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,
2
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lo
b
a
li
z
a
ti
o
n
in
c
re
a
se
d
c
u
lt
u
ra
l
d
iv
e
rsit
y
in
m
u
sic
e
d
u
c
a
ti
o
n
.
Th
i
s
re
q
u
ired
m
u
sic
e
d
u
c
a
to
rs
to
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e
v
e
lo
p
c
r
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ss
-
c
u
lt
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ra
l
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o
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p
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ten
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e
(CCC)
.
Th
is
stu
d
y
e
v
a
lu
a
ted
th
e
imp
a
c
t
o
f
CCC
o
n
t
h
e
p
r
o
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
(
P
D)
o
f
m
u
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e
d
u
c
a
to
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e
re
se
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rc
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e
m
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lo
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s
a
m
ix
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d
-
m
e
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s
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ro
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h
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m
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in
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n
g
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y
s
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u
a
li
tativ
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d
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c
ted
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m
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g
m
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e
d
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c
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d
iffere
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t
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lt
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ra
l
b
a
c
k
g
r
o
u
n
d
s.
T
h
e
stu
d
y
u
se
d
stra
ti
fied
ra
n
d
o
m
s
a
m
p
li
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g
t
o
o
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tai
n
re
p
re
se
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tativ
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p
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ip
a
n
t
s
with
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ry
,
se
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o
n
d
a
ry
,
a
n
d
tertiary
m
u
sic
e
d
u
c
a
ti
o
n
.
T
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e
n
o
v
e
lt
y
o
f
t
h
is
stu
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y
li
e
s
in
th
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e
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tex
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m
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c
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n
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z
a
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e
d
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o
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se
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ti
o
n
a
n
d
i
n
terv
iew
fo
r
th
e
q
u
a
l
it
a
ti
v
e
sta
g
e
.
T
h
e
re
su
lt
s
o
f
th
e
stu
d
y
in
d
ica
ted
t
h
a
t
e
d
u
c
a
t
o
rs
with
stro
n
g
in
terc
u
lt
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ra
l
c
o
m
p
e
ten
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e
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m
a
y
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e
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tt
e
r
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re
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a
re
d
to
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d
a
p
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e
th
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s
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e
n
ts
fro
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d
iffere
n
t
c
u
lt
u
ra
l
b
a
c
k
g
r
o
u
n
d
s
.
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u
c
h
e
d
u
c
a
to
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a
lso
h
a
d
e
n
h
a
n
c
e
d
in
terp
re
ti
v
e
a
b
il
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a
c
ro
ss
d
if
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re
n
t
m
u
sic
a
l
g
e
n
re
s.
T
h
e
re
fo
re
,
wh
e
n
e
d
u
c
a
to
rs
h
a
v
e
i
n
terc
u
lt
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ra
l
sk
il
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t
h
e
y
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c
o
m
e
m
o
re
in
c
l
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siv
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a
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d
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o
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a
ti
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e
.
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d
it
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ll
y
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PD
in
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s
fo
r
m
u
sic
e
d
u
c
a
to
rs
sh
o
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l
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in
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l
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d
e
m
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e
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ffe
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m
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K
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w
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s
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teac
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I
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ter
cu
ltu
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c
o
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m
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icatio
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Mu
s
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ca
tio
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Pro
f
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d
ev
elo
p
m
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t
T
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tr
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g
T
h
is i
s
a
n
o
p
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n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
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SA
li
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se
.
C
o
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r
e
s
p
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A
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at
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asp
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ev
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Dep
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Facu
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o
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Ar
ts
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A
b
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Kaz
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Natio
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Ped
a
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ity
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NT
RO
D
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C
r
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s
s
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cu
ltu
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co
m
p
eten
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(
C
C
C
)
in
v
o
lv
es
u
n
d
er
s
tan
d
in
g
,
co
m
m
u
n
icatin
g
,
an
d
i
n
ter
ac
tin
g
ef
f
ec
tiv
ely
ac
r
o
s
s
d
if
f
e
r
en
t
c
u
ltu
r
al
g
r
o
u
p
s
.
Mu
ltip
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s
k
ills
co
n
tr
ib
u
te
to
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ev
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p
i
n
g
p
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r
s
o
n
al
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th
at
en
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in
d
iv
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als
to
n
av
ig
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cu
ltu
r
al
d
iv
er
s
ity
in
v
ar
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e
n
v
ir
o
n
m
en
ts
.
Hen
ce
,
CCC
is
v
ital
in
th
e
m
o
d
er
n
wo
r
ld
,
as it m
ea
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s
u
n
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r
s
tan
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i
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g
,
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m
m
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ter
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etwe
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er
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n
t c
u
ltu
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al
g
r
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p
s
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th
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s
am
e
tim
e,
th
e
f
o
r
m
atio
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o
f
p
r
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f
ess
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al
q
u
aliti
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(
PQ)
am
o
n
g
ed
u
ca
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o
r
s
,
i
n
p
a
r
ticu
lar
m
u
s
ic
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u
ca
to
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s
,
d
ep
e
n
d
s
o
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in
ter
c
u
ltu
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(
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C
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in
ed
u
ca
tio
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.
T
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is
is
esp
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ch
ar
ac
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is
tic
with
in
th
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f
r
am
ewo
r
k
o
f
m
u
s
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u
c
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.
Mu
s
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as
th
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ab
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to
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p
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o
f
d
if
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c
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ag
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b
u
t
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m
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d
f
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s
ar
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s
h
ap
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d
b
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ce
r
tain
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d
itio
n
s
.
T
h
u
s
,
it
b
eg
in
s
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n
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s
,
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d
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y
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e
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ato
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ca
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ate
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ltu
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to
s
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d
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ter
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s
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u
s
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m
u
s
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p
ac
e
f
o
r
in
ter
cu
ltu
r
al
d
ialo
g
u
e
th
at
g
o
es
b
ey
o
n
d
lan
g
u
a
g
e
b
ar
r
ier
s
.
T
h
an
k
s
to
jo
in
t
m
u
s
ical
cr
ea
tio
n
an
d
lis
ten
in
g
,
m
u
s
ic
is
ab
le
to
f
o
r
m
a
s
en
s
e
o
f
c
o
m
m
o
n
b
el
o
n
g
in
g
a
n
d
m
u
tu
al
u
n
d
er
s
tan
d
in
g
b
etwe
en
r
ep
r
esen
tativ
es
o
f
d
if
f
er
en
t
cu
ltu
r
es.
On
th
e
o
t
h
e
r
h
an
d
,
m
u
s
ical
s
y
s
tem
s
,
g
en
r
es,
an
d
in
ter
p
r
etativ
e
co
d
es
ar
e
clo
s
ely
r
elate
d
to
cu
ltu
r
e
an
d
h
is
to
r
ical
tr
ad
itio
n
s
.
W
h
at
m
ay
m
ea
n
h
ar
m
o
n
y
o
r
b
ea
u
ty
f
o
r
o
n
e
cu
ltu
r
e
m
ay
h
av
e
a
co
m
p
letely
d
if
f
er
en
t
s
y
m
b
o
lic
o
r
e
m
o
tio
n
al
co
lo
r
in
g
f
o
r
a
n
o
th
er
.
T
h
er
e
f
o
r
e,
th
e
estab
lis
h
ed
id
ea
o
f
m
u
s
ic
as
a
“u
n
iv
er
s
al
lan
g
u
ag
e”
n
ee
d
s
to
b
e
r
e
v
is
ed
.
T
h
er
e
f
o
r
e,
it
is
wo
r
t
h
n
o
tin
g
th
at
m
u
s
ic
is
a
d
ialo
g
ical
s
p
a
ce
in
wh
ic
h
m
u
tu
al
k
n
o
wled
g
e
is
ac
h
ie
v
ed
th
r
o
u
g
h
th
e
awa
r
en
ess
o
f
d
if
f
er
e
n
ce
s
.
I
n
d
iv
id
u
als
with
s
u
ch
s
k
ills
ca
n
d
ev
elo
p
t
h
eir
p
r
o
f
ess
io
n
al
s
k
ills
,
wh
ich
ar
e
d
ef
in
ed
b
y
to
l
er
an
ce
an
d
r
esp
ec
t
f
o
r
t
h
e
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
o
f
th
eir
s
tu
d
e
n
ts
.
B
esid
es,
m
u
s
ic
ed
u
ca
to
r
s
ca
n
in
co
r
p
o
r
ate
m
u
s
ical
ex
p
r
ess
io
n
s
in
to
th
e
cu
r
r
icu
lu
m
an
d
cr
ea
te
in
ter
ac
tiv
e
class
r
o
o
m
s
[
1
]
.
Sch
o
lar
s
h
av
e
r
ec
o
g
n
ized
th
at
cu
ltu
r
al
co
m
p
eten
ce
en
a
b
les
m
u
s
ic
ed
u
ca
to
r
s
to
ad
ap
t
e
d
u
ca
tio
n
al
a
p
p
r
o
ac
h
es
to
th
e
n
ee
d
s
o
f
th
ei
r
s
tu
d
en
ts
[
2
]
,
[
3
]
.
Div
er
s
e
tr
ad
itio
n
s
r
ely
o
n
two
m
ain
m
et
h
o
d
s
o
f
teac
h
i
n
g
m
u
s
ic:
o
r
al
tr
ad
itio
n
s
an
d
wr
itten
n
o
tatio
n
s
y
s
tem
s
.
E
d
u
ca
to
r
s
wh
o
s
tu
d
y
cu
ltu
r
al
d
iv
er
s
ity
ca
n
a
d
ju
s
t
th
eir
teac
h
in
g
s
tr
ateg
ies
ac
co
r
d
i
n
g
to
th
e
ac
ad
em
ic
n
ee
d
s
o
f
th
eir
s
tu
d
en
ts
[
4
]
.
R
ec
en
t
r
es
ea
r
ch
h
as
in
d
icate
d
th
at
m
u
s
ic
ed
u
ca
tio
n
s
h
o
u
ld
d
e
v
elo
p
i
n
ter
cu
ltu
r
al
s
k
ills
to
p
r
o
m
o
te
h
ar
m
o
n
y
an
d
p
r
o
g
r
ess
th
r
o
u
g
h
o
u
t
th
e
wo
r
ld
[
5
]
,
[
6
]
.
At
th
e
s
am
e
tim
e,
o
t
h
er
s
ch
o
lar
s
h
av
e
em
p
h
asized
th
at
cu
ltu
r
al
aw
ar
en
ess
o
f
ed
u
ca
to
r
s
allo
ws
th
em
to
r
ec
o
g
n
ize
th
e
in
f
lu
en
ce
o
f
c
u
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
o
n
s
tu
d
en
ts
’
m
u
s
ical
ex
p
er
ien
ce
s
an
d
p
ed
ag
o
g
ical
m
eth
o
d
s
[
7
]
–
[
9
]
.
Giv
e
n
th
e
cu
r
r
en
t
tr
en
d
s
in
g
lo
b
alize
d
e
d
u
ca
tio
n
,
m
u
s
ic
is
b
ec
o
m
in
g
an
im
p
o
r
tan
t
f
o
u
n
d
atio
n
in
th
e
f
o
r
m
atio
n
o
f
a
m
u
lticu
ltu
r
al
lear
n
in
g
en
v
ir
o
n
m
en
t.
T
h
eir
p
r
o
f
ess
io
n
al
ac
tiv
ities
co
m
b
in
e
wo
r
k
with
o
r
al
m
u
s
ical
tr
ad
itio
n
s
,
m
u
s
ical
p
r
ac
tices,
an
d
d
ig
ital te
ch
n
o
lo
g
ies,
p
r
o
v
id
in
g
a
b
asis
f
o
r
th
e
d
ev
elo
p
m
en
t o
f
I
C
C
o
f
s
tu
d
en
ts
[
1
0
]
.
Ho
wev
er
,
d
esp
ite
th
e
atten
tio
n
o
f
s
ch
o
lar
s
to
th
e
p
r
o
b
le
m
o
f
in
ter
cu
ltu
r
al
awa
r
en
ess
in
m
u
s
ic
ed
u
ca
tio
n
,
m
o
d
e
r
n
c
u
r
r
icu
la
h
av
e
n
o
t
g
iv
en
p
r
io
r
ity
to
th
e
d
ev
elo
p
m
en
t
o
f
I
C
C
.
T
h
er
ef
o
r
e
,
in
th
e
co
n
tex
t
o
f
g
lo
b
aliza
tio
n
a
n
d
cu
ltu
r
al
d
iv
er
s
ity
in
th
e
m
o
d
er
n
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t,
ed
u
ca
t
o
r
s
m
u
s
t
ac
q
u
ir
e
th
e
s
k
ills
th
at
ar
e
n
ec
ess
ar
y
f
o
r
ef
f
ec
tiv
e
f
u
n
ctio
n
in
g
in
a
m
u
lticu
ltu
r
al
s
o
ciety
.
T
h
e
ab
s
en
ce
o
f
s
u
ch
co
m
p
eten
cies
ca
n
lead
to
e
d
u
ca
tio
n
al
is
o
latio
n
o
r
r
ed
u
ce
d
m
o
tiv
atio
n
am
o
n
g
s
tu
d
en
ts
f
r
o
m
eth
n
o
cu
ltu
r
al
m
i
n
o
r
ities
.
T
h
er
e
f
o
r
e,
th
e
d
ev
elo
p
m
en
t
o
f
I
C
C
is
n
o
t
an
au
x
iliar
y
co
m
p
o
n
en
t,
b
u
t
a
f
u
n
d
a
m
en
tal
f
ac
to
r
in
e
n
s
u
r
i
n
g
ef
f
ec
tiv
e
m
u
s
ic
ed
u
ca
tio
n
in
m
o
d
er
n
s
o
ciety
.
Fu
r
th
er
m
o
r
e,
d
esp
ite
th
e
s
ig
n
if
ican
t
am
o
u
n
t
o
f
s
cien
tific
wo
r
k
d
ev
o
ted
to
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
,
cu
r
r
e
n
t
em
p
ir
ical
r
esear
ch
t
h
at
h
a
s
p
o
in
ted
o
u
t
th
e
c
o
n
n
ec
tio
n
b
etwe
en
I
C
C
an
d
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
e
n
t
(
PD)
r
em
ain
s
lim
ited
.
C
u
r
r
e
n
t
wo
r
k
s
m
ain
ly
f
o
c
u
s
o
n
th
e
th
eo
r
et
ical
u
n
d
er
s
tan
d
in
g
o
f
in
ter
c
u
ltu
r
al
e
d
u
ca
tio
n
.
T
h
er
ef
o
r
e,
em
p
ir
ical
ev
id
e
n
ce
o
f
th
e
r
o
le
o
f
m
u
s
ic
ed
u
ca
t
o
r
s
i
n
th
e
f
o
r
m
atio
n
o
f
I
C
C
in
th
e
p
r
ac
tical
f
ield
is
lack
in
g
.
T
h
u
s
,
th
e
th
eo
r
etica
l
s
ig
n
if
ican
ce
o
f
th
is
s
tu
d
y
will
b
e
to
d
ef
in
e
a
m
o
d
el
o
f
I
C
C
in
m
u
s
ic
p
ed
a
g
o
g
y
as
an
im
p
o
r
tan
t
m
u
ltid
im
en
s
io
n
a
l
s
p
ac
e
th
at
s
y
n
t
h
esizes
co
g
n
it
iv
e,
em
o
tio
n
al,
a
n
d
b
eh
av
io
r
al
asp
ec
ts
.
