
g
clim
ate
in
t
h
eir
s
ch
o
o
ls
b
y
p
r
o
m
o
tin
g
te
ac
h
er
s
’
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t w
h
ile
f
o
c
u
s
in
g
o
n
teac
h
er
s
’
jo
b
s
atis
f
ac
tio
n
an
d
p
s
y
ch
o
l
o
g
ical
well
-
b
ein
g
[
3
5
]
.
I
n
ad
d
itio
n
,
th
e
s
tu
d
y
also
s
h
o
wed
th
at
p
r
i
n
cip
als
attac
h
ed
g
r
ea
t
im
p
o
r
tan
ce
to
s
tu
d
e
n
ts
’
m
o
r
al
ed
u
ca
tio
n
an
d
p
s
y
ch
o
l
o
g
ical
h
ea
lth
in
th
e
d
ev
elo
p
m
en
t
o
f
s
ch
o
o
l
cu
ltu
r
e,
esp
ec
ially
in
r
u
r
al
ar
ea
s
,
wh
er
e
p
r
in
cip
als
wo
u
l
d
en
h
an
ce
s
tu
d
en
ts
’
s
en
s
e
o
f
b
elo
n
g
in
g
an
d
co
llectiv
e
h
o
n
o
r
by
o
r
g
a
n
izin
g
r
ic
h
an
d
d
iv
er
s
e
ex
tr
ac
u
r
r
icu
la
r
ac
tiv
ities
.
T
h
es
e
in
itiativ
es n
o
t o
n
ly
co
n
tr
ib
u
t
e
to
th
e
o
v
er
all
d
ev
elo
p
m
en
t o
f
s
tu
d
en
ts
,
b
u
t a
ls
o
ef
f
ec
tiv
ely
p
r
o
m
o
te
th
e
em
o
t
io
n
al
co
n
n
ec
tio
n
b
etwe
en
teac
h
er
s
an
d
s
tu
d
en
ts
an
d
f
o
r
m
a
p
o
s
itiv
e
ca
m
p
u
s
cu
ltu
r
e.
T
h
ese
ac
tiv
ities
o
f
te
n
in
clu
d
e
d
co
m
m
u
n
ity
e
n
g
ag
em
en
t
p
r
o
g
r
am
s
,
tr
a
d
itio
n
al
c
u
ltu
r
al
ev
en
ts
,
an
d
co
llab
o
r
ativ
e
p
r
o
jects th
at
allo
wed
s
tu
d
en
ts
to
d
ev
elo
p
team
wo
r
k
s
k
ills
,
s
tr
en
g
th
en
cu
ltu
r
a
l id
en
tity
,
an
d
b
u
ild
r
esil
ien
ce
in
ch
allen
g
in
g
cir
cu
m
s
tan
ce
s
.
Ov
er
all,
th
e
k
ey
f
in
d
in
g
s
in
th
e
liter
atu
r
e
h
ig
h
lig
h
t
th
at
C
h
in
ese
p
r
in
cip
als
d
em
o
n
s
tr
ate
d
is
tin
ctiv
e
p
atter
n
s
o
f
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tice,
s
h
ap
ed
b
y
a
co
m
b
in
atio
n
o
f
to
p
-
d
o
wn
n
atio
n
al
ed
u
ca
tio
n
p
o
licies
an
d
th
e
n
ee
d
to
a
d
d
r
ess
lo
ca
l
ch
allen
g
es
with
in
th
eir
s
ch
o
o
l
s
.
T
h
ese
p
atter
n
s
r
ef
lect
th
e
p
r
in
cip
als’
ca
p
ac
ity
f
o
r
b
alan
ci
n
g
co
m
p
lian
ce
wit
h
p
o
licy
m
a
n
d
ates,
s
u
ch
as
th
e
“
d
o
u
b
le
r
ed
u
ctio
n
”
p
o
licy
,
wh
ile
in
n
o
v
atin
g
an
d
ad
ap
tin
g
t
o
th
e
s
p
ec
if
ic
cu
ltu
r
al,
s
o
cial,
an
d
ec
o
n
o
m
ic
co
n
tex
ts
o
f
th
eir
r
eg
io
n
s
.
Fo
r
in
s
tan
ce
,
p
r
in
ci
p
als
in
u
r
b
an
an
d
r
eso
u
r
ce
-
r
ich
a
r
ea
s
o
f
ten
f
o
cu
s
o
n
in
ter
n
atio
n
aliza
tio
n
an
d
in
n
o
v
atio
n
i
n
ed
u
ca
tio
n
,
wh
ile
th
o
s
e
i
n
r
u
r
al
an
d
u
n
d
er
-
r
eso
u
r
ce
d
r
eg
io
n
s
p
r
i
o
r
itize
eq
u
itab
le
ac
ce
s
s
an
d
f
o
u
n
d
atio
n
al
lear
n
in
g
o
u
tco
m
es.
