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1332
J
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ttp
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//ij
ere.
ia
esco
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e.
co
m
Beliefs o
f
s
econ
da
ry
scho
o
l t
ea
chers
t
o
wa
rds edu
ca
tion for
sus
taina
ble devel
o
pment:
a
s
tatisti
ca
l research
Sijo
Va
rg
hes
e,
P
.
M
.
M
a
t
hew
D
e
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nfo
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ticle
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to
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y:
R
ec
eiv
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May
13
,
2
0
2
5
R
ev
is
ed
Dec
6
,
2
0
2
5
Acc
ep
ted
Feb
1
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2
0
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6
Ed
u
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a
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tra
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fi
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ti
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fo
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S
D.
K
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w
o
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d
s
:
B
elief
s
E
d
u
ca
tio
n
f
o
r
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
Seco
n
d
ar
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s
ch
o
o
l te
ac
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er
s
Statis
t
ical
r
esear
ch
Su
r
v
ey
T
h
is i
s
a
n
o
p
e
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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e
n
se
.
C
o
r
r
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s
p
o
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ing
A
uth
o
r
:
Sij
o
Var
g
h
ese
Dep
ar
tm
en
t o
f
So
cial
W
o
r
k
,
C
HR
I
ST
(
Dee
m
ed
to
b
e
Un
iv
e
r
s
ity
)
B
an
g
alo
r
e
,
5
6
0
0
2
9
,
Kar
n
atak
a,
I
n
d
ia
E
m
ail: sij
o
.
v
ar
g
h
ese@
r
es.c
h
r
is
tu
n
iv
er
s
ity
.
in
1.
I
NT
RO
D
UCT
I
O
N
A
s
ig
n
if
ican
t
c
o
m
p
o
n
en
t
o
f
th
e
2
1
s
t
ce
n
tu
r
y
is
th
e
tr
an
s
f
o
r
m
atio
n
s
ac
r
o
s
s
m
u
ltip
le
d
o
m
a
in
s
,
n
am
ely
ec
o
lo
g
y
,
ec
o
n
o
m
y
,
an
d
s
o
c
iety
,
th
e
p
illar
s
o
f
s
u
s
tain
a
b
le
d
ev
elo
p
m
en
t
(
SD)
[
1
]
.
T
h
e
p
lan
et
f
ac
es
u
n
p
r
ec
e
d
en
ted
ch
allen
g
es,
in
clu
d
in
g
wate
r
,
air
,
an
d
s
o
il
p
o
llu
tio
n
,
lig
h
t
an
d
n
o
is
e
p
o
llu
tio
n
,
waste
m
an
ag
em
en
t,
clim
ate
ch
a
n
g
e,
an
d
b
io
d
i
v
er
s
ity
lo
s
s
,
wh
ich
co
n
tr
ib
u
te
to
elev
ate
d
h
ea
lth
-
r
elate
d
m
o
r
tality
r
ates
[
2
]
–
[
5
]
.
T
h
e
u
n
s
cien
tific
f
lu
ctu
atio
n
s
in
th
e
ec
o
n
o
m
y
cr
ea
te
s
o
cial
ch
allen
g
es,
s
u
ch
as
u
n
em
p
lo
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m
en
t
an
d
lim
ited
ac
ce
s
s
to
clea
n
d
r
in
k
in
g
wate
r
,
s
an
itatio
n
,
an
d
o
th
er
h
ea
lth
-
r
elate
d
s
er
v
ices
[
6
]
,
an
d
a
p
er
s
is
ten
t
r
is
e
in
p
o
v
er
ty
,
in
e
q
u
alities
,
an
d
im
b
alan
ce
s
i
n
p
r
o
d
u
ct
io
n
an
d
c
o
n
s
u
m
p
tio
n
,
as
w
ell
as
f
ailu
r
es
in
estab
lis
h
in
g
p
ea
ce
an
d
ju
s
tice,
u
n
d
er
s
co
r
i
n
g
th
e
im
p
er
a
tiv
e
f
o
r
im
p
r
o
v
ed
q
u
ality
o
f
life
an
d
s
u
p
er
io
r
ed
u
ca
tio
n
[
7
]
.
Fu
r
th
er
m
o
r
e,
t
h
e
in
ter
co
n
n
ec
te
d
n
atu
r
e
o
f
th
ese
is
s
u
es
[
8
]
–
[
1
1
]
em
p
h
a
s
izes
th
e
n
ee
d
f
o
r
en
h
an
ce
d
ed
u
ca
tio
n
an
d
im
p
r
o
v
ed
q
u
ality
o
f
life
.
T
ea
ch
er
s
ar
e
p
iv
o
tal
in
ed
u
ca
tin
g
o
th
e
r
s
to
ad
d
r
ess
th
ese
ch
allen
g
es
[
1
2
]
an
d
i
n
p
r
o
m
o
tin
g
s
o
cial
ch
an
g
e
a
n
d
eq
u
ip
p
in
g
lear
n
e
r
s
with
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
,
in
clu
d
in
g
a
r
esear
ch
-
o
r
ien
te
d
m
in
d
s
et
,
p
r
o
f
icien
t
p
r
o
b
le
m
-
s
o
lv
in
g
,
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
,
d
ig
ital
liter
ac
y
,
a
co
m
m
itm
en
t to
life
l
o
n
g
lear
n
in
g
,
cr
itical
th
in
k
in
g
,
an
d
a
n
o
p
en
n
ess
to
in
n
o
v
atio
n
[
1
3
]
–
[
1
6
]
.
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
B
eliefs o
f seco
n
d
a
r
y
s
ch
o
o
l te
a
ch
ers
to
w
a
r
d
s
ed
u
ca
tio
n
fo
r
s
u
s
ta
in
a
b
le
d
ev
elo
p
me
n
t:
…
(
S
ijo
V
a
r
g
h
ese)
1333
E
d
u
ca
tio
n
f
o
r
s
u
s
tain
ab
le
d
ev
e
lo
p
m
en
t
(
E
S
D
)
,
a
n
in
d
icato
r
o
f
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
g
o
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l
(
SDG
4
)
,
en
h
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ce
s
awa
r
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ess
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d
ec
is
io
n
-
m
ak
in
g
,
an
d
s
u
s
tain
ab
le
ac
ti
o
n
s
[
1
7
]
,
[
1
8
]
.
I
t
p
r
o
m
o
tes
s
o
cial
tr
an
s
f
o
r
m
atio
n
th
r
o
u
g
h
ed
u
ca
tio
n
al
in
itiativ
es,
s
ch
o
o
l
g
ar
d
en
s
,
an
d
s
u
s
tain
ab
ilit
y
ce
r
tific
atio
n
s
to
ch
an
g
e
in
d
iv
id
u
al
b
elief
s
[
1
9
]
.
T
h
e
Un
ited
Natio
n
s
h
as
ass
er
ted
th
at
ed
u
ca
tio
n
is
e
s
s
e
n
tial
to
SD,
a
s
it
p
r
o
f
o
u
n
d
ly
i
n
f
lu
en
ce
s
in
d
iv
id
u
al
co
g
n
itio
n
an
d
b
eh
av
io
r
[
2
0
]
,
lead
in
g
to
war
d
a
m
o
r
e
r
esp
o
n
s
ib
le
f
u
tu
r
e
g
en
er
atio
n
.
So
cio
-
em
o
tio
n
al
lear
n
in
g
lin
k
ed
to
s
u
s
tain
ab
le
tr
an
s
f
o
r
m
atio
n
eq
u
i
p
s
h
ig
h
er
e
d
u
ca
tio
n
to
im
p
lem
en
t
s
u
s
tain
ab
le
c
h
an
g
e
[
2
1
]
.
T
h
er
e
is
g
r
o
win
g
in
te
r
n
atio
n
al
r
ec
o
g
n
i
tio
n
o
f
E
SD
as
a
cr
u
cial
co
m
p
o
n
en
t
o
f
q
u
ality
e
d
u
ca
tio
n
a
n
d
a
s
tr
ateg
ic
d
r
iv
er
o
f
SD
[
2
2
]
.
I
n
im
p
lem
e
n
tin
g
E
SD,
teac
h
er
s
ar
e
p
iv
o
tal
in
in
s
till
in
g
th
e
k
n
o
wled
g
e,
b
elief
s
,
an
d
q
u
alities
ess
en
tial
to
SD
[
2
3
]
,
s
in
ce
it
is
a
f
o
r
m
o
f
ed
u
ca
tio
n
c
h
ar
ac
ter
ized
b
y
a
s
h
ar
ed
u
n
d
er
s
tan
d
in
g
o
f
th
e
d
ev
elo
p
m
e
n
tal
ch
allen
g
es
r
eq
u
ir
ed
to
f
o
s
ter
f
u
tu
r
e
-
o
r
ien
ted
g
r
o
wth
in
s
o
ciety
[
2
4
]
,
[
2
5
]
.
T
h
o
u
g
h
E
SD
h
as
em
er
g
ed
as
a
co
n
ce
p
t
with
i
n
h
ig
h
er
ed
u
ca
tio
n
[
2
6
]
,
it
was
u
n
f
am
iliar
to
p
r
o
f
e
s
s
o
r
s
i
n
e
n
v
i
r
o
n
m
e
n
t
al
e
d
u
c
a
t
i
o
n
,
b
i
o
l
o
g
i
c
a
l
s
ci
e
n
c
e
s
,
v
a
l
u
e
e
d
u
c
a
t
i
o
n
,
an
d
f
ac
u
lties
in
esteem
ed
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
in
g
,
an
d
m
at
h
em
atics
(
STE
M
)
d
is
cip
lin
es,
d
esp
ite
its
im
p
licatio
n
s
f
o
r
co
n
tem
p
o
r
a
r
y
c
o
n
ce
p
t
u
al
u
n
d
e
r
s
tan
d
in
g
in
th
e
d
y
n
am
ic
f
ield
s
o
f
ed
u
ca
ti
o
n
an
d
its
p
r
ac
tical
ap
p
licatio
n
s
f
o
r
s
o
cieta
l
ad
v
a
n
ce
m
en
t
[
2
7
]
.
Su
s
tain
ab
ilit
y
en
co
m
p
ass
es
s
ig
n
if
ican
t
im
p
licatio
n
s
with
in
h
ig
h
er
e
d
u
c
atio
n
,
in
clu
d
i
n
g
o
u
tr
ea
ch
a
n
d
r
esear
ch
,
wh
ic
h
h
ig
h
lig
h
t
th
e
s
k
ills
an
d
tale
n
ts
o
f
E
SD
[
2
8
]
.
T
h
is
is
an
o
u
tco
m
e
o
f
th
e
f
ac
t
th
at
em
o
tio
n
s
r
eg
a
r
d
in
g
s
u
s
tain
ab
ilit
y
ar
e
a
s
ig
n
if
ica
n
t
p
r
ed
icto
r
o
f
E
SD
[
2
9
]
,
an
d
em
o
tio
n
al
awa
r
e
n
ess
,
en
v
ir
o
n
m
en
tal
awa
r
en
ess
,
an
d
s
elf
-
ef
f
icac
y
p
lay
c
r
itical
r
o
les in
p
r
eser
v
in
g
s
u
s
tain
ab
ilit
y
in
th
e
e
d
u
ca
tio
n
c
u
r
r
icu
l
u
m
[
3
0
]
.
Alth
o
u
g
h
s
u
s
tain
ab
ilit
y
d
e
b
ates
ar
e
ac
ce
p
ted
in
h
ig
h
er
ed
u
ca
tio
n
,
teac
h
er
s
n
ee
d
to
b
e
tr
ain
ed
t
o
teac
h
E
SD
an
d
t
o
liv
e
s
u
s
tain
ab
ly
[
2
3
]
,
[
31
]
,
[
3
2
]
.
