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cu
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iev
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ca
ti
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tu
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ts
attitu
d
es,
k
n
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wled
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e
,
an
d
s
k
ills
[
1
]
.
Sp
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if
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lear
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in
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o
b
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d
in
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tr
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h
o
u
ld
b
e
alig
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ed
i
n
th
e
cu
r
r
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lu
m
[
2
]
.
C
u
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r
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lu
m
is
a
s
y
s
tem
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d
esig
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an
d
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cu
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[
3
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attitu
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[
4
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.
T
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[
5
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A
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
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I
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t
J
E
v
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&
R
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d
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c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
4
1
7
3
-
4182
4174
ap
p
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s
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ly
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[
7
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T
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p
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s
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esear
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to
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r
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d
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p
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en
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icu
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m
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I
t
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to
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e
in
h
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b
itin
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f
ac
to
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s
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at
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t
teac
h
er
s
in
cu
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r
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lu
m
im
p
lem
e
n
tatio
n
[
8
]
.
Un
d
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s
tan
d
in
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h
e
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b
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esp
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d
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d
tr
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in
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f
o
r
s
u
cc
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f
u
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cu
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lu
m
im
p
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tatio
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n
cr
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f
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[
9
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T
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ev
elo
p
m
en
t
is
an
im
p
o
r
tan
t
f
ac
to
r
f
o
r
th
e
s
u
cc
ess
f
u
l
cu
r
r
icu
lu
m
im
p
le
m
en
tatio
n
,
wh
ile
lac
k
o
f
tr
ai
n
in
g
a
n
d
r
ea
d
in
ess
is
an
o
b
s
tacle
to
cu
r
r
ic
u
lu
m
im
p
lem
en
tatio
n
[
1
0
]
.
T
h
e
lack
o
f
cu
r
r
icu
lu
m
im
p
lem
en
t
atio
n
tr
ain
in
g
f
o
r
ed
u
ca
to
r
s
,
in
s
u
f
f
icien
t
tim
e
d
u
r
atio
n
,
an
d
i
n
ad
eq
u
ate
lear
n
in
g
m
ater
ials
h
ad
a
n
eg
ativ
e
i
m
p
ac
t o
n
c
u
r
r
icu
l
u
m
im
p
lem
e
n
tatio
n
[
1
1
]
.
T
ea
ch
er
s
’
r
ea
d
in
ess
is
a
g
u
ar
an
tee
o
f
r
esu
lts
in
p
lan
n
in
g
an
d
im
p
lem
en
tin
g
th
e
cu
r
r
icu
l
u
m
,
in
clu
d
in
g
th
e
teac
h
in
g
a
n
d
lear
n
in
g
[
1
2
]
.
T
h
e
lo
w
q
u
ality
o
f
teac
h
in
g
an
d
lear
n
in
g
is
in
f
lu
e
n
ce
d
b
y
t
h
e
lack
o
f
teac
h
er
’
s
r
ea
d
in
ess
in
im
p
lem
en
ti
n
g
th
e
cu
r
r
icu
l
u
m
[
1
3
]
.
T
h
e
b
asic
c
o
m
p
o
n
en
t
in
im
p
lem
en
tin
g
th
e
cu
r
r
icu
l
u
m
is
th
e
r
ea
d
in
ess
o
f
th
e
im
p
lem
e
n
te
r
o
r
ed
u
ca
to
r
.
Fu
r
th
er
m
o
r
e,
9
0
%
o
f
th
e
teac
h
er
s
in
W
est
Ser
am
R
eg
en
cy
,
Ma
lu
k
u
,
I
n
d
o
n
esia
ar
e
r
ea
d
y
t
o
im
p
lem
en
t
th
e
n
atio
n
al
ed
u
c
atio
n
cu
r
r
icu
lu
m
(
th
e
2
0
1
3
C
u
r
r
icu
lu
m
)
,
b
u
t
th
e
y
ar
e
n
o
t
y
et
s
u
f
f
icien
tly
eq
u
ip
p
ed
to
d
o
s
o
[
1
4
]
.
Su
n
d
a
y
an
a
[
1
5
]
co
n
d
u
cte
d
a
s
tu
d
y
o
n
th
e
r
ea
d
in
ess
an
d
co
m
p
eten
ce
o
f
E
n
g
lis
h
lan
g
u
ag
e
teac
h
er
s
in
im
p
le
m
en
ti
n
g
th
e
2
0
1
3
C
u
r
r
icu
lu
m
.
T
h
e
q
u
an
titativ
e
d
ata
an
aly
s
is
s
h
o
wed
th
at
th
e
r
ea
d
in
ess
o
f
teac
h
er
s
’
in
im
p
lem
en
tin
g
th
e
2
0
1
3
C
u
r
r
icu
lu
m
h
a
d
a
lo
w
co
r
r
elatio
n
with
th
eir
in
d
iv
id
u
al
co
m
p
ete
n
ce
.
Me
an
wh
ile,
th
e
r
esu
lts
o
f
q
u
alitativ
e
d
ata
an
aly
s
is
in
t
h
is
s
tu
d
y
s
h
o
w
th
at
th
e
teac
h
er
s
ar
e
q
u
ite
r
ea
d
y
to
im
p
lem
en
t
th
e
cu
r
r
ic
u
lu
m
an
d
h
av
e
s
u
f
f
icien
t
c
o
m
p
ete
n
ce
in
d
ev
elo
p
i
n
g
lear
n
in
g
p
lan
s
.
Palest
in
a
et
a
l
.
[
1
6
]
r
e
v
ea
led
t
h
at
teac
h
er
s
’
k
n
o
wled
g
e
in
f
lu
e
n
ce
th
eir
r
ea
d
in
ess
(
m
o
tiv
atio
n
an
d
p
r
ep
a
r
ed
n
ess
)
to
im
p
le
m
en
t
th
e
cu
r
r
icu
lu
m
.
I
n
ad
d
itio
n
,
Sap
u
tr
a
an
d
Nu
ch
r
o
n
[
1
7
]
ex
am
i
n
ed
th
e
r
ea
d
in
ess
o
f
v
o
ca
tio
n
al
s
ch
o
o
l
teac
h
er
s
in
im
p
lem
en
tin
g
th
e
r
ev
is
ed
2
0
1
3
cu
r
r
icu
lu
m
in
C
ilaca
p
R
eg
en
cy
,
W
est
J
av
a,
I
n
d
o
n
esia.
T
h
is
s
tu
d
y
f
o
u
n
d
th
e
f
ac
t
o
r
s
in
f
lu
e
n
cin
g
teac
h
e
r
s
’
r
ea
d
in
ess
,
we
r
e
teac
h
er
tr
ain
i
n
g
(
2
4
.
1
%),
teac
h
er
p
r
o
f
ess
io
n
ali
s
m
(
8
.
4
%),
an
d
p
r
in
cip
al
lead
e
r
s
h
ip
(
8
.
4
%
)
.
Pre
v
io
u
s
r
esear
ch
f
o
cu
s
ed
m
o
r
e
o
n
s
p
ec
if
ic
s
u
b
jects
an
d
s
ch
o
o
l
ed
u
ca
tio
n
le
v
els.
T
h
i
s
r
esear
ch
d
is
cu
s
s
es
th
e
r
ea
d
in
ess
o
f
teac
h
er
s
to
im
p
lem
en
t
th
e
I
n
d
ep
en
d
en
t
C
u
r
r
icu
lu
m
f
o
r
d
if
f
er
en
t
s
u
b
jects
an
d
s
ch
o
o
l
lev
els
b
ased
o
n
teac
h
er
ag
es’,
g
en
d
er
,
an
d
y
ea
r
s
o
f
te
ac
h
in
g
ex
p
e
r
ien
ce
.
T
h
e
I
n
d
e
p
en
d
en
t
C
u
r
r
icu
lu
m
is
s
till
b
ein
g
im
p
lem
en
ted
in
s
tag
es
d
u
r
in
g
t
h
e
ed
u
ca
tio
n
al
r
ec
o
v
er
y
p
er
i
o
d
f
r
o
m
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic.
I
n
d
o
n
esia
im
p
lem
en
ted
th
e
I
n
d
ep
en
d
en
t
C
u
r
r
icu
lu
m
as
a
r
ef
in
em
e
n
t
o
f
th
e
2
0
1
3
C
u
r
r
icu
lu
m
.
T
h
e
n
ew
cu
r
r
icu
lu
m
s
u
p
p
o
r
ts
th
e
ac
h
i
ev
em
en
t
o
f
2
1
s
t
ce
n
tu
r
y
co
m
p
eten
cies,
wh
ich
in
clu
d
e
c
r
itical,
cr
ea
tiv
e
an
d
in
n
o
v
ativ
e
t
h
in
k
in
g
s
k
ills
,
co
llab
o
r
atio
n
a
n
d
c
o
m
m
u
n
icatio
n
,
o
r
co
m
m
o
n
ly
r
ef
er
r
e
d
t
o
as
th
e
4
C
s
.