Fu
r
th
er
m
o
r
e
,
C
h
in
ese
p
r
in
cip
als
ar
e
p
ar
ticu
lar
ly
n
o
ted
f
o
r
th
eir
em
p
h
asis
o
n
d
ef
i
n
in
g
cl
ea
r
s
ch
o
o
l
m
is
s
io
n
s
an
d
cu
ltiv
atin
g
p
o
s
itiv
e
s
ch
o
o
l
clim
ates,
ev
en
th
o
u
g
h
th
e
ir
d
ir
ec
t
in
v
o
lv
em
e
n
t
in
in
s
tr
u
ctio
n
al
p
r
o
g
r
am
m
an
ag
em
en
t
m
ay
b
e
m
o
r
e
l
im
ited
.
T
h
ese
tr
en
d
s
u
n
d
e
r
s
co
r
e
th
e
i
n
f
lu
en
ce
o
f
c
u
ltu
r
al
f
ac
to
r
s
,
s
u
ch
as
co
llectiv
is
m
an
d
r
esp
ec
t
f
o
r
au
th
o
r
ity
,
o
n
lead
er
s
h
i
p
p
r
ac
tices,
o
f
f
er
in
g
a
n
u
an
ce
d
p
er
s
p
ec
tiv
e
o
n
th
e
ad
ap
tab
ilit
y
a
n
d
co
n
tex
t
u
aliza
tio
n
o
f
in
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
with
in
t
h
e
u
n
iq
u
e
f
r
am
ewo
r
k
o
f
C
h
in
a’
s
ed
u
ca
tio
n
s
y
s
tem
.
3.
3
.
Dis
cus
s
io
n
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
s
h
o
w
th
at
th
er
e
ar
e
s
ig
n
i
f
ican
t
d
i
f
f
er
en
ce
s
in
th
e
i
n
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tices
o
f
p
r
in
cip
als
in
d
if
f
er
en
t
r
eg
i
o
n
s
o
f
C
h
in
a.
Prin
c
ip
als
in
d
ev
elo
p
ed
r
eg
io
n
s
ar
e
m
o
r
e
in
clin
ed
t
o
in
ter
n
atio
n
aliza
tio
n
an
d
in
n
o
v
atio
n
-
o
r
ien
te
d
ed
u
ca
tio
n
al
g
o
a
ls
an
d
s
h
o
w
h
ig
h
er
lev
els
o
f
a
u
to
n
o
m
y
,
wh
er
ea
s
p
r
in
cip
als
in
less
d
ev
elo
p
ed
r
eg
io
n
s
ar
e
co
n
s
tr
ain
ed
b
y
r
eso
u
r
ce
s
an
d
p
o
licies
an
d
f
o
c
u
s
m
o
r
e
o
n
th
e
q
u
alit
y
o
f
b
asic
ed
u
ca
tio
n
[
3
6
]
.
Su
c
h
r
eg
io
n
al
d
if
f
er
en
ce
s
s
u
g
g
est
th
at
th
e
ef
f
ec
tiv
en
ess
o
f
ed
u
ca
tio
n
p
o
licies
in
p
r
ac
tice
m
ay
b
e
af
f
ec
ted
b
y
t
h
e
u
n
eq
u
al
d
is
tr
ib
u
tio
n
o
f
r
e
g
io
n
al
r
eso
u
r
ce
s
.
T
h
e
f
r
eq
u
en
t
ch
a
n
g
es
in
C
h
i
n
a
’
s
ed
u
ca
tio
n
p
o
licies
h
av
e
h
ad
a
p
r
o
f
o
u
n
d
im
p
ac
t
o
n
p
r
in
cip
als'
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
[
3
7
]
.
Fo
r
ex
am
p
le,
th
e
‘
d
o
u
b
le
-
d
ec
r
ea
s
e’
p
o
licy
r
eq
u
ir
es
p
r
in
cip
als
to
r
ed
u
ce
th
e
b
u
r
d
e
n
o
n
s
tu
d
en
ts
wh
ile
at
t
h
e
s
am
e
tim
e
en
s
u
r
in
g
t
h
e
q
u
ality
o
f
teac
h
in
g
an
d
lear
n
in
g
,
wh
ich
p
u
ts
h
ig
h
er
d
em
an
d
s
o
n
p
r
in
cip
als'
m
an
ag
em
en
t
s
k
ills
[
3
8
]
.