Su
s
tain
ab
ilit
y
s
h
o
u
ld
b
e
i
n
teg
r
ated
in
to
all
ed
u
ca
tio
n
al
d
o
m
ain
s
,
n
o
t
ju
s
t
s
p
ec
if
ic
co
u
r
s
es
o
r
p
r
o
g
r
am
s
th
at
h
a
v
e
s
h
o
r
t
-
ter
m
co
n
s
eq
u
en
ce
s
an
d
lac
k
E
SD
k
n
o
wled
g
e,
s
k
ills
,
v
alu
es,
an
d
in
v
o
lv
em
en
t
[
3
3
]
,
[
3
4
]
.
I
t
s
h
o
u
ld
b
e
in
tr
o
d
u
ce
d
in
all
f
o
r
m
s
o
f
ed
u
ca
tio
n
,
f
r
o
m
k
in
d
er
g
a
r
ten
to
h
i
g
h
er
ed
u
ca
tio
n
[
3
5
]
.
Su
s
tain
ab
le
s
tr
u
ctu
r
e
s
m
u
s
t
b
e
s
tr
en
g
th
en
ed
to
en
h
an
ce
th
e
q
u
ality
o
f
h
u
m
an
r
eso
u
r
ce
s
,
p
ed
a
g
o
g
ic
al
u
n
d
e
r
s
tan
d
in
g
,
k
n
o
wled
g
e
m
an
ag
em
e
n
t,
a
n
d
s
elf
-
lea
d
e
r
s
h
ip
in
p
r
esch
o
o
l
lead
er
s
h
ip
[
3
6
]
.
Mo
r
e
o
v
er
,
f
u
t
u
r
e
teac
h
er
s
n
ee
d
to
r
e
v
ea
l
th
e
ir
willin
g
n
ess
to
p
r
o
m
o
te
SD,
as
th
ey
ar
e
am
o
n
g
th
e
m
o
s
t
in
f
lu
e
n
tial
in
p
r
ep
ar
in
g
to
m
o
r
r
o
w
’
s
lead
e
r
s
to
en
s
u
r
e
a
s
u
s
tain
ab
le
f
u
t
u
r
e
[
3
7
]
.
I
t
was
f
r
eq
u
en
tl
y
o
b
s
er
v
ed
th
at
teac
h
er
s
’
awa
r
e
n
ess
o
f
th
e
im
p
o
r
ta
n
ce
o
f
i
n
co
r
p
o
r
atin
g
SD in
to
th
eir
cu
r
r
icu
la
is
n
o
t p
r
io
r
itized
,
a
s
itu
atio
n
th
at
m
u
s
t
b
e
r
ec
tifie
d
im
m
ed
iately
[
3
8
]
.
T
ea
ch
e
r
s
en
s
u
r
e
th
at
s
tu
d
en
ts
ac
q
u
ir
e
v
alu
es,
k
n
o
wled
g
e,
an
d
s
k
ills
ea
r
ly
f
o
r
s
u
s
tain
ab
ilit
y
[
3
9
]
,
[
4
0
]
.
Ho
wev
er
,
s
u
s
tain
ab
ilit
y
ed
u
c
atio
n
is
o
f
ten
f
r
am
e
d
in
an
ev
o
lu
tio
n
ar
y
co
n
tex
t,
wh
ich
th
r
ea
ten
s
n
atu
r
al
r
eso
u
r
ce
s
,
u
n
d
er
m
i
n
e
s
s
o
cial
s
ec
u
r
ity
,
an
d
leav
e
s
teac
h
er
s
f
ee
lin
g
co
n
f
licted
[
4
1
]
.
SD,
w
h
ich
ad
d
r
ess
es
g
lo
b
al
s
u
s
tain
ab
ilit
y
ch
allen
g
es
th
r
o
u
g
h
o
u
tco
m
e
-
o
r
ien
ted
ed
u
ca
tio
n
al
in
ter
v
en
tio
n
s
,
is
co
n
s
id
er
ed
alo
n
g
with
d
ev
el
o
p
m
e
n
t
an
d
g
lo
b
al
citizen
s
h
ip
ed
u
ca
ti
o
n
[
4
2
]
.
E
SD
elu
cid
ates
th
e
co
n
n
ec
tio
n
b
etwe
en
SD
ch
allen
g
es
an
d
th
e
cu
ltiv
ati
o
n
o
f
v
iewp
o
in
ts
an
d
v
alu
e
s
am
o
n
g
in
d
iv
id
u
als
ac
r
o
s
s
all
d
em
o
g
r
a
p
h
ics,
en
co
u
r
a
g
in
g
v
o
lu
n
ta
r
y
co
m
m
itm
en
t
to
estab
lis
h
in
g
a
s
u
s
tain
ab
le
f
u
tu
r
e
[
4
3
]
.
Desp
ite
E
SD
g
u
id
elin
es
im
p
lem
en
ted
th
r
o
u
g
h
p
o
licies
an
d
p
r
o
g
r
am
s
,
a
d
is
co
n
n
ec
t
p
e
r
s
is
ts
b
etwe
en
em
p
ir
ical
s
tu
d
ies
an
d
in
d
iv
id
u
als
’
in
tu
itiv
e
p
er
ce
p
tio
n
s
o
f
th
ese
is
s
u
es
[
4
4
]
.
T
o
p
r
o
m
o
te
E
SD,
h
ig
h
s
ch
o
o
l
teac
h
er
s
in
th
e
s
tate
s
h
o
u
ld
ass
e
s
s
th
eir
b
elief
s
to
war
d
s
E
SD
an
d
s
u
p
p
o
r
t
its
im
p
lem
en
tatio
n
th
r
o
u
g
h
a
well
-
o
r
g
an
ize
d
cu
r
r
icu
lu
m
,
well
-
d
esig
n
ed
teac
h
in
g
r
eso
u
r
ce
s
,
an
d
well
-
d
ef
in
e
d
teac
h
in
g
m
eth
o
d
s
[
2
3
]
.
I
n
r
ec
en
t
y
ea
r
s
,
th
er
e
h
av
e
b
ee
n
o
n
g
o
in
g
d
is
cu
s
s
io
n
s
ab
o
u
t
im
p
lem
en
tin
g
E
SD
p
r
o
g
r
am
s
[
4
5
]
.
T
h
e
cu
r
r
en
t
Natio
n
al
E
d
u
ca
ti
o
n
Po
licy
(
NE
P)
2
0
2
0
im
p
le
m
en
ted
b
y
t
h
e
Go
v
er
n
m
e
n
t
o
f
I
n
d
ia
e
n
v
is
io
n
s
cu
ltiv
atin
g
k
n
o
wled
g
e,
s
k
ills
,
b
elief
s
,
an
d
d
is
p
o
s
itio
n
s
th
at
en
ab
le
r
esp
o
n
s
ib
le
co
m
m
itm
e
n
t
to
h
u
m
an
r
ig
h
ts
,
SD
an
d
liv
in
g
,
an
d
g
lo
b
al
well
-
b
ein
g
,
r
ef
lectin
g
a
g
en
u
in
ely
g
lo
b
al
citizen
[
4
6
]
–
[
4
8
]
.
T
h
e
p
o
licy
e
n
co
u
r
ag
es
n
u
m
er
o
u
s
ed
u
ca
tio
n
al
s
tak
e
h
o
ld
er
s
to
a
d
o
p
t
th
e
I
n
d
ian
wa
y
o
f
th
in
k
in
g
an
d
ac
h
iev
e
SD
an
d
a
b
etter
q
u
ality
o
f
life
[
4
9
]
.
At
th
is
ju
n
ctu
r
e,
ed
u
ca
to
r
s
m
u
s
t p
o
s
s
ess
k
n
o
wled
g
e
an
d
co
m
p
eten
cies r
elate
d
to
SD p
r
ac
tices a
n
d
in
co
r
p
o
r
ate
th
em
in
to
th
ei
r
p
r
o
f
ess
io
n
al
d
o
m
ain
s
.
W
h
ile
th
er
e
ar
e
s
ev
er
al
s
tu
d
ies
o
n
h
ig
h
s
ch
o
o
l
teac
h
er
s
’
v
iews
to
war
d
s
E
SD,
n
o
em
p
ir
ical
r
esear
ch
h
as
b
ee
n
co
n
d
u
c
ted
o
n
s
ec
o
n
d
a
r
y
s
ch
o
o
l
teac
h
er
s
,
wh
o
c
o
m
p
r
is
e
th
o
s
e
in
8
th
to
12
th
g
r
ad
e,
r
e
g
ar
d
in
g
th
eir
b
elief
s
r
eg
ar
d
in
g
E
SD
in
Ker
ala.
U
n
d
er
s
tan
d
in
g
h
o
w
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
in
t
h
e
s
tate
f
e
el
ab
o
u
t
E
SD
is
ess
en
tial
f
o
r
p
r
o
g
r
ess
,
b
u
t
it
m
u
s
t
b
e
d
o
n
e
f
r
o
m
a
wid
e
r
an
g
e
o
f
p
er
s
p
ec
tiv
es.
Fo
r
th
is
ex
am
in
a
tio
n
,
th
e
r
esear
ch
e
r
s
d
ev
elo
p
e
d
th
e
f
o
llo
win
g
r
esear
ch
q
u
est
io
n
s
:
i)
W
h
at
a
r
e
th
e
b
elief
s
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l te
ac
h
er
s
ab
o
u
t E
SD?
ii)
Ho
w
r
elev
an
t a
r
e
t
h
eir
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
to
t
h
eir
b
el
ief
s
o
n
E
SD?
iii)
Ho
w
m
ig
h
t seco
n
d
a
r
y
s
ch
o
o
l t
ea
ch
er
s
’
b
elief
s
o
n
SD c
h
a
n
g
e
in
lig
h
t o
f
th
eir
p
o
s
itio
n
al
s
tatu
s
?
iv
)
W
h
at
im
p
licatio
n
s
d
o
es th
e
d
if
f
er
en
ce
in
t
h
eir
teac
h
in
g
ex
p
e
r
ien
ce
s
h
av
e
o
n
th
eir
b
elief
s
to
war
d
s
SD?
B
ased
o
n
th
ese
q
u
esti
o
n
s
,
th
e
au
th
o
r
s
aim
to
ass
ess
,
en
h
an
c
e,
an
d
elev
ate
ed
u
ca
to
r
s
’
b
eli
ef
s
ab
o
u
t
ed
u
ca
tio
n
f
o
r
SD,
ascer
tain
th
e
d
eg
r
e
e
o
f
s
u
s
tain
ab
ilit
y
s
tatis
tical
ly
,
an
d
o
f
f
er
g
u
id
elin
es
f
o
r
ad
v
an
cin
g
m
o
d
er
n
m
eth
o
d
o
l
o
g
ies.
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
3
3
2
-
1
3
4
2
1334
2.
M
E
T
H
O
D
T
h
e
r
esear
ch
em
p
lo
y
e
d
an
em
p
ir
ical
s
u
r
v
ey
to
elu
cid
at
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
ed
u
ca
t
o
r
s
’
b
elief
s
r
eg
ar
d
in
g
E
SD.
T
h
e
s
tu
d
y
’
s
cr
iter
io
n
v
ar
iab
le
was
th
e
E
SD
b
elief
s
ca
le,
an
d
th
e
d
em
o
g
r
ap
h
ic
v
ar
iab
les
in
clu
d
ed
teac
h
er
s
’
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
,
p
o
s
itio
n
,
an
d
y
ea
r
s
o
f
class
r
o
o
m
ex
p
er
i
en
ce
to
d
eter
m
in
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
’
b
elief
s
.