T
h
e
I
n
d
ep
e
n
d
en
t
C
u
r
r
ic
u
lu
m
also
in
clu
d
es
th
e
p
r
o
ject
to
s
tr
en
g
th
en
in
g
t
h
e
p
r
o
f
ile
o
f
Pan
c
asil
a
as
m
an
d
ato
r
y
co
n
ten
t
f
o
r
ea
c
h
s
u
b
ject.
Ho
wev
er
,
th
e
im
p
lem
en
tatio
n
o
f
th
e
I
n
d
ep
e
n
d
en
t
C
u
r
r
icu
lu
m
r
em
ain
s
a
ch
allen
g
e
f
o
r
teac
h
er
s
.
T
h
e
c
h
allen
g
e
in
clu
d
es
th
e
ch
an
g
es
in
th
e
asp
e
cts
o
f
p
lan
n
in
g
,
im
p
lem
en
tati
o
n
,
an
d
ass
ess
m
en
t
o
f
lear
n
in
g
.
B
ased
o
n
th
e
r
eg
u
latio
n
o
f
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
,
C
u
ltu
r
e,
R
esear
ch
an
d
T
ec
h
n
o
lo
g
y
o
f
th
e
R
ep
u
b
lic
o
f
I
n
d
o
n
esia
No
.
5
6
o
f
2
0
2
2
o
n
g
u
id
elin
es
f
o
r
cu
r
r
icu
l
u
m
im
p
lem
en
tatio
n
in
th
e
co
n
tex
t
o
f
ed
u
ca
tio
n
al
r
ec
o
v
er
y
,
th
e
I
n
d
ep
en
d
en
t
C
u
r
r
icu
lu
m
will
b
e
im
p
lem
en
ted
s
tag
es
in
all
lev
els
o
f
p
r
im
ar
y
an
d
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
in
th
e
a
ca
d
em
ic
y
ea
r
2
0
2
2
/2
0
2
3
.
Fo
r
th
is
r
ea
s
o
n
,
it
is
n
ec
ess
ar
y
t
o
s
tu
d
y
th
e
lev
el
o
f
teac
h
er
s
’
r
ea
d
in
ess
an
d
th
e
f
a
cto
r
s
th
at
in
f
lu
e
n
ce
it
i
n
im
p
le
m
en
tin
g
th
e
I
n
d
ep
en
d
en
t
C
u
r
r
icu
lu
m
.
So
,
th
e
aim
o
f
th
is
s
tu
d
y
to
an
aly
ze
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
teac
h
er
’
s
r
ea
d
in
ess
an
d
to
m
ea
s
u
r
e
th
e
lev
el
o
f
teac
h
e
r
’
s
r
ea
d
in
ess
to
im
p
lem
en
t th
e
I
n
d
ep
en
d
e
n
t Cu
r
r
icu
lu
m
.
T
h
u
s
,
t
h
e
r
esear
ch
q
u
esti
o
n
o
f
th
e
s
tu
d
y
ar
e:
i)
W
h
at
ar
e
f
ac
to
r
s
th
at
in
f
lu
e
n
c
e
teac
h
er
’
s
r
ea
d
in
ess
to
im
p
le
m
en
t th
e
I
n
d
ep
en
d
en
t Cu
r
r
ic
u
lu
m
?
ii)
Ho
w
th
e
lev
el
o
f
teac
h
er
’
s
r
e
ad
in
ess
to
im
p
lem
en
t
t
h
e
I
n
d
ep
en
d
en
t
C
u
r
r
icu
lu
m
b
ased
o
n
g
en
d
er
,
a
g
e,
an
d
ex
p
er
ien
ce
in
teac
h
in
g
?
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
was
q
u
an
titativ
e
r
esear
ch
with
a
s
u
r
v
ey
ap
p
r
o
a
ch
,
s
p
ec
if
ically
a
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
.
T
h
is
ty
p
e
is
v
er
y
s
u
itab
le
f
o
r
d
escr
ib
in
g
th
e
ch
ar
ac
te
r
is
tics
o
f
a
p
o
p
u
latio
n
b
u
t
n
o
t
f
o
r
d
eter
m
in
in
g
ca
u
s
e
-
an
d
-
ef
f
ec
t
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
iab
les.
T
h
e
r
esear
ch
co
n
d
u
cted
at
a
p
o
in
t
in
tim
e
an
d
,
th
e
attitu
d
es
an
d
o
p
in
i
o
n
s
o
f
th
e
r
esear
ch
s
u
b
jects
wer
e
o
b
s
er
v
ed
.
Qu
a
n
titativ
e
ap
p
r
o
ac
h
ca
n
b
e
u
s
ed
t
o
m
ea
s
u
r
e
an
is
s
u
e
b
y
co
llectin
g
d
ata
in
n
u
m
b
er
th
at
ca
n
b
e
a
n
aly
ze
d
u
s
in
g
s
tatis
t
ical
tech
n
iq
u
es.
A
to
tal
o
f
2
2
9
teac
h
er
s
as
p
o
p
u
latio
n
in
th
is
r
esear
ch
.
T
h
is
r
esear
ch
u
s
ed
co
n
v
en
ien
ce
s
am
p
lin
g
,
wh
ich
is
a
n
o
n
-
r
an
d
o
m
s
am
p
lin
g
th
a
t
in
v
o
lv
e
p
a
r
ticip
an
ts
f
r
o
m
t
h
e
tar
g
et
p
o
p
u
latio
n
.
A
s
u
r
v
e
y
was
co
n
d
u
cted
with
1
7
2
teac
h
er
s
as
p
ar
ticip
an
ts
wh
o
m
ee
t
ce
r
tain
c
r
iter
ia
s
u
ch
as
th
e
s
ch
o
o
l
h
as
im
p
lem
en
ted
an
I
n
d
ep
en
d
en
t
C
u
r
r
ic
u
lu
m
,
willin
g
n
ess
,
an
d
tim
e
av
ailab
ilit
y
f
o
r
th
e
p
u
r
p
o
s
e
o
f
th
e
r
esear
ch
[
6
]
.
T
h
e
d
escr
ip
tio
n
o
f
th
e
p
a
r
ticip
an
ts
is
s
h
o
wn
in
T
a
b
le
1
.
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
F
a
cto
r
in
flu
en
cin
g
o
f te
a
ch
ers
’
r
ea
d
in
ess
to
imp
leme
n
t th
e
I
n
d
ep
en
d
en
t Cu
r
r
icu
lu
m
(
F
itr
a
Delita
)
4175
T
ab
le
1
.
Descr
ip
tio
n
o
f
r
esear
ch
p
ar
ticip
an
ts
B
a
se
d
o
n
g
e
n
d
e
r
B
a
se
d
o
n
a
g
e
B
a
se
d
o
n
t
e
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
B
a
se
d
o
n
l
e
v
e
l
s
o
f
sc
h
o
o
l
s
G
e
n
d
e
r
F
r
e
q
u
e
n
c
y
%
A
g
e
F
r
e
q
u
e
n
c
y
%
Te
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
F
r
e
q
u
e
n
c
y
%
G
r
a
d
e
o
f
s
c
h
o
o
l
F
r
e
q
u
e
n
c
y
%
M
a
l
e
48
2
7
.
9
<
3
0
y
e
a
r
s
21
1
2
.
2
<
1
0
Y
e
a
r
s
59
3
4
.
3
P
r
i
mary
sc
h
o
o
l
60
3
4
.
9
F
e
mal
e
1
2
4
7
2
.
1
30
-
4
5
y
e
a
r
s
89
5
1
.
7
10
-
2
0
Y
e
a
r
s
64
3
7
.
2
Ju
n
i
o
r
h
i
g
h
sc
h
o
o
l
70
4
0
.
7
>
4
5
y
e
a
r
s
62
3
6
.
1
>
2
0
Y
e
a
r
s
49
2
8
.
5
S
e
n
i
o
r
h
i
g
h
s
c
h
o
o
l
42
2
4
.