Un
d
er
th
is
p
o
licy
d
ir
ec
tio
n
,
p
r
in
ci
p
als
n
o
t
o
n
ly
n
ee
d
to
h
av
e
th
e
ab
ilit
y
t
o
m
a
n
ag
e
in
s
tr
u
cti
o
n
al
p
r
o
g
r
am
m
ed
,
b
u
t
also
n
e
ed
to
ef
f
ec
tiv
ely
b
ala
n
ce
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tu
d
en
t
p
r
ess
u
r
e
an
d
ed
u
ca
tio
n
al
o
u
tco
m
es.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
wi
th
Hallin
g
er
’
s
m
o
d
el
th
at
p
o
licy
o
r
ien
tatio
n
s
ig
n
if
ican
tl
y
in
f
lu
e
n
ce
s
p
r
in
cip
als'
lead
er
s
h
ip
s
ty
les
[
3
9
]
.
I
n
th
is
s
tu
d
y
,
th
e
f
in
d
in
g
s
wer
e
co
m
p
ar
e
d
with
m
u
ltip
l
e
p
r
ev
io
u
s
s
tu
d
ies
to
co
n
tex
tu
alize
an
d
v
alid
ate
th
e
in
s
ig
h
ts
g
ain
ed
.
Sp
ec
if
ically
,
th
e
lim
ited
in
v
o
lv
em
en
t
o
f
C
h
in
ese
p
r
in
ci
p
als
in
cu
r
r
ic
u
lu
m
m
an
ag
em
en
t
alig
n
s
with
th
e
f
in
d
in
g
s
o
f
B
o
y
ce
an
d
B
o
we
r
s
[
3
3
]
,
wh
o
em
p
h
asized
th
at
th
e
em
p
h
asis
o
n
ad
m
in
is
tr
ativ
e
task
s
o
f
ten
lim
its
p
r
in
cip
als’
d
ir
ec
t
in
s
tr
u
cti
o
n
al
en
g
ag
e
m
en
t.
Similar
ly
,
th
e
p
r
io
r
ity
g
iv
e
n
to
d
ef
in
in
g
th
e
s
ch
o
o
l
m
is
s
io
n
a
n
d
v
is
io
n
r
eso
n
ates
with
p
r
ev
i
o
u
s
s
tu
d
y
[
3
3
]
,
wh
o
f
o
u
n
d
th
at
m
is
s
io
n
-
o
r
ien
ted
lead
er
s
h
ip
is
a
p
r
o
m
in
e
n
t
f
ea
tu
r
e
in
Asi
an
ed
u
ca
tio
n
al
s
y
s
te
m
s
.
T
h
is
s
tu
d
y
also
co
r
r
o
b
o
r
a
tes
th
e
co
n
clu
s
io
n
s
o
f
L
eith
wo
o
d
et
a
l.
[
4
0
]
th
at
t
h
e
d
ev
elo
p
m
en
t
o
f
a
p
o
s
itiv
e
s
ch
o
o
l
clim
ate
is
a
u
n
iv
er
s
al
f
o
cu
s
f
o
r
p
r
i
n
cip
als
aim
in
g
to
en
h
an
ce
s
tu
d
e
n
t
an
d
teac
h
er
o
u
tco
m
es.
Ho
wev
er
,
co
n
tr
asti
n
g
ev
id
en
ce
f
r
o
m
T
er
o
s
k
y
[
4
1
]
in
d
icate
s
th
at
in
s
o
m
e
W
ester
n
c
o
n
tex
ts
,
p
r
i
n
cip
als
ar
e
m
o
r
e
ac
tiv
ely
in
v
o
lv
ed
in
cu
r
r
icu
lu
m
m
an
a
g
em
en
t,
s
u
g
g
esti
n
g
th
at
cu
ltu
r
al
an
d
s
y
s
tem
ic
d
if
f
er
en
ce
s
p
lay
a
s
ig
n
if
ica
n
t r
o
le
in
s
h
ap
in
g
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tices.
A
co
m
p
a
r
is
o
n
with
s
tu
d
ies
f
r
o
m
r
eg
io
n
s
s
u
ch
as
So
u
th
ea
s
t
Asi
a
an
d
th
e
Mid
d
le
E
ast
f
u
r
th
er
h
ig
h
lig
h
ts
th
e
u
n
iq
u
e
ch
alle
n
g
es
f
ac
ed
b
y
C
h
in
ese
p
r
in
cip
als,
p
ar
ticu
lar
ly
in
b
alan
c
in
g
n
atio
n
al
p
o
licy
m
an
d
ates,
s
u
ch
as
th
e
“d
o
u
b
le
r
ed
u
ctio
n
”
p
o
licy
,
with
lo
ca
l
s
ch
o
o
l
m
an
ag
e
m
en
t
n
ee
d
s
.