Acc
o
r
d
in
g
ly
,
th
e
s
tu
d
y
aim
ed
to
ad
d
r
ess
th
is
s
cien
tific
g
ap
b
y
co
n
d
u
ctin
g
a
n
em
p
ir
ical
an
aly
s
is
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
l
ev
el
o
f
I
C
C
o
f
m
u
s
ic
teac
h
er
s
,
th
eir
p
r
o
f
ess
io
n
al
g
r
o
wth
,
a
n
d
th
e
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
.
I
t is b
ased
o
n
t
h
e
f
o
ll
o
win
g
r
esear
ch
q
u
esti
o
n
s
:
i)
W
h
at
is
th
e
em
p
ir
ically
id
e
n
tifie
d
lev
el
o
f
I
C
C
,
an
d
h
o
w
d
o
es
th
is
co
m
p
eten
ce
af
f
ec
t
t
h
eir
p
r
o
f
ess
io
n
al
id
en
tity
,
p
ed
a
g
o
g
ical
d
ec
is
io
n
s
,
an
d
teac
h
in
g
s
ty
le?
ii)
W
h
at
co
n
tex
tu
al
f
ac
to
r
s
(
in
s
titu
tio
n
al
co
n
d
itio
n
s
,
ed
u
ca
tio
n
al
p
o
licy
,
r
eso
u
r
ce
p
r
o
v
is
io
n
,
d
ig
ital
in
f
r
astru
ctu
r
e)
af
f
ec
t
th
e
p
o
s
s
ib
ilit
y
o
f
im
p
lem
e
n
tin
g
m
u
ltic
u
ltu
r
al
m
u
s
ic
ed
u
ca
tio
n
in
s
ec
o
n
d
ar
y
s
ch
o
o
l
an
d
tr
ain
in
g
p
r
o
g
r
am
s
?
iii)
Ho
w
d
o
es
I
C
C
o
f
m
u
s
ic
ed
u
ca
to
r
s
co
n
tr
ib
u
te
to
i
n
cr
ea
s
in
g
s
tu
d
e
n
t
en
g
ag
em
e
n
t,
th
ei
r
cr
ea
tiv
ity
an
d
in
ter
cu
ltu
r
al
in
ter
ac
tio
n
in
th
e
lear
n
in
g
p
r
o
ce
s
s
?
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Co
ncept
ua
lizing
cr
o
s
s
-
cult
ura
l c
o
m
pet
ence
in m
us
ic
educa
t
io
n
E
x
is
tin
g
r
esear
ch
o
n
I
C
C
i
n
m
u
s
ic
ed
u
ca
tio
n
ca
n
b
e
s
u
m
m
ar
ized
alo
n
g
th
r
ee
i
n
ter
r
elate
d
d
im
en
s
io
n
s
:
i)
co
g
n
itiv
e
(
k
n
o
wled
g
e
o
f
m
u
s
ical
an
d
cu
ltu
r
a
l
tr
ad
itio
n
s
)
;
ii)
af
f
ec
tiv
e
(
em
p
ath
y
,
o
p
e
n
n
ess
,
an
d
attitu
d
es
to
war
d
cu
ltu
r
al
d
if
f
er
en
ce
s
)
;
an
d
iii)
b
eh
av
io
r
al
(
ad
ap
tiv
e
p
ed
ag
o
g
ical
p
r
ac
tices
an
d
co
m
m
u
n
icatio
n
s
k
ills
in
th
e
lear
n
in
g
p
r
o
ce
s
s
)
.
Alth
o
u
g
h
I
C
C
is
w
id
ely
s
tu
d
ied
in
th
e
f
ield
s
o
f
ed
u
ca
tio
n
,
p
s
y
ch
o
lo
g
y
an
d
g
lo
b
al
s
tu
d
ies,
it
is
in
th
e
f
i
eld
o
f
m
u
s
ic
ed
u
ca
tio
n
t
h
at
it
ac
q
u
ir
es
p
ar
ticu
lar
im
p
o
r
ta
n
ce
,
s
in
ce
m
u
s
ical
co
m
m
u
n
icatio
n
g
o
es b
e
y
o
n
d
v
er
b
al
lan
g
u
a
g
e.
I
n
th
is
s
p
ac
e,
I
C
C
i
s
a
m
u
ltid
im
en
s
io
n
al
co
n
s
tr
u
ct
co
n
s
is
tin
g
o
f
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
.
15
,
No
.
2
,
Ap
r
il
20
26
:
1
4
5
4
-
1
4
6
8
1456
co
g
n
itiv
e,
af
f
ec
tiv
e
,
an
d
b
e
h
av
io
r
al
co
m
p
o
n
en
ts
-
ab
ilit
ies
th
at
allo
w
ed
u
ca
to
r
s
an
d
s
t
u
d
en
ts
to
in
ter
p
r
et,
p
er
f
o
r
m
,
an
d
m
a
k
e
s
en
s
e
o
f
m
u
s
ic
f
r
o
m
d
if
f
e
r
en
t
cu
ltu
r
al
tr
ad
itio
n
s
.
I
n
m
u
s
ic
p
ed
ag
o
g
ical
p
r
ac
tice,
th
ese
d
im
en
s
io
n
s
ar
e
m
an
i
f
ested
t
h
r
o
u
g
h
th
e
a
b
ilit
y
to
r
ec
o
g
n
i
ze
s
ty
lis
tic
an
d
c
u
ltu
r
al
d
if
f
e
r
en
ce
s
,
to
r
esp
o
n
d
em
p
ath
etica
lly
to
d
if
f
er
en
t
f
o
r
m
s
o
f
m
u
s
ical
ex
p
r
ess
io
n
an
d
to
ad
a
p
t
teac
h
in
g
a
n
d
p
er
f
o
r
m
an
ce
m
eth
o
d
s
in
ac
co
r
d
an
ce
with
th
e
cu
ltu
r
al
co
n
tex
t.
B
esid
es,
m
o
d
er
n
au
t
h
o
r
s
h
av
e
p
o
in
ted
to
ad
a
p
tab
ilit
y
,
em
p
ath
y
an
d
co
n
tin
u
o
u
s
r
ef
lectiv
e
lear
n
i
n
g
as m
ain
f
ac
to
r
s
in
th
e
d
ev
elo
p
m
en
t o
f
I
C
C
in
m
u
s
ic
ed
u
ca
tio
n
[
1
1
]
–
[
1
4
]
.
C
o
n
tem
p
o
r
ar
y
s
ch
o
lar
s
em
p
h
asize
th
at
I
C
C
s
h
o
u
ld
b
e
u
n
d
er
s
to
o
d
as
th
e
a
b
ilit
y
to
in
ter
ac
t
r
esp
ec
tf
u
lly
an
d
e
f
f
ec
tiv
ely
with
in
d
iv
id
u
als
f
r
o
m
d
if
f
er
en
t
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
w
h
ile
r
ec
o
g
n
izi
n
g
a
n
d
v
alu
in
g
c
u
ltu
r
al
d
if
f
er
en
ce
s
[
1
5
]
,
[
1
6
]
.
I
n
th
e
f
ield
o
f
m
u
s
ic
ed
u
ca
tio
n
,
s
ev
er
al
au
th
o
r
s
h
av
e
r
ec
o
g
n
ized
th
a
t
I
C
C
p
lay
s
a
cr
u
cial
r
o
le
in
s
u
p
p
o
r
tin
g
g
lo
b
alize
d
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
es
[
1
6
]
.
As
Sch
ip
p
er
s
[
1
7
]
p
o
in
ts
o
u
t,
m
u
s
ic
ed
u
ca
to
r
s
with
d
ev
elo
p
ed
I
C
C
ar
e
ab
le
to
b
etter
u
n
d
er
s
tan
d
th
e
cu
ltu
r
al
o
r
ig
i
n
s
o
f
m
u
s
ical
tr
ad
itio
n
s
an
d
ar
e
ab
le
to
ad
ap
t
th
eir
p
ed
ag
o
g
ical
s
tr
ateg
ies.
I
n
th
e
wo
r
k
s
o
f
Ab
r
il
an
d
Gau
lt
[
1
8
]
,
th
is
ap
p
r
o
ac
h
is
co
m
p
lem
en
ted
b
y
th
e
im
p
o
r
t
an
t
id
ea
th
at
I
C
C
g
o
es
b
ey
o
n
d
th
e
m
er
e
u
n
d
e
r
s
tan
d
in
g
o
f
cu
ltu
r
al
m
ea
n
in
g
s
.
I
n
th
is
way
,
it
s
h
ap
es
th
e
e
d
u
ca
to
r
’
s
ab
ilit
y
t
o
co
n
s
tr
u
ct
c
u
r
r
icu
la.
W
ester
lu
n
d
et
a
l.
[
1
9
]
an
d
B
an
k
s
[
2
0
]
,
in
tu
r
n
,
d
escr
ib
ed
h
o
w
p
ed
ag
o
g
y
r
eq
u
ir
es a
r
ef
lectio
n
o
n
p
o
wer
an
d
r
ep
r
esen
tatio
n
: w
h
o
s
e
m
u
s
ical
v
o
ices a
n
d
tr
ad
itio
n
s
ar
e
g
iv
e
n
th
e
r
ig
h
t
t
o
b
e
h
ea
r
d
in
th
e
class
r
o
o
m
,
an
d
wh
o
s
e
r
e
m
ain
o
n
th
e
p
er
i
p
h
er
y
.
T
h
e
a
u
th
o
r
s
in
d
icate
d
th
at
s
tu
d
en
ts
p
e
r
ce
iv
e
an
d
ac
tiv
el
y
co
-
c
r
ea
te
cu
lt
u
r
al
ex
ch
a
n
g
e.
T
h
u
s
,
th
ese
ap
p
r
o
ac
h
es
in
d
icate
d
th
at
I
C
C
in
m
u
s
ic
ed
u
ca
tio
n
en
co
m
p
ass
es
th
e
co
g
n
itiv
e
u
n
d
er
s
tan
d
in
g
o
f
cu
ltu
r
al
d
if
f
er
en
ce
s
an
d
th
e
p
ed
ag
o
g
ical
ca
p
ac
ity
f
o
r
cr
i
tical
s
elec
tio
n
,
ad
ap
tatio
n
,
a
n
d
eth
ical
r
ep
r
esen
tatio
n
o
f
d
if
f
er
en
t
m
u
s
ical
p
r
ac
tices.
W
h
ile
Sch
ip
p
er
s
[
1
7
]
f
o
cu
s
ed
o
n
th
e
p
r
o
ce
s
s
o
f
ad
ap
tatio
n
,
Ab
r
il
an
d
Gau
lt
[
1
8
]
r
ec
o
g
n
ized
th
e
im
p
o
r
tan
ce
o
f
in
clu
s
iv
e
teac
h
i
n
g
co
n
te
n
t.
Mo
r
eo
v
er
,
cu
ltu
r
a
lly
r
esp
o
n
s
iv
e
teac
h
in
g
i
n
m
u
s
ic
also
en
co
u
r
ag
es
ed
u
ca
to
r
s
to
cu
ltiv
ate
cu
ltu
r
al
co
s
m
o
p
o
litan
is
m
b
y
en
g
ag
i
n
g
with
m
u
ltip
le
m
u
s
ical
h
er
ita
g
es
an
d
ad
d
r
ess
in
g
is
s
u
es
o
f
au
th
en
ticity
an
d
eth
i
ca
l
r
ep
r
esen
tatio
n
[
1
2
]
.
B
esid
es,
cu
ltu
r
al
co
m
p
eten
ce
em
p
o
wer
ed
ed
u
ca
t
o
r
s
to
cr
ea
te
class
r
o
o
m
s
th
at
af
f
ir
m
s
tu
d
en
ts
’
cu
ltu
r
al
id
e
n
titi
es a
n
d
p
r
o
m
o
te
m
u
tu
al
r
esp
ec
t [
2
1
]
,
[
2
2
]
.
Desp
ite
th
e
d
if
f
er
en
ce
s
in
m
eth
o
d
o
lo
g
y
,
r
esear
c
h
h
as in
d
icat
ed
th
at
I
C
C
h
as b
ec
o
m
e
ess
en
t
ial
f
o
r
th
e
d
ev
elo
p
m
e
n
t
o
f
in
clu
s
iv
e
an
d
s
o
cially
r
esp
o
n
s
ib
le
m
u
s
ic
ed
u
ca
tio
n
p
r
ac
tices.
T
h
u
s
,
I
C
C
h
as
en
ab
led
teac
h
er
s
to
cr
ea
te
m
ea
n
in
g
f
u
l
lear
n
i
n
g
en
v
ir
o
n
m
en
ts
th
at
af
f
ir
m
s
tu
d
en
ts
’
cu
ltu
r
al
id
en
titi
es
[
2
3
]
,
[
2
4
]
.
R
ec
en
t
s
tu
d
ies
h
av
e
also
s
h
o
wn
th
at
s
tu
d
en
ts
ca
n
b
etter
ex
p
lo
r
e
th
ei
r
id
en
t
ities
th
r
o
u
g
h
th
e
an
aly
s
is
o
f
m
u
lticu
ltu
r
al
m
u
s
ic,
as
it
p
r
o
v
id
es
o
p
p
o
r
tu
n
ities
f
o
r
s
elf
-
ex
p
r
ess
io
n
a
n
d
cu
l
tu
r
al
awa
r
en
ess
[
2
5
]
,
[
2
6
]
.
Sch
o
lar
s
h
av
e
also
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
teac
h
in
g
i
n
n
o
v
ativ
e
s
o
lu
tio
n
s
th
at
s
h
o
u
ld
b
e
in
teg
r
ated
with
co
n
tem
p
o
r
ar
y
m
u
s
ical
tr
en
d
s
[
2
1
]
.
At
th
e
s
am
e
tim
e,
o
th
er
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
em
b
r
ac
in
g
cu
ltu
r
al
d
iv
er
s
ity
allo
ws
th
em
to
ad
ju
s
t
less
o
n
p
lan
s
ac
co
r
d
in
g
to
g
lo
b
al
p
er
s
p
ec
ti
v
es,
th
er
eb
y
e
x
p
an
d
in
g
s
tu
d
e
n
ts
’
k
n
o
wled
g
e
o
f
m
u
s
ic
[
2
7
]
.
R
esu
lts
h
av
e
also
s
h
o
wn
th
at
d
iv
e
r
s
e
m
u
s
ical
in
ter
ac
tio
n
s
m
o
tiv
ate
cr
ea
tiv
e
th
in
k
i
n
g
,
en
co
u
r
a
g
in
g
th
e
d
ev
elo
p
m
en
t o
f
n
ew
ed
u
ca
tio
n
al
m
eth
o
d
s
.
R
esear
ch
er
s
h
av
e
n
o
ted
th
at
a
s
ig
n
if
ican
t
o
b
s
tacle
to
th
e
d
ev
elo
p
m
e
n
t
o
f
I
C
C
i
s
in
s
u
f
f
icien
t
q
u
alif
icatio
n
s
[
2
8
]
.