4
To
t
a
l
1
7
2
1
0
0
To
t
a
l
1
7
2
1
0
0
To
t
a
l
1
7
2
1
0
0
To
t
a
l
1
7
2
1
0
0
T
h
e
s
u
r
v
ey
o
n
th
e
lev
el
o
f
tea
ch
er
s
’
r
ea
d
in
ess
lev
els
to
im
p
l
em
en
t
th
e
I
n
d
ep
e
n
d
en
t
C
u
r
r
ic
u
lu
m
was
co
n
d
u
cte
d
u
s
in
g
a
q
u
esti
o
n
n
a
ir
e
th
at
was
ad
o
p
ted
b
ased
o
n
s
ix
d
im
en
s
io
n
s
o
f
teac
h
er
r
ea
d
in
ess
ass
es
s
m
en
t,
wh
ich
in
clu
d
e
teac
h
er
ef
f
o
r
t,
k
n
o
wled
g
e
o
f
ef
f
o
r
t
,
lead
er
s
h
ip
,
clim
ate
in
th
e
teac
h
in
g
co
m
m
u
n
ity
,
teac
h
er
s
’
k
n
o
wled
g
e
o
f
th
e
I
n
d
ep
e
n
d
e
n
t
C
u
r
r
icu
lu
m
,
a
n
d
r
eso
u
r
ce
s
r
elate
d
to
cu
r
r
icu
lu
m
im
p
lem
en
tatio
n
.
E
ac
h
d
im
en
s
io
n
co
n
s
is
ted
o
f
1
0
s
elf
-
ass
es
s
m
en
t
s
ca
le
s
ac
c
o
r
d
in
g
t
o
th
e
r
ea
d
in
ess
lev
els
d
ev
elo
p
ed
b
y
E
d
war
d
s
et
a
l.
[
1
8
]
.
T
h
e
d
ata
th
en
p
r
o
ce
s
s
ed
a
n
d
tab
u
lated
u
s
in
g
d
escr
ip
tiv
e
s
tatis
tics
u
s
in
g
th
e
m
ea
n
f
o
r
ea
ch
d
im
en
s
io
n
o
f
teac
h
er
’
s
r
ea
d
in
ess
.
T
h
e
teac
h
er
’
s
r
e
ad
in
ess
q
u
esti
o
n
n
air
e
h
as
1
0
r
atin
g
s
ca
les.
T
h
e
d
eter
m
in
atio
n
o
f
th
e
le
v
el
o
f
t
ea
ch
er
’
s
r
ea
d
in
ess
b
ased
o
n
th
e
m
ea
n
is
s
h
o
wn
in
T
a
b
le
2
.
T
ab
le
2
.
T
ea
c
h
er
’
s
r
ea
d
i
n
ess
lev
el
M
e
a
n
Le
v
e
l
o
f
r
e
a
d
i
n
e
ss
1
.
0
0
–
1
.
9
9
Le
v
e
l
1
:
n
o
a
w
a
r
e
n
e
ss
2
.
0
0
–
2
.
9
9
Le
v
e
l
2
:
d
e
n
i
a
l
3
.
0
0
–
3
.
9
9
Le
v
e
l
3
:
v
a
g
u
e
a
w
a
r
e
n
e
ss
4
.
0
0
–
4
.
9
9
Le
v
e
l
4
:
p
r
e
p
l
a
n
n
i
n
g
5
.
0
0
–
5
.
9
9
Le
v
e
l
5
:
p
r
e
p
a
r
a
t
i
o
n
6
.
0
0
–
6
.
9
9
Le
v
e
l
6
:
i
n
i
t
i
a
t
i
o
n
7
.
0
0
–
7
.
9
9
Le
v
e
l
7
:
s
t
a
b
i
l
i
z
a
t
i
o
n
8
.
0
0
–
8
.
9
9
Le
v
e
l
8
:
c
o
n
f
i
r
ma
t
i
o
n
/
e
x
p
a
n
si
o
n
9
.
0
0
–
1
0
.
0
0
Le
v
e
l
9
:
p
r
o
f
e
ss
i
o
n
a
l
i
z
a
t
i
o
n
A
d
a
p
t
e
d
f
r
o
m E
d
w
a
r
d
s
e
t
a
l
.
[
1
8
]
T
h
er
e
wer
e
1
4
v
a
r
iab
les
m
o
d
if
ied
f
r
o
m
v
ar
io
u
s
liter
atu
r
e
an
d
i
n
ter
v
iews
with
teac
h
er
s
.
T
h
e
in
s
tr
u
m
en
t
u
s
ed
to
ass
ess
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
teac
h
er
s
’
r
ea
d
in
ess
to
im
p
lem
en
t
th
e
I
n
d
ep
en
d
en
t
C
u
r
r
icu
lu
m
was
f
iv
e
-
p
o
in
t
a
L
ik
er
t
s
ca
le
with
1
=
s
tr
o
n
g
l
y
d
is
ag
r
ee
;
2
=
d
is
ag
r
ee
;
3
=
u
n
d
e
cid
ed
;
4
=
ag
r
ee
;
an
d
5
=
s
tr
o
n
g
ly
ag
r
ee
.
T
h
e
m
ea
s
u
r
em
en
t
o
f
s
am
p
lin
g
test
o
f
1
4
v
ar
iab
les
r
esu
lted
in
an
MSA
v
alu
e
>0
.
5
,
s
o
ea
ch
v
ar
iab
le
was
d
ec
lar
ed
v
alid
.
T
h
e
v
alid
ity
test
also
in
v
o
lv
e
d
th
r
ee
team
s
o
f
ex
p
er
ts
wh
o
d
e
clar
ed
ea
ch
item
i
n
th
e
in
s
tr
u
m
en
t
v
alid
.
R
eliab
ilit
y
with
C
r
o
n
b
ac
h
’
s
a
lp
h
a
test
0
.
7
6
3
(
r
eliab
le)
.
T
h
en
,
ex
p
lo
r
at
o
r
y
f
ac
t
o
r
an
al
y
s
is
was u
s
ed
to
ex
tr
ac
t th
e
1
4
v
ar
i
ab
les b
ased
o
n
th
eir
lev
el
o
f
c
o
r
r
elatio
n
to
f
o
r
m
d
o
m
in
an
t f
a
cto
r
s
th
at
in
f
lu
en
ce
teac
h
er
s
’
r
ea
d
in
ess
to
im
p
lem
en
t th
e
I
n
d
ep
en
d
en
t Cu
r
r
icu
lu
m
.
T
h
e
t
-
test
in
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
was u
s
ed
to
m
ea
s
u
r
e
th
e
c
o
n
tr
ib
u
tio
n
o
f
ea
ch
d
o
m
in
a
n
t f
ac
to
r
to
teac
h
er
r
ea
d
in
ess
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
T
ea
cher
s
’
re
a
din
ess
t
o
im
plem
ent
t
he
I
nd
epende
nt
Curric
ul
um
R
eg
ar
d
in
g
teac
h
er
s
’
r
ea
d
in
ess
to
im
p
lem
en
t
cu
r
r
ic
u
lu
m
,
th
i
s
s
tu
d
y
f
o
cu
s
ed
o
n
teac
h
e
r
s
’
r
ea
d
in
ess
b
ased
o
n
g
e
n
d
er
,
ag
e
an
d
teac
h
in
g
ex
p
er
ien
ce
in
p
r
im
ar
y
s
ch
o
o
l,
ju
n
io
r
h
i
g
h
s
ch
o
o
l
,
an
d
s
en
io
r
h
ig
h
s
ch
o
o
l.
I
n
p
r
im
a
r
y
s
ch
o
o
ls
,
th
e
r
ea
d
in
ess
o
f
m
ale
teac
h
er
s
to
im
p
lem
en
t
th
e
cu
r
r
icu
lu
m
was
h
ig
h
er
th
an
th
at
o
f
f
em
ale
teac
h
er
s
in
ju
n
io
r
h
ig
h
s
ch
o
o
l.
Ho
wev
er
,
in
s
en
io
r
h
ig
h
s
ch
o
o
ls
,
o
n
th
e
co
n
tr
ar
y
,
th
e
r
ea
d
in
ess
o
f
f
em
ale
teac
h
er
s
to
im
p
lem
e
n
t
th
e
cu
r
r
icu
lu
m
was
h
ig
h
e
r
th
a
n
th
at
o
f
m
ale
teac
h
er
s
.
Ov
er
a
ll,
teac
h
er
s
b
o
th
o
f
g
en
d
er
s
wer
e
at
th
e
in
itiatio
n
l
ev
el
o
f
r
ea
d
i
n
ess
.
I
n
ter
m
s
o
f
ag
e,
in
p
r
im
a
r
y
an
d
ju
n
io
r
h
ig
h
s
ch
o
o
ls
,
r
ea
d
in
ess
o
f
teac
h
er
to
im
p
lem
en
t
th
e
c
u
r
r
icu
lu
m
was
h
i
g
h
est
am
o
n
g
th
o
s
e
ag
e
o
f
30
-
4
5
y
ea
r
s
.
W
h
er
ea
s
in
s
en
io
r
h
ig
h
s
ch
o
o
ls
,
o
n
th
e
c
o
n
tr
ar
y
,
t
h
e
r
ea
d
in
ess
o
f
teac
h
e
r
to
im
p
lem
en
t
th
e
c
u
r
r
icu
l
u
m
was
h
i
g
h
es
t
am
o
n
g
th
o
s
e
ag
e
o
f
>
4
5
y
ea
r
s
.