Mo
r
eo
v
e
r
,
B
u
s
h
[
4
2
]
h
as
ar
g
u
e
d
t
h
at
o
n
r
u
r
al
s
ch
o
o
ls
’
d
ep
en
d
en
ce
o
n
ex
tr
ac
u
r
r
ic
u
lar
ac
tiv
ities
to
b
u
ild
a
s
en
s
e
o
f
co
m
m
u
n
ity
an
d
b
elo
n
g
in
g
ec
h
o
s
im
ilar
p
atter
n
s
o
b
s
er
v
e
d
in
th
is
s
tu
d
y
.
O
n
th
e
o
th
er
h
a
n
d
,
th
e
wea
k
e
m
p
h
asis
o
n
teac
h
er
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
i
d
en
tifie
d
in
th
is
r
e
v
iew
co
n
tr
asts
with
r
esear
ch
f
r
o
m
E
u
r
o
p
e
[
4
3
]
,
wh
er
e
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
o
f
te
n
p
r
io
r
itizes
teac
h
er
ca
p
ac
ity
-
b
u
ild
in
g
as
a
k
ey
m
ec
h
an
is
m
f
o
r
im
p
r
o
v
in
g
in
s
tr
u
ctio
n
al
q
u
ality
.
T
h
e
p
r
ac
tical
co
n
tr
ib
u
tio
n
s
o
f
th
is
r
esear
ch
lie
in
p
r
o
v
i
d
in
g
p
o
licy
m
ak
er
s
with
in
s
ig
h
t
s
in
to
th
e
s
p
ec
if
ic
ar
ea
s
wh
er
e
C
h
in
ese
p
r
in
cip
als
ex
ce
l,
s
u
ch
as
m
is
s
io
n
-
s
ettin
g
,
an
d
wh
e
r
e
im
p
r
o
v
em
en
t
is
n
ee
d
e
d
,
s
u
ch
as
cu
r
r
icu
lu
m
m
an
a
g
em
en
t.
T
h
ese
f
in
d
in
g
s
ca
n
in
f
o
r
m
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
p
r
o
g
r
a
m
s
tailo
r
ed
to
C
h
in
ese
p
r
in
cip
als’
n
ee
d
s
.
T
h
e
em
p
ir
ical
c
o
n
tr
ib
u
tio
n
s
in
cl
u
d
e
a
d
etailed
th
e
m
atic
an
aly
s
is
o
f
in
s
tr
u
ctio
n
al
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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2
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8
8
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2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
7
1
0
-
2
7
2
1
2718
lead
er
s
h
ip
b
eh
a
v
io
r
s
in
u
r
b
a
n
s
ch
o
o
ls
ac
r
o
s
s
C
h
in
a,
o
f
f
e
r
in
g
a
n
u
an
ce
d
u
n
d
e
r
s
tan
d
in
g
o
f
r
e
g
io
n
al
a
n
d
cu
ltu
r
al
d
y
n
am
ics
in
lead
er
s
h
ip
p
r
ac
tices.
T
h
eo
r
etica
lly
,
th
is
s
tu
d
y
ex
ten
d
s
Hallin
g
er
’
s
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
f
r
am
ewo
r
k
b
y
ap
p
l
y
in
g
it
in
a
C
h
in
ese
co
n
tex
t,
u
n
co
v
e
r
in
g
u
n
iq
u
e
lead
e
r
s
h
ip
p
atter
n
s
th
at
d
if
f
er
f
r
o
m
th
o
s
e
o
b
s
er
v
ed
in
o
th
er
r
eg
io
n
s
.
Me
th
o
d
o
lo
g
ically
,
t
h
e
u
s
e
o
f
a
s
y
s
tem
atic
r
ev
iew
an
d
th
em
atic
co
d
in
g
p
r
o
ce
s
s
h
ig
h
lig
h
ts
an
ef
f
ec
tiv
e
ap
p
r
o
ac
h
f
o
r
s
y
n
th
esizin
g
lar
g
e
v
o
lu
m
es
o
f
liter
atu
r
e
to
d
r
aw
m
ea
n
in
g
f
u
l
co
n
clu
s
io
n
s
.
C
h
in
a
’
s
cu
ltu
r
e
o
f
c
o
llectiv
is
m
an
d
tr
a
d
itio
n
o
f
h
o
n
o
r
in
g
t
ea
ch
er
s
h
av
e
h
a
d
a
p
r
o
f
o
u
n
d
im
p
ac
t
o
n
p
r
in
cip
als
’
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
.
R
esear
ch
h
as
s
h
o
wn
th
at
p
r
in
cip
als
ar
e
m
o
r
e
c
o
n
ce
r
n
e
d
with
m
ain
tain
in
g
h
ar
m
o
n
i
o
u
s
r
elatio
n
s
h
ip
s
wh
en
in
ter
ac
tin
g
with
teac
h
er
s
an
d
s
tu
d
en
ts
,
an
d
ten
d
to
p
r
o
m
o
te
th
e
ac
h
iev
em
en
t
o
f
s
ch
o
o
l
g
o
als
th
r
o
u
g
h
co
o
p
er
atio
n
an
d
s
u
p
p
o
r
t
[
4
4
]
.