T
h
e
au
th
o
r
s
af
f
iliat
ed
in
s
titu
tio
n
’
s
R
esear
ch
C
o
n
d
u
ct
an
d
E
th
ics
C
o
m
m
ittee
ap
p
r
o
v
e
d
eth
ical
clea
r
an
ce
f
o
r
t
h
e
s
tu
d
y
u
n
d
e
r
C
er
tific
ate
Nu
m
b
er
C
U:
R
C
E
C
/0
0
2
4
3
/0
8
/2
4
,
d
ated
3
Sep
tem
b
er
2
0
2
4
.
T
h
e
s
tu
d
y
p
o
p
u
latio
n
c
o
n
s
is
ted
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
in
Ker
ala,
I
n
d
ia,
teac
h
in
g
g
r
ad
es
8
to
12
u
n
d
e
r
th
e
s
tate
s
y
llab
u
s
,
ex
clu
d
in
g
th
o
s
e
wh
o
teac
h
t
h
e
C
en
tr
al
B
o
ar
d
o
f
Seco
n
d
ar
y
E
d
u
ca
tio
n
(
C
B
SE
)
an
d
I
n
d
ia
n
C
er
tific
ate
o
f
Seco
n
d
ar
y
E
d
u
ca
tio
n
(
I
C
SE
)
cu
r
r
icu
la.
T
h
e
t
ea
ch
er
s
co
m
p
leted
a
Go
o
g
le
Fo
r
m
q
u
esti
o
n
n
air
e
u
s
in
g
s
o
cial
m
ed
ia
p
latf
o
r
m
s
,
in
clu
d
in
g
e
m
ail
an
d
W
h
atsAp
p
.
T
h
e
4
2
2
teac
h
er
s
r
esp
o
n
d
ed
to
th
e
q
u
esti
o
n
n
ai
r
e,
an
d
th
e
au
th
o
r
s
ex
clu
d
e
d
22
f
o
r
f
ailin
g
to
m
ee
t
th
e
s
tate
s
y
llab
u
s
’
s
in
clu
s
io
n
r
eq
u
ir
em
e
n
ts
.
T
h
u
s
,
th
e
s
tu
d
y
g
r
o
u
p
co
n
s
is
ted
o
f
4
0
0
s
ec
o
n
d
a
r
y
s
ch
o
o
l
e
d
u
ca
to
r
s
f
r
o
m
v
ar
io
u
s
s
ch
o
o
ls
in
Ker
ala
wh
o
p
ar
ticip
ated
in
th
e
s
u
r
v
ey
v
o
lu
n
ta
r
ily
an
d
with
f
r
ee
co
n
s
en
t.
T
h
is
s
tu
d
y
em
p
lo
y
ed
p
u
r
p
o
s
iv
e
s
am
p
lin
g
t
o
en
s
u
r
e
ad
eq
u
ate
r
e
p
r
esen
tatio
n
o
f
p
r
o
f
ess
io
n
al
q
u
alif
icati
o
n
s
,
p
o
s
itio
n
al
s
tatu
s
,
an
d
teac
h
in
g
ex
p
e
r
ien
ce
.
T
h
e
s
o
f
twar
e
th
e
au
th
o
r
s
u
s
e
d
f
o
r
d
ata
an
al
y
s
is
was
SP
S
S
2
9
.
T
ab
le
1
o
u
tlin
es
th
e
s
o
cio
-
d
em
o
g
r
ap
h
ic
an
d
p
r
o
f
ess
io
n
al
b
ac
k
g
r
o
u
n
d
s
o
f
t
h
e
s
tu
d
y
co
h
o
r
t.
Acc
o
r
d
in
g
to
T
ab
le
1
,
7
7
%
(
3
0
7
)
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
p
o
s
s
ess
a
m
aster
’
s
d
eg
r
ee
,
1
7
% (
7
1
)
h
o
ld
a
b
ac
h
elo
r
’
s
d
eg
r
ee
,
an
d
6
% (
2
2
)
h
a
v
e
an
MPh
il o
r
d
o
cto
r
al
d
eg
r
ee
.
A
to
tal
o
f
5
2
.
7
5
%
(
2
1
1
)
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
e
r
s
ar
e
h
ig
h
s
ch
o
o
l
teac
h
er
s
.
A
t
o
tal
o
f
4
0
.
5
%
(
1
6
2
)
a
r
e
teac
h
er
s
at
th
e
h
i
g
h
er
s
ec
o
n
d
ar
y
lev
el.
A
to
tal
o
f
6
.
7
5
%
(
2
7
)
o
f
th
e
teac
h
er
s
ar
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
h
o
ld
in
g
ad
m
i
n
is
tr
ativ
e
r
o
les
s
u
ch
as
HM
o
r
p
r
in
cip
al.
Fu
r
th
er
m
o
r
e,
3
3
.
2
5
%
(
1
3
3
)
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
h
av
e
2
1
to
2
6
y
ea
r
s
o
f
ex
p
er
ie
n
ce
an
d
ar
e
class
if
ied
as sen
io
r
teac
h
er
s
.
T
h
e
“E
SD
b
elief
s
ca
le
”,
wh
ic
h
was
s
lig
h
tly
m
o
d
if
ied
f
r
o
m
t
h
e
o
r
i
g
in
al
an
d
d
e
v
elo
p
e
d
b
y
Sağ
d
ıç
an
d
Şah
in
[
5
0
]
,
was
u
s
ed
as
th
e
m
ea
s
u
r
em
en
t
in
s
tr
u
m
en
t
i
n
th
is
r
esear
ch
.
T
h
e
a
u
th
o
r
s
ad
m
in
is
ter
ed
th
e
m
ea
s
u
r
in
g
in
s
tr
u
m
en
t
to
twen
t
y
s
ec
o
n
d
a
r
y
s
ch
o
o
l
teac
h
er
s
to
v
alid
at
e
th
at
th
ey
s
atis
f
ac
to
r
ily
ad
d
r
ess
ed
th
e
r
esear
ch
p
r
o
b
lem
.
T
h
e
s
ca
le
r
an
g
es f
r
o
m
“stro
n
g
ly
d
is
ag
r
ee
”
to
“stro
n
g
ly
ag
r
ee
”,
with
f
iv
e
p
o
s
s
ib
le
r
esp
o
n
s
es.
A
s
co
r
e
o
f
‘
1
’
in
d
icate
s
s
tr
o
n
g
d
is
ag
r
e
em
en
t,
‘
2
’
is
d
is
ag
r
ee
,
‘
3
’
is
n
eu
tr
al,
‘
4
’
is
ag
r
ee
,
an
d
‘
5
’
i
s
h
ig
h
ly
ag
r
ee
.
T
h
e
o
b
jectiv
e
o
f
t
h
is
q
u
esti
o
n
n
air
e
was
to
d
eter
m
in
e
th
e
p
r
ef
er
r
ed
ed
u
ca
tio
n
al
m
eth
o
d
s
f
o
r
teac
h
er
s
to
p
r
o
m
o
t
e
E
SD
em
p
o
wer
m
en
t.
T
h
e
p
r
o
p
er
d
im
en
s
io
n
s
f
o
r
ass
ess
in
g
th
e
b
elief
s
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
to
war
d
s
E
SD
wer
e
id
en
tifie
d
b
ased
o
n
Sco
u
llo
s
an
d
Ma
lo
tid
i
[
5
1
]
a
n
d
th
e
r
esear
c
h
p
ap
e
r
b
y
Ko
a
n
d
L
ee
[
5
2
]
.
T
h
r
ee
o
p
tio
n
s
wer
e
g
i
v
en
to
ex
am
in
e
th
e
E
SD
b
elief
s
:
“
b
elief
s
r
e
g
ar
d
in
g
th
e
d
i
f
f
icu
lty
o
f
im
p
l
em
en
tin
g
SD”
an
d
“
b
elief
s
co
n
ce
r
n
in
g
th
e
ap
p
r
o
p
r
iaten
ess
o
f
E
SD
with
in
t
h
e
ed
u
ca
tio
n
s
y
s
tem
”.
W
ith
a
C
r
o
n
b
ac
h
’
s
alp
h
a
r
eliab
ilit
y
co
ef
f
icien
t
o
f
0
.
9
4
1
,
th
e
E
SD
b
elief
s
ca
le
ap
p
ea
r
s
to
b
e
a
v
alid
to
o
l
f
o
r
ass
ess
in
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
ed
u
ca
to
r
s
’
b
elief
s
an
d
p
e
r
s
p
ec
tiv
es o
n
E
SD.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
p
r
o
f
ile
o
f
th
e
s
tu
d
y
g
r
o
u
p
P
a
r
a
me
t
e
r
s
C
a
t
e
g
o
r
y
N
u
mb
e
r
o
f
e
d
u
c
a
t
o
r
s
P
e
r
c
e
n
t
a
g
e
(
%)
P
r
o
f
e
ssi
o
n
a
l
q
u
a
l
i
f
i
c
a
t
i
o
n
s
B
a
c
h
e
l
o
r
d
e
g
r
e
e
71
17
M
a
s
t
e
r
’
s
d
e
g
r
e
e
3
0
7
77
M
P
h
i
l
d
e
g
r
e
e
18
5
D
o
c
t
o
r
a
l
d
e
g
r
e
e
4
1
S
t
a
t
u
s
o
f
p
o
si
t
i
o
n
H
i
g
h
sc
h
o
o
l
a
ssi
s
t
a
n
t
2
1
1
5
2
.
7
5
H
e
a
d
mas
t
e
r
/
mi
s
t
r
e
ss
14
3
.
5
0
H
i
g
h
e
r
s
e
c
o
n
d
a
r
y
s
c
h
o
o
l
t
e
a
c
h
e
r
1
6
2
4
0
.
5
0
P
r
i
n
c
i
p
a
l
13
3
.
2
5
Te
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
B
e
l
o
w
1
1
y
e
a
r
s
1
0
3
2
5
.
7
5
1
1
t
o
1
6
y
e
a
r
s
74
1
8
.
5
0
1
6
t
o
2
1
y
e
a
r
s
63
1
5
.
7
5
2
1
t
o
2
6
y
e
a
r
s
1
3
3
3
3
.
2
5
2
6
t
o
3
1
y
e
a
r
s
26
6
.
5
0
3
1
t
o
3
6
y
e
a
r
s
1
0
.
2
5
To
t
a
l
4
0
0
1
0
0
3.
RE
SU
L
T
S
T
h
e
s
tu
d
y
em
p
lo
y
ed
item
-
b
as
ed
ev
alu
atio
n
,
d
escr
ip
tiv
e
s
tatis
tics
,
an
d
p
er
ce
n
tag
e
an
aly
s
is
to
ass
es
s
th
e
r
esp
o
n
s
es
to
th
e
teac
h
er
s
’
b
elief
s
ca
le.
T
h
e
r
esear
c
h
em
p
lo
y
ed
in
f
er
en
tial
s
tatis
tics
,
in
clu
d
in
g
th
e
in
d
ep
en
d
en
t
s
am
p
les
t
-
test
,
A
NOVA
,
an
d
p
er
ce
n
tag
es,
to
i
d
en
tify
d
if
f
er
e
n
ce
s
in
b
elief
s
ac
r
o
s
s
s
u
b
-
s
am
p
les
u
s
in
g
th
e
Kr
u
s
k
al
–
W
allis
’
s
test
.
T
h
e
v
alu
e
o
f
0
.