Oth
er
s
ch
o
lar
s
h
av
e
p
o
i
n
ted
to
th
e
lack
o
f
m
ater
ial
r
eso
u
r
ce
s
as
an
a
d
d
itio
n
al
p
r
o
b
lem
[
2
1
]
,
[
2
9
]
.
Ho
wev
er
,
d
esp
ite
th
ese
lim
itatio
n
s
,
au
th
o
r
s
co
n
s
is
ten
tly
em
p
h
asize
th
e
i
m
p
o
r
tan
ce
o
f
d
ev
elo
p
in
g
I
C
C
in
f
u
t
u
r
e
p
r
o
f
ess
io
n
als.
Alth
o
u
g
h
m
eth
o
d
o
lo
g
ies
v
ar
y
,
ac
a
d
em
ic
wo
r
k
o
n
th
i
s
to
p
ic
ag
r
ee
s
th
at
I
C
C
is
i
m
p
o
r
tan
t
f
o
r
p
r
o
m
o
tin
g
in
cl
u
s
iv
e
an
d
s
o
cially
r
esp
o
n
s
ib
le
m
u
s
ic
ed
u
ca
tio
n
p
r
ac
tices.
2
.
2
.
Ana
ly
s
is
o
f
curr
ent
e
m
pirica
l lit
er
a
t
ure
T
h
e
d
e
v
elo
p
m
e
n
t
o
f
PQ
in
m
u
s
ic
ed
u
ca
to
r
s
is
clo
s
ely
lin
k
ed
to
th
eir
lev
el
o
f
CCC
.
R
ec
en
t
em
p
ir
ical
s
tu
d
ies
h
av
e
ex
a
m
in
ed
h
o
w
c
u
ltu
r
al
ex
p
er
ien
ce
s
an
d
e
d
u
ca
tio
n
al
tr
ain
in
g
s
h
ap
e
teac
h
in
g
m
eth
o
d
o
lo
g
ies
in
m
u
lticu
ltu
r
al
s
ettin
g
s
.
Mo
d
er
n
r
esear
ch
h
as
also
h
ig
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
in
co
r
p
o
r
ati
n
g
n
o
r
m
-
d
is
r
u
p
tiv
e
elem
en
ts
in
to
ed
u
ca
tio
n
p
r
o
g
r
am
s
to
f
o
s
ter
cr
o
s
s
-
cu
ltu
r
al
c
o
m
p
eten
cies
[
3
0
]
,
[
3
1
]
.
Me
llizo
[
3
2
]
in
v
esti
g
ated
th
e
im
p
ac
t
o
f
m
u
s
ic
e
d
u
ca
tio
n
o
n
th
e
d
ev
el
o
p
m
en
t
o
f
in
ter
c
u
ltu
r
al
s
en
s
itiv
ity
am
o
n
g
ad
o
lescen
ts
.
T
h
e
r
esu
lts
s
h
o
wed
an
in
cr
ea
s
e
in
th
e
le
v
el
o
f
in
ter
cu
ltu
r
al
awa
r
en
ess
af
ter
th
e
p
ed
a
g
o
g
ical
in
ter
v
e
n
tio
n
.
T
h
is
in
tu
r
n
em
p
ir
ically
co
n
f
ir
m
ed
th
e
c
o
g
n
itiv
e
-
af
f
ec
tiv
e
m
o
d
el
o
f
I
C
C
.
T
h
u
s
,
m
u
s
ic
ac
ts
as
a
m
ea
n
s
o
f
f
o
r
m
in
g
awa
r
en
ess
an
d
em
o
tio
n
al
ac
ce
p
tan
ce
o
f
c
u
ltu
r
al
d
i
v
er
s
ity
.
Fu
r
th
er
r
esear
ch
o
n
th
e
PD
o
f
m
u
s
ic
ed
u
ca
to
r
s
in
th
e
K
–
1
2
s
y
s
tem
id
en
tifie
d
f
iv
e
k
e
y
ch
ar
ac
ter
is
tics
o
f
ef
f
ec
tiv
e
PD
p
r
o
g
r
am
s
:
s
u
b
ject
s
p
ec
if
icity
,
ac
tiv
e
p
ar
ticip
atio
n
o
f
ed
u
ca
to
r
s
,
co
lleg
ial
in
ter
ac
tio
n
,
d
u
r
atio
n
an
d
co
h
er
en
ce
o
f
p
r
o
g
r
a
m
s
[
3
3
]
,
[
3
4
]
.
T
h
ese
r
esu
lts
in
d
icat
ed
th
e
p
r
ac
tical
im
p
lem
e
n
tatio
n
o
f
th
e
b
eh
av
i
o
r
al
d
im
en
s
io
n
o
f
I
C
C
,
s
in
ce
ef
f
e
ctiv
e
tr
ain
in
g
r
e
q
u
ir
es
ac
tio
n
,
co
llab
o
r
atio
n
a
n
d
co
n
tin
u
o
u
s
p
r
ac
tice.
Stu
d
y
b
y
Mc
Ko
y
[
35
]
p
r
o
p
o
s
ed
th
e
c
o
n
ce
p
t
o
f
“p
e
d
ag
o
g
y
o
f
d
is
co
m
f
o
r
t”,
wh
ich
s
tim
u
lates
ed
u
ca
to
r
s
to
cr
itically
r
ef
lect
o
n
th
eir
o
wn
p
r
eju
d
ices
an
d
e
x
p
er
ie
n
ce
s
in
th
e
p
r
o
ce
s
s
o
f
in
ter
ac
tin
g
with
c
u
ltu
r
ally
d
iv
er
s
e
g
r
o
u
p
s
.
I
n
tu
r
n
,
th
is
wo
r
k
co
n
f
ir
m
ed
th
e
r
ef
lex
iv
e
-
an
aly
tical
co
m
p
o
n
e
n
t
o
f
th
e
th
eo
r
etica
l
m
o
d
el
a
n
d
h
ig
h
lig
h
ted
th
e
r
o
le
o
f
s
elf
-
r
ef
lectio
n
f
o
r
in
ter
cu
ltu
r
al
u
n
d
er
s
tan
d
in
g
.
A
M
al
ay
s
ia
n
s
t
u
d
y
s
u
m
m
a
r
i
z
ed
t
h
e
p
er
ce
p
ti
o
n
s
o
f
m
u
lti
c
u
lt
u
r
al
m
u
s
ic
ed
u
ca
ti
o
n
a
m
o
n
g
g
en
er
al
m
u
s
ic
e
d
u
ca
to
r
s
.
T
h
e
r
es
u
lts
r
ev
ea
l
ed
li
m
i
te
d
en
g
ag
em
en
t
w
ith
i
n
te
r
cu
lt
u
r
al
c
o
n
te
n
t
d
u
e
t
o
a
lac
k
o
f
tr
ai
n
i
n
g
,
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
C
r
o
s
s
-
cu
ltu
r
a
l c
o
mp
eten
ce
a
n
d
p
r
o
fess
io
n
a
l fo
r
ma
tio
n
o
f m
u
s
ic
ed
u
ca
to
r
s
(
S
a
lta
n
a
t Ta
s
p
a
ye
va
)
1457
r
eso
u
r
ce
s
,
an
d
awa
r
en
ess
o
f
d
if
f
er
en
t
m
u
s
ical
tr
ad
itio
n
s
[
3
5
]
.
Mo
r
eo
v
er
,
s
tu
d
y
b
y
Xin
y
i
[
3
6
]
in
d
icate
d
th
e
p
r
esen
ce
o
f
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
o
n
th
e
s
elf
-
as
s
e
s
s
m
en
t
o
f
I
C
C
o
f
f
u
tu
r
e
m
u
s
ic
ed
u
ca
to
r
s
.
I
n
p
ar
ticu
lar
,
an
a
n
aly
s
is
o
f
d
ata
f
r
o
m
3
3
7
p
ar
ticip
a
n
ts
f
r
o
m
3
6
Am
e
r
ican
u
n
i
v
er
s
ities
in
d
icate
d
th
at
d
em
o
g
r
a
p
h
ic
v
a
r
iab
les
in
f
lu
en
ce
d
th
e
willin
g
n
ess
to
wo
r
k
i
n
cu
ltu
r
ally
d
iv
e
r
s
e
co
n
tex
ts
.
T
h
u
s
,
I
C
C
is
s
h
ap
ed
b
y
s
o
cial
an
d
p
r
o
f
ess
io
n
al
f
ac
to
r
s
.
I
n
ad
d
itio
n
,
s
ch
o
lar
s
h
av
e
p
r
o
p
o
s
ed
in
teg
r
atin
g
I
C
C
tr
ain
in
g
in
to
m
u
s
ic
ed
u
ca
tio
n
p
r
o
g
r
am
s
.
Su
ch
in
itiativ
es
will
p
r
o
v
id
e
ed
u
ca
to
r
s
with
th
e
s
k
ills
n
ec
ess
ar
y
to
e
f
f
ec
tiv
ely
in
ter
ac
t
with
d
iv
er
s
e
class
es
an
d
s
u
p
p
o
r
t
in
cl
u
s
iv
e
p
ed
ag
o
g
ical
v
alu
es
[
3
7
]
,
[
3
8
]
.
T
h
e
g
r
o
wt
h
o
f
c
u
ltu
r
al
d
iv
e
r
s
ity
in
s
ch
o
o
ls
h
as
em
p
h
asized
th
e
n
ee
d
f
o
r
in
ter
cu
ltu
r
al
tr
a
in
in
g
in
m
u
s
ic
ed
u
ca
tio
n
cu
r
r
icu
la
[
3
9
]
,
[
4
0
]
.
A
s
tu
d
y
by
Kan
g
[
4
1
]
th
at
m
ea
s
u
r
ed
th
e
lev
el
o
f
cu
ltu
r
al
m
o
d
esty
am
o
n
g
p
r
o
s
p
ec
tiv
e
m
u
s
ic
ed
u
ca
to
r
s
in
I
n
d
ian
a
f
o
u
n
d
s
tr
o
n
g
d
is
p
lay
s
o
f
cu
ltu
r
al
m
o
d
esty
,
p
ar
ticu
la
r
ly
h
ig
h
lev
els
am
o
n
g
p
ar
tici
p
an
ts
wh
o
tau
g
h
t
s
tu
d
e
n
ts
with
cu
ltu
r
ally
d
iv
er
s
e
b
ac
k
g
r
o
u
n
d
s
.
Ho
wev
er
,
ed
u
ca
tio
n
al
b
ar
r
ier
s
to
cu
ltu
r
al
d
iv
e
r
s
ity
s
tem
m
ed
f
r
o
m
th
e
d
o
m
i
n
an
ce
o
f
a
W
ester
n
E
u
r
o
p
ea
n
m
u
s
ical
f
o
cu
s
a
n
d
t
h
e
lack
o
f
m
u
lticu
ltu
r
al
c
o
n
te
n
t
in
th
e
cu
r
r
icu
lu
m
.
Sch
o
lar
s
h
av
e
i
n
d
icate
d
t
h
at
m
u
s
ic
ed
u
ca
tio
n
p
r
o
g
r
am
s
n
ee
d
to
in
co
r
p
o
r
ate
m
o
r
e
c
u
ltu
r
al
d
iv
er
s
ity
in
to
th
eir
cu
r
r
icu
la
[
4
2
]
[
4
3
]
.
C
o
llectiv
ely
,
th
ese
s
tu
d
ies
h
av
e
r
ec
o
g
n
ized
th
at
I
C
C
is
im
p
o
r
tan
t
f
o
r
th
e
p
r
o
f
ess
io
n
al
g
r
o
wth
o
f
m
u
s
ic
ed
u
ca
to
r
s
.
Ov
er
all,
th
e
r
esu
lts
o
f
th
e
em
p
ir
ical
s
tu
d
y
wer
e
co
n
s
is
ten
t
with
th
e
co
n
ce
p
t
o
f
I
C
C
,
b
u
t
at
th
e
s
am
e
tim
e
in
d
icate
d
s
ev
er
al
p
r
ac
tical
lim
itatio
n
s
.
Fu
tu
r
e
ed
u
ca
tio
n
al
an
d
p
r
o
f
ess
io
n
al
p
r
o
g
r
am
s
s
h
o
u
ld
cr
ea
te
ex
p
er
ien
ce
s
th
at
f
o
s
ter
in
te
r
cu
ltu
r
al
s
en
s
itiv
ity
,
in
teg
r
ate
d
iv
er
s
e
m
u
s
ical
tr
ad
itio
n
s
,
an
d
d
e
v
elo
p
cu
r
r
icu
la
th
at
ar
e
cu
ltu
r
ally
r
esp
o
n
s
iv
e.
At
th
e
s
am
e
tim
e,
m
o
s
t
r
esear
ch
o
n
I
C
C
r
elies
o
n
q
u
alitativ
e
o
r
s
elf
-
r
ep
o
r
t
d
ata
,
with
o
u
t
in
co
r
p
o
r
atin
g
ex
p
e
r
im
en
tal
o
r
m
ix
ed
-
m
eth
o
d
ap
p
r
o
ac
h
es
th
at
ca
n
m
e
asu
r
e
th
e
ef
f
ec
ti
v
en
ess
o
f
in
s
tr
u
ctio
n
.
Mu
s
ic
ed
u
ca
tio
n
in
s
titu
tio
n
s
also
co
n
tin
u
e
to
p
r
io
r
itize
W
ester
n
class
ical
tr
ad
itio
n
s
o
v
er
g
l
o
b
al
m
u
s
ical
p
r
ac
tices
in
th
eir
cu
r
r
icu
la,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
in
s
titu
tio
n
al
r
ef
o
r
m
.
T
h
is
s
tu
d
y
aim
s
to
ad
d
r
ess
th
ese
g
ap
s
an
d
u
s
e
a
m
ix
ed
-
m
et
h
o
d
a
p
p
r
o
a
ch
to
ex
am
in
e
t
h
e
r
o
le
o
f
I
C
C
in
m
u
s
ic
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
Desp
ite
th
e
g
r
o
win
g
b
o
d
y
o
f
r
esear
ch
o
n
I
C
C
in
m
u
s
ic
ed
u
ca
tio
n
,
s
ev
er
al
s
ig
n
if
ican
t g
ap
s
r
em
ain
in
th
e
ex
is
tin
g
liter
atu
r
e.
First
,
m
o
s
t
s
tu
d
ies
h
av
e
r
elied
o
n
q
u
alitativ
e
d
escr
ip
tio
n
s
o
r
s
elf
-
r
ep
o
r
t
d
ata,
wh
ic
h
h
av
e
lim
ited
em
p
ir
ical
u
n
d
er
s
tan
d
in
g
o
f
th
e
im
p
ac
t
o
f
I
C
C
on
PD
.
Seco
n
d
,
t
h
e
f
ield
o
f
m
u
s
ic
ed
u
ca
tio
n
h
as
lack
ed
v
alid
ated
in
s
tr
u
m
en
ts
f
o
r
m
ea
s
u
r
i
n
g
I
C
C
th
at
ar
e
a
d
ap
ted
to
th
e
s
p
ec
if
ics
o
f
m
u
s
ic
teac
h
in
g
.