T
h
is
is
d
if
f
er
en
t
f
r
o
m
th
e
W
ester
n
o
u
tco
m
e
-
o
r
ien
ted
lead
er
s
h
ip
ap
p
r
o
ac
h
,
a
n
d
th
u
s
th
e
m
o
d
er
atin
g
r
o
le
o
f
c
u
lt
u
r
al
f
ac
to
r
s
o
n
lead
er
s
h
ip
ef
f
ec
tiv
en
ess
ca
n
b
e
f
u
r
th
er
e
x
p
lo
r
ed
in
f
u
tu
r
e
r
esear
ch
.
T
h
e
f
i
n
d
in
g
s
f
r
o
m
th
e
th
em
ati
c
an
aly
s
is
wer
e
s
y
n
th
esized
to
id
en
tify
o
v
er
ar
c
h
in
g
tr
en
d
s
an
d
u
n
iq
u
e
ch
ar
ac
ter
is
tics
o
f
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
in
C
h
in
ese
s
ch
o
o
ls
.
B
y
o
r
g
an
izin
g
th
e
d
ata
with
in
Hallin
g
er
’
s
f
r
am
ewo
r
k
,
th
is
s
tu
d
y
was
ab
le
to
d
r
aw
co
m
p
ar
ativ
e
in
s
ig
h
ts
ac
r
o
s
s
s
tu
d
ies,
h
ig
h
lig
h
tin
g
b
o
th
th
e
co
m
m
o
n
alities
an
d
co
n
tex
tu
al
n
u
an
ce
s
in
C
h
in
ese
in
s
tr
u
cti
o
n
al
lead
er
s
h
ip
p
r
ac
tices.
T
h
is
s
y
n
th
esis
p
r
o
ce
s
s
also
en
ab
led
t
h
e
id
e
n
tific
atio
n
o
f
ar
ea
s
wh
er
e
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
in
C
h
in
a
d
i
v
er
g
es
f
r
o
m
p
r
ac
tices
o
b
s
er
v
ed
i
n
W
ester
n
co
n
tex
ts
,
o
f
f
er
i
n
g
v
alu
ab
le
in
s
ig
h
ts
in
t
o
th
e
im
p
ac
t
o
f
c
u
ltu
r
al
a
n
d
p
o
licy
-
r
elate
d
f
ac
t
o
r
s
o
n
p
r
i
n
cip
al
b
eh
a
v
io
r
s
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
h
av
e
s
ig
n
if
ican
t
im
p
licatio
n
s
f
o
r
e
d
u
ca
tio
n
al
p
r
ac
tice
an
d
p
o
licy
in
C
h
in
a.
First,
th
e
lim
ited
in
v
o
lv
em
e
n
t
o
f
C
h
in
ese
p
r
in
cip
als
in
cu
r
r
icu
lu
m
m
an
ag
em
e
n
t
s
u
g
g
ests
th
e
n
ee
d
f
o
r
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
p
r
o
g
r
am
s
th
at
e
q
u
ip
p
r
in
ci
p
als
with
th
e
s
k
ills
an
d
s
tr
ateg
ies
to
e
n
g
ag
e
m
o
r
e
d
ee
p
l
y
in
in
s
tr
u
ctio
n
al
o
v
er
s
ig
h
t.
F
o
r
ex
am
p
le,
tar
g
eted
tr
ain
in
g
ca
n
h
elp
p
r
i
n
cip
als
b
etter
in
teg
r
ate
n
atio
n
al
cu
r
r
icu
lu
m
s
tan
d
ar
d
s
with
lo
c
al
in
s
tr
u
ctio
n
al
p
r
ac
tices.
Seco
n
d
,
th
e
em
p
h
asis
o
n
d
ef
in
in
g
th
e
s
ch
o
o
l
m
is
s
io
n
an
d
v
is
io
n
h
i
g
h
lig
h
ts
th
e
cr
itic
al
r
o
le
o
f
p
r
in
ci
p
als
in
s
h
a
p
in
g
s
ch
o
o
l
id
en
tity
an
d
c
u
ltu
r
e.
Po
licy
m
ak
er
s
co
u
ld
f
o
r
m
alize
f
r
am
ew
o
r
k
s
th
at
s
u
p
p
o
r
t
p
r
in
cip
als
in
d
ev
elo
p
in
g
clea
r
,
ac
tio
n
ab
le
m
is
s
io
n
s
tatem
en
ts
an
d
alig
n
in
g
th
em
with
m
ea
s
u
r
ab
le
ed
u
ca
t
io
n
al
o
u
tco
m
es.