0
5
f
o
r
t
h
e
alp
h
a
cr
iter
io
n
was
estab
l
is
h
ed
f
o
r
s
tatis
tical
s
ig
n
if
ican
ce
.
An
item
ized
ass
ess
m
en
t
ev
alu
ated
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
’
b
elief
s
ab
o
u
t
E
SD.
T
h
is
s
tu
d
y
ex
am
in
ed
th
e
p
r
o
p
o
r
tio
n
o
f
b
e
lief
in
E
SD
am
o
n
g
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
ac
r
o
s
s
th
r
ee
d
im
en
s
io
n
s
:
ea
s
e
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
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&
R
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d
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c
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SS
N:
2252
-
8
8
2
2
B
eliefs o
f seco
n
d
a
r
y
s
ch
o
o
l te
a
ch
ers
to
w
a
r
d
s
ed
u
ca
tio
n
fo
r
s
u
s
ta
in
a
b
le
d
ev
elo
p
me
n
t:
…
(
S
ijo
V
a
r
g
h
ese)
1335
im
p
lem
en
tatio
n
,
d
if
f
icu
lty
,
an
d
ap
p
r
o
p
r
iaten
ess
.
T
h
e
in
f
o
r
m
atio
n
is
d
is
p
lay
ed
in
T
ab
le
s
2
-
4
,
r
esp
ec
tiv
ely
.
T
ab
le
2
p
r
esen
ts
an
an
aly
s
is
o
f
s
ec
o
n
d
a
r
y
s
ch
o
o
l
teac
h
er
s
’
b
elief
s
r
eg
ar
d
i
n
g
E
SD.
Ov
er
9
0
%
b
eliev
e
E
SD
ca
n
en
h
an
ce
s
tu
d
en
ts
’
d
ec
is
io
n
-
m
ak
in
g
s
k
ills
.
No
tab
ly
,
9
5
.
7
5
%
ad
v
o
ca
te
f
o
r
teac
h
e
r
s
to
h
elp
ch
ild
r
en
r
elate
th
eir
ex
p
er
ien
ce
s
to
cu
r
r
e
n
t
en
v
ir
o
n
m
en
tal
an
d
d
ev
el
o
p
m
en
tal
is
s
u
es.
Ap
p
r
o
x
im
ately
9
4
.
2
5
%
o
f
teac
h
e
r
s
n
o
ted
th
at
E
SD
p
r
o
v
id
es
r
el
ev
an
t
k
n
o
wled
g
e,
v
alu
es,
an
d
s
k
ills
f
o
r
ev
er
y
d
ay
life
.
A
d
d
itio
n
ally
,
9
5
.
5
%
h
ig
h
lig
h
ted
th
e
s
ig
n
if
ican
ce
o
f
s
tu
d
en
t
p
ar
ticip
atio
n
an
d
tea
m
wo
r
k
in
lear
n
in
g
,
wh
ile
9
2
.
5
%
s
u
p
p
o
r
t
s
tu
d
e
n
t
in
v
o
lv
em
e
n
t in
s
u
s
tain
ab
ilit
y
p
r
o
jects a
t b
o
th
l
o
ca
l a
n
d
g
lo
b
al
lev
els.
T
ab
le
2
.
Seco
n
d
ar
y
s
ch
o
o
l te
a
ch
er
s
’
b
elief
s
ab
o
u
t th
e
ea
s
e
o
f
im
p
lem
en
tin
g
E
SD
S
L
No
S
t
a
t
e
me
n
t
s
S
t
r
o
n
g
l
y
d
i
s
a
g
r
e
e
(
%)
D
i
sag
r
e
e
(
%)
N
e
u
t
r
a
l
(
%)
A
g
r
e
e
(
%)
S
t
r
o
n
g
l
y
ag
r
e
e
(
%)
M
e
a
n
±
S
D
1.
ESD
i
m
p
r
o
v
e
s
st
u
d
e
n
t
s’
f
u
t
u
r
e
d
e
c
i
s
i
o
n
-
m
a
k
i
n
g
sk
i
l
l
s.
2
1
7
69
21
4
.
0
6
±
0
.
7
1
2.
I
n
c
o
r
p
o
r
a
t
i
n
g
l
e
ss
o
n
s
o
n
c
o
n
t
e
n
t
i
o
u
s
e
c
o
n
o
m
i
c
,
d
e
v
e
l
o
p
me
n
t
a
l
,
a
n
d
e
n
v
i
r
o
n
m
e
n
t
a
l
t
o
p
i
c
s
h
e
l
p
s
p
u
p
i
l
s
d
e
v
e
l
o
p
t
h
e
i
r
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
a
b
i
l
i
t
i
e
s
.
2
3
9
72
14
3
.
9
1
±
0
.
7
3
3.
I
n
t
e
g
r
a
t
i
n
g
S
D
i
n
t
o
t
h
e
i
r
l
e
ss
o
n
s
e
n
h
a
n
c
e
s
t
e
a
c
h
e
r
s’
p
r
o
f
e
ssi
o
n
a
l
sk
i
l
l
s
.
1
2
13
73
11
3
.
9
1
±
0
.
6
2
4.
S
t
u
d
e
n
t
s
c
a
n
e
n
h
a
n
c
e
t
h
e
i
r
c
o
m
p
r
e
h
e
n
s
i
o
n
o
f
t
h
e
su
b
j
e
c
t
w
h
i
l
e
t
e
a
c
h
i
n
g
SD
.
1
2
10
74
13
3
.
9
7
±
0
.
6
0
5.
S
t
u
d
e
n
t
s
c
a
n
e
n
h
a
n
c
e
t
h
e
i
r
m
e
a
n
i
n
g
f
u
l
l
e
a
r
n
i
n
g
b
y
p
a
r
t
i
c
i
p
a
t
i
o
n
a
n
d
c
o
l
l
a
b
o
r
a
t
i
o
n
i
n
t
h
e
c
l
a
ssr
o
o
m
.
1
1
3
66
29
4
.
2
3
±
0
.
6
2
6.
Th
e
p
r
i
n
c
i
p
l
e
s
,
v
a
l
u
e
s,
a
n
d
i
n
f
o
r
mat
i
o
n
i
m
p
a
r
t
e
d
b
y
ESD
p
r
o
g
r
a
ms
a
p
p
l
y
t
o
a
l
l
l
i
f
e
a
s
p
e
c
t
s.
1
0
5
72
22
4
.
1
4
±
0
.
6
0
7.
A
l
l
t
i
e
r
s
o
f
sc
h
o
o
l
i
n
g
o
u
g
h
t
t
o
i
n
c
o
r
p
o
r
a
t
e
ESD
.
1
3
11
71
14
3
.
9
3
±
0
.
6
8
8.
To
p
i
c
s
r
e
l
e
v
a
n
t
t
o
s
t
u
d
e
n
t
s’
e
v
e
r
y
d
a
y
l
i
v
e
s
a
r
e
t
h
e
b
e
s
t
f
o
r
t
e
a
c
h
e
r
s
.
1
5
11
65
18
3
.
9
5
±
0
.
7
4
9.
Te
a
c
h
e
r
s
sh
o
u
l
d
u
s
e
t
h
e
t
e
a
c
h
i
n
g
r
e
so
u
r
c
e
s
t
h
e
y
h
a
v
e
i
n
t
h
e
i
r
e
v
e
r
y
d
a
y
l
i
v
e
s
a
s
p
a
r
t
o
f
ESD
.
0
2
9
76
13
4
.
0
0
±
0
.
5
4
1
0
.
S
c
h
o
o
l
s
,
p
u
b
l
i
c
,
a
n
d
p
r
i
v
a
t
e
se
c
t
o
r
s
s
h
o
u
l
d
c
o
l
l
a
b
o
r
a
t
e
t
o
p
r
o
mo
t
e
SD
.
0
3
12
75
10
3
.
9
1
±
0
.
5
9
1
1
.
W
h
e
n
d
e
v
e
l
o
p
i
n
g
ESD
,
i
t
i
s
i
m
p
o
r
t
a
n
t
t
o
c
o
n
s
i
d
e
r
my
c
o
u
n
t
r
y
’
s
c
u
l
t
u
r
a
l
a
n
d
so
c
i
a
l
c
o
n
t
e
x
t
.
0
1
10
79
10
3
.
9
9
±
0
.
4
9
1
2
.
Ev
e
r
y
a
c
a
d
e
mi
c
c
o
u
r
se
s
h
o
u
l
d
p
r
i
o
r
i
t
i
z
e
ESD
.
0
1
11
77
11
3
.
9
9
±
0
.
5
2
1
3
.
A
l
l
t
e
a
c
h
e
r
s s
h
o
u
l
d
c
o
n
s
i
d
e
r
ESD
.
0
1
10
77
12
3
.
9
9
±
0
.
5
3
1
4
.
S
t
u
d
e
n
t
s
mu
s
t
p
o
ss
e
ss
t
h
e
r
i
g
h
t
t
o
p
r
o
p
o
se
a
n
d
d
e
t
e
r
m
i
n
e
ESD
i
ssu
e
s
.
0
2
10
79
9
3
.
9
4
±
0
.
5
3
1
5
.
Te
a
c
h
e
r
s
s
h
o
u
l
d
mo
t
i
v
a
t
e
p
u
p
i
l
s
t
o
f
o
r
g
e
a
l
i
n
k
b
e
t
w
e
e
n
t
h
e
i
r
p
e
r
s
o
n
a
l
e
x
p
e
r
i
e
n
c
e
s
a
n
d
g
l
o
b
a
l
e
n
v
i
r
o
n
m
e
n
t
a
l
a
n
d
d
e
v
e
l
o
p
me
n
t
a
l
c
h
a
l
l
e
n
g
e
s
.
0
1
4
80
15
4
.
1
1
±
0
.
4
6
1
6
.
A
s
p
a
r
t
o
f
ESD
,
i
t
i
s
i
m
p
o
r
t
a
n
t
t
o
i
n
f
o
r
m
c
h
i
l
d
r
e
n
a
b
o
u
t
c
u
r
r
e
n
t
e
v
e
n
t
s
u
si
n
g
p
r
i
n
t
a
n
d
v
i
su
a
l
me
d
i
a
.
0
1
7
76
16
4
.
0
7
±
0
.
5
2
1
7
.
S
u
st
a
i
n
a
b
i
l
i
t
y
i
n
i
t
i
a
t
i
v
e
s,
b
o
t
h
l
o
c
a
l
a
n
d
g
l
o
b
a
l
,
s
h
o
u
l
d
e
n
c
o
u
r
a
g
e
st
u
d
e
n
t
p
a
r
t
i
c
i
p
a
t
i
o
n
.
0
1
7
80
12
4
.
0
4
±
0
.
4
8
1
8
.
R
o
l
e
-
p
l
a
y
a
n
d
d
e
b
a
t
e
s a
r
e
u
sefu
l
m
e
t
h
o
d
s
f
o
r
l
e
a
r
n
i
n
g
S
D
.
0
1
10
74
15
4
.
0
3
±
0
.
5
4
1
9
.
S
i
n
c
e
t
h
e
r
e
i
s
mu
c
h
ma
t
e
r
i
a
l
i
n
ESD
,
st
u
d
e
n
t
s
sh
o
u
l
d
c
h
o
o
s
e
t
h
e
i
r
st
u
d
y
a
r
e
a
.
0
5
19
72
4
3
.
7
4
±
0
.
6
2
2
0
.