T
h
ir
d
,
non
-
W
ester
n
an
d
p
o
s
t
-
So
v
iet
ed
u
ca
tio
n
al
co
n
tex
ts
h
av
e
r
em
ain
ed
u
n
d
er
r
ep
r
esen
ted
,
r
esu
ltin
g
in
lim
ited
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
m
ec
h
a
n
is
m
s
b
y
wh
ich
I
C
C
is
f
o
r
m
e
d
in
d
if
f
er
e
n
t
cu
ltu
r
al
an
d
in
s
titu
tio
n
al
s
ettin
g
s
.
B
y
co
m
b
in
in
g
th
eo
r
etica
l
ap
p
r
o
ac
h
es
with
em
p
ir
ical
d
ata
o
b
tain
ed
in
a
n
o
n
-
W
ester
n
ed
u
ca
tio
n
al
co
n
tex
t,
th
is
s
tu
d
y
ex
p
an
d
s
cu
r
r
e
n
t
u
n
d
e
r
s
tan
d
in
g
s
o
f
I
C
C
in
m
u
s
ic
ed
u
ca
tio
n
an
d
r
esp
o
n
d
s
to
th
e
d
em
an
d
f
o
r
m
eth
o
d
o
l
o
g
ically
s
o
u
n
d
an
d
c
u
ltu
r
ally
in
clu
s
iv
e
s
ch
o
lar
l
y
e
x
p
lo
r
atio
n
s
in
th
is
f
ield
.
2
.
3
.
T
heo
re
t
ica
l und
er
pin
ni
ng
C
u
ltu
r
ally
r
esp
o
n
s
iv
e
p
e
d
ag
o
g
y
(
C
R
P)
is
a
m
o
d
el
th
at
d
e
m
o
n
s
tr
ates
h
o
w
ed
u
ca
t
o
r
s
m
u
s
t
r
ec
o
g
n
ize
an
d
r
esp
ec
t
th
eir
s
tu
d
en
ts
’
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
th
r
o
u
g
h
o
u
t
e
d
u
ca
tio
n
al
in
s
tr
u
ctio
n
.
T
h
e
C
R
P
-
b
ased
ed
u
ca
tio
n
al
s
y
s
tem
s
u
p
p
o
r
ts
teac
h
in
g
m
eth
o
d
s
th
at
v
al
u
e
d
iv
er
s
ity
an
d
p
r
o
m
o
te
eq
u
itab
le
lear
n
in
g
o
p
p
o
r
tu
n
ities
[
9
]
.
Mu
s
ic
ed
u
ca
to
r
s
ap
p
ly
in
g
C
R
P
s
h
o
u
ld
u
n
d
er
s
tan
d
cu
ltu
r
al
d
if
f
er
en
ce
s
in
m
u
s
ic
an
d
in
teg
r
ate
d
iv
er
s
e
m
u
s
ical
tr
ad
itio
n
s
s
o
th
at
th
eir
in
s
tr
u
ctio
n
al
m
eth
o
d
s
alig
n
with
th
e
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
o
f
th
eir
s
tu
d
en
ts
.
Sk
illed
m
u
s
ic
ed
u
ca
to
r
s
with
s
tr
o
n
g
C
C
C
ad
v
o
ca
te
C
R
P
th
r
o
u
g
h
f
lex
i
b
le
in
s
tr
u
ctio
n
th
at
b
u
ild
s
an
in
clu
s
iv
e
class
r
o
o
m
en
v
ir
o
n
m
en
t in
wh
ic
h
all
s
tu
d
en
ts
ar
e
tr
ea
ted
eq
u
all
y
.
T
h
e
s
o
cio
c
u
ltu
r
al
lear
n
in
g
t
h
eo
r
y
b
y
Vy
g
o
ts
k
y
[
2
7
]
ex
p
lain
ed
th
at
p
eo
p
le
ac
q
u
ir
e
k
n
o
wled
g
e
th
r
o
u
g
h
s
o
cial
i
n
ter
ac
tio
n
in
a
cu
ltu
r
al
en
v
ir
o
n
m
e
n
t.
T
h
is
ap
p
r
o
ac
h
en
c
o
u
r
a
g
ed
m
u
s
ic
e
d
u
ca
to
r
s
to
in
ter
ac
t
with
d
if
f
er
en
t
m
u
s
ical
cu
ltu
r
e
s
an
d
s
o
cial
g
r
o
u
p
s
to
im
p
r
o
v
e
th
eir
s
k
ills
.
I
ts
m
ain
ad
v
an
t
ag
e
is
th
at
lear
n
in
g
o
cc
u
r
s
s
o
cially
,
wh
ich
is
im
p
o
r
tan
t in
m
u
s
ic
ed
u
ca
tio
n
,
as c
u
ltu
r
al
ex
p
r
ess
io
n
an
d
s
o
cial
in
ter
ac
tio
n
ar
e
k
e
y
i
n
s
ch
o
o
ls
.
Ho
wev
er
,
th
is
th
eo
r
y
h
as
s
o
m
e
wea
k
n
ess
e
s
.
I
t
d
o
wn
p
lay
s
in
d
iv
id
u
al
th
in
k
i
n
g
a
n
d
f
o
cu
s
es
m
o
r
e
o
n
g
r
o
u
p
in
ter
ac
tio
n
th
an
o
n
th
e
s
tu
d
y
o
f
cu
ltu
r
e
its
elf
.
I
t
also
d
id
n
o
t
tak
e
in
to
ac
c
o
u
n
t
t
h
e
u
n
eq
u
al
ac
ce
s
s
to
cu
ltu
r
al
lear
n
in
g
in
class
r
o
o
m
s
,
wh
ich
m
ay
o
cc
u
r
d
u
e
to
lim
ited
r
eso
u
r
ce
s
o
r
s
u
p
p
o
r
t
f
o
r
m
u
lticu
ltu
r
al
m
u
s
ic
ed
u
ca
tio
n
.
W
ith
o
u
t
an
ass
ess
m
en
t
s
y
s
tem
,
r
esear
ch
er
s
ca
n
n
o
t
m
ea
s
u
r
e
h
o
w
well
ed
u
ca
t
o
r
s
u
s
e
s
o
cio
cu
ltu
r
al
ex
p
er
ien
ce
s
to
d
ev
elo
p
I
C
C
.
T
h
e
I
C
C
f
r
am
ewo
r
k
b
y
B
y
r
a
m
[
1
3
]
is
m
o
r
e
d
etailed
as
it
o
u
tlin
es
th
e
s
k
ills
n
ee
d
e
d
f
o
r
ef
f
ec
tiv
e
in
ter
cu
ltu
r
al
co
m
m
u
n
icatio
n
.
I
t
s
u
g
g
ests
th
at
ed
u
ca
to
r
s
n
ee
d
to
d
ev
elo
p
cu
ltu
r
al
s
en
s
itiv
ity
an
d
o
p
en
n
ess
to
wo
r
k
well
with
s
tu
d
en
ts
f
r
o
m
d
iv
er
s
e
b
ac
k
g
r
o
u
n
d
s
a
n
d
m
u
s
i
ca
l
s
ty
les.
R
ec
en
tly
,
au
th
o
r
s
h
av
e
in
tr
o
d
u
ce
d
th
e
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
f
r
a
m
ewo
r
k
to
o
u
tlin
e
wh
at
e
d
u
ca
to
r
s
n
ee
d
to
k
n
o
w,
d
o
,
an
d
v
alu
e
[
2
8
]
.
M
u
s
ic
ed
u
ca
tio
n
p
r
o
g
r
am
s
u
s
e
clea
r
m
eth
o
d
s
to
h
el
p
p
r
o
s
p
ec
tiv
e
e
d
u
ca
to
r
s
d
ev
elo
p
I
C
C
[
2
9
]
.
Alth
o
u
g
h
ea
ch
th
e
o
r
y
h
as its
lim
itatio
n
s
,
to
g
eth
er
th
ey
h
elp
e
x
p
lain
h
o
w
m
u
s
ic
ed
u
ca
to
r
s
d
ev
elo
p
I
C
C
.
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
.
15
,
No
.
2
,
Ap
r
il
20
26
:
1
4
5
4
-
1
4
6
8
1458
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
aim
ed
to
ex
am
i
n
e
th
e
im
p
ac
t
o
f
I
C
C
o
n
p
r
o
f
ess
io
n
al
s
k
ills
am
o
n
g
m
u
s
ic
ed
u
ca
to
r
s
.
T
o
o
b
tain
a
co
m
p
lete
p
ictu
r
e,
th
e
s
tu
d
y
u
s
es
b
o
th
q
u
an
titati
v
e
an
d
q
u
alitativ
e
m
eth
o
d
s
.
T
h
e
q
u
an
titativ
e
d
ata
h
elp
ed
u
s
to
f
in
d
g
en
er
al
p
atter
n
s
an
d
r
elatio
n
s
h
ip
s
b
etwe
e
n
I
C
C
an
d
PQ
,
b
u
t
th
e
y
d
id
n
o
t
r
ev
ea
l
t
h
e
d
etails
o
f
p
er
s
o
n
al
ex
p
er
ien
ce
s
,
r
ef
le
ctio
n
s
o
r
co
n
tex
t.
T
o
a
d
d
r
ess
th
is
is
s
u
e,
th
e
q
u
alitativ
e
p
h
ase
allo
wed
u
s
to
in
ter
p
r
et
th
e
s
tatis
tical
d
ata.
T
h
e
s
tu
d
y
u
s
ed
a
m
ix
e
d
m
et
h
o
d
:
f
ir
s
t
we
co
llected
an
d
a
n
aly
ze
d
q
u
an
titativ
e
d
ata,
an
d
th
en
co
n
tin
u
ed
to
w
o
r
k
with
q
u
alitativ
e
d
ata.
T
h
e
q
u
an
titativ
e
p
ar
t
u
s
ed
a
s
u
r
v
ey
to
m
ea
s
u
r
e
I
C
C
an
d
its
r
elatio
n
s
h
ip
with
PQ
.
T
h
e
q
u
alitativ
e
p
a
r
t in
v
o
l
v
ed
in
t
er
v
iew
an
aly
s
is
an
d
class
r
o
o
m
o
b
s
er
v
atio
n
.
3
.
2
.
Sa
m
pli
ng
s
t
ra
t
eg
y
T
h
e
s
tu
d
y
em
p
lo
y
ed
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
to
o
b
tain
r
ep
r
esen
tativ
e
p
ar
ticip
an
ts
f
r
o
m
p
r
im
ar
y
,
s
ec
o
n
d
ar
y
,
an
d
u
n
iv
e
r
s
ity
m
u
s
ic
ed
u
ca
tio
n
lev
els.
T
h
e
s
elec
t
ed
s
tr
atif
ied
r
an
d
o
m
s
am
p
le
en
s
u
r
ed
p
r
o
p
o
r
tio
n
al
r
ep
r
esen
tatio
n
o
f
m
u
s
ic
ed
u
c
ato
r
s
f
r
o
m
d
if
f
er
en
t
lev
els
o
f
ed
u
ca
tio
n
:
p
r
im
a
r
y
,
s
ec
o
n
d
a
r
y
,
an
d
h
i
g
h
er
.
T
h
is
ap
p
r
o
ac
h
also
m
ad
e
it
p
o
s
s
ib
le
to
c
o
m
p
ar
e
th
e
r
esu
lts
b
y
w
o
r
k
e
x
p
er
ie
n
ce
an
d
ty
p
e
o
f
e
d
u
ca
tio
n
al
in
s
titu
tio
n
.
T
h
e
s
am
p
le
s
ize
o
f
2
0
0
p
eo
p
le
was
d
eter
m
in
ed
b
ased
o
n
a
p
r
elim
in
ar
y
ca
lcu
latio
n
o
f
s
tatis
tical
p
o
wer
(
co
n
f
id
e
n
ce
lev
el
–
9
5
%,
er
r
o
r
–
5
%).
I
n
th
is
way
,
it
en
s
u
r
ed
s
u
f
f
icien
t
r
eliab
ilit
y
f
o
r
c
o
r
r
ela
tio
n
an
d
r
eg
r
ess
io
n
an
aly
s
is
.
I
n
ad
d
itio
n
,
t
h
e
in
clu
s
io
n
o
f
u
r
b
an
an
d
r
u
r
al
s
ch
o
o
l
s
en
h
an
ce
d
th
e
r
e
p
r
esen
tativ
e
n
ess
o
f
th
e
s
am
p
le.
T
h
e
f
ea
s
ib
ilit
y
o
f
th
is
a
p
p
r
o
ac
h
is
co
n
f
ir
m
e
d
b
y
th
e
r
esear
ch
er
’
s
p
r
o
f
ess
io
n
al
co
n
tacts
an
d
p
r
ev
io
u
s
co
o
p
er
atio
n
with
ed
u
ca
tio
n
al
tr
ain
in
g
in
s
titu
tio
n
s
.
I
n
ad
d
it
io
n
to
en
s
u
r
i
n
g
s
tatis
tical
p
o
wer
,
th
e
s
am
p
le
o
f
2
0
0
r
esp
o
n
d
en
ts
was
ju
s
tifie
d
b
y
t
h
e
n
ee
d
to
co
v
er
a
v
ar
iet
y
o
f
in
s
titu
tio
n
al
an
d
cu
ltu
r
al
co
n
tex
ts
o
f
m
u
s
ic
ed
u
ca
tio
n
.
T
h
e
s
tu
d
y
in
v
o
lv
e
d
ed
u
ca
t
o
r
s
f
r
o
m
u
r
b
an
an
d
r
u
r
al
in
s
titu
tio
n
s
,
p
r
im
a
r
y
,
s
ec
o
n
d
ar
y
,
an
d
h
i
g
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
,
as
we
ll
as
ed
u
ca
to
r
s
with
d
if
f
er
e
n
t
p
r
o
f
ess
io
n
al
ex
p
e
r
ien
ce
.
B
esid
es,
th
is
s
am
p
le
s
tr
u
ctu
r
e
allo
wed
f
o
r
th
e
ca
p
t
u
r
e
o
f
v
ar
ia
b
ilit
y
in
p
ed
ag
o
g
ic
al
ex
p
er
ien
ce
an
d
in
te
r
cu
ltu
r
al
in
ter
ac
tio
n
,
wh
ich
in
cr
ea
s
es
th
e
an
aly
tical
d
ep
th
an
d
in
ter
p
r
etativ
e
v
alu
e
o
f
th
e
s
tu
d
y
r
esu
lts
.
T
h
u
s
,
th
e
r
esear
ch
will
in
clu
d
e
2
0
0
m
u
s
ic
ed
u
ca
to
r
s
s
p
an
n
in
g
d
if
f
er
en
t
e
d
u
ca
tio
n
al
le
v
els
f
o
r
th
e
q
u
an
titativ
e
p
h
ase
an
d
2
0
m
u
s
ic
ed
u
ca
to
r
s
f
o
r
p
a
r
ticip
an
t o
b
s
er
v
atio
n
an
d
in
ter
v
iew
f
o
r
th
e
q
u
alitativ
e
s
ta
ge
,
as
s
h
o
wn
in
T
ab
le
1
.
T
h
e
s
am
p
le
was
b
alan
ce
d
in
t
er
m
s
o
f
g
en
d
er
.