Mo
r
eo
v
er
,
th
e
f
in
d
in
g
s
r
eg
a
r
d
in
g
t
h
e
r
o
le
o
f
ex
tr
ac
u
r
r
icu
lar
ac
tiv
ities
in
r
u
r
al
s
ch
o
o
ls
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
f
o
s
ter
in
g
co
m
m
u
n
ity
co
n
n
ec
tio
n
s
t
o
im
p
r
o
v
e
s
tu
d
e
n
t
en
g
ag
em
e
n
t
an
d
well
-
b
ei
n
g
.
E
d
u
ca
tio
n
al
p
o
licies
s
h
o
u
ld
t
h
er
ef
o
r
e
p
r
io
r
itize
r
eso
u
r
ce
s
f
o
r
e
x
tr
ac
u
r
r
icu
lar
p
r
o
g
r
a
m
s
,
p
ar
ticu
la
r
ly
in
u
n
d
er
-
r
eso
u
r
ce
d
r
u
r
al
a
r
ea
s
.
Fin
ally
,
th
e
c
h
allen
g
es
r
elate
d
to
t
h
e
“d
o
u
b
l
e
r
ed
u
ctio
n
”
p
o
licy
u
n
d
e
r
s
co
r
e
t
h
e
n
ee
d
f
o
r
b
alan
ce
d
p
o
licy
a
p
p
r
o
ac
h
es
th
at
allev
iate
ac
ad
e
m
ic
p
r
ess
u
r
es
wh
ile
m
ain
tain
in
g
teac
h
in
g
q
u
ality
.
Po
licy
m
ak
er
s
s
h
o
u
ld
in
v
o
l
v
e
p
r
in
cip
als
i
n
th
e
d
esig
n
an
d
im
p
lem
en
tatio
n
o
f
s
u
ch
p
o
licies to
en
s
u
r
e
t
h
ey
ar
e
p
r
ac
tical
an
d
c
o
n
tex
t
-
s
en
s
itiv
e.
3.
4
.
No
v
elt
y
a
nd
co
ntr
ibu
t
io
n o
f
t
he
s
t
ud
y
T
h
is
s
tu
d
y
o
f
f
er
s
a
n
o
v
el
c
o
n
t
r
ib
u
tio
n
b
y
s
y
s
tem
atica
lly
r
ev
iewin
g
in
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
p
r
ac
tices
in
C
h
in
a
u
s
in
g
Hallin
g
er
’
s
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
f
r
a
m
ewo
r
k
,
wh
ich
h
as
p
r
im
ar
ily
b
ee
n
ap
p
lied
in
W
ester
n
co
n
tex
ts
.
Un
lik
e
p
r
ev
i
o
u
s
s
tu
d
ies
th
at
f
o
cu
s
o
n
is
o
lated
lead
er
s
h
ip
b
eh
a
v
io
r
s
,
t
h
is
r
esear
ch
p
r
o
v
id
es
a
h
o
lis
tic
an
aly
s
is
o
f
p
r
in
cip
als’
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
ac
r
o
s
s
d
if
f
er
en
t
u
r
b
an
r
eg
i
o
n
s
in
C
h
in
a
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
in
teg
r
ates
ed
u
ca
tio
n
al
p
o
licy
a
n
aly
s
is
,
p
ar
ticu
lar
ly
t
h
e
im
p
ac
t
o
f
C
h
in
a’
s
“
d
o
u
b
l
e
r
ed
u
ctio
n
”
p
o
licy
,
wh
ich
h
as n
o
t
b
ee
n
ex
te
n
s
iv
ely
ex
am
in
e
d
in
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
liter
atu
r
e.
Me
th
o
d
o
lo
g
ically
,
th
is
s
tu
d
y
ap
p
lies
th
e
PR
I
SMA
s
y
s
tem
at
ic
r
ev
iew
ap
p
r
o
ac
h
,
en
s
u
r
in
g
a
r
ig
o
r
o
u
s
an
d
tr
an
s
p
ar
en
t
liter
atu
r
e
s
el
ec
tio
n
p
r
o
ce
s
s
,
wh
ich
is
r
elativ
ely
r
ar
e
in
s
tu
d
ies
o
n
C
h
in
ese
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
.
T
h
e
r
esear
c
h
al
s
o
h
ig
h
lig
h
ts
th
e
r
eg
i
o
n
al
d
is
p
ar
ities
in
h
o
w
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
is
im
p
lem
en
ted
,
c
o
m
p
ar
in
g
d
e
v
e
lo
p
ed
an
d
less
-
d
ev
elo
p
e
d
r
eg
i
o
n
s
,
wh
ich
o
f
f
er
s
n
ew
in
s
ig
h
ts
in
to
th
e
co
n
tex
tu
al
ap
p
licatio
n
o
f
lead
e
r
s
h
ip
m
o
d
els.