A
l
l
o
w
i
n
g
s
t
u
d
e
n
t
s
t
o
e
n
g
a
g
e
i
n
o
p
e
n
d
i
a
l
o
g
u
e
r
e
g
a
r
d
i
n
g
t
h
e
su
b
j
e
c
t
s
i
s
a
n
a
d
v
a
n
t
a
g
e
o
u
s
a
p
p
r
o
a
c
h
t
o
ESD
.
0
1
9
80
10
3
.
9
9
±
0
.
4
8
2
1
.
Te
a
c
h
e
r
s
in
a
l
l
su
b
j
e
c
t
s
m
u
st
k
n
o
w
h
o
w
t
o
i
n
c
l
u
d
e
S
D
i
n
t
h
e
i
r
l
e
ss
o
n
s
.
0
2
9
76
13
3
.
9
9
±
0
.
5
8
T
ab
le
3
.
Seco
n
d
ar
y
s
ch
o
o
l te
a
ch
er
s
’
b
elief
s
ab
o
u
t th
e
d
if
f
icu
lty
o
f
im
p
lem
e
n
tin
g
E
SD
S
L
No
S
t
a
t
e
me
n
t
s
S
t
r
o
n
g
l
y
d
i
s
a
g
r
e
e
(
%)
D
i
sag
r
e
e
(
%)
N
e
u
t
r
a
l
(
%)
A
g
r
e
e
(
%)
S
t
r
o
n
g
l
y
a
g
r
e
e
(
%)
M
e
a
n
±
S
D
1.
I
n
sec
o
n
d
a
r
y
e
d
u
c
a
t
i
o
n
,
s
u
st
a
i
n
a
b
i
l
i
t
y
i
s
t
o
o
c
o
n
t
e
n
t
i
o
u
s
t
o
b
e
t
a
u
g
h
t
.
5
33
25
33
4
3
.
0
1
±
1
.
0
0
2.
A
n
i
m
p
r
a
c
t
i
c
a
l
m
e
t
h
o
d
o
f
t
e
a
c
h
i
n
g
i
s
ESD
.
8
61
17
13
1
3
.
6
5
±
0
.
8
3
3.
Le
sse
n
i
n
g
s
t
u
d
e
n
t
mo
t
i
v
a
t
i
o
n
i
s
t
h
e
r
e
su
l
t
o
f
i
n
c
o
r
p
o
r
a
t
i
n
g
S
D
i
n
t
o
se
c
o
n
d
a
r
y
e
d
u
c
a
t
i
o
n
c
u
r
r
i
c
u
l
a
.
9
63
13
13
2
3
.
6
4
±
0
.
9
1
4.
My
a
c
a
d
e
m
i
c
f
i
e
l
d
h
a
s a
h
a
r
d
t
i
me
i
n
c
o
r
p
o
r
a
t
i
n
g
ESD
.
8
54
21
16
1
3
.
5
3
±
0
.
8
7
5.
I
t
i
s c
h
a
l
l
e
n
g
i
n
g
f
o
r
s
t
u
d
e
n
t
s
t
o
g
r
a
sp
ESD
i
ss
u
e
s
.
7
55
17
21
0
3
.
4
7
±
0
.
9
0
6.
I
mp
l
e
me
n
t
a
t
i
o
n
o
f
ESD
i
s
d
i
f
f
i
c
u
l
t
6
56
17
20
1
3
.
4
6
±
0
.
9
1
7.
Th
e
r
e
i
s
a
l
o
ss
o
f
p
r
o
d
u
c
t
i
v
e
t
i
me
w
h
e
n
e
d
u
c
a
t
o
r
s
i
n
c
l
u
d
e
ESD
i
n
t
h
e
i
r
c
l
a
ssr
o
o
m
p
r
a
c
t
i
c
e
s
.
10
65
15
9
1
3
.
7
5
±
0
.
7
7
W
h
ile
T
ab
les
2
an
d
3
o
u
tlin
e
th
e
co
m
p
o
n
e
n
ts
o
f
E
SD
im
p
lem
en
tatio
n
,
th
e
m
ajo
r
ity
o
f
teac
h
er
s
ex
p
r
ess
ed
d
is
ag
r
ee
m
en
t
with
s
ev
er
al
co
m
m
o
n
b
elief
s
:
7
2
%
r
ejec
ted
th
e
n
o
tio
n
th
at
in
clu
d
i
n
g
s
u
s
tain
ab
ilit
y
in
s
ec
o
n
d
ar
y
s
ch
o
o
l
cu
r
r
ic
u
la
d
e
m
o
tiv
ates
s
tu
d
en
ts
,
an
d
7
5
%
d
is
ag
r
ee
d
th
at
in
teg
r
atin
g
E
SD in
to
th
eir
class
es
i
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
3
3
2
-
1
3
4
2
1336
a
waste
o
f
tim
e.
Ad
d
itio
n
ally
,
6
9
%
o
p
p
o
s
ed
th
e
b
elief
th
at
E
SD
is
im
p
r
ac
tical.
Ho
wev
er
,
o
v
er
6
2
%
r
ep
o
r
te
d
ch
allen
g
es,
in
clu
d
i
n
g
d
if
f
icu
l
ties
in
im
p
lem
en
tin
g
E
SD,
u
n
d
er
s
tan
d
in
g
E
SD
to
p
ics
am
o
n
g
s
tu
d
e
n
ts
,
an
d
in
co
r
p
o
r
atin
g
E
SD
ac
r
o
s
s
v
ar
io
u
s
ac
ad
em
ic
d
is
cip
lin
es.
M
o
r
eo
v
e
r
,
5
8
%
o
f
ed
u
ca
to
r
s
co
n
s
id
er
ed
tex
tb
o
o
k
E
SD
ac
tiv
ities
in
s
u
f
f
icien
t.
O
v
er
all,
teac
h
er
s
g
en
er
ally
f
ee
l
u
n
in
f
o
r
m
ed
ab
o
u
t
E
SD
an
d
b
e
liev
e
th
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
cu
r
r
icu
la
an
d
less
o
n
s
f
all
s
h
o
r
t
in
co
n
v
ey
in
g
th
e
s
ig
n
if
ican
ce
o
f
SD
to
s
tu
d
en
ts
.
T
h
e
s
tu
d
y
u
s
ed
d
escr
ip
tiv
e
s
tatis
t
ics,
in
clu
d
in
g
m
ed
ian
,
m
o
d
e
,
m
ea
n
,
s
tan
d
ar
d
d
ev
iatio
n
,
an
d
r
an
g
e,
to
a
s
s
es
s
d
ata
n
o
r
m
ality
an
d
ev
alu
ate
s
ec
o
n
d
ar
y
s
ch
o
o
l
p
r
o
f
ess
io
n
als’
b
elief
s
r
eg
a
r
d
i
n
g
E
SD.
T
ab
le
4
.
Seco
n
d
ar
y
s
ch
o
o
l te
a
ch
er
s
’
b
elief
s
r
eg
ar
d
in
g
t
h
e
ap
p
r
o
p
r
iate
n
ess
o
f
im
p
lem
en
tin
g
E
SD
S
L
No
S
t
a
t
e
me
n
t
s
S
t
r
o
n
g
l
y
d
i
s
a
g
r
e
e
(
%)
D
i
sag
r
e
e
(
%)
N
e
u
t
r
a
l
(
%)
A
g
r
e
e
(
%)
S
t
r
o
n
g
l
y
a
g
r
e
e
(
%)
M
e
a
n
±
S
D
1.
S
t
u
d
e
n
t
s c
a
n
b
e
t
t
e
r
u
n
d
e
r
s
t
a
n
d
S
D
t
h
r
o
u
g
h
t
h
e
i
r
sec
o
n
d
a
r
y
sch
o
o
l
e
d
u
c
a
t
i
o
n
.
4
49
19
27
1
2
.
7
3
±
0
.
9
5
2.
Te
x
t
b
o
o
k
a
c
t
i
v
i
t
i
e
s
a
r
e
s
u
f
f
i
c
i
e
n
t
f
o
r
ESD
.
1
20
21
55
3
3
.
4
0
±
0
.
8
7
3.
Th
e
e
d
u
c
a
t
i
o
n
a
l
c
u
r
r
i
c
u
l
u
m
a
d
e
q
u
a
t
e
l
y
i
n
c
o
r
p
o
r
a
t
e
s
ESD
.
3
37
26
33
1
2
.
9
3
±
0
.
9
2
4.
R
e
g
a
r
d
i
n
g
ESD
,
s
c
h
o
o
l
t
e
a
c
h
e
r
s
h
a
v
e
su
f
f
i
c
i
e
n
t
k
n
o
w
l
e
d
g
e
.
2
46
22
29
1
2
.
7
9
±
0
.
9
2
T
ab
le
5
s
h
o
ws
th
at
th
e
to
tal
n
u
m
b
er
o
f
s
am
p
les
is
4
0
0
,
with
th
e
m
ea
n
,
m
ed
ia
n
,
a
n
d
m
o
d
e
at
1
2
0
.
2
5
,
1
2
0
.
5
0
,
a
n
d
1
2
4
,
r
esp
ec
tiv
ely
.
T
h
e
s
tan
d
a
r
d
d
ev
iatio
n
an
d
v
ar
ian
ce
o
f
th
e
o
v
er
all
b
elief
s
s
co
r
e
ar
e
2
2
.
0
2
1
an
d
4
8
4
.
9
2
4
,
r
esp
ec
tiv
ely
.
T
h
e
d
is
tr
ib
u
tio
n
is
s
y
m
m
etr
ical
an
d
f
o
llo
ws
a
n
o
r
m
al
d
is
tr
ib
u
tio
n
.
T
h
e
o
b
tain
ed
s
co
r
es
f
ac
ilit
ated
th
e
class
if
icatio
n
o
f
th
e
co
m
p
lete
s
am
p
le
in
t
o
h
ig
h
,
m
o
d
e
r
ate,
an
d
lo
w
g
r
o
u
p
s
.
T
h
e
s
tu
d
y
em
p
lo
y
ed
th
e
s
tan
d
ar
d
d
ev
iatio
n
d
is
tan
ce
f
r
o
m
th
e
m
ea
n
“M
”
to
e
v
alu
ate
th
e
s
tr
en
g
th
o
f
b
elie
f
s
r
eg
ar
d
in
g
E
SD.
T
ea
ch
er
s
wh
o
s
co
r
e
(
M+
1
SD)
o
r
a
b
o
v
e
ar
e
c
o
n
s
id
er
ed
h
ig
h
,
wh
ile
th
o
s
e
wh
o
s
e
s
co
r
e
s
ar
e
(
M−
1
SD)
o
r
lo
wer
ar
e
co
n
s
id
er
ed
lo
w.
A
ty
p
ical
s
et
o
f
r
esu
lts
f
alls
s
o
m
ewh
er
e
b
etwe
en
t
h
ese
two
ex
tr
em
es.
R
eg
ar
d
in
g
o
v
er
all
b
elief
s
,
th
e
m
ea
n
is
1
1
3
.
5
3
,
an
d
th
e
s
tan
d
ar
d
d
e
v
iatio
n
is
2
2
.
0
2
1
.
T
h
e
b
elief
is
co
n
s
id
er
ed
s
u
b
s
tan
tial
if
th
e
s
co
r
e
is
m
o
r
e
th
an
M+
SD
(
1
3
5
.
5
5
1
)
,
m
o
d
er
ate
if
it
is
b
etwe
en
M
-
SD
an
d
M+
SD
(
9
1
.
5
0
9
an
d
1
3
5
.
5
5
1
)
,
an
d
lo
w
if
it
is
les
s
th
an
M
-
S
D
(
9
1
.
5
0
9
)
.
W
ith
a
s
co
r
e
r
an
g
in
g
f
r
o
m
9
1
.