B
ased
o
n
teac
h
in
g
ex
p
er
ien
ce
,
teac
h
er
s
with
1
0
-
2
0
y
ea
r
s
o
f
teac
h
in
g
ex
p
er
ien
ce
in
p
r
im
ar
y
s
ch
o
o
ls
h
ad
th
e
h
ig
h
est
r
ea
d
in
ess
.
I
n
ju
n
io
r
h
ig
h
s
ch
o
o
ls
,
teac
h
er
s
with
m
o
r
e
th
an
1
0
y
ea
r
s
o
f
teac
h
i
n
g
ex
p
er
ien
ce
h
a
d
h
ig
h
e
r
r
ea
d
in
e
s
s
to
im
p
lem
en
t
th
e
cu
r
r
icu
lu
m
,
wh
er
ea
s
in
s
en
io
r
h
ig
h
s
ch
o
o
ls
,
teac
h
er
s
with
m
o
r
e
th
a
n
2
0
y
ea
r
s
o
f
tea
ch
in
g
e
x
p
er
ien
ce
h
a
d
th
e
h
ig
h
est
r
ea
d
in
ess
to
im
p
lem
e
n
t
th
e
c
u
r
r
icu
l
u
m
.
R
u
d
h
u
m
b
u
an
d
Ples
s
is
[
1
9
]
r
ev
ea
led
t
h
er
e
was
n
o
s
ig
n
if
ican
t
in
f
lu
e
n
ce
o
f
g
e
n
d
er
,
ag
e
,
an
d
teac
h
in
g
ex
p
er
ien
ce
o
f
teac
h
er
s
in
c
u
r
r
i
cu
lu
m
im
p
lem
en
tatio
n
.
T
h
e
r
e
s
u
lts
o
f
teac
h
er
s
’
r
ea
d
i
n
ess
b
a
s
ed
o
n
g
en
d
er
ca
n
b
e
s
ee
n
in
T
ab
le
3
.
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
.
5
,
Octo
b
er
20
25
:
4
1
7
3
-
4182
4176
T
ab
le
3
.
T
ea
c
h
er
s
’
r
ea
d
i
n
ess
f
o
r
cu
r
r
icu
lu
m
im
p
lem
en
tatio
n
b
ased
o
n
g
en
d
er
A
sp
e
c
t
P
r
i
mary
s
c
h
o
o
l
Ju
n
i
o
r
h
i
g
h
sc
h
o
o
l
S
e
n
i
o
r
h
i
g
h
s
c
h
o
o
l
M
a
l
e
F
e
mal
e
M
a
l
e
F
e
mal
e
M
a
l
e
F
e
mal
e
Te
a
c
h
e
r
e
f
f
o
r
t
6
.
7
5
6
.
3
7
6
.
1
5
5
.
7
6
.
0
8
6
.
5
7
Te
a
c
h
e
r
’
s k
n
o
w
l
e
d
g
e
o
f
e
f
f
o
r
t
s
7
.
7
5
6
.
8
6
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1
2
5
.
9
1
6
.
2
1
6
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8
9
Le
a
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r
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p
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2
5
6
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2
6
6
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1
9
5
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9
7
5
.
7
9
6
.
8
2
C
l
i
ma
t
e
i
n
t
e
a
c
h
i
n
g
c
o
m
mu
n
i
t
y
7
.
3
7
7
6
.
6
5
6
.
4
8
6
.
1
4
7
.
1
4
Te
a
c
h
e
r
s’
k
n
o
w
l
e
d
g
e
o
f
I
n
d
e
p
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n
d
e
n
t
C
u
r
r
i
c
u
l
u
m
6
.
8
7
6
.
1
9
5
.
7
3
5
.
6
8
5
.
4
3
6
.
5
4
R
e
s
o
u
r
c
e
s
6
.
2
5
6
.
4
8
6
6
.
0
2
6
7
.
1
1
M
e
a
n
7
.
0
4
6
.
5
2
6
.
1
4
5
.
9
6
5
.
9
4
6
.
8
5
As
s
h
o
wn
in
T
ab
le
3
,
m
ale
t
ea
ch
er
s
in
p
r
im
a
r
y
s
ch
o
o
l
h
a
d
m
o
r
e
r
ea
d
in
ess
th
an
m
ale
t
ea
ch
er
in
ju
n
io
r
h
i
g
h
s
ch
o
o
l
an
d
s
en
io
r
h
ig
h
s
ch
o
o
l.
Fem
ale
teac
h
er
s
in
s
en
io
r
h
ig
h
s
ch
o
o
l
also
h
ad
t
h
e
h
ig
h
est
r
ea
d
in
ess
co
m
p
ar
ed
with
f
em
ale
teac
h
er
in
p
r
im
ar
y
s
ch
o
o
l
an
d
ju
n
io
r
h
ig
h
s
ch
o
o
l.
T
h
e
m
ea
n
r
ea
d
in
ess
s
co
r
e
o
f
f
em
ale
teac
h
er
s
was
6
.
4
4
an
d
th
e
m
ea
n
r
ea
d
in
ess
s
co
r
e
o
f
m
ale
teac
h
er
s
was
6
.
3
7
.
T
ea
ch
er
s
’
r
ea
d
in
ess
b
ased
o
n
a
g
e
ca
n
b
e
s
ee
n
in
T
ab
le
4
.
T
ab
le
4
.
T
ea
c
h
er
s
’
r
ea
d
i
n
ess
f
o
r
cu
r
r
icu
lu
m
im
p
lem
en
tatio
n
b
ased
o
n
a
g
e
A
sp
e
c
t
P
r
i
mary
sc
h
o
o
l
Ju
n
i
o
r
h
i
g
h
sc
h
o
o
l
S
e
n
i
o
r
h
i
g
h
s
c
h
o
o
l
<
3
0
30
-
45
>
4
5
<
3
0
30
-
45
>
4
5
<
3
0
30
-
45
>
4
5
Te
a
c
h
e
r
e
f
f
o
r
t
6
.
2
8
6
.
3
9
6
.
0
6
5
.
5
6
.
1
2
5
.
6
8
6
.
5
3
6
.
4
1
6
.
7
1
Te
a
c
h
e
r
s’
k
n
o
w
l
e
d
g
e
o
f
e
f
f
o
r
t
s
6
6
.
2
5
6
.
1
1
5
.
1
3
5
.
8
5
5
.
6
9
6
.
4
8
6
.
1
7
6
.
3
4
Le
a
d
e
r
s
h
i
p
6
.
0
5
6
.
4
7
6
.
1
7
4
.
8
8
6
.
3
6
6
.
0
3
6
.
6
1
6
.
4
8
6
.
4
7
C
l
i
ma
t
e
i
n
t
e
a
c
h
i
n
g
c
o
m
mu
n
i
t
y
6
.
8
5
6
.
9
7
6
.
5
6
.
6
3
6
.
2
4
5
.
7
9
6
.
6
7
6
.
6
7
6
.
8
4
Te
a
c
h
e
r
s’
k
n
o
w
l
e
d
g
e
o
f
I
n
d
e
p
e
n
d
e
n
t
C
u
r
r
i
c
u
l
u
m
6
.
4
7
.
0
8
6
.
6
1
6
6
.
5
5
6
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6
9
6
.
8
1
6
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8
1
6
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8
4
R
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s
o
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e
s
6
.
2
8
6
.
5
6
6
.
1
7
5
.
7
5
6
.
2
1
5
.
8
6
6
.
8
7
6
.
7
4
6
.
8
9
M
e
a
n
6
.
3
1
6
.
6
2
6
.
2
7
5
.
6
5
6
.
2
2
5
.
9
6
6
.
6
7
6
.
5
5
6
.
6
8
As
ca
n
b
e
s
ee
n
i
n
T
a
b
le
4
,
i
n
p
r
im
ar
y
an
d
ju
n
io
r
h
ig
h
s
c
h
o
o
ls
,
th
e
h
ig
h
est
r
ea
d
i
n
ess
was
am
o
n
g
teac
h
er
s
ag
ed
3
0
-
4
5
,
wh
ile
in
s
en
io
r
h
ig
h
s
ch
o
o
ls
,
th
e
h
ig
h
est
r
ea
d
in
ess
wa
s
am
o
n
g
teac
h
er
s
ag
ed
o
v
er
4
5
.
Me
an
wh
ile,
o
v
e
r
all,
th
e
h
ig
h
e
s
t
r
ea
d
in
ess
was
am
o
n
g
teac
h
er
s
in
th
e
3
0
-
4
5
a
g
e
r
a
n
g
e
(
6
.
4
6
)
,
ca
te
g
o
r
ized
in
th
e
in
itiatio
n
lev
el
o
f
r
ea
d
in
es
s
.
T
ea
ch
er
r
ea
d
i
n
ess
b
ased
o
n
teac
h
in
g
ex
p
er
ien
ce
ca
n
b
e
s
e
en
in
T
ab
le
5
.