A
s
ig
n
if
ican
t
p
r
o
p
o
r
tio
n
(
4
0
%)
o
f
ed
u
ca
to
r
s
h
ad
o
v
er
1
0
y
ea
r
s
o
f
e
x
p
er
ie
n
ce
,
en
s
u
r
in
g
in
s
ig
h
ts
f
r
o
m
s
ea
s
o
n
ed
e
d
u
ca
to
r
s
.
On
ly
4
2
.
5
%
o
f
e
d
u
ca
to
r
s
r
ep
o
r
ted
h
ig
h
ex
p
o
s
u
r
e
to
m
u
lticu
ltu
r
al
m
u
s
ic
ed
u
ca
tio
n
,
s
u
g
g
esti
n
g
g
ap
s
in
C
C
C
.
Fo
r
th
e
q
u
alitativ
e
r
esear
ch
p
h
ase,
t
h
e
r
esear
ch
er
will
u
s
e
p
u
r
p
o
s
iv
e
s
am
p
lin
g
t
o
c
h
o
o
s
e
e
d
u
ca
to
r
s
wh
o
s
e
cr
o
s
s
-
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
r
an
g
es
f
r
o
m
in
ter
n
atio
n
al
teac
h
in
g
wo
r
k
to
p
ar
ticip
atio
n
in
m
u
lticu
ltu
r
al
m
u
s
ic
g
r
o
u
p
s
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
p
r
o
f
ile
o
f
r
esp
o
n
d
en
ts
D
e
mo
g
r
a
p
h
i
c
v
a
r
i
a
b
le
F
r
e
q
u
e
n
c
y
(
n
)
P
e
r
c
e
n
t
a
g
e
(
%)
G
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t
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f
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e
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5
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Da
t
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Giv
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e
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ited
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r
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ch
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s
p
r
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f
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io
n
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co
n
tacts
with
ed
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ca
tio
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al
in
s
titu
tio
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s
,
s
tep
s
wer
e
tak
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to
m
in
im
ize
p
o
ten
tial
b
ias
in
p
ar
ticip
an
t
s
elec
tio
n
.
Par
ticip
atio
n
in
th
e
s
tu
d
y
was
v
o
lu
n
tar
y
an
d
an
o
n
y
m
o
u
s
,
an
d
s
tr
atif
ied
r
an
d
o
m
s
elec
tio
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with
in
d
ef
in
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g
r
o
u
p
s
r
ed
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ce
d
t
h
e
in
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lu
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ce
o
f
p
r
io
r
co
n
tacts
o
n
s
am
p
le
f
o
r
m
atio
n
.
I
n
th
e
q
u
alitativ
e
p
h
a
s
e
o
f
th
e
s
tu
d
y
,
th
e
r
esear
ch
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’
s
p
o
s
itio
n
ality
was
tak
en
in
to
ac
co
u
n
t th
r
o
u
g
h
r
ef
lectiv
e
n
o
tes an
d
in
d
e
p
en
d
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n
t
d
ata
co
d
in
g
b
y
two
r
esear
ch
er
s
.
T
h
e
d
ev
el
o
p
ed
q
u
esti
o
n
n
air
e
co
n
s
is
ted
o
f
t
h
r
e
e
p
ar
ts
:
d
em
o
g
r
a
p
h
ic
in
f
o
r
m
a
tio
n
f
o
r
r
ec
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d
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g
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u
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to
r
a
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e
an
d
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d
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wh
ile
co
llectin
g
teac
h
in
g
ex
p
e
r
ien
c
e
d
ata,
an
d
d
etails o
n
m
u
s
ical
ex
p
er
ien
ce
.
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
C
r
o
s
s
-
cu
ltu
r
a
l c
o
mp
eten
ce
a
n
d
p
r
o
fess
io
n
a
l fo
r
ma
tio
n
o
f m
u
s
ic
ed
u
ca
to
r
s
(
S
a
lta
n
a
t Ta
s
p
a
ye
va
)
1459
T
h
e
s
u
r
v
e
y
i
n
c
o
r
p
o
r
a
t
e
d
t
h
e
C
C
C
s
c
a
le
d
e
r
i
v
e
d
f
r
o
m
B
y
r
am
[
1
3
]
I
C
C
m
o
d
e
l
a
n
d
t
h
e
PQ
o
f
m
u
s
i
c
e
d
u
c
a
t
o
r
s
e
v
a
l
u
at
e
d
t
h
r
o
u
g
h
a
m
o
d
i
f
i
e
d
by
S
h
u
l
m
a
n
[
4
4
]
p
r
o
f
e
s
s
i
o
n
a
l
c
o
m
p
e
t
e
n
c
e
f
r
a
m
ew
o
r
k
.
T
h
e
r
e
s
e
a
r
c
h
i
n
s
t
r
u
m
e
n
t
e
m
p
l
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y
s
G
o
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Fo
r
m
s
a
n
d
m
a
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a
l
d
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b
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a
t
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p
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L
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at
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f
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e
t
o
5
f
o
r
s
t
r
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n
g
l
y
a
g
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e
.
T
h
e
q
u
esti
o
n
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air
e
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d
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e
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t
v
alid
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tr
io
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f
s
ch
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r
s
s
p
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ializin
g
in
m
u
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ca
tio
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d
in
ter
cu
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p
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s
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e
co
n
ten
t
r
elev
an
ce
an
d
co
n
s
t
r
u
ct
clar
ity
.
B
ef
o
r
e
d
ata
co
llectio
n
,
a
p
ilo
t
s
tu
d
y
was
co
n
d
u
cted
with
2
5
m
u
s
ic
ed
u
ca
to
r
s
to
r
ef
in
e
th
e
wo
r
d
in
g
o
f
th
e
item
s
to
test
f
o
r
s
u
ch
in
ter
n
al
co
n
s
is
ten
cy
.
C
r
o
n
b
ac
h
’
s
α
co
ef
f
icien
ts
ab
o
v
e
0
.
8
0
co
n
f
ir
m
ed
th
e
ac
ce
p
ted
lev
els
o
f
r
eli
ab
ilit
y
f
o
r
b
o
th
th
e
I
C
C
s
ca
le
an
d
th
e
ad
ap
ted
PQ
s
u
b
s
ca
le
.
T
h
e
r
esear
ch
er
s
co
n
d
u
cte
d
in
ter
v
iews
to
lear
n
ab
o
u
t
ex
p
er
ien
ce
s
r
elate
d
to
m
u
lticu
ltu
r
alis
m
.
T
h
e
in
ter
v
iews
ex
p
lo
r
ed
th
r
ee
k
ey
elem
en
ts
o
f
in
ter
cu
ltu
r
a
l
m
u
s
ic
ed
u
ca
tio
n
:
i
)
d
iv
er
s
e
m
u
s
ical
in
ter
ac
tio
n
s
in
ed
u
ca
tio
n
;
ii
)
teac
h
in
g
m
eth
o
d
s
to
co
m
b
in
e
d
if
f
er
en
t
m
u
s
ical
f
o
r
m
s
;
an
d
iii
)
s
u
p
p
o
r
t f
o
r
th
e
d
ev
elo
p
m
e
n
t o
f
in
ter
c
u
ltu
r
al
s
k
ills
.
C
las
s
r
o
o
m
o
b
s
er
v
atio
n
s
aim
ed
to
d
eter
m
in
e
th
e
im
p
ac
t
o
f
im
p
lem
en
tin
g
m
u
lticu
ltu
r
al
m
u
s
ic
ed
u
ca
tio
n
d
u
r
in
g
teac
h
in
g
s
ess
io
n
s
.
T
h
e
o
b
s
er
v
atio
n
s
wer
e
c
o
n
d
u
cte
d
u
s
in
g
a
n
o
n
-
p
ar
ticip
ato
r
y
d
esig
n
,
wh
ich
allo
wed
th
e
r
esear
ch
er
t
o
d
o
c
u
m
en
t
au
t
h
en
tic
lear
n
in
g
d
y
n
am
ics
with
o
u
t
in
f
lu
e
n
cin
g
cla
s
s
r
o
o
m
in
ter
ac
tio
n
s
.
T
h
e
o
b
s
er
v
atio
n
in
s
tr
u
m
e
n
t
was
d
ev
elo
p
ed
b
ased
o
n
th
e
th
eo
r
y
o
f
m
u
lticu
ltu
r
al
m
u
s
ic
p
ed
ag
o
g
y
[
1
8
]
.
I
t
co
n
s
is
ted
o
f
a
s
tr
u
ctu
r
e
d
r
u
b
r
ic
th
at
ass
ess
ed
th
r
ee
d
o
m
ain
s
:
i
)
d
iv
er
s
ity
o
f
lear
n
in
g
(
v
ar
iety
o
f
m
u
s
ical
m
ater
ials
an
d
tr
ad
itio
n
s
)
;
ii
)
in
ter
cu
ltu
r
al
co
m
m
u
n
icatio
n
(
teac
h
er
-
s
tu
d
e
n
t
an
d
p
ee
r
in
ter
ac
tio
n
s
)
;
an
d
iii
)
r
ef
lectiv
e
p
r
ac
tice
(
ev
id
e
n
ce
o
f
s
elf
-
awa
r
e
n
ess
an
d
a
d
ap
tatio
n
)
.
Data
wer
e
co
llect
ed
u
s
in
g
s
tr
u
ctu
r
ed
o
b
s
er
v
atio
n
s
h
ee
ts
.
I
n
ter
-
c
o
d
e
r
r
eliab
ilit
y
o
f
th
e
o
b
s
er
v
atio
n
an
d
i
n
ter
v
iew
d
ata
was
en
s
u
r
ed
th
r
o
u
g
h
d
o
u
b
le
co
d
in
g
b
y
two
in
d
e
p
en
d
e
n
t
r
esear
ch
er
s
.
I
n
p
ar
ticu
lar
,
a
c
o
n
s
en
s
u
s
r
ate
o
f
o
v
er
8
5
%
was
o
b
tain
ed
.
Pil
o
t
test
in
g
o
f
th
e
s
u
r
v
e
y
c
o
n
f
ir
m
ed
in
ter
n
al
co
n
s
is
ten
cy
(
C
r
o
n
b
ac
h
’
s
α
>
0
.
8
0
)
a
n
d
c
o
n
ten
t
v
alid
ity
,
wh
ich
was
co
n
f
ir
m
e
d
b
y
ex
p
e
r
t
r
ev
iewe
r
s
.
I
C
C
was
m
ea
s
u
r
ed
u
s
in
g
an
ad
ap
ted
s
ca
le
b
ased
o
n
B
y
r
am
[
1
3
]
I
C
C
m
o
d
el,
wh
ich
en
co
m
p
ass
es
co
g
n
itiv
e
(
k
n
o
wled
g
e
o
f
cu
ltu
r
al
an
d
m
u
s
ical
tr
ad
itio
n
s
)
,
af
f
ec
tiv
e
(
attitu
d
e,
em
p
ath
y
,
o
p
en
n
ess
)
,
a
n
d
b
eh
av
i
o
r
al
(
ab
ilit
y
to
ad
a
p
t
p
e
d
ag
o
g
ical
p
r
ac
tices)
d
im
e
n
s
io
n
s
.
T
h
e
s
ca
le
co
n
s
is
ted
o
f
2
4
s
tatem
en
ts
(
8
f
o
r
ea
ch
d
im
en
s
io
n
)
aim
ed
at
ass
ess
in
g
th
e
ab
ilit
y
o
f
ed
u
ca
to
r
s
to
in
ter
p
r
et
m
u
s
ical
wo
r
k
s
o
f
d
if
f
er
en
t
cu
ltu
r
es,
a
d
ap
t
teac
h
in
g
m
et
h
o
d
s
,
a
n
d
ef
f
ec
tiv
el
y
in
ter
ac
t
with
s
tu
d
en
ts
with
d
if
f
er
e
n
t
cu
ltu
r
al
ex
p
er
ien
ce
s
.
T
h
e
PQ
o
f
m
u
s
ic
ed
u
ca
to
r
s
wer
e
ass
es
s
ed
u
s
in
g
a
m
o
d
if
ied
by
Sh
u
lm
a
n
[
4
4
]
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
f
r
am
ewo
r
k
,
wh
i
ch
in
clu
d
e
d
p
e
d
ag
o
g
ical
k
n
o
wled
g
e,
m
eth
o
d
o
l
o
g
ical
s
k
i
lls
,
an
d
r
ef
lectiv
e
p
r
ac
tice,
ad
ap
te
d
to
th
e
c
o
n
tex
t o
f
m
u
s
ic
ed
u
ca
tio
n
.
3
.
4
.
Da
t
a
a
na
ly
s
is
pro
ce
du
r
e
T
h
e
s
tu
d
y
u
s
ed
m
ea
n
an
d
s
tan
d
ar
d
d
ev
iatio
n
(
SD)
to
s
u
m
m
ar
ize
s
u
r
v
ey
r
esu
lts
,
an
d
Pear
s
o
n
co
r
r
elatio
n
an
aly
s
is
to
ex
am
in
e
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
o
f
ess
io
n
al
q
u
ality
an
d
CCC
.
R
eg
r
ess
io
n
an
aly
s
i
s
was
u
s
ed
to
s
ee
h
o
w
well
C
C
C
p
r
ed
icts
m
u
s
ic
ed
u
ca
to
r
s
’
ef
f
ec
tiv
en
ess
.
T
h
em
atic
an
aly
s
is
h
elp
ed
id
en
tify
co
m
m
o
n
th
em
es
in
in
ter
v
iew
r
esp
o
n
s
es.
Ob
s
er
v
atio
n
d
ata
wer
e
co
d
ed
to
m
ea
s
u
r
e
h
o
w
o
f
ten
an
d
h
o
w
well
ed
u
ca
to
r
s
in
clu
d
ed
cr
o
s
s
-
cu
ltu
r
al
elem
en
ts
.
T
h
e
s
tu
d
y
to
o
k
s
ev
er
al
s
tep
s
to
im
p
r
o
v
e
v
alid
ity
an
d
r
eliab
ilit
y
.
First,
it
co
m
b
in
ed
q
u
an
titativ
e
m
eth
o
d
s
with
s
tatis
tical
an
aly
s
is
an
d
q
u
alitativ
e
in
ter
v
iews
with
o
b
s
er
v
atio
n
s
f
o
r
a
th
o
r
o
u
g
h
u
n
d
e
r
s
tan
d
in
g
.
Seco
n
d
,
r
a
n
d
o
m
s
am
p
lin
g
h
el
p
ed
r
e
d
u
ce
b
ias
an
d
im
p
r
o
v
e
th
e
g
e
n
er
aliza
b
ilit
y
o
f
th
e
r
e
s
u
lts
.
T
h
ir
d
,
u
s
in
g
m
ea
s
u
r
em
en
t
to
o
ls
th
at
h
ad
alr
ea
d
y
b
ee
n
v
alid
ated
in
cr
e
ased
r
eliab
ilit
y
an
d
co
n
s
tr
u
c
t
v
alid
ity
.
Fin
ally
,
th
e
r
esear
ch
u
s
ed
estab
lis
h
ed
c
o
d
in
g
s
ch
em
es a
n
d
ass
ess
ed
in
ter
-
co
d
er
r
eliab
ilit
y
d
u
r
in
g
c
o
d
in
g
.
4.
RE
SU
L
T
S
4
.
1
.