5
0
9
to
1
3
5
.
5
5
1
,
th
e
s
am
p
le’
s
av
er
ag
e
b
elief
is
1
1
3
.
5
3
.
Fig
u
r
e
1
s
h
o
ws th
at
s
ec
o
n
d
ar
y
s
ch
o
o
l p
r
o
f
ess
io
n
als h
av
e
a
m
o
d
er
ate
attit
u
d
e
to
war
d
s
E
SD.
T
ab
le
5
.
Descr
ip
tiv
e
s
tatis
tics
o
f
th
e
v
a
r
iab
le
–
b
elief
s
to
war
d
s
E
SD
D
e
scri
p
t
i
v
e
s
t
a
t
i
st
i
c
s
N
4
0
0
M
e
a
n
1
2
0
.
2
5
M
e
d
i
a
n
1
2
0
.
5
0
M
o
d
e
1
2
4
.
0
0
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
2
2
.
0
2
1
V
a
r
i
a
n
c
e
4
8
4
.
9
2
4
Fig
u
r
e
1
.
L
e
v
el
o
f
b
elief
s
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l te
ac
h
er
s
to
wa
r
d
s
E
SD
13%
75%
12%
T
he
L
e
v
e
l
o
f b
e
l
i
e
fs
o
f s
e
c
o
nda
ry
s
c
hoo
l
t
e
a
c
he
rs
t
o
wa
rds
E
SD
L
o
w
Mo
d
e
r
ate
H
i
g
h
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
B
eliefs o
f seco
n
d
a
r
y
s
ch
o
o
l te
a
ch
ers
to
w
a
r
d
s
ed
u
ca
tio
n
fo
r
s
u
s
ta
in
a
b
le
d
ev
elo
p
me
n
t:
…
(
S
ijo
V
a
r
g
h
ese)
1337
Fig
u
r
e
1
r
ev
ea
ls
th
e
b
elief
s
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
.
T
h
e
g
r
ap
h
in
d
icate
s
th
at
1
3
% o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
p
o
s
s
ess
a
lo
w
b
elief
,
7
5
%
(
N=
3
0
1
)
h
av
e
a
m
o
d
er
ate
b
elief
in
E
SD,
an
d
1
2
%
h
av
e
a
f
ir
m
b
elief
.
B
ased
o
n
th
e
ev
alu
atio
n
o
f
r
esear
ch
q
u
esti
o
n
2
,
wh
ic
h
aim
ed
to
an
aly
ze
b
elief
s
ab
o
u
t
E
SD
in
r
elatio
n
to
p
r
o
f
ess
io
n
al
d
eg
r
ee
s
,
th
e
s
tu
d
y
em
p
lo
y
ed
an
in
d
e
p
en
d
e
n
t
-
s
am
p
les
F
-
test
.
T
h
e
d
ep
en
d
en
t
v
ar
iab
le,
b
elief
s
to
war
d
s
E
SD,
is
m
ea
s
u
r
ed
at
th
e
in
ter
v
al
lev
el
an
d
is
ap
p
r
o
x
im
ately
n
o
r
m
al.
T
h
e
in
d
ep
en
d
en
t
v
ar
iab
le
v
ar
ies
b
y
lev
el
o
f
g
r
ad
u
atio
n
.
I
t
h
as
th
r
ee
ca
teg
o
r
ies:
a
b
ac
h
elo
r
’
s
d
eg
r
ee
,
a
p
o
s
tg
r
a
d
u
ate
d
eg
r
ee
,
an
d
a
n
MPh
il
o
r
a
d
o
cto
r
ate.
T
h
e
s
am
p
le
s
ize
is
s
u
b
s
tan
tial
an
d
s
atis
f
ie
s
th
e
cr
iter
ia
f
o
r
th
e
in
d
ep
en
d
en
t
F
-
test
.
T
h
e
v
ar
ian
ce
s
am
o
n
g
t
h
e
th
r
ee
g
r
o
u
p
s
b
ein
g
co
m
p
ar
e
d
ar
e
h
ig
h
l
y
s
ig
n
if
ic
an
t
(
p
=0
.
0
0
2
<0
.
0
5
)
,
i
n
d
icatin
g
th
at
k
n
o
wled
g
e
o
f
E
SD
v
ar
ies
d
r
am
atica
lly
b
y
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
.
P
o
s
t
h
o
c
test
in
g
r
ev
ea
led
th
at
u
n
d
er
g
r
ad
u
ate
-
lev
el
teac
h
er
s
u
n
d
er
s
tan
d
E
SD le
s
s
th
an
th
eir
co
u
n
ter
p
ar
ts
.
T
h
e
an
aly
s
is
r
esu
lts
ar
e
p
r
esen
ted
in
T
ab
le
6
.
T
ab
le
6
.
Seco
n
d
ar
y
s
ch
o
o
l te
a
ch
er
s’
b
elief
s
ab
o
u
t E
SD b
y
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
P
r
o
f
e
ssi
o
n
a
l
q
u
a
l
i
f
i
c
a
t
i
o
n
s
N
M
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
C
a
l
c
u
l
a
t
e
d
F
-
va
l
u
e
p
-
va
l
u
e
R
e
mar
k
s
B
a
c
h
e
l
o
r
d
e
g
r
e
e
71
1
1
7
.
2
8
.
8
1
2
.
3
3
2
0
.
0
0
2
S
i
g
n
i
f
i
c
a
n
t
M
a
s
t
e
r
’
s
d
e
g
r
e
e
3
0
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1
2
1
.
5
2
1
0
.
5
M
P
h
i
l
/
P
h
D
d
e
g
r
e
e
22
1
1
7
.
5
1
3
.
4
Of
th
e
teac
h
i
n
g
p
r
o
f
ess
io
n
als
lis
ted
in
T
ab
le
6
,
7
1
h
o
l
d
u
n
d
er
g
r
a
d
u
ate
d
eg
r
ee
s
,
3
0
7
h
o
l
d
m
aster
’
s
d
eg
r
ee
s
,
a
n
d
2
2
h
o
ld
d
o
cto
r
a
tes.
T
h
e
p
er
f
o
r
m
an
ce
s
co
r
es
in
d
icate
d
th
at
teac
h
er
s
with
b
ac
h
elo
r
’
s
d
eg
r
ee
s
av
er
ag
ed
1
1
7
.
2
(
SD=8
.
8
)
,
w
h
ile
th
o
s
e
with
m
aster
’
s
d
e
g
r
ee
s
av
er
a
g
ed
1
2
1
.
5
2
(
SD=1
0
.
5
)
.
I
n
c
o
n
tr
ast,
th
e
MPh
il
o
r
d
o
cto
r
ate
h
o
ld
er
s
s
co
r
ed
an
av
er
ag
e
o
f
1
1
7
.
5
(
SD=1
3
.
4
)
.
A
s
ig
n
if
ican
t
s
tatis
tical
d
if
f
er
en
ce
was
o
b
s
er
v
ed
(
p
-
v
alu
e=
0
.
0
0
2
)
,
i
n
d
icatin
g
th
at
ed
u
ca
tio
n
al
q
u
alif
icatio
n
s
in
d
ee
d
af
f
ec
t
b
elief
s
ab
o
u
t
E
SD.
T
h
e
r
esu
lts
f
av
o
r
r
ejec
tin
g
th
e
n
u
ll
h
y
p
o
th
esis
,
d
em
o
n
s
tr
atin
g
d
is
tin
ct
attitu
d
es
to
war
d
s
E
S
D
b
y
d
eg
r
ee
lev
el.
No
tab
ly
,
m
aster
’
s
d
eg
r
ee
tea
ch
er
s
ex
h
ib
ite
d
th
e
m
o
s
t
p
o
s
itiv
e
attitu
d
es
to
war
d
s
E
SD,
wh
ile
v
ar
ian
ce
was
p
ar
ticu
lar
ly
h
ig
h
am
o
n
g
th
e
MPh
il/
d
o
cto
r
ate
g
r
o
u
p
.
T
h
i
s
s
u
g
g
ests
th
at
ac
ad
e
m
ic
q
u
alif
icatio
n
s
d
ir
ec
tly
in
f
lu
en
ce
b
elief
s
ab
o
u
t E
SD,
with
v
ar
iatio
n
s
in
p
er
s
p
ec
tiv
e
ev
id
en
t a
cr
o
s
s
th
e
ed
u
ca
tio
n
le
v
els ass
es
s
ed
.
T
ab
le
7
s
h
o
ws
th
at
o
f
th
e
4
0
0
s
am
p
led
teac
h
er
s
,
2
1
1
we
r
e
f
r
o
m
h
i
g
h
s
ch
o
o
ls
,
1
6
2
f
r
o
m
h
ig
h
e
r
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
an
d
2
7
h
el
d
ad
m
in
is
tr
ativ
e
r
o
les
ac
r
o
s
s
b
o
th
.
Ad
m
in
is
tr
ativ
e
teac
h
er
s
wer
e
ex
clu
d
e
d
d
u
e
to
th
eir
lim
ited
n
u
m
b
er
s
.
T
h
e
av
er
ag
e
s
co
r
e
f
o
r
h
ig
h
s
ch
o
o
l
teac
h
er
s
was
1
1
9
.
9
1
(
SD=1
0
.
2
9
8
)
,
wh
ile
t
h
at
f
o
r
h
ig
h
er
s
ec
o
n
d
ar
y
s
ch
o
o
l
ed
u
c
ato
r
s
was
1
2
0
.
4
6
(
SD=1
0
.
7
3
6
)
.
A
p
-
v
alu
e
o
f
0
.
4
6
3
,
ex
ce
e
d
i
n
g
th
e
s
ig
n
if
ican
ce
th
r
esh
o
ld
o
f
0
.
0
5
,
i
n
d
icate
s
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
b
elief
s
a
b
o
u
t
E
SD
b
ased
o
n
teac
h
in
g
p
o
s
itio
n
.
T
h
is
s
u
g
g
ests
th
at
h
ig
h
s
ch
o
o
l
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
e
r
s
h
eld
s
im
ilar
v
ie
ws,
with
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
ex
p
r
ess
in
g
s
lig
h
tly
m
o
r
e
f
av
o
r
a
b
le
b
elief
s
.
B
o
th
g
r
o
u
p
s
s
h
o
wed
co
m
p
ar
ab
le
s
tan
d
ar
d
d
ev
iatio
n
s
,
in
d
icatin
g
s
im
ilar
b
elief
d
is
tr
ib
u
tio
n
s
.
T
h
e
h
y
p
o
th
esis
p
r
o
p
o
s
ed
t
h
at
teac
h
er
s
’
b
elief
s
r
eg
ar
d
in
g
E
SD
d
id
n
o
t
d
if
f
er
s
ig
n
i
f
ican
tly
b
y
s
tatu
s
,
as
ev
id
e
n
ce
d
b
y
a
m
in
im
al
m
ea
n
d
if
f
e
r
e
n
ce
o
f
0
.
5
5
p
o
in
ts
,
co
n
f
ir
m
in
g
th
at
teac
h
in
g
p
o
s
itio
n
h
ad
a
n
eg
lig
i
b
le
im
p
ac
t o
n
th
ese
b
elief
s
.
T
ab
le
7
.
Seco
n
d
ar
y
s
ch
o
o
l te
a
ch
er
s
’
b
elief
s
to
war
d
s
E
SD b
a
s
ed
o
n
th
eir
s
tatu
s
an
d
p
o
s
itio
n
S
t
a
t
u
s
o
f
p
o
si
t
i
o
n
N*
M
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
C
a
l
c
u
l
a
t
e
d
t
-
v
a
l
u
e
p
-
va
l
u
e
R
e
mar
k
s
H
i
g
h
sc
h
o
o
l
a
ssi
s
t
a
n
t
2
1
1
1
1
9
.