T
ab
le
5
.
T
ea
c
h
er
s
’
r
ea
d
i
n
ess
f
o
r
cu
r
r
icu
lu
m
im
p
lem
en
tatio
n
b
ased
o
n
teac
h
i
n
g
ex
p
er
ien
ce
A
sp
e
c
t
P
r
i
mary
sc
h
o
o
l
Ju
n
i
o
r
h
i
g
h
sc
h
o
o
l
S
e
n
i
o
r
h
i
g
h
s
c
h
o
o
l
<
1
0
10
-
20
>
2
0
<
1
0
10
-
20
>
2
0
<
1
0
10
-
20
>
2
0
Te
a
c
h
e
r
e
f
f
o
r
t
6
.
5
3
6
.
4
2
6
.
4
9
6
.
0
2
5
.
8
9
5
.
9
4
6
.
5
3
6
.
4
3
6
.
7
1
Te
a
c
h
e
r
s’
k
n
o
w
l
e
d
g
e
o
f
e
f
f
o
r
t
6
.
2
9
6
.
3
8
6
.
4
3
6
.
7
3
5
.
5
8
5
.
7
2
6
.
3
9
6
.
1
7
6
.
3
4
Le
a
d
e
r
s
h
i
p
6
.
2
9
6
.
5
1
6
.
4
3
7
.
0
6
5
.
9
7
6
.
0
7
6
.
5
3
6
.
4
8
6
.
4
7
C
l
i
ma
t
e
i
n
t
e
a
c
h
i
n
g
c
o
m
mu
n
i
t
y
6
.
7
1
7
6
.
8
7
7
.
6
5
5
.
8
9
6
.
0
2
6
.
6
7
6
.
6
7
6
.
8
4
Te
a
c
h
e
r
k
n
o
w
l
e
d
g
e
o
f
I
n
d
e
p
e
n
d
e
n
t
C
u
r
r
i
c
u
l
u
m
7
7
.
0
8
6
.
9
6
6
.
3
7
5
.
8
3
6
.
6
2
6
.
8
6
6
.
8
1
6
.
7
8
R
e
s
o
u
r
c
e
s
6
.
3
7
6
.
4
9
6
.
3
8
7
.
0
9
6
.
0
1
6
.
0
4
6
.
7
8
6
.
7
4
6
.
8
9
M
e
a
n
6
.
5
3
6
.
6
5
6
.
5
9
6
.
8
2
5
.
8
6
6
.
0
6
6
.
6
2
6
.
5
5
6
.
6
7
T
ab
le
5
s
h
o
we
d
th
at
at
t
h
e
p
r
im
ar
y
s
ch
o
o
l
lev
els,
th
e
h
ig
h
es
t
lev
el
o
f
r
ea
d
in
ess
was
am
o
n
g
teac
h
er
s
with
1
0
-
2
0
y
ea
r
s
o
f
teac
h
in
g
ex
p
er
ien
ce
,
an
d
at
th
e
ju
n
io
r
h
ig
h
s
ch
o
o
l
lev
el,
th
e
h
ig
h
est
lev
el
o
f
r
ea
d
in
ess
was
am
o
n
g
teac
h
e
r
s
with
less
th
an
1
0
y
ea
r
s
o
f
teac
h
in
g
e
x
p
e
r
ien
ce
,
wh
ile
at
t
h
e
s
en
io
r
h
ig
h
s
ch
o
o
l
le
v
els,
th
e
h
ig
h
est
lev
el
o
f
r
ea
d
in
ess
wa
s
am
o
n
g
teac
h
er
s
with
m
o
r
e
th
an
2
0
y
ea
r
s
o
f
teac
h
in
g
.
O
v
er
all,
th
e
lev
el
o
f
r
ea
d
in
ess
to
im
p
lem
en
t
th
e
I
n
d
ep
en
d
e
n
t
C
u
r
r
ic
u
lu
m
was
h
i
g
h
est
o
n
av
e
r
ag
e
am
o
n
g
teac
h
er
s
with
less
th
an
1
0
y
ea
r
s
o
f
teac
h
in
g
ex
p
er
ien
ce
(
6
.
6
5
)
as c
ateg
o
r
ized
i
n
th
e
in
it
iatio
n
lev
el
o
f
r
ea
d
in
ess
.
Ov
er
all,
teac
h
er
s
’
r
ea
d
in
ess
to
im
p
lem
en
t
th
e
I
n
d
ep
e
n
d
en
t
C
u
r
r
icu
lu
m
was
at
th
e
in
itiatio
n
lev
el.
At
th
is
lev
el,
b
ased
o
n
t
h
e
s
ix
d
im
en
s
io
n
s
o
f
r
ea
d
in
ess
,
it
ca
n
b
e
d
escr
ib
ed
th
at
teac
h
er
s
’
ef
f
o
r
ts
in
u
n
d
er
s
tan
d
i
n
g
th
e
cu
r
r
icu
lu
m
ar
e
v
is
ib
le,
t
ea
ch
er
s
’
k
n
o
wled
g
e
o
f
th
e
cu
r
r
icu
lu
m
is
in
cr
e
asin
g
,
tea
ch
er
s
s
u
p
p
o
r
t
t
h
e
im
p
lem
en
tatio
n
o
f
t
h
e
cu
r
r
icu
lu
m
,
an
d
s
u
p
p
o
r
t
f
ac
ilit
ies
an
d
in
f
r
astru
ct
u
r
e,
lead
er
s
h
ip
s
,
e
s
p
ec
ially
ed
u
ca
tio
n
o
f
f
ices
an
d
s
ch
o
o
l
p
r
in
cip
als,
s
h
o
w
a
r
ea
l
r
o
le
in
cu
r
r
icu
lu
m
im
p
lem
en
tatio
n
p
o
licy
.
B
ased
o
n
th
e
in
ter
v
iews,
teac
h
er
s
n
ee
d
to
b
e
in
v
o
lv
ed
in
cu
r
r
icu
lu
m
tr
ain
in
g
.
T
h
is
t
r
ain
in
g
ca
n
im
p
r
o
v
e
t
h
eir
k
n
o
wled
g
e
a
n
d
s
k
ills
r
eg
ar
d
in
g
I
n
d
ep
en
d
en
t
C
u
r
r
ic
u
lu
m
,
wh
ich
is
o
n
e
o
f
s
o
lu
tio
n
s
to
im
p
r
o
v
e
teac
h
er
s
’
r
ea
d
i
n
ess
to
im
p
lem
en
t
cu
r
r
icu
lu
m
.
Sak
an
et
a
l
.
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2
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s
’
r
ea
d
in
ess
to
im
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lem
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t c
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r
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lu
m
.
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Ex
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a
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p
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R
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t
a
t
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me
t
h
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d
:
v
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ma
x
w
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t
h
K
a
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l
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t
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o
n
T
ab
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s
h
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ws
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f
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o
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s
1
-
4
h
ad
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v
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v
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0
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5
.
T
h
u
s
,
t
h
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m
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v
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th
at
in
f
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p
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I
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les
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f
teac
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V1
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teac
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in
ter
est
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d
b
elief
s
(
V3
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an
d
teac
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g
e
x
p
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n
ce
(
V1
4
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T
ea
c
h
er
co
m
p
eten
ce
c
o
n
s
is
ts
o
f
f
o
u
r
asp
ec
ts
:
p
ed
ag
o
g
ical
co
m
p
eten
ce
,
p
r
o
f
ess
io
n
al
co
m
p
e
ten
ce
,
p
er
s
o
n
ality
co
m
p
eten
ce
,
a
n
d
s
o
cial
c
o
m
p
eten
ce
[
2
1
]
.
Ped
ag
o
g
ical
co
m
p
eten
ce
h
as
th
e
m
o
s
t
in
f
lu
en
ce
s
teac
h
er
s
’
r
ea
d
in
ess
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im
p
lem
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t
a
cu
r
r
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lu
m
b
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au
s
e
th
is
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m
p
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in
clu
d
es
teac
h
er
'
s
ab
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to
p
lan
,
im
p
lem
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t
,
an
d
ass
ess
th
e
lear
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g
.
Ped
ag
o
g
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co
m
p
ete
n
ce
is
th
e
ab
ilit
y
o
f
teac
h
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s
in
o
r
g
a
n
izin
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lear
n
in
g
,
wh
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clu
d
es
th
e
ca
p
ab
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to
p
lan
a
lear
n
in
g
in
s
tr
u
ctio
n
o
r
p
r
o
g
r
am
,
th
e
ca
p
a
b
ilit
y
to
in
ter
ac
t
o
r
m
an
ag
e
th
e
lear
n
in
g
ac
tiv
ity
an
d
th
e
ca
p
a
b
ilit
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to
ev
alu
ate
lear
n
in
g
p
r
o
ce
s
s
o
r
d
ev
elo
p
an
ass
ess
m
en
t
[
2
2
]
.