Fu
r
th
er
m
o
r
e
,
th
e
s
tu
d
y
co
n
tr
ib
u
tes
to
t
h
e
g
l
o
b
al
d
is
cu
s
s
io
n
o
n
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
b
y
s
h
o
wca
s
in
g
h
o
w
cu
ltu
r
al
f
ac
to
r
s
,
s
u
ch
as
c
o
llectiv
is
m
an
d
h
ier
ar
c
h
ical
au
th
o
r
ity
s
tr
u
ctu
r
es,
in
f
lu
en
ce
p
r
i
n
cip
als’
lead
er
s
h
ip
s
ty
les
in
C
h
in
a.
T
h
ese
f
in
d
in
g
s
p
r
o
v
id
e
v
alu
ab
le
im
p
licatio
n
s
f
o
r
ad
ap
tin
g
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
m
o
d
el
s
to
d
if
f
er
en
t c
u
ltu
r
al
an
d
p
o
li
cy
-
d
r
iv
e
n
en
v
ir
o
n
m
e
n
ts
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
h
as
s
y
s
tem
atica
l
ly
r
ev
iewe
d
th
e
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tices
o
f
s
ch
o
o
l
p
r
i
n
cip
als
in
C
h
in
a,
f
o
cu
s
in
g
o
n
th
e
d
im
e
n
s
io
n
s
o
f
d
ef
in
in
g
th
e
s
ch
o
o
l
m
is
s
io
n
,
m
an
ag
in
g
in
s
tr
u
cti
o
n
al
p
r
o
g
r
am
s
,
an
d
cr
ea
tin
g
a
p
o
s
itiv
e
s
ch
o
o
l
clim
ate.
T
h
e
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
p
iv
o
tal
r
o
le
o
f
p
r
in
cip
a
ls
in
ad
ap
tin
g
an
d
in
n
o
v
atin
g
lead
er
s
h
ip
p
r
ac
tice
s
to
ad
d
r
ess
r
eg
io
n
al
an
d
p
o
li
cy
-
d
r
iv
e
n
ch
allen
g
es,
s
u
ch
as
th
e
im
p
lem
en
tatio
n
o
f
th
e
“
d
o
u
b
le
r
ed
u
ctio
n
”
p
o
licy
.
Ad
d
itio
n
ally
,
th
e
r
e
v
iew
h
ig
h
lig
h
ts
th
e
u
n
iq
u
e
co
n
tex
tu
al
f
ac
to
r
s
in
f
lu
en
cin
g
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
in
C
h
in
a,
i
n
clu
d
in
g
c
o
llectiv
is
t
cu
ltu
r
al
n
o
r
m
s
an
d
v
ar
iatio
n
s
in
teac
h
er
q
u
alif
icatio
n
s
ac
r
o
s
s
p
r
o
v
in
ce
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
P
r
in
cip
a
l in
s
tr
u
ctio
n
a
l le
a
d
er
s
h
ip
:
a
s
ystema
tic
r
ev
iew
o
f C
h
in
a
2
0
1
4
-
2
0
2
4
(
Hu
a
S
h
ih
u
i
)
2719
W
h
ile
th
is
s
tu
d
y
h
as
p
r
o
v
id
e
d
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tices
o
f
C
h
in
ese
p
r
in
cip
als,
th
er
e
ar
e
s
ev
er
al
a
v
en
u
es
f
o
r
f
u
tu
r
e
r
esear
ch
.
Fi
r
s
t,
f
u
tu
r
e
s
tu
d
ies
co
u
ld
ad
o
p
t
a
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
,
co
m
b
in
i
n
g
q
u
alitati
v
e
ca
s
e
s
tu
d
ies
with
q
u
an
titat
iv
e
an
aly
s
es,
to
p
r
o
v
id
e
a
m
o
r
e
co
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
p
r
in
cip
als’
i
n
s
tr
u
ctio
n
al
lead
er
s
h
ip
.
Seco
n
d
,
r
esear
ch
co
u
ld
ex
p
l
o
r
e
th
e
im
p
ac
t
o
f
s
p
ec
if
ic
p
o
licies,
s
u
ch
as
th
e
“d
o
u
b
le
r
ed
u
ctio
n
”
p
o
licy
,
o
n
p
r
i
n
cip
als’
in
s
tr
u
ctio
n
al
lead
er
s
h
ip
p
r
ac
tices
an
d
th
eir
ef
f
ec
tiv
en
ess
in
d
if
f
er
en
t
r
eg
i
o
n
s
an
d
s
ch
o
o
l
ty
p
es.