9
1
1
0
.
2
9
8
0
.
7
3
3
0
.
4
6
3
N
o
t
s
i
g
n
i
f
i
c
a
n
t
H
i
g
h
e
r
s
e
c
o
n
d
a
r
y
s
c
h
o
o
l
t
e
a
c
h
e
r
1
6
2
1
2
0
.
4
6
1
0
.
7
3
6
*
Te
a
c
h
e
r
s
w
i
t
h
a
d
mi
n
i
st
r
a
t
i
v
e
p
o
si
t
i
o
n
s
l
i
k
e
H
M
a
n
d
p
r
i
n
c
i
p
a
l
s
w
e
r
e
v
e
r
y
f
e
w
i
n
t
h
e
sa
mp
l
e
;
h
e
n
c
e
,
t
h
e
s
t
u
d
y
d
i
d
n
o
t
i
n
c
l
u
d
e
t
h
e
m i
n
t
h
i
s
c
o
mp
a
r
i
s
o
n
.
T
ab
le
8
p
r
esen
ts
th
e
d
is
tr
ib
u
ti
o
n
o
f
teac
h
in
g
ex
p
e
r
ien
ce
am
o
n
g
4
0
0
teac
h
er
s
,
r
ev
ea
lin
g
th
at
1
0
3
h
ad
6
to
1
1
y
ea
r
s
,
7
4
h
ad
1
1
to
1
6
y
ea
r
s
,
6
3
h
ad
1
6
to
2
1
y
ea
r
s
,
1
3
3
h
ad
2
1
to
2
6
y
ea
r
s
,
an
d
2
7
h
a
d
o
v
er
2
6
y
ea
r
s
o
f
ex
p
er
ie
n
ce
.
T
h
e
a
n
aly
s
is
o
f
test
s
co
r
es
s
h
o
ws
th
at
th
e
1
6
-
to
2
1
-
y
ea
r
-
o
ld
c
o
h
o
r
t
h
as
th
e
h
ig
h
est
m
ea
n
s
co
r
e
o
f
1
2
2
.
9
4
(
SD=1
1
.
4
9
)
,
f
o
llo
w
ed
clo
s
ely
b
y
th
e
2
6
+
c
o
h
o
r
t
at
1
2
2
.
5
2
(
SD=9
.
7
2
)
.
C
o
n
v
er
s
ely
,
teac
h
er
s
with
1
1
to
1
6
y
ea
r
s
h
a
d
th
e
lo
west
m
ea
n
o
f
1
1
8
.
2
8
(
SD=8
.
8
4
)
,
wh
ile
th
o
s
e
with
6
t
o
1
1
y
ea
r
s
s
co
r
ed
a
m
ea
n
o
f
1
1
8
.
6
2
(
SD=1
0
.
6
2
)
.
A
s
tatis
ti
ca
lly
s
ig
n
if
ican
t
d
if
f
er
en
ce
w
as
f
o
u
n
d
(
p
-
v
alu
e=
0
.
0
1
1
)
,
lea
d
in
g
to
r
ejec
tio
n
o
f
th
e
n
u
ll
h
y
p
o
t
h
esis
.
T
h
is
s
u
g
g
ests
th
at
teac
h
er
s
’
b
elief
s
r
e
g
ar
d
in
g
E
SD
d
if
f
e
r
s
ig
n
if
ican
tly
with
ex
p
er
ien
ce
,
n
o
tab
ly
im
p
r
o
v
in
g
af
ter
1
6
y
ea
r
s
,
wh
ile
th
o
s
e
with
less
ex
p
er
ien
ce
d
is
p
lay
ed
less
f
av
o
r
a
b
le
v
iews.
T
h
e
co
n
s
is
ten
t stan
d
ar
d
d
ev
iat
io
n
s
s
u
g
g
est s
im
ilar
v
ar
iab
ilit
y
in
s
co
r
es a
cr
o
s
s
ex
p
e
r
ien
ce
g
r
o
u
p
s
.
T
h
is
s
tu
d
y
g
en
er
ated
h
i
g
h
ly
s
ig
n
if
ican
t
r
esu
lts
ab
o
u
t
E
SD.
A
to
tal
o
f
9
0
%
o
f
th
e
teac
h
er
s
b
eliev
ed
E
SD
ca
n
en
h
an
ce
s
tu
d
e
n
ts
’
f
u
tu
r
e
d
ec
is
io
n
-
m
a
k
in
g
a
b
ilit
ies.
I
n
ad
d
itio
n
,
7
2
%
o
f
teac
h
e
r
s
d
is
ag
r
ee
d
with
th
e
ass
er
tio
n
th
at
in
co
r
p
o
r
atin
g
E
SD
in
to
th
e
cu
r
r
icu
lu
m
d
im
in
is
h
es
s
tu
d
en
t
m
o
tiv
atio
n
.
Up
to
5
8
%
o
f
teac
h
e
r
s
co
n
ten
d
e
d
th
at
tex
tb
o
o
k
ac
tiv
i
ties
ar
e
in
ad
eq
u
ate
f
o
r
E
SD.
C
o
n
v
er
s
ely
,
th
e
s
tu
d
y
r
ev
ea
ls
a
h
ig
h
l
y
s
ig
n
if
ican
t
f
in
d
in
g
th
at
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
h
av
e
s
tr
o
n
g
p
o
s
itiv
e
b
elief
s
to
war
d
s
E
SD.
Seco
n
d
a
r
y
s
ch
o
o
l
teac
h
er
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
3
3
2
-
1
3
4
2
1338
co
n
s
titu
te
a
d
iv
er
s
e
s
eg
m
e
n
t
o
f
th
e
ed
u
ca
ti
o
n
al
co
m
m
u
n
ity
,
an
d
7
5
%
s
tr
o
n
g
ly
b
eli
ev
e
in
E
SD.
T
h
e
co
m
p
ar
is
o
n
o
f
s
ec
o
n
d
ar
y
s
c
h
o
o
l
teac
h
e
r
s
’
b
elief
s
b
ased
o
n
t
h
eir
p
r
o
f
ess
io
n
al
q
u
ali
f
icatio
n
s
r
ev
ea
led
co
n
s
id
er
ab
le
d
if
f
er
en
ce
s
in
t
h
eir
m
ea
n
s
co
r
es.
T
ea
ch
e
r
s
with
ex
ten
s
iv
e
ex
p
er
ien
ce
e
x
h
ib
ited
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
eir
m
ea
n
s
co
r
e
s
r
eg
ar
d
i
n
g
b
elief
s
ab
o
u
t
E
SD.
W
h
en
c
o
m
p
a
r
in
g
teac
h
er
s
a
cr
o
s
s
p
o
s
itio
n
s
an
d
s
tatu
s
es r
eg
ar
d
in
g
th
eir
b
elief
s
ab
o
u
t E
SD,
th
e
s
tu
d
y
f
o
u
n
d
n
o
d
if
f
er
e
n
ce
s
.
T
ab
le
8
.
Seco
n
d
ar
y
s
ch
o
o
l te
a
ch
er
s
’
b
elief
s
to
war
d
s
E
SD b
a
s
ed
o
n
teac
h
in
g
ex
p
e
r
ien
ce
Te
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
i
n
y
e
a
r
s
N
M
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
C
a
l
c
u
l
a
t
e
d
F
-
v
a
l
ue
p
-
v
a
l
u
e
R
e
mar
k
s
6
y
e
a
r
s
t
o
1
1
y
e
a
r
s
1
0
3
1
1
8
.
6
2
1
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.
6
2
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3
.
0
9
0
.
0
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S
i
g
n
i
f
i
c
a
n
t
1
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r
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o
1
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y
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r
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74
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8
.
2
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.
8
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1
6
y
e
a
r
s
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o
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r
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63
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.
9
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r
s
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o
2
6
y
e
a
r
s
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3
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8
6
1
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7
1
2
6
y
e
a
r
s
a
n
d
a
b
o
v
e
27
1
2
2
.
5
2
9
.
7
2
4.
DIS
CU
SS
I
O
N
T
h
e
cu
r
r
en
t
s
tu
d
y
ex
am
in
e
d
t
h
e
b
elief
s
o
f
4
0
0
teac
h
e
r
s
in
t
h
e
s
am
p
le
a
n
d
th
eir
ass
o
ciate
d
v
ar
ia
b
les
r
eg
ar
d
in
g
E
SD.
T
ea
ch
er
s
ar
e
war
m
ly
r
ec
eiv
in
g
th
e
in
co
r
p
o
r
atio
n
o
f
E
SD
in
to
th
e
cu
r
r
ic
u
lu
m
[
2
4
]
,
[
25
]
,
[
5
3
]
.
Acc
o
r
d
in
g
to
th
is
s
tu
d
y
,
3
0
0
o
u
t
o
f
4
0
0
teac
h
er
s
h
o
ld
f
av
o
r
a
b
le
o
p
in
io
n
s
ab
o
u
t
E
SD,
d
esp
ite
ce
r
tain
co
n
s
tr
ain
ts
an
d
d
if
f
icu
lties
ass
o
ciate
d
with
its
im
p
lem
e
n
tatio
n
,
as
i
n
Fig
u
r
e
1
.
Acc
o
r
d
in
g
to
th
e
s
tu
d
y
,
b
elief
ch
an
g
es
s
h
o
u
ld
b
e
c
o
n
s
id
er
ed
a
cr
u
cial
co
m
p
o
n
en
t
o
f
E
SD.
B
elief
s
ar
e
s
u
b
ject
t
o
c
h
an
g
e
in
r
esp
o
n
s
e
to
n
ew
in
f
o
r
m
atio
n
b
ec
au
s
e
th
ey
ar
e
s
u
b
jectiv
e.
At
d
if
f
er
en
t
s
tag
es
o
f
th
eir
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
,
E
SD
is
im
p
ac
tin
g
teac
h
er
e
d
u
ca
tio
n
[
5
4
]
.
T
h
is
is
s
ig
n
if
ican
t
with
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
’
p
r
o
f
ess
io
n
al
q
u
alif
icatio
n
s
an
d
b
elief
s
r
eg
a
r
d
in
g
E
SD,
as
in
d
icate
d
i
n
T
a
b
le
6
.
Ho
wev
er
,
teac
h
e
r
e
d
u
ca
tio
n
s
y
s
tem
s
s
h
o
u
ld
wo
r
k
m
o
r
e
d
ilig
en
tly
to
e
n
s
u
r
e
th
at
asp
ir
in
g
teac
h
er
s
ar
e
p
r
ep
ar
ed
to
teac
h
an
d
e
n
co
u
r
a
g
e
d
to
h
av
e
a
p
o
s
itiv
e
o
u
tlo
o
k
o
n
E
SD.
Ad
d
itio
n
ally
,
u
n
d
er
a
d
e
p
ar
tm
en
tal
m
a
n
d
a
te,
teac
h
er
s
cu
r
r
en
tly
em
p
lo
y
e
d
in
e
d
u
ca
tio
n
ca
n
r
ec
eiv
e
tr
ain
in
g
as
p
ar
t
o
f
th
eir
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
[
1
5
]
.
T
h
is
co
u
ld
im
p
r
o
v
e
th
eir
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es a
n
d
h
el
p
th
em
ac
h
ie
v
e
th
e
SDGs
o
f
th
e
2
0
3
0
Ag
en
d
a
.