Ped
ag
o
g
ical
co
m
p
eten
ce
co
m
b
in
es
th
e
k
n
o
wled
g
e
an
d
s
k
ills
o
f
a
teac
h
er
to
m
aster
s
u
b
ject
s
p
ec
if
ic
k
n
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wled
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e,
co
n
n
ec
t
th
eo
r
y
a
n
d
r
esear
ch
t
o
lear
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n
g
,
an
d
s
im
u
ltan
eo
u
s
ly
u
tili
z
e
k
n
o
wled
g
e
an
d
s
k
ills
in
a
l
o
g
ical
co
n
tex
t
[
2
3
]
.
T
ea
ch
er
s
’
ab
ilit
y
to
co
m
b
in
e
o
f
tan
g
ib
le
r
eso
u
r
ce
s
(
in
s
t
r
u
ctio
n
al
m
ater
ials
,
tech
n
o
lo
g
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an
d
in
tan
g
i
b
le
r
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r
ce
s
(
ex
p
er
ien
ce
,
k
n
o
wled
g
e,
a
n
d
s
k
ills
)
is
a
p
a
r
t
o
f
p
ed
ag
o
g
ical
co
m
p
eten
ce
[
2
4
]
.
T
h
u
s
,
p
ed
ag
o
g
ical
co
m
p
eten
ce
b
ec
o
m
es a
m
ajo
r
f
ac
to
r
in
th
e
s
u
cc
ess
f
u
l im
p
lem
en
tatio
n
o
f
th
e
cu
r
r
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lu
m
.
Fu
r
th
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o
r
e
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teac
h
er
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ter
ests
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d
b
elief
s
ca
n
d
eter
m
in
e
th
e
ir
r
ea
d
in
ess
to
im
p
lem
en
t
a
c
u
r
r
icu
lu
m
.
W
ith
s
tr
o
n
g
in
ter
ests
an
d
b
elief
s
,
th
e
teac
h
er
will
alwa
y
s
b
e
r
ea
d
y
to
im
p
lem
en
t
an
y
c
u
r
r
icu
lu
m
.
Similar
ly
,
with
r
eg
ar
d
to
th
e
teac
h
er
'
s
teac
h
in
g
ex
p
er
ien
ce
,
t
h
e
m
o
r
e
e
x
p
er
ien
ce
th
e
teac
h
er
h
as,
th
e
m
o
r
e
p
r
e
p
ar
ed
th
ey
ar
e
f
o
r
cu
r
r
icu
lu
m
ch
an
g
e.
I
n
ad
d
itio
n
,
th
er
e
is
a
lack
o
f
ab
il
ity
to
ap
p
ly
tech
n
o
lo
g
y
an
d
lear
n
in
g
in
n
o
v
atio
n
s
,
s
o
wh
atev
er
th
e
cu
r
r
ic
u
lu
m
is
,
teac
h
er
s
’
r
ea
d
in
ess
will
b
e
l
o
w
b
ec
au
s
e
o
f
teac
h
er
s
'
p
ess
im
is
m
to
im
p
lem
en
t
th
e
n
ew
cu
r
r
ic
u
lu
m
.
T
h
e
la
ck
o
f
u
n
d
er
s
tan
d
in
g
,
lack
o
f
s
k
ills
,
lack
o
f
in
ter
est,
an
d
lack
o
f
b
elief
o
f
teac
h
er
s
ca
n
b
e
i
n
clu
d
ed
in
t
h
e
f
ac
to
r
s
th
at
af
f
ec
t
th
e
r
ea
d
in
ess
o
f
teac
h
er
s
to
im
p
lem
en
t
th
e
cu
r
r
icu
lu
m
ef
f
ec
tiv
ely
[
1
7
]
.
T
h
e
s
ec
o
n
d
f
ac
to
r
th
at
in
f
lu
en
cin
g
teac
h
er
s
’
r
ea
d
in
ess
to
im
p
lem
en
t
th
e
I
n
d
e
p
en
d
e
n
t
C
u
r
r
icu
lu
m
i
n
th
is
s
tu
d
y
was th
e
s
ch
o
o
l
-
r
elate
d
f
ac
to
r
s
.
Sch
o
o
l
-
r
elate
d
f
ac
t
o
r
s
co
n
s
is
ted
o
f
lear
n
in
g
r
eso
u
r
ce
s
(
V4
)
,
p
h
y
s
ical
f
ac
ilit
ies
(
V1
3
)
,
h
ea
v
y
wo
r
k
l
o
ad
(
V8
)
,
an
d
s
u
p
p
o
r
t
f
r
o
m
p
r
o
f
ess
io
n
als
an
d
p
r
in
cip
als
(
V1
1
)
.
T
h
e
lear
n
in
g
r
eso
u
r
ce
s
p
r
o
v
id
ed
b
y
s
ch
o
o
l
s
,
esp
ec
ially
tex
tb
o
o
k
s
,
b
o
t
h
in
p
r
in
t
an
d
elec
tr
o
n
ic
f
o
r
m
,
r
ea
lly
s
u
p
p
o
r
t
th
e
im
p
lem
en
tatio
n
o
f
th
e
c
u
r
r
icu
lu
m
.
Ho
wev
er
,
th
e
n
ewly
im
p
lem
en
ted
I
n
d
ep
e
n
d
en
t
C
u
r
r
i
cu
lu
m
d
o
es
n
o
t
y
et
f
ac
ilit
ate
teac
h
er
s
to
o
b
tain
c
o
m
p
lete
tex
tb
o
o
k
s
,
b
o
th
teac
h
er
an
d
s
tu
d
en
t
tex
tb
o
o
k
s
,
f
o
r
all
s
u
b
jects.
T
h
e
av
ailab
ilit
y
an
d
q
u
ality
o
f
lea
r
n
in
g
r
eso
u
r
ce
s
will
af
f
ec
t
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es
an
d
t
h
e
lear
n
in
g
p
r
o
ce
s
s
as
a
p
ar
t
o
f
cu
r
r
icu
lu
m
im
p
le
m
en
tatio
n
[
1
1
]
.
Ph
y
s
ical
f
ac
ilit
ies
s
u
ch
as
class
r
o
o
m
s
,
lab
o
r
ato
r
ies,
an
d
lear
n
in
g
s
u
p
p
o
r
t
t
o
o
ls
ar
e
v
er
y
m
u
ch
n
ee
d
ed
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Hav
in
g
t
h
e
s
u
p
p
o
r
t
o
f
a
team
o
f
c
o
lleag
u
es
an
d
th
e
s
ch
o
o
l
p
r
in
cip
al
will
in
cr
e
ase
th
e
teac
h
er
s
’
r
ea
d
i
n
ess
to
im
p
lem
en
t
th
e
I
n
d
e
p
en
d
e
n
t
C
u
r
r
icu
lu
m
.
Ph
y
s
ical
f
ac
ilit
ies
s
u
ch
as
class
r
o
o
m
s
,
lab
o
r
ato
r
ies,
w
o
r
k
s
h
o
p
s
,
lib
r
ar
ies
,
an
d
s
p
o
r
ts
f
ield
s
also
af
f
e
ct
th
e
s
u
cc
ess
f
u
l
o
f
im
p
lem
en
tatio
n
o
f
th
e
cu
r
r
icu
lu
m
[
2
5
]
.
T
h
e
p
r
esen
ce
an
d
q
u
ality
o
f
ad
e
q
u
ate
f
ac
ilit
ies
o
r
am
en
ities
h
av
e
a
m
ajo
r
im
p
ac
t
o
n
c
u
r
r
icu
lu
m
i
m
p
lem
en
tatio
n
[
1
]
.
T
h
e
lack
o
f
s
u
p
p
o
r
t
an
d
g
u
i
d
an
ce
f
r
o
m
p
r
o
f
ess
io
n
al
team
o
r
th
e
s
ch
o
o
l p
r
in
cip
al
also
in
f
lu
en
ce
s
teac
h
er
s
’
r
ea
d
in
ess
to
i
m
p
lem
en
t c
u
r
r
icu
lu
m
.
Facto
r
3
in
th
is
r
esear
ch
was
th
e
f
ac
to
r
r
elate
d
to
th
e
au
th
o
r
ities
.
Var
iab
les
in
th
i
s
f
ac
to
r
in
clu
d
ed
cu
r
r
icu
lu
m
tr
ain
in
g
(
V2
)
,
r
e
g
u
latio
n
an
d
p
o
licy
(
V1
0
)
,
an
d
f
in
a
n
cial
s
u
p
p
o
r
t
(
V7
)
.