Q
ua
ntit
a
t
iv
e
da
t
a
a
na
l
y
s
is
I
C
C
is
n
o
w
a
m
ajo
r
id
ea
in
m
u
s
ic
ed
u
ca
tio
n
.
I
n
th
is
s
tu
d
y
,
it
r
ef
er
s
to
h
a
v
in
g
c
u
ltu
r
al
awa
r
en
ess
,
ad
ap
tab
ilit
y
,
an
d
th
e
ab
ilit
y
to
in
teg
r
ate
m
u
lticu
ltu
r
al
co
n
ten
t
in
to
teac
h
in
g
.
PQ
ar
e
s
ee
n
as
clea
r
in
d
icato
r
s
o
f
a
teac
h
er
’
s
ef
f
ec
tiv
en
ess
,
cr
ea
tiv
ity
,
an
d
ab
ilit
y
to
wo
r
k
with
d
iv
er
s
e
lear
n
er
s
.
T
o
ass
ess
h
o
w
in
ter
cu
ltu
r
ally
co
m
p
eten
t
m
u
s
ic
ed
u
ca
to
r
s
ar
e,
we
u
s
ed
q
u
a
n
titativ
e
an
aly
s
is
to
ex
am
in
e
th
e
d
is
tr
ib
u
tio
n
o
f
I
C
C
tr
aits
an
d
th
eir
r
elatio
n
s
h
ip
to
k
e
y
asp
ec
ts
o
f
p
r
o
f
ess
io
n
al
p
r
ac
tice.
W
e
u
s
ed
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
to
m
ea
s
u
r
e
f
iv
e
m
ain
v
ar
iab
les
th
at
s
h
o
w
h
o
w
I
C
C
an
d
m
u
lticu
ltu
r
al
co
m
p
eten
ce
(
MC
)
in
ter
ac
t.
T
ab
le
2
s
h
o
ws
th
e
m
ain
s
tatis
t
ics
o
n
ce
n
tr
al
ten
d
en
cies a
n
d
s
am
p
le
v
ar
iab
ilit
y
.
T
h
e
m
u
s
ic
ed
u
ca
to
r
s
s
u
r
v
ey
ed
s
h
o
wed
s
tr
o
n
g
cr
o
s
s
-
cu
ltu
r
al
awa
r
en
ess
,
with
an
av
er
ag
e
s
c
o
r
e
o
f
4
.
2
.
T
h
o
s
e
with
s
co
r
es
n
ea
r
5
s
h
o
wed
a
s
en
s
itiv
e
u
n
d
er
s
tan
d
i
n
g
o
f
cu
ltu
r
al
d
iv
er
s
ity
i
n
m
u
s
ic
ed
u
ca
tio
n
an
d
wer
e
awa
r
e
o
f
th
eir
s
tu
d
en
ts
’
m
u
lti
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
.
Mo
s
t
ed
u
ca
to
r
s
h
ad
s
im
ilar
lev
els
o
f
cu
ltu
r
al
awa
r
en
ess
,
as
s
h
o
wn
b
y
th
e
lo
w
SD
o
f
0
.
6
.
Ma
n
y
e
d
u
ca
to
r
s
r
ec
o
g
n
ized
th
e
im
p
o
r
tan
ce
o
f
cu
ltu
r
al
d
iv
er
s
ity
in
th
e
class
r
o
o
m
an
d
its
im
p
ac
t
o
n
s
tu
d
en
t
lear
n
in
g
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
ed
u
ca
to
r
s
s
ee
r
e
co
g
n
izin
g
s
tu
d
en
ts
’
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
as a
way
to
d
ev
elo
p
m
o
r
e
in
clu
s
iv
e
tea
ch
in
g
m
eth
o
d
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
26
:
1
4
5
4
-
1
4
6
8
1460
T
h
e
s
u
r
v
ey
e
d
m
u
s
ic
teac
h
in
g
p
r
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f
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io
n
als
also
d
em
o
n
s
tr
ated
g
o
o
d
to
ex
ce
llen
t
ca
p
a
b
ilit
ies
in
ad
ap
tin
g
in
s
tr
u
ctio
n
f
o
r
cu
lt
u
r
al
in
clu
s
iv
ity
,
with
a
m
ea
n
s
co
r
e
o
f
3
.
8
.
Acc
o
r
d
i
n
g
t
o
th
e
g
r
a
d
in
g
s
ca
le,
ed
u
ca
to
r
s
ex
h
ib
it
ad
eq
u
ate
c
u
ltu
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al
r
esp
o
n
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iv
en
ess
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b
u
t
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u
r
th
er
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e
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m
e
n
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n
ec
ess
ar
y
to
m
ee
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d
en
t
n
ee
d
s
ac
r
o
s
s
d
iv
er
s
e
lear
n
in
g
s
ty
les.
L
ev
els
o
f
ad
ap
tab
ilit
y
v
ar
ied
,
as
s
h
o
wn
b
y
th
e
SD
o
f
0
.
7
.
Staf
f
d
is
p
lay
ed
d
if
f
er
en
t
ab
ilit
ies
to
im
p
lem
e
n
t
cu
ltu
r
al
in
clu
s
io
n
,
wh
ic
h
r
e
s
u
lted
in
p
er
f
o
r
m
an
ce
d
if
f
er
e
n
ce
s
in
i
n
s
tr
u
ctio
n
al
ad
ap
tatio
n
.
B
esid
es,
th
e
r
an
g
e
o
f
s
co
r
es
(
2
.
5
to
5
.
0
)
s
u
g
g
ests
th
at
ed
u
ca
to
r
s
h
o
ld
v
a
r
y
in
g
ca
p
ac
ities
to
ad
ap
t,
p
o
s
s
ib
ly
d
u
e
to
lim
ited
ex
p
o
s
u
r
e
to
d
iv
e
r
s
e
cu
ltu
r
es
o
r
in
s
u
f
f
icien
t
tr
ain
in
g
in
r
esp
o
n
s
iv
e
teac
h
in
g
p
r
ac
tices,
as
s
h
o
wn
in
T
ab
le
3
.
T
ab
le
2
.
CCC
an
d
PQ
V
a
r
i
a
b
l
e
M
e
a
n
(
M
)
SD
C
r
o
ss
-
c
u
l
t
u
r
a
l
a
w
a
r
e
n
e
ss
4
.
2
0
.
6
A
d
a
p
t
a
b
i
l
i
t
y
t
o
c
u
l
t
u
r
a
l
d
i
f
f
e
r
e
n
c
e
s
3
.
8
0
.
7
I
n
t
e
g
r
a
t
i
o
n
o
f
mu
l
t
i
c
u
l
t
u
r
a
l
mu
s
i
c
3
.
5
0
.
9
S
t
u
d
e
n
t
e
n
g
a
g
e
me
n
t
i
n
m
u
l
t
i
c
u
l
t
u
r
a
l
l
e
a
r
n
i
n
g
4
.
0
0
.
8
P
r
o
f
e
ssi
o
n
a
l
g
r
o
w
t
h
d
u
e
t
o
c
u
l
t
u
r
a
l
e
x
p
o
s
u
r
e
4
.
3
0
.
5
T
ab
le
3
.
Descr
ip
tiv
e
s
tatis
tics
o
f
th
e
I
C
C
o
f
m
u
s
ic
ed
u
ca
to
r
s
I
n
d
i
c
a
t
o
r
M
e
a
n
SD
R
a
n
g
e
o
f
v
a
l
u
e
s
I
n
t
e
r
p
r
e
t
a
t
i
o
n
A
w
a
r
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n
e
ss
o
f
i
n
t
e
r
c
u
l
t
u
r
a
l
d
i
v
e
r
s
i
t
y
4
.
2
0
.
6
3
.
0
–
5
.
0
H
i
g
h
l
e
v
e
l
o
f
c
u
l
t
u
r
a
l
a
w
a
r
e
n
e
ss
C
u
l
t
u
r
a
l
a
d
a
p
t
a
b
i
l
i
t
y
3
.
8
0
.
7
2
.
5
–
5
.
0
M
o
d
e
r
a
t
e
l
e
v
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o
f
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d
a
p
t
a
b
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l
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t
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I
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t
e
g
r
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t
i
o
n
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mu
l
t
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c
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l
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mu
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3
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5
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9
2
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A
v
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l
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w
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En
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r
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4
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0
0
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8
2
.
5
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5
.
0
H
i
g
h
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e
v
e
l
o
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a
g
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me
n
t
,
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p
e
n
d
i
n
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o
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a
t
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P
r
o
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o
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h
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.
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M
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o
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me
n
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E
d
u
ca
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r
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teg
r
ate
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u
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lt
u
r
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u
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ic
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e
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n
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r
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o
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3
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5
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h
e
m
ea
s
u
r
e
d
s
co
r
e
d
em
o
n
s
tr
ates
th
e
ed
u
ca
to
r
’
s
r
ea
d
in
ess
to
em
p
lo
y
v
ar
i
o
u
s
m
u
s
ical
co
n
ten
ts
in
th
eir
in
s
tr
u
ctio
n
y
et
s
h
o
ws
s
o
m
e
in
c
o
n
s
is
ten
cy
with
in
th
eir
ap
p
lican
t
p
o
o
l.
T
h
e
wid
e
SD
v
alu
e
o
f
0
.
9
d
em
o
n
s
tr
ates
d
iv
er
s
e
g
lo
b
al
m
u
s
ical
in
teg
r
atio
n
p
r
ac
tices
b
y
ed
u
ca
to
r
s
,
wi
th
s
o
m
e
e
d
u
ca
to
r
s
u
s
in
g
v
ar
io
u
s
tr
ad
itio
n
al
m
u
s
ical
s
ty
les
wh
ile
o
th
er
s
s
tick
m
o
s
tly
to
W
ester
n
class
ical
p
iece
s
an
d
tr
ad
itio
n
al
m
u
s
ic.
Mu
s
ic
les
s
o
n
s
in
co
r
p
o
r
ate
m
u
lticu
ltu
r
al
m
u
s
ic
at
v
ar
y
in
g
d
e
g
r
ee
s
b
etwe
en
2
.
0
an
d
5
.
0
,
ac
co
r
d
in
g
to
th
e
d
ata
o
b
tain
ed
.
E
d
u
ca
t
o
r
s
r
ated
2
.
0
ty
p
ically
ex
p
er
ie
n
ce
o
b
s
tacle
s
r
eg
ar
d
in
g
m
u
lticu
ltu
r
al
m
u
s
ic
r
eso
u
r
ce
s
co
m
b
in
ed
with
teac
h
in
g
c
h
allen
g
es
r
elatin
g
to
d
iv
er
s
e
m
u
s
ical
tr
ad
itio
n
s
,
wh
ile
e
d
u
ca
to
r
s
a
t
lev
el
5
.
0
ac
tiv
ely
r
esear
ch
d
i
v
er
s
e
m
u
s
ical
e
x
p
r
ess
io
n
s
f
o
r
class
r
o
o
m
in
te
g
r
atio
n
.
Fu
r
t
h
er
i
n
v
esti
g
atio
n
s
h
o
ws
th
at
c
u
r
r
en
t
ed
u
ca
to
r
s
’
e
d
u
ca
tio
n
p
r
o
g
r
am
s
s
h
o
u
ld
p
lace
m
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h
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m
eth
o
d
s
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T
o
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lis
h
th
e
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s
h
ip
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etwe
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th
e
elem
en
ts
o
f
I
C
C
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d
PQ
o
f
m
u
s
ic
ed
u
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s
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a
m
u
ltip
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r
eg
r
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aly
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is
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n
d
u
cted
.
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h
e
f
o
llo
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g
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m
p
o
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en
ts
o
f
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C
C
wer
e
co
n
s
id
er
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in
d
ep
en
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e
n
t
v
ar
iab
les:
in
ter
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ltu
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al
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r
en
ess
,
cu
ltu
r
al
ad
ap
tab
ilit
y
,
an
d
in
teg
r
atio
n
o
f
m
u
lticu
ltu
r
al
m
u
s
ical
co
n
ten
t.
T
h
e
d
ep
en
d
e
n
t
v
ar
ia
b
les
wer
e
teac
h
in
g
ef
f
ec
tiv
en
ess
,
s
tu
d
en
t
en
g
ag
em
en
t,
a
n
d
i
n
n
o
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ativ
en
ess
o
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th
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e
d
u
ca
tio
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p
r
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ce
s
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as
p
r
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in
T
a
b
le
5
.
T
ab
le
5
.
R
eg
r
ess
io
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aly
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is
o
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e
in
f
lu
e
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ce
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C
o
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th
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PQ
o
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m
u
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n
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e
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t
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i
a
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l
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R
e
g
r
e
ssi
o
n
c
o
e
f
f
i
c
i
e
n
t
(
β)
t
-
v
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l
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e
p
-
v
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l
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e
S
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a
t
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st
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r
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1
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u
l
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Te
a
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I
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r
ea
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g
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1
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n
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l
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if
ic
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ce
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is
ts
b
etw
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t
h
i
s
v
a
r
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b
l
e
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n
d
its
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e
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t
m
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s
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r
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e
t
o
th
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v
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e
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f
6
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2
5
f
o
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n
d
i
n
t
h
e
an
al
y
s
is
.
T
h
e
s
ta
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ati
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ip
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t
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e
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lo
w
0
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0
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at
0
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0
0
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.
R
es
ea
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c
h
r
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v
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a
t f
o
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e
v
e
r
y
in
cr
em
e
n
t
i
n
c
u
lt
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r
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ad
a
p
ta
b
i
lit
y
,
th
e
d
ep
en
d
en
t
v
ar
ia
b
l
es
im
p
r
o
v
e
b
y
0
.
3
6
p
o
i
n
ts
b
as
ed
o
n
t
h
e
c
o
ef
f
i
cie
n
t
f
i
g
u
r
e
o
f
0
.
3
6
.
T
h
e
s
i
g
n
i
f
ic
a
n
ce
o
f
t
h
is
f
i
n
d
in
g
b
ec
o
m
es
s
t
r
o
n
g
e
r
b
e
ca
u
s
e
b
o
t
h
t
h
e
p
-
v
al
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e
o
f
0
.
0
0
7
a
n
d
t
h
e
t
-
v
al
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e
o
f
5
.
8
2
ar
e
b
el
o
w
th
ei
r
co
r
r
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p
o
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n
g
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ta
n
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a
r
d
t
h
r
esh
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l
d
s
o
f
0
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0
5
.
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o
s
u
m
m
a
r
iz
e
t
h
e
r
es
u
l
ts
o
f
t
h
e
r
e
g
r
ess
i
o
n
a
n
aly
s
is
a
n
d
f
ac
i
lit
ate
th
e
ir
in
te
r
p
r
e
tat
io
n
,
s
ta
n
d
a
r
d
iz
ed
r
e
g
r
ess
i
o
n
c
o
e
f
f
ici
e
n
ts
(
β
)
f
o
r
th
e
k
e
y
c
o
m
p
o
n
e
n
ts
o
f
I
C
C
w
er
e
v
is
u
ali
ze
d
,
as
in
s
h
o
w
n
F
ig
u
r
e
1
.