T
h
ir
d
,
m
o
r
e
lo
n
g
itu
d
i
n
al
s
tu
d
ies
ar
e
n
ee
d
ed
to
e
x
am
in
e
h
o
w
in
s
tr
u
ctio
n
al
lead
e
r
s
h
ip
b
eh
av
io
r
s
e
v
o
lv
e
o
v
e
r
tim
e
an
d
in
r
esp
o
n
s
e
to
c
h
an
g
es
in
e
d
u
ca
tio
n
al
p
o
licy
o
r
s
o
cieta
l
ex
p
ec
tatio
n
s
.
Fo
u
r
th
,
f
u
tu
r
e
r
esear
ch
co
u
l
d
in
v
esti
g
ate
th
e
p
er
s
p
ec
tiv
es
o
f
o
th
er
s
t
ak
eh
o
ld
er
s
,
s
u
ch
as
teac
h
er
s
,
s
tu
d
en
ts
,
a
n
d
p
ar
en
ts
,
to
g
ain
a
m
o
r
e
h
o
lis
tic
v
iew
o
f
h
o
w
p
r
in
cip
als’
lead
e
r
s
h
ip
b
eh
av
io
r
s
i
n
f
lu
en
ce
ed
u
ca
tio
n
al
o
u
tc
o
m
es.
Fin
ally
,
co
m
p
ar
ativ
e
s
tu
d
ies
b
et
wee
n
C
h
in
a
an
d
o
th
er
c
o
u
n
tr
ies
with
s
im
ilar
ed
u
ca
tio
n
al
ch
allen
g
es
c
o
u
ld
h
elp
id
en
tif
y
b
est
p
r
ac
tices
an
d
in
f
o
r
m
p
o
licy
ad
a
p
tatio
n
s
in
th
e
C
h
in
es
e
co
n
tex
t.
ACK
NO
WL
E
DG
M
E
N
T
S
Firstl
y
,
we
wo
u
ld
lik
e
t
o
th
a
n
k
th
e
s
u
p
er
v
is
o
r
f
o
r
h
er
g
u
i
d
a
n
ce
in
to
p
ic
s
elec
tio
n
,
liter
atu
r
e
s
cr
ee
n
in
g
an
d
in
teg
r
atio
n
,
wh
ich
en
ab
le
d
us
to
tak
e
a
m
o
r
e
r
ig
o
r
o
u
s
ap
p
r
o
ac
h
to
ea
ch
p
ar
t
o
f
th
e
s
tu
d
y
.
Seco
n
d
,
we
wo
u
ld
lik
e
to
t
h
an
k
t
h
e
r
esear
ch
team
an
d
co
lleag
u
es f
o
r
s
h
ar
in
g
an
d
d
is
cu
s
s
in
g
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Hu
a
Sh
ih
u
i
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Azlin
No
r
h
ain
i M
an
s
o
r
✓
✓
✓
✓
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✓
✓
Kh
air
u
l A
zh
ar
J
am
alu
d
i
n
✓
✓
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✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
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R
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R
e
so
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r
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D
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a
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C
u
r
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W
r
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O
r
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n
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l
D
r
a
f
t
E
:
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r
i
t
i
n
g
-
R
e
v
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e
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&
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d
i
t
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n
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Vi
:
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su
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z
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t
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o
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Su
p
e
r
v
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s
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P
:
P
r
o
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t
a
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mi
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st
r
a
t
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Fu
:
Fu
n
d
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g
a
c
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u
i
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t
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o
n
CO
NF
L
I
C
T
O
F
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N
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E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
I
NF
O
RM
E
D
CO
NS
E
N
T
W
e
h
av
e
o
b
tain
ed
in
f
o
r
m
ed
c
o
n
s
en
t f
r
o
m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
r
esear
ch
r
elate
d
to
h
u
m
a
n
u
s
e
h
as
b
ee
n
co
m
p
lied
with
all
th
e
r
elev
an
t
n
atio
n
al
r
eg
u
l
atio
n
s
an
d
in
s
titu
tio
n
al
p
o
licies
in
ac
co
r
d
an
ce
with
th
e
te
n
ets
o
f
t
h
e
He
ls
in
k
i
Dec
lar
atio
n
an
d
h
as
b
ee
n
ap
p
r
o
v
e
d
b
y
th
e
au
th
o
r
s
’
in
s
titu
tio
n
al
r
e
v
iew
b
o
ar
d
o
r
eq
u
i
v
alen
t c
o
m
m
ittee.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
au
th
o
r
s
c
o
n
f
i
r
m
t
h
at
th
e
d
ata
s
u
p
p
o
r
ti
n
g
t
h
e
f
i
n
d
in
g
s
o
f
t
h
is
s
t
u
d
y
a
r
e
a
v
a
ila
b
l
e
wit
h
i
n
t
h
e
a
r
ti
cle
.
Evaluation Warning : The document was created with Spire.PDF for Python.