T
h
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
,
C
u
ltu
r
e,
R
esear
ch
an
d
T
ec
h
n
o
lo
g
y
a
n
d
th
e
Of
f
ic
e
o
f
E
d
u
ca
tio
n
as st
ate
in
s
titu
t
io
n
s
r
esp
o
n
s
ib
le
f
o
r
ed
u
ca
tio
n
,
ar
e
o
b
lig
ed
to
p
r
o
v
id
e
tr
ain
i
n
g
f
o
r
all
teac
h
e
r
s
to
in
cr
ea
s
e
th
eir
r
ea
d
in
ess
to
im
p
lem
e
n
t
th
e
cu
r
r
icu
lu
m
.
T
r
ain
in
g
r
elate
d
t
o
th
e
im
p
lem
e
n
tatio
n
o
f
th
e
n
ew
cu
r
r
icu
l
u
m
is
v
er
y
n
ec
ess
ar
y
,
esp
ec
ially
f
o
r
teac
h
er
s
[
2
6
]
.
T
ea
c
h
er
tr
ai
n
in
g
p
r
o
g
r
am
s
ca
n
b
e
d
e
v
elo
p
e
d
b
y
p
o
licy
m
ak
er
s
a
n
d
p
lay
a
n
im
p
o
r
tan
t
r
o
le
in
ed
u
ca
tio
n
al
r
ef
o
r
m
[
2
7
]
.
Mo
r
eo
v
er
,
clea
r
r
e
g
u
latio
n
s
a
n
d
p
o
licies
m
u
s
t
b
e
f
o
r
m
u
late
d
to
s
er
v
e
as
g
u
i
d
elin
es
f
o
r
cu
r
r
icu
lu
m
im
p
lem
en
tatio
n
.
Fin
an
cial
s
u
p
p
o
r
t
f
o
r
cu
r
r
i
cu
lu
m
im
p
lem
e
n
tatio
n
is
also
n
ee
d
ed
.
Vlo
k
[
2
8
]
s
tated
th
at
r
esp
o
n
s
ib
le
lead
er
s
m
u
s
t
b
e
ab
le
to
in
n
o
v
ate,
i
n
clu
d
in
g
in
p
o
licies
ac
co
r
d
in
g
to
th
eir
f
ield
o
f
wo
r
k
.
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
F
a
cto
r
in
flu
en
cin
g
o
f te
a
ch
ers
’
r
ea
d
in
ess
to
imp
leme
n
t th
e
I
n
d
ep
en
d
en
t Cu
r
r
icu
lu
m
(
F
itr
a
Delita
)
4179
R
eg
ar
d
in
g
e
d
u
ca
tio
n
r
e
f
o
r
m
p
o
licies,
f
o
r
ex
am
p
le,
c
u
r
r
icu
lu
m
ch
a
n
g
es,
lead
e
r
s
p
lay
a
r
o
le
in
d
ev
el
o
p
in
g
teac
h
er
s
’
p
r
o
f
ess
io
n
alis
m
an
d
k
n
o
wled
g
e
[
2
9
]
.
T
an
a
n
g
a
n
d
Ab
u
[
3
0
]
s
tated
th
at
p
o
licies,
in
f
r
astru
ctu
r
e
,
an
d
f
in
an
cial
s
u
p
p
o
r
t
ar
e
n
ee
d
ed
t
o
im
p
r
o
v
e
teac
h
er
p
r
o
f
ess
io
n
alis
m
.
I
n
r
ea
lity
,
th
er
e
ar
e
f
ew
n
u
m
b
er
o
f
teac
h
er
s
wh
o
h
av
e
r
ec
eiv
e
d
tr
ain
in
g
o
n
I
n
d
e
p
en
d
e
n
t
C
u
r
r
icu
lu
m
b
u
t
th
e
p
o
licy
r
eq
u
ir
es
all
o
f
th
e
teac
h
er
s
to
im
p
lem
en
t
it.
T
h
er
e
ar
e
ev
e
n
t
ea
ch
er
s
wh
o
ta
k
e
th
e
in
itiativ
e
to
atten
d
tr
ain
in
g
at
th
eir
o
wn
ex
p
e
n
s
e
o
r
lea
r
n
au
to
d
id
ac
tically
f
r
o
m
in
ter
n
et
s
o
u
r
ce
s
.
As
a
m
atter
o
f
f
ac
t,
ed
u
ca
tio
n
al
p
o
licies
an
d
r
eg
u
latio
n
s
as
ex
ter
n
al
f
ac
to
r
s
th
at
af
f
ec
t
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
th
e
cu
r
r
i
cu
lu
m
.
T
h
e
r
eg
u
lato
r
s
an
d
p
o
l
icy
-
m
ak
er
s
em
p
lo
y
em
p
h
asis
o
n
th
e
s
ch
o
o
l to
im
p
lem
en
t th
e
n
atio
n
al
c
u
r
r
icu
l
u
m
in
a
p
ar
ticu
la
r
estab
lis
h
ed
m
eth
o
d
[
3
1
]
.
Facto
r
4
in
th
is
s
tu
d
y
was
th
e
s
tu
d
en
t
-
r
elate
d
f
ac
t
o
r
.
V
ar
iab
les
in
th
is
f
ac
to
r
in
clu
d
e
s
tu
d
en
t
co
m
p
eten
ce
(
V5
)
,
s
tu
d
en
t
i
n
ter
est
an
d
m
o
tiv
atio
n
(
V
9
)
,
an
d
s
tu
d
en
t
ch
a
r
ac
ter
is
tics
(
V1
2
)
.
Stu
d
en
t
co
m
p
eten
ce
,
in
ter
est,
m
o
tiv
ati
o
n
,
an
d
ch
a
r
ac
ter
is
tics
ar
e
f
ac
t
o
r
s
th
at
d
eter
m
in
e
th
e
s
u
cc
ess
o
f
th
e
cu
r
r
icu
lu
m
.
T
h
er
ef
o
r
e,
th
is
f
ac
to
r
also
in
f
lu
en
ce
s
r
ea
d
in
ess
o
f
teac
h
er
t
o
im
p
lem
en
t
th
e
I
n
d
ep
e
n
d
en
t
C
u
r
r
icu
lu
m
at
th
e
p
r
im
ar
y
,
m
id
d
le
,
an
d
h
ig
h
s
ch
o
o
l
lev
els.
Stu
d
e
n
ts
wh
o
h
a
v
e
g
o
o
d
in
itial
ab
ilit
y
,
i
n
ter
e
s
t,
m
o
tiv
atio
n
,
an
d
ch
ar
ac
ter
is
tics
will
h
av
e
th
e
o
p
p
o
r
tu
n
ity
to
ac
h
iev
e
b
etter
f
i
n
al
r
esu
lts
[
3
2
]
.
C
o
n
v
er
s
ely
,
s
tu
d
en
ts
wh
o
h
av
e
lo
w
in
itial
ab
ilit
y
,
p
o
o
r
in
ter
e
s
t,
m
o
tiv
atio
n
,
an
d
in
s
u
f
f
icien
t
ch
ar
ac
ter
is
tics
will
n
ee
d
m
o
r
e
ef
f
o
r
t
t
o
ac
h
iev
e
th
e
ex
p
ec
ted
lear
n
in
g
o
u
tco
m
es
o
r
in
a
b
r
o
a
d
er
c
o
n
tex
t,
t
o
ac
h
iev
e
th
e
cu
r
r
ic
u
lu
m
g
o
als
[
3
3
]
.
T
h
e
s
tu
d
en
t
-
r
elate
d
f
ac
to
r
s
a
f
f
ec
ts
th
e
ch
o
ice
o
f
lea
r
n
in
g
ex
p
e
r
ien
ce
s
,
th
er
ef
o
r
e
it
is
n
ec
ess
ar
y
to
co
n
s
id
er
th
e
d
is
tin
ct
ch
ar
ac
ter
is
tics
o
f
s
tu
d
en
ts
in
c
u
r
r
icu
lu
m
im
p
lem
en
tatio
n
,
s
u
ch
as st
u
d
en
ts
b
ac
k
g
r
o
u
n
d
an
d
ab
ilit
y
[
2
5
]
.
T
h
e
r
esu
lt o
f
th
is
s
tu
d
y
clea
r
ly
s
h
o
ws th
at
th
er
e
ar
e
f
o
u
r
f
ac
t
o
r
s
th
at
in
f
lu
en
ce
th
e
teac
h
er
s
’
r
ea
d
in
ess
to
im
p
lem
en
t
th
e
cu
r
r
ic
u
lu
m
in
clu
d
es
teac
h
er
-
r
elate
d
,
s
ch
o
o
l
-
r
elate
d
,
au
t
h
o
r
ity
-
r
elate
d
,
a
n
d
s
tu
d
en
t
-
r
elate
d
f
ac
to
r
s
.