Vis
u
ali
za
ti
o
n
cle
ar
ly
d
e
m
o
n
s
t
r
a
tes
th
e
r
el
ati
v
e
we
ig
h
t
o
f
i
n
te
r
cu
l
tu
r
al
awa
r
e
n
ess
,
ad
ap
ta
b
il
it
y
,
a
n
d
in
te
g
r
ati
o
n
o
f
m
u
lt
ic
u
lt
u
r
a
l
m
u
s
ic
c
o
n
te
n
t
as
p
r
e
d
i
ct
o
r
s
o
f
p
r
o
f
ess
io
n
a
l
ef
f
e
cti
v
e
n
ess
.
A
r
eg
r
ess
io
n
co
ef
f
icien
t
o
f
0
.
2
9
s
h
o
ws
th
at
in
cl
u
d
in
g
m
u
lti
cu
ltu
r
al
m
u
s
ic
in
t
h
e
class
r
o
o
m
lead
s
to
a
0
.
2
9
u
n
it
in
cr
ea
s
e
in
teac
h
i
n
g
ef
f
ec
tiv
en
ess
,
s
tu
d
en
t
en
g
a
g
em
en
t,
a
n
d
class
r
o
o
m
in
n
o
v
atio
n
.
T
h
is
r
esu
lt
is
s
tatis
t
ically
s
ig
n
if
ican
t,
with
a
t
-
v
alu
e
o
f
4
.
7
5
a
n
d
a
p
-
v
alu
e
b
elo
w
0
.
0
0
1
.
T
h
e
f
i
n
d
in
g
s
s
u
g
g
est
th
at
in
teg
r
atin
g
m
u
lticu
ltu
r
al
m
u
s
ic
h
elp
s
ed
u
ca
to
r
s
im
p
r
o
v
e
th
eir
p
r
o
f
ess
io
n
al
s
k
ills
.
E
d
u
ca
to
r
s
wh
o
u
s
e
m
u
lticu
ltu
r
al
m
u
s
ic
in
th
eir
less
o
n
s
p
r
o
v
id
e
m
o
r
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en
g
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in
g
in
s
tr
u
ctio
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r
s
tu
d
en
ts
f
r
o
m
d
if
f
er
e
n
t
b
ac
k
g
r
o
u
n
d
s
.
W
h
ile
m
u
lticu
ltu
r
al
m
u
s
ic
is
an
im
p
o
r
tan
t
p
a
r
t
o
f
C
C
C
,
its
ef
f
ec
t
o
n
p
r
o
f
e
s
s
io
n
al
o
u
tco
m
es
is
m
o
d
er
ate
co
m
p
ar
ed
to
o
th
e
r
f
ac
to
r
s
.
Sti
ll,
it
p
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s
a
k
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r
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in
im
p
r
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g
teac
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g
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d
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ts
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an
d
en
co
u
r
a
g
in
g
c
u
ltu
r
al
ex
c
h
an
g
e
in
th
e
class
r
o
o
m
.
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
.
15
,
No
.
2
,
Ap
r
il
20
26
:
1
4
5
4
-
1
4
6
8
1462
Usi
n
g
b
o
th
q
u
an
titativ
e
an
d
q
u
alitativ
e
r
esu
lts
h
elp
s
to
b
ett
er
u
n
d
er
s
tan
d
th
e
p
atter
n
s
f
o
u
n
d
in
th
e
s
tu
d
y
.
Hig
h
av
er
a
g
e
s
co
r
es
f
o
r
in
ter
c
u
ltu
r
al
awa
r
e
n
ess
(
M=
4
.
2
)
a
n
d
p
r
o
f
ess
io
n
al
g
r
o
wth
(
M=
4
.
3
)
m
atch
teac
h
er
s
’
r
ep
o
r
ts
o
f
g
ai
n
in
g
b
r
o
a
d
er
p
er
s
p
ec
tiv
es
a
n
d
r
ef
lectin
g
m
o
r
e
o
n
th
eir
te
ac
h
in
g
b
ec
au
s
e
o
f
in
ter
cu
ltu
r
al
ex
p
er
ien
ce
s
.
M
o
d
er
ate
s
co
r
es
f
o
r
in
teg
r
atin
g
m
u
lticu
ltu
r
al
m
u
s
ic
(
M=
3
.
5
)
a
r
e
lin
k
ed
to
ch
allen
g
es
lik
e
lim
ited
c
u
r
r
ic
u
la,
lack
o
f
r
eso
u
r
ce
s
,
a
n
d
n
o
t
en
o
u
g
h
s
u
p
p
o
r
t
f
r
o
m
in
s
titu
tio
n
s
.
T
h
er
e
is
also
a
s
tr
o
n
g
lin
k
b
etwe
en
I
C
C
an
d
s
tu
d
en
t
en
g
a
g
em
en
t
(
r
=
0
.
6
8
)
,
s
u
p
p
o
r
ted
b
y
in
ter
v
ie
ws
an
d
o
b
s
er
v
atio
n
s
s
h
o
win
g
th
at
s
tu
d
e
n
ts
ar
e
m
o
r
e
en
g
a
g
ed
a
n
d
m
o
tiv
ated
wh
en
m
u
lticu
ltu
r
al
m
u
s
ic
is
u
s
e
d
.
C
o
m
b
in
in
g
b
o
th
ty
p
es o
f
d
ata
g
iv
es a
f
u
ller
p
ic
tu
r
e
o
f
h
o
w
I
C
C
s
u
p
p
o
r
ts
m
u
s
ic
teac
h
er
s
’
PD
.
Fig
u
r
e
1
.
R
eg
r
ess
io
n
m
o
d
el
o
f
th
e
in
f
lu
en
ce
o
f
I
C
C
4
.
2
.
Q
ua
lit
a
t
iv
e
da
t
a
a
na
l
y
s
is
T
h
e
an
aly
s
is
r
ev
ea
led
th
r
ee
k
ey
th
em
es:
i
)
b
ar
r
ier
s
to
th
e
im
p
lem
en
tatio
n
o
f
m
u
lticu
lt
u
r
al
m
u
s
ic
ed
u
ca
tio
n
;
ii
)
th
e
r
o
le
o
f
I
C
C
in
p
r
o
f
ess
io
n
al
g
r
o
wth
;
a
n
d
iii
)
th
e
n
ee
d
f
o
r
i
n
s
titu
tio
n
al
s
u
p
p
o
r
t.
4
.
2
.
1
.
T
hem
e
1
:
b
a
rr
iers t
o
t
he
im
plem
ent
a
t
io
n o
f
m
ultic
ultura
l m
us
ic
educa
t
io
n
E
d
u
ca
to
r
s
o
f
ten
p
o
in
ted
o
u
t
s
tr
u
ctu
r
al
b
ar
r
ier
s
th
at
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ak
e
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h
ar
d
to
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clu
d
e
m
u
lticu
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al
m
u
s
ic
i
n
th
eir
teac
h
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g
.
Ma
n
y
r
esp
o
n
d
e
n
ts
s
aid
th
at
n
atio
n
al
cu
r
r
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la
f
o
cu
s
m
o
s
tly
o
n
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ester
n
class
ical
m
u
s
ic,
wh
ich
leav
es
litt
le
r
o
o
m
f
o
r
m
u
s
ic
f
r
o
m
o
th
er
cu
ltu
r
es.
Fo
r
in
s
ta
n
ce
,
E
d
u
ca
to
r
4
e
x
p
lain
ed
,
“
w
e
a
r
e
r
eq
u
ir
ed
to
tea
ch
ma
in
ly
th
e
ca
n
o
n
o
f
E
u
r
o
p
ea
n
co
m
p
o
s
ers
.
Mu
s
ic
f
r
o
m
o
th
er
cu
ltu
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es
is
o
n
ly
a
n
a
d
d
itio
n
a
l
to
p
ic,
if
th
ere
is
time
.
”
B
esid
es
l
im
ited
tim
e,
ed
u
ca
to
r
s
also
s
tr
u
g
g
le
d
with
a
lack
o
f
r
eso
u
r
ce
s
:
au
t
h
en
tic
in
s
tr
u
m
en
ts
,
r
ec
o
r
d
in
g
s
,
an
d
s
h
ee
t
m
u
s
ic.
T
h
er
e
was
also
n
o
t
en
o
u
g
h
s
y
s
tem
atic
tr
ain
in
g
i
n
eth
n
o
m
u
s
ico
lo
g
y
.
E
d
u
ca
to
r
1
0
s
h
ar
ed
,
“
I
n
ev
er
to
o
k
a
co
u
r
s
e
o
n
n
o
n
-
E
u
r
o
p
e
a
n
mu
s
ic
d
u
r
in
g
my
u
n
ivers
ity
s
tu
d
ies.
S
o
,
I
s
imp
ly
d
o
n
’
t
feel
co
n
fid
en
t
tea
ch
in
g
it
.
”
T
h
ese
f
in
d
in
g
s
s
h
o
w
th
at
wh
ile
ed
u
ca
to
r
s
ar
e
in
ter
ested
in
m
u
lt
icu
ltu
r
al
ed
u
ca
tio
n
,
in
s
titu
tio
n
al
b
ar
r
ier
s
m
ak
e
it
d
if
f
icu
lt to
p
u
t i
n
to
p
r
a
ctice
.
4
.
2
.
2
.
T
hem
e
2
:
t
he
r
o
le
o
f
I
CC
in pro
f
ess
io
na
l g
ro
wt
h
T
h
e
s
ec
o
n
d
th
em
e
h
ig
h
lig
h
ted
th
e
lin
k
b
etwe
en
in
ter
cu
ltu
r
al
in
ter
ac
tio
n
an
d
PD
.
R
esp
o
n
d
en
ts
wh
o
h
ad
wo
r
k
ed
o
r
s
tu
d
ied
in
a
v
ar
iety
o
f
s
ettin
g
s
s
aid
t
h
at
th
eir
wo
r
ld
v
iew
h
a
d
g
r
o
wn
an
d
th
eir
teac
h
in
g
h
a
d
im
p
r
o
v
e
d
.
E
d
u
ca
to
r
5
s
h
ar
e
d
,
“
my
p
ers
p
ec
tive
o
n
mu
s
ic
ch
a
n
g
e
d
d
r
a
ma
tica
lly
a
fte
r
I
visi
ted
s
ev
e
r
a
l
co
u
n
tr
ies
a
n
d
a
tten
d
e
d
live
p
erfo
r
ma
n
ce
s
b
y
lo
ca
l
mu
s
icia
n
s
.
I
r
ea
liz
ed
th
a
t
mu
s
ic
is
n
o
t
ju
s
t
a
b
o
u
t
n
o
tes,
it
is
a
l
s
o
a
w
a
y
o
f
l
ife
.
”
E
d
u
ca
to
r
s
also
n
o
ted
th
at
in
co
r
p
o
r
at
in
g
m
u
s
ic
f
r
o
m
d
if
f
e
r
en
t
cu
ltu
r
es
h
elp
s
to
en
g
ag
e
s
tu
d
en
ts
f
r
o
m
eth
n
ic
m
in
o
r
itie
s
.
On
e
ed
u
ca
t
o
r
r
ec
alled
,
“
w
h
e
n
I
u
s
ed
o
r
ien
ta
l
d
r
u
ms
in
cla
s
s
,
o
n
e
s
tu
d
e
n
t
w
a
s
ve
r
y
h
a
p
p
y.
F
o
r
th
e
fir
s
t
time,
s
h
e
s
a
w
th
a
t
h
er
cu
ltu
r
e
w
a
s
in
teres
tin
g
to
o
th
ers
.
”
I
n
th
is
way
,
I
C
C
s
u
p
p
o
r
ts
p
r
o
f
ess
io
n
al
g
r
o
wth
an
d
h
elp
s
to
cr
ea
te
an
in
cl
u
s
iv
e
class
r
o
o
m
.
4
.
2
.
3
.
T
hem
e
3
.
T
he
need
f
o
r
ins
t
it
utio
na
l su
p
po
rt
Desp
ite
p
er
s
o
n
al
in
ter
est,
m
an
y
e
d
u
ca
to
r
s
r
ep
o
r
ted
a
la
ck
o
f
ad
m
i
n
is
tr
ativ
e
s
u
p
p
o
r
t
f
o
r
th
e
im
p
lem
en
tatio
n
o
f
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
.
On
e
p
r
o
b
lem
was
th
e
lack
o
f
m
an
d
ato
r
y
c
o
u
r
s
es
o
r
s
em
in
ar
s
.
E
d
u
ca
to
r
1
7
i
n
d
icate
d
,
“
t
h
ere
is
n
o
tr
a
in
in
g
i
n
o
u
r
d
is
tr
ict
d
ed
ica
ted
to
m
u
s
ic
fr
o
m
o
th
er
c
u
ltu
r
es.
E
ve
r
yth
in
g
I
lea
r
n
ed
is
th
e
r
esu
lt
o
f
my
o
w
n
r
esea
r
ch
a
n
d
ex
p
en
s
es
.
”
I
n
a
d
d
itio
n
,
s
ch
o
o
l
a
d
m
in
is
tr
atio
n
s
o
f
ten
d
o
n
o
t
r
ec
o
g
n
ize
th
e
v
alu
e
o
f
a
m
u
lticu
ltu
r
al
ap
p
r
o
ac
h
.
E
d
u
ca
to
r
7
co
m
p
lain
ed
,
“
w
h
en
I
s
u
g
g
ested
in
tr
o
d
u
cin
g
A
fr
o
-
B
r
a
z
ilia
n
mu
s
ic,
th
e
p
r
in
cip
a
l
a
s
ke
d
if
it
w
a
s
ev
en
in
th
e
p
r
o
g
r
a
m
.
”
T
h
is
co
m
p
o
n
e
n
t
in
d
icate
s
th
e
n
ee
d
f
o
r
ch
an
g
es
at
th
e
lev
el
o
f
ed
u
ca
t
io
n
al
p
o
licy
,
in
clu
d
in
g
m
u
ltic
u
ltu
r
al
m
u
s
ic
in
th
e
o
f
f
icial
c
u
r
r
icu
lu
m
,
f
u
n
d
in
g
0.41
0.36
0.29
0
0.0
5
0.1
0.1
5
0.2
0.2
5
0
.3
0.3
5
0.4
0.4
5
r
e
g
r
e
ss
i
o
n
c
o
e
f
f
i
c
i
e
nt
s
(
β)
Int
e
g
r
at
i
o
n
o
f
m
ul
t
i
c
ul
t
u
r
al
m
us
i
c
C
ul
t
ur
a
l
a
da
pt
ab
i
l
i
t
y
Int
e
r
c
ul
t
u
r
al
a
war
e
ne
ss
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
C
r
o
s
s
-
cu
ltu
r
a
l c
o
mp
eten
ce
a
n
d
p
r
o
fess
io
n
a
l fo
r
ma
tio
n
o
f m
u
s
ic
ed
u
ca
to
r
s
(
S
a
lta
n
a
t Ta
s
p
a
ye
va
)
1463
r
eso
u
r
ce
s
,
an
d
i
n
tr
o
d
u
cin
g
s
p
ec
ialized
PD
p
r
o
g
r
am
s
.
T
o
v
e
r
if
y
th
e
r
esu
lts
o
f
th
e
in
ter
v
ie
ws
an
d
s
u
p
p
lem
en
t
th
e
q
u
alitativ
e
an
aly
s
is
,
a
s
tr
u
ctu
r
ed
o
b
s
er
v
atio
n
o
f
1
0
m
u
s
ic
less
o
n
s
in
p
r
im
ar
y
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
ls
was
co
n
d
u
cte
d
.
T
h
e
o
b
s
er
v
atio
n
was
ca
r
r
ied
o
u
t
u
s
in
g
a
u
n
if
i
ed
ca
r
d
,
wh
ich
r
ec
o
r
d
ed
t
h
e
f
o
llo
win
g
in
d
icato
r
s
:
i
)
th
e
u
s
e
o
f
n
o
n
-
E
u
r
o
p
ea
n
m
u
s
ical
in
s
tr
u
m
en
ts
;
ii
)
d
is
cu
s
s
io
n
o
f
th
e
c
u
ltu
r
al
co
n
tex
t
o
f
m
u
s
ical
wo
r
k
s
;
iii
)
in
v
o
lv
em
e
n
t
o
f
s
tu
d
en
ts
in
m
u
lticu
ltu
r
al
ac
tiv
ities
,
in
p
ar
ticu
lar
s
in
g
i
n
g
,
p
lay
in
g
in
s
tr
u
m
en
ts
,
o
r
im
p
r
o
v
is
atio
n
s
o
n
th
e
m
ater
ial
o
f
m
u
s
ic
f
r
o
m
o
t
h
er
cu
ltu
r
es
,
as in
T
ab
le
6
.
As
s
h
o
wn
in
th
e
tab
le,
o
n
ly
3
o
u
t
o
f
1
0
o
b
s
er
v
e
d
less
o
n
s
p
r
esen
ted
in
s
tr
u
m
en
ts
th
at
d
o
n
o
t
b
elo
n
g
t
o
th
e
E
u
r
o
p
ea
n
m
u
s
ical
tr
ad
itio
n
(
f
o
r
ex
a
m
p
le,
d
jem
b
e,
m
ar
ac
as,
an
d
b
o
n
g
o
s
)
.
Mo
r
eo
v
er
,
in
all
ca
s
es,
th
ese
wer
e
s
im
p
le
p
er
cu
s
s
io
n
in
s
tr
u
m
en
ts
th
at
d
id
n
o
t
r
e
q
u
ir
e
s
p
ec
ial
p
lay
in
g
tech
n
iq
u
es
o
r
p
r
i
o
r
tr
ain
in
g
.
I
n
ad
d
itio
n
,
h
alf
o
f
th
e
e
d
u
ca
t
o
r
s
ad
d
r
ess
ed
th
e
to
p
ic
o
f
th
e
cu
ltu
r
al
o
r
ig
in
o
f
wo
r
k
s
o
r
m
u
s
ical
tr
ad
itio
n
s
,
b
u
t
th
e
lev
el
o
f
d
ep
th
o
f
s
u
ch
an
aly
s
is
wa
s
u
n
ev
en
.
On
ly
in
two
ca
s
es
was
th
er
e
a
d
ee
p
er
ex
p
lan
atio
n
o
f
th
e
s
o
cial,
r
itu
al,
o
r
h
is
to
r
ical
co
n
tex
t
o
f
th
e
co
m
p
o
s
itio
n
’
s
o
r
ig
in
.
T
h
e
r
ate
o
f
s
tu
d
e
n
t
p
ar
ticip
atio
n
i
n
m
u
lticu
ltu
r
al
ac
tiv
ities
was
th
e
h
ig
h
est
in
7
o
u
t
o
f
1
0
less
o
n
s
,
s
tu
d
en
ts
ac
tiv
ely
p
ar
ticip
ated
in
th
e
p
er
f
o
r
m
an
ce
o
f
m
u
s
ic
f
r
o
m
d
if
f
er
en
t
n
atio
n
s
,
in
clu
d
in
g
s
in
g
in
g
,
m
o
v
em
e
n
ts
(
d
an
ce
el
em
en
ts
)
,
r
h
y
th
m
ic
ex
er
cises
,
an
d
s
o
m
etim
es
im
p
r
o
v
is
atio
n
.
I
n
s
ev
er
al
class
es,
ed
u
ca
to
r
s
u
s
ed
v
id
eo
clip
s
o
r
r
ec
o
r
d
e
d
ex
am
p
les
f
r
o
m
o
t
h
er
cu
ltu
r
es,
ac
co
m
p
a
n
ied
b
y
attem
p
ts
to
r
ec
r
ea
te
th
e
r
h
y
th
m
o
r
v
o
ca
l p
h
r
ase.
T
ab
le
6
.
C
lass
r
o
o
m
o
b
s
er
v
atio
n
f
in
d
in
g
s
O
b
serv
e
d
f
a
c
t
o
r
F
r
e
q
u
e
n
c
y
o
f
u
s
e
(
o
u
t
o
f
1
0
e
d
u
c
a
t
o
r
s
o
b
ser
v
e
d
)
U
se
o
f
n
o
n
-
W
e
st
e
r
n
mu
s
i
c
a
l
i
n
st
r
u
me
n
t
s
3
/
1
0
D
i
scu
ssi
o
n
o
f
c
u
l
t
u
r
a
l
m
u
s
i
c
c
o
n
t
e
x
t
s
5
/
1
0
S
t
u
d
e
n
t
p
a
r
t
i
c
i
p
a
t
i
o
n
i
n
mu
l
t
i
c
u
l
t
u
r
a
l
a
c
t
i
v
i
t
i
e
s
7
/
1
0
5.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
aim
e
d
t
o
d
ete
r
m
in
e
th
e
r
o
le
o
f
I
C
C
in
s
h
ap
in
g
th
e
PQ
o
f
m
u
s
ic
e
d
u
ca
to
r
s
in
a
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
e
n
t.
T
h
e
r
esu
lts
o
f
q
u
a
litativ
e
an
d
q
u
a
n
titativ
e
an
aly
s
es
ad
d
r
ess
ed
th
r
ee
r
esear
ch
q
u
esti
o
n
s
.
Qu
an
titativ
e
an
aly
s
is
s
h
o
wed
th
at
m
u
s
ic
ed
u
ca
to
r
s
d
em
o
n
s
tr
ated
a
r
ela
tiv
ely
h
ig
h
lev
el
o
f
in
ter
cu
ltu
r
al
f
a
m
iliar
ity
(
M=
4
.
2
;
SD=0
.
6
)
,
m
o
d
er
ate
ad
ap
ta
b
ilit
y
to
c
u
ltu
r
al
d
if
f
er
en
ce
s
(
M=
3
.
8
;
SD=0
.
7
)
,
an
d
a
c
o
m
p
a
r
ativ
ely
lo
w
lev
el
o
f
i
n
teg
r
atio
n
o
f
m
u
lticu
ltu
r
al
m
u
s
ical
m
ater
ial
in
to
p
r
ac
tice
(
M=
3
.
5
;
SD=0
.
9
)
.
T
h
ese
f
in
d
i
n
g
s
in
d
icate
d
th
e
t
h
eo
r
etica
l
k
n
o
wled
g
e
b
u
t
r
e
v
e
aled
a
lac
k
o
f
c
o
n
f
i
d
en
ce
o
r
r
eso
u
r
ce
s
n
ee
d
e
d
to
ap
p
ly
an
i
n
ter
cu
ltu
r
al
a
p
p
r
o
ac
h
in
p
r
ac
tice.
T
h
ey
wer
e
co
n
s
is
ten
t
with
th
e
co
n
clu
s
io
n
s
o
f
o
th
er
r
esear
ch
er
s
,
wh
o
h
av
e
s
h
o
wn
th
at
k
n
o
wle
d
g
e
o
f
o
t
h
er
cu
ltu
r
es
d
o
es
n
o
t
alwa
y
s
tr
an
s
late
in
to
ap
p
r
o
p
r
iate
p
ed
a
g
o
g
ical
p
r
ac
tice
[
3
1
]
,
[
3
2
]
.
C
o
r
r
elati
o
n
an
aly
s
is
co
n
f
ir
m
e
d
a
s
tatis
tically
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
I
C
C
an
d
PQ
s
u
ch
as
teac
h
in
g
ef
f
ec
tiv
en
ess
(
r
=0
.
7
2
,
p
=0
.
0
0
6
)
,
s
tu
d
e
n
t
ac
h
iev
e
m
en
t
(
r
=
0
.
6
8
,
p
=0
.
0
0
8
)
,
an
d
in
n
o
v
atio
n
in
th
e
class
r
o
o
m
(
r
=0
.
5
9
,
p
=0
.
0
0
3
)
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
I
C
C
is
an
i
m
p
o
r
tan
t
f
ac
to
r
in
r
aisi
n
g
th
e
p
r
o
f
ess
io
n
al
lev
el
o
f
ed
u
ca
to
r
s
,
s
u
p
p
o
r
ti
n
g
ea
r
li
er
s
tu
d
ies
th
at
id
en
tifie
d
m
u
lticu
ltu
r
al
awa
r
en
ess
as a
k
ey
to
f
lex
ib
le
an
d
in
clu
s
iv
e
teac
h
in
g
in
th
e
ar
ts
[
2
1
]
.
T
h
is
f
in
d
in
g
co
n
f
ir
m
ed
th
e
im
p
o
r
tan
t c
o
n
s
tr
u
ctiv
is
t
p
r
em
is
e
th
at
PD
o
cc
u
r
s
th
r
o
u
g
h
r
ef
lectiv
e
in
ter
ac
ti
o
n
an
d
d
ialo
g
ic
p
ar
ticip
atio
n
,
r
ath
er
th
an
th
r
o
u
g
h
s
tatic
k
n
o
wled
g
e
tr
a
n
s
f
er
.
Fro
m
th
e
p
er
s
p
ec
tiv
e
o
f
m
u
lticu
ltu
r
a
l
p
ed
ag
o
g
y
,
I
C
C
s
er
v
es
as
a
n
o
u
tco
m
e
a
n
d
an
im
p
o
r
tan
t p
r
o
ce
s
s
o
f
co
-
co
n
s
tr
u
ctio
n
o
f
m
ea
n
in
g
b
etwe
en
e
d
u
ca
to
r
s
an
d
c
u
ltu
r
ally
d
i
v
er
s
e
s
tu
d
en
ts
.
R
eg
r
ess
io
n
an
aly
s
is
s
h
o
wed
th
at
in
ter
cu
ltu
r
al
awa
r
e
n
ess
m
ad
e
th
e
s
tr
o
n
g
est
co
n
tr
i
b
u
t
io
n
to
th
e
d
ev
elo
p
m
e
n
t
o
f
PQ
(
co
ef
f
i
cien
t=0
.
4
1
,
p
=
0
.
0
0
4
)
,
f
o
llo
wed
b
y
cu
ltu
r
al
ad
a
p
tab
ilit
y
(
co
ef
f
icien
t=0
.
3
6
,
p
=0
.
0
0
7
)
.
I
n
ter
cu
ltu
r
al
awa
r
e
n
ess
is
a
s
tr
o
n
g
er
p
r
ed
icto
r
th
an
ad
ap
ta
b
ilit
y
,
s
h
o
win
g
th
a
t
u
n
d
er
s
tan
d
in
g
an
d
v
alu
in
g
cu
ltu
r
al
d
iv
er
s
ity
is
a
k
ey
f
o
u
n
d
atio
n
f
o
r
c
h
an
g
i
n
g
b
eh
a
v
io
r
.
E
d
u
ca
t
o
r
s
u
s
u
ally
d
ev
elo
p
awa
r
en
ess
f
ir
s
t
th
r
o
u
g
h
f
a
m
iliar
ity
an
d
r
ef
lectio
n
,
wh
ile
a
d
ap
tab
ilit
y
tak
es
m
o
r
e
tim
e
an
d
s
u
p
p
o
r
t
f
r
o
m
in
s
titu
tio
n
s
.
T
h
is
s
u
g
g
ests
th
at
PD
s
h
o
u
ld
n
o
t
o
n
ly
b
u
ild
awa
r
e
n
ess
b
u
t
also
h
elp
ed
u
ca
to
r
s
ap
p
ly
wh
a
t
th
ey
lear
n
th
r
o
u
g
h
co
llab
o
r
ativ
e
in
ter
cu
ltu
r
al
p
r
o
jects.
T
h
e
f
in
d
in
g
s
m
atch
o
th
er
r
esear
ch
s
h
o
win
g
t
h
at
ev
en
with
en
o
u
g
h
k
n
o
wled
g
e,
in
s
titu
tio
n
al
b
ar
r
ier
s
ca
n
m
a
k
e
it
h
ar
d
to
p
u
t
m
u
lticu
ltu
r
al
p
r
ac
tices
in
t
o
ac
tio
n
in
m
u
s
ic
[
3
4
]
,
[
3
5
]
.
T
h
ese
b
ar
r
ier
s
ar
e
n
o
t
ju
s
t
tech
n
ical
–
th
ey
also
r
ef
lect
d
ee
p
er
s
tr
u
ctu
r
al
an
d
te
ac
h
in
g
b
iases
b
ased
o
n
E
u
r
o
ce
n
tr
ic
id
ea
s
ab
o
u
t
wh
at
co
u
n
ts
as
‘
leg
itima
te
’
m
u
s
ical
k
n
o
wled
g
e.
T
h
ese
f
ac
to
r
s
lim
it
ch
an
ce
s
to
tr
y
non
-
W
ester
n
m
u
s
ic
an
d
r
ein
f
o
r
ce
d
if
f
er
e
n
ce
s
b
etwe
en
cu
ltu
r
al
tr
ad
itio
n
s
.
B
ec
au
s
e
o
f
th
is
,
s
o
m
e
ex
p
er
ts
ar
g
u
e
th
at
m
u
s
ic
cu
r
r
icu
la
n
ee
d
a
d
ee
p
er
r
ev
iew
o
f
t
h
eir
b
asic
ass
u
m
p
tio
n
s
,
n
o
t
ju
s
t
f
ix
e
s
to
lo
g
is
tics
[
3
6
]
.
Ov
er
all,
th
e
r
esu
lts
s
h
o
w
th
at
cr
o
s
s
-
cu
ltu
r
al
awa
r
en
ess
is
a
k
ey
p
r
ed
icto
r
o
f
g
o
o
d
teac
h
in
g
in
m
u
s
ic.
W
h
en
teac
h
er
s
ar
e
m
o
r
e
f
am
iliar
with
d
if
f
er
en
t
cu
ltu
r
es,
th
ey
ca
n
b
etter
ap
p
r
ec
iate
s
tu
d
en
t
d
iv
er
s
ity
,
wh
ich
lead
s
to
b
etter
teac
h
in
g
,
m
o
r
e
s
tu
d
e
n
t
p
ar
ticip
atio
n
,
an
d
m
o
r
e
in
cl
u
s
iv
e
m
eth
o
d
s
.
T
h
e
s
tu
d
y
s
u
p
p
o
r
ts
Dev
ad
ze
a
n
d
Gec
h
b
aia
[
6
]
th
at
m
ak
in
g
cr
o
s
s
-
cu
ltu
r
al
awa
r
en
ess
a
co
r
e
p
ar
t
o
f
teac
h
er
tr
ain
i
n
g
,
s
i
n
ce
it
h
as
a
s
tr
o
n
g
p
o
s
itiv
e
ef
f
ec
t o
n
p
r
o
f
ess
io
n
al
s
k
ills
.
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