Ov
er
all,
teac
h
er
s
’
r
ea
d
in
ess
to
im
p
le
m
en
t
t
h
e
I
n
d
e
p
en
d
en
t
C
u
r
r
icu
lu
m
is
at
th
e
in
itiatio
n
lev
el.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
h
o
p
ed
to
g
iv
e
d
escr
ip
tio
n
s
an
d
a
d
eq
u
ate
in
f
o
r
m
atio
n
f
o
r
all
s
tak
eh
o
ld
er
s
s
u
c
h
as
ed
u
ca
tio
n
al
p
o
licy
m
ak
er
s
,
p
r
in
cip
al,
ad
m
in
is
tr
atio
n
s
,
an
d
teac
h
er
s
.
T
h
e
f
in
d
in
g
s
ca
n
b
e
co
n
s
id
er
ed
in
ed
u
ca
tio
n
al
p
r
o
g
r
am
esp
ec
ial
ly
r
elate
d
to
im
p
r
o
v
e
th
e
le
v
el
o
f
r
ea
d
in
ess
o
f
teac
h
er
tr
o
u
g
h
cu
r
r
ic
u
lu
m
tr
ain
in
g
.
Ad
d
itio
n
ally
,
th
is
s
t
u
d
y
u
s
es
th
e
q
u
a
n
titativ
e
ap
p
r
o
ac
h
with
co
n
v
en
ie
n
ce
s
am
p
lin
g
.
I
t
is
s
u
g
g
ested
f
o
r
f
u
r
th
er
s
tu
d
y
t
o
u
s
e
q
u
alitativ
e
o
r
c
o
m
b
in
e
d
ap
p
r
o
ac
h
es
(
q
u
alitativ
e
an
d
q
u
an
titativ
e)
with
lar
g
e
s
am
p
les,
ad
d
o
th
e
r
v
ar
ia
b
les,
an
d
ex
p
an
d
th
e
s
co
p
e
to
o
b
tain
m
o
r
e
ac
c
u
r
ate
r
esu
lts
.
4.
CO
NCLU
SI
O
N
T
ea
ch
er
s
r
ea
d
in
ess
to
im
p
lem
en
t
th
e
cu
r
r
icu
l
u
m
d
eter
m
in
es
th
e
s
u
cc
ess
o
f
ac
h
iev
in
g
th
e
cu
r
r
icu
lu
m
’
s
g
o
als.
T
h
e
I
n
d
e
p
en
d
en
t
C
u
r
r
icu
lu
m
h
as
n
o
t
b
ee
n
f
u
lly
im
p
le
m
en
ted
at
al
l
s
ch
o
o
l
lev
els
in
I
n
d
o
n
esia.
E
v
en
t
h
o
u
g
h
th
e
I
n
d
ep
en
d
en
t
C
u
r
r
ic
u
lu
m
im
p
lem
en
tatio
n
p
o
licy
h
as
b
e
en
p
u
b
lis
h
ed
,
teac
h
er
s
’
r
ea
d
in
ess
to
im
p
lem
en
t
th
e
n
e
w
cu
r
r
icu
lu
m
n
ee
d
s
to
b
e
co
n
s
id
er
ed
b
y
all
p
ar
ties
,
esp
ec
ial
ly
ed
u
ca
tio
n
p
o
licy
m
ak
er
s
.
B
ased
o
n
th
e
d
is
tr
ib
u
tio
n
o
f
m
ea
n
s
co
r
es,
t
h
e
lev
el
o
f
teac
h
e
r
s
’
r
ea
d
in
ess
ca
n
b
e
ass
ess
ed
b
ased
o
n
g
en
d
er
,
ag
e
an
d
y
ea
r
s
o
f
teac
h
in
g
ex
p
er
ien
ce
.
T
h
e
lev
el
o
f
teac
h
er
s
’
r
ea
d
in
ess
at
th
e
p
r
i
m
ar
y
,
m
id
d
le
,
an
d
h
ig
h
s
ch
o
o
l
lev
els
is
at
th
e
in
itiatio
n
lev
el
with
a
m
ea
n
v
alu
e
in
th
e
in
ter
v
al
6
.
0
0
–
6
.
9
9
.
T
h
is
lev
el
is
s
till
f
ar
f
r
o
m
th
e
h
ig
h
est
lev
el
o
f
co
m
m
u
n
ity
r
ea
d
in
ess
,
wh
ich
is
lev
el
9
(
p
r
o
f
ess
io
n
aliza
tio
n
)
b
ased
o
n
th
e
teac
h
er
r
ea
d
in
ess
ass
es
s
m
en
t.
T
h
er
e
ar
e
1
4
v
ar
ia
b
les
th
at
in
f
lu
en
ce
t
ea
ch
er
s
’
r
ea
d
in
ess
to
im
p
lem
e
n
t
th
e
I
n
d
e
p
en
d
e
n
t
C
u
r
r
icu
lu
m
.
As
a
r
esu
lt
o
f
f
ac
to
r
an
aly
s
is
,
1
4
in
itial
v
ar
iab
l
es
wer
e
ex
tr
ac
ted
in
to
f
o
u
r
d
o
m
in
an
t
f
ac
to
r
s
th
at
in
f
lu
en
ce
teac
h
er
s
’
r
ea
d
in
ess
to
i
m
p
lem
en
t
th
e
I
n
d
e
p
en
d
en
t
C
u
r
r
icu
lu
m
:
teac
h
e
r
-
r
elat
ed
,
s
ch
o
o
l
-
r
elate
d
,
au
th
o
r
ity
-
r
elate
d
,
an
d
s
tu
d
en
t
-
r
elate
d
f
ac
to
r
s
.
T
h
e
teac
h
er
-
r
e
lated
f
ac
to
r
is
th
e
m
ain
f
ac
to
r
th
at
co
n
tr
ib
u
ted
t
o
in
f
lu
en
ce
teac
h
e
r
s
’
r
ea
d
in
ess
with
an
in
f
lu
e
n
ce
o
f
4
3
.
7
%,
wh
er
ea
s
th
e
s
ch
o
o
l
-
r
elate
d
f
ac
to
r
co
n
tr
ib
u
ted
2
1
.
3
%,
th
e
s
tu
d
en
t
-
r
elate
d
f
a
cto
r
co
n
tr
i
b
u
ted
1
1
.
4
%
,
an
d
th
e
au
th
o
r
ity
-
r
elate
d
f
ac
to
r
c
o
n
tr
ib
u
ted
8
.
2
%
to
teac
h
er
s
’
r
ea
d
i
n
ess
to
im
p
lem
en
t
th
e
I
n
d
ep
en
d
en
t
C
u
r
r
icu
lu
m
.
T
h
e
r
esu
lts
clea
r
ly
in
d
icat
ed
th
at
th
e
s
ev
e
r
al
f
ac
to
r
s
in
f
lu
en
cin
g
th
e
s
u
cc
ess
f
u
l
o
f
cu
r
r
icu
lu
m
im
p
lem
en
t
atio
n
th
at
wer
e
co
m
m
o
n
in
m
an
y
o
th
er
co
u
n
tr
ies.
T
h
er
ef
o
r
e,
tr
ain
i
n
g
r
elate
d
to
I
n
d
e
p
en
d
e
n
t
C
u
r
r
icu
lu
m
im
p
lem
en
tatio
n
s
h
o
u
ld
b
e
co
n
s
id
er
b
y
ed
u
ca
tio
n
al
p
o
licy
m
ak
er
s
to
en
h
an
ce
t
ea
ch
er
s
’
r
ea
d
in
ess
.
T
ea
ch
er
s
as
im
p
lem
en
ter
s
o
f
th
e
cu
r
r
icu
lu
m
s
h
o
u
ld
co
n
tin
u
o
u
s
ly
im
p
r
o
v
e
th
eir
ca
p
ac
ity
an
d
s
k
ills
in
teac
h
in
g
a
n
d
lear
n
in
g
.
ACK
NO
WL
E
DG
E
M
E
NT
S
W
e
ar
e
g
r
atef
u
l
to
th
e
Dir
ec
to
r
ate
o
f
R
esear
ch
a
n
d
C
o
m
m
u
n
ity
Ser
v
ice,
Min
is
tr
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o
f
E
d
u
ca
tio
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C
u
ltu
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e,
R
esear
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T
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o
lo
g
y
o
f
th
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R
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f
I
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d
o
n
esia a
n
d
th
e
I
n
s
titu
te
o
f
R
esear
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an
d
C
o
m
m
u
n
it
y
Ser
v
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o
f
th
e
State
Un
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s
ity
o
f
Me
d
an
f
o
r
f
u
n
d
in
g
t
h
is
s
tu
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y
.
W
e
wo
u
ld
also
lik
e
to
th
an
k
t
h
e
teac
h
er
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wh
o
h
av
e
p
ar
ticip
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in
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is
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esear
ch
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
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t
J
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Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
4
1
7
3
-
4182
4180
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