T
h
e
s
tu
d
y
r
e
v
ea
ls
th
at
teac
h
er
s
g
en
er
ally
h
o
ld
o
p
tim
is
tic
b
elief
s
ab
o
u
t
E
SD,
wh
ich
ar
e
cr
u
cial
to
it
s
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
in
th
e
cu
r
r
ic
u
lu
m
[
2
4
]
.
A
s
ig
n
if
ican
t
s
h
if
t
in
th
ese
b
elief
s
is
id
en
tifie
d
as
a
f
o
u
n
d
atio
n
al
elem
e
n
t
o
f
E
S
D.
T
h
e
f
in
d
in
g
s
alig
n
with
g
o
v
er
n
m
en
t
e
f
f
o
r
ts
to
en
h
a
n
ce
s
u
s
tain
ab
ilit
y
-
r
elate
d
ac
tiv
ities
in
ed
u
ca
tio
n
,
i
n
d
icat
in
g
th
at
in
teg
r
atin
g
E
SD
ca
n
h
elp
p
r
e
v
en
t
p
o
llu
tio
n
,
p
r
o
tect
b
io
d
iv
er
s
ity
,
a
n
d
r
ed
u
ce
d
e
f
o
r
estatio
n
.
I
t
is
em
p
h
asized
th
at
s
u
s
tain
ab
ilit
y
p
r
in
cip
les
m
u
s
t
b
e
em
b
ed
d
ed
with
in
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
,
as
teac
h
er
s
p
lay
a
p
iv
o
tal
r
o
le
i
n
in
f
l
u
en
cin
g
s
o
cieta
l
ch
an
g
e
th
r
o
u
g
h
th
eir
k
n
o
wled
g
e
d
is
s
em
in
atio
n
.
Alth
o
u
g
h
teac
h
er
s
p
o
s
s
ess
m
o
d
er
ate
b
elief
s
ab
o
u
t
E
SD,
f
o
s
ter
in
g
a
m
o
r
e
h
o
lis
tic
ap
p
r
o
ac
h
in
teac
h
er
tr
ain
i
n
g
is
ess
en
tial
to
b
o
ls
ter
th
eir
co
n
f
id
en
ce
an
d
p
r
ep
ar
ed
n
ess
.
T
ea
ch
er
ed
u
ca
tio
n
in
itiativ
es
s
h
o
u
ld
p
r
io
r
itize
an
in
teg
r
ate
d
cu
r
r
ic
u
lu
m
th
at
en
co
m
p
ass
es
E
SD
ac
r
o
s
s
v
ar
io
u
s
d
is
cip
lin
es
wh
ile
also
p
r
o
m
o
tin
g
a
p
o
s
itiv
e
d
is
p
o
s
itio
n
to
war
d
s
s
u
s
tain
ab
ilit
y
am
o
n
g
teac
h
er
s
an
d
s
tu
d
en
ts
.
T
h
e
s
tu
d
y
h
ig
h
lig
h
ts
th
e
o
n
g
o
in
g
ch
allen
g
es
o
f
alig
n
in
g
i
n
ter
n
atio
n
al
s
u
s
tain
ab
ilit
y
co
m
m
itm
en
ts
with
lo
ca
l
ed
u
ca
ti
o
n
al
p
r
ac
tices
an
d
ad
v
o
ca
tes f
o
r
leg
is
lativ
e
s
u
p
p
o
r
t to
em
b
e
d
E
SD c
o
m
p
r
eh
en
s
iv
ely
ac
r
o
s
s
ed
u
ca
tio
n
al
f
r
am
e
wo
r
k
s
[
2
3
]
,
[
2
8
]
.
Acc
o
r
d
in
g
to
th
e
f
in
d
in
g
s
,
teac
h
er
s
with
h
ig
h
er
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
s
an
d
cu
m
u
lativ
e
teac
h
in
g
ex
p
er
ien
ce
u
p
g
r
ad
ed
th
eir
E
SD
b
elief
s
m
o
r
e
th
a
n
th
o
s
e
with
h
ier
ar
c
h
ical
s
tatu
s
,
in
co
r
p
o
r
atin
g
cr
itical
th
in
k
in
g
,
r
esear
ch
s
k
ills
,
an
d
co
n
tem
p
o
r
ar
y
ed
u
ca
tio
n
al
p
h
ilo
s
o
p
h
ies,
an
d
d
e
v
elo
p
in
g
m
o
r
e
p
r
o
f
o
u
n
d
an
d
co
m
p
r
eh
e
n
s
iv
e
s
u
s
tain
ab
ilit
y
b
elief
s
th
an
in
p
r
e
v
io
u
s
s
tu
d
ies.
Sp
ec
ialized
co
u
r
s
es
o
r
r
esear
ch
m
ay
h
a
v
e
im
p
r
o
v
e
d
s
u
s
tain
ab
ilit
y
o
r
E
SD
k
n
o
wled
g
e.
Ad
d
itio
n
ally
,
e
x
p
er
ien
ce
d
teac
h
e
r
s
n
o
te
d
c
h
a
n
g
es
in
p
ed
a
g
o
g
ical
p
r
io
r
ities
an
d
in
cr
ea
s
ed
o
p
p
o
r
t
u
n
ities
f
o
r
E
SD a
p
p
licatio
n
an
d
r
ef
lectio
n
.
T
h
is
en
co
u
n
ter
en
h
an
ce
s
th
eir
b
elief
in
E
SD’
s
im
p
o
r
tan
ce
a
n
d
i
m
p
ac
t.
T
h
e
teac
h
er
lev
el
o
r
ad
m
in
is
tr
ativ
e
p
o
s
itio
n
d
i
d
n
o
t
af
f
ec
t
th
eir
s
u
s
tain
ab
ilit
y
attitu
d
es
b
ec
au
s
e
th
ey
o
f
ten
s
h
ar
e
d
s
im
ilar
p
r
o
f
ess
io
n
al
v
alu
es
an
d
ed
u
ca
t
io
n
al
p
h
ilo
s
o
p
h
ies,
esp
ec
ially
wh
en
wo
r
k
in
g
with
in
th
e
s
am
e
ed
u
ca
tio
n
al
cu
ltu
r
e
o
r
p
o
licy
f
r
am
ew
o
r
k
.
Pr
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
p
r
o
g
r
a
m
s
th
at
tar
g
et
s
ec
o
n
d
a
r
y
s
ch
o
o
l te
ac
h
er
s
’
ac
a
d
em
ic
le
v
els an
d
y
ea
r
s
o
f
ex
p
er
ie
n
ce
,
r
ath
er
th
an
jo
b
titl
es
o
r
p
o
s
itio
n
s
,
h
av
e
b
ee
n
s
h
o
w
n
to
im
p
r
o
v
e
E
SD
b
elief
s
.
I
n
co
n
tr
ast
to
p
r
i
o
r
s
tu
d
ies,
h
i
g
h
ly
q
u
alif
ied
a
n
d
ex
p
er
ien
ce
d
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
ex
h
ib
it c
o
n
f
id
en
ce
in
im
p
lem
en
tin
g
E
SD [
1
5
]
,
[
2
3
]
.
T
h
e
s
tu
d
y
s
u
g
g
ests
th
at
all
teac
h
er
s
s
h
o
u
ld
p
ar
ticip
ate
in
p
r
o
jects
f
o
cu
s
in
g
o
n
SD
an
d
th
e
en
v
ir
o
n
m
en
t
to
g
ain
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
en
v
ir
o
n
m
e
n
tal
s
u
s
tain
ab
ilit
y
.
T
h
e
2
0
3
0
ag
e
n
d
a
o
n
E
SD
p
r
o
v
id
es
a
s
y
s
tem
ic
ap
p
r
o
ac
h
to
s
u
s
tain
ab
ilit
y
,
wh
i
ch
co
u
ld
lead
to
a
p
ar
ad
ig
m
s
h
if
t
in
s
u
s
tain
ab
le
p
r
ac
tices
[
5
5
]
.
T
h
e
s
tu
d
y
r
ec
o
m
m
en
d
s
m
o
d
if
icatio
n
s
to
th
e
cu
r
r
icu
lu
m
,
s
u
ch
as
d
if
f
er
e
n
t
p
ed
ag
o
g
ies
f
o
r
a
s
o
ciety
with
ac
ce
s
s
to
ar
tif
icial
in
tellig
en
ce
,
g
o
v
er
n
m
en
t
s
u
p
p
o
r
t
f
o
r
E
SD
teac
h
er
tr
ain
in
g
in
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
,
an
d
an
u
p
d
ate
to
th
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
cu
r
r
ic
u
lu
m
to
r
ef
lect
r
ea
l
-
wo
r
ld
i
m
p
licatio
n
s
o
f
SD.
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
B
eliefs o
f seco
n
d
a
r
y
s
ch
o
o
l te
a
ch
ers
to
w
a
r
d
s
ed
u
ca
tio
n
fo
r
s
u
s
ta
in
a
b
le
d
ev
elo
p
me
n
t:
…
(
S
ijo
V
a
r
g
h
ese)
1339
T
ea
ch
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
s
s
h
o
u
ld
u
n
d
e
r
g
o
a
r
ad
ical
m
a
k
eo
v
er
,
f
o
c
u
s
in
g
o
n
s
u
s
tain
ab
ilit
y
an
d
th
e
f
u
tu
r
e
.
Fu
tu
r
e
teac
h
er
s
s
h
o
u
l
d
r
ec
eiv
e
tr
ain
in
g
in
teac
h
in
g
SD e
f
f
ec
t
iv
ely
to
m
ee
t so
cieta
l d
em
a
n
d
s
[
5
6
]
.
T
h
e
r
esear
ch
in
d
icate
s
th
at
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
in
Ker
ala
g
en
er
ally
h
o
ld
p
o
s
itiv
e
b
elief
s
to
war
d
s
E
SD,
with
7
5
% e
x
h
ib
itin
g
m
o
d
er
ate
attitu
d
es.
T
h
is
in
s
ig
h
t su
p
p
o
r
ts
en
h
a
n
ce
m
en
ts
in
teac
h
er
tr
ain
in
g
an
d
p
o
licy
im
p
lem
en
tatio
n
u
n
d
er
th
e
NE
P
2
0
2
0
,
wh
ich
f
o
cu
s
es
o
n
d
ev
elo
p
in
g
en
v
i
r
o
n
m
en
tally
awa
r
e
citizen
s
.
T
h
e
i
n
f
lu
en
ce
o
f
tea
ch
er
s
’
q
u
alif
icatio
n
s
an
d
e
x
p
er
ien
ce
o
n
E
SD
b
elief
s
u
n
d
er
s
co
r
es
th
e
n
ee
d
f
o
r
tailo
r
ed
tr
ain
in
g
p
r
o
g
r
am
s
to
en
h
an
ce
u
n
d
er
s
tan
d
in
g
a
n
d
te
ac
h
in
g
s
tr
ateg
ies
f
o
r
s
u
s
tain
a
b
ilit
y
.
Fu
r
th
er
m
o
r
e,
g
ap
s
in
tex
tb
o
o
k
ac
tiv
ities
an
d
cu
r
r
icu
lu
m
s
u
g
g
est
a
m
is
m
atch
b
etwe
en
p
o
licy
g
o
als
an
d
c
lass
r
o
o
m
p
r
ac
tices.
NE
P
2
0
2
0
a
d
v
o
ca
tes
f
o
r
f
le
x
ib
le,
co
m
p
ete
n
cy
-
b
ased
ed
u
ca
t
io
n
,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
en
r
ich
ed
te
x
tb
o
o
k
s
an
d
wh
o
le
-
s
ch
o
o
l
s
u
s
tain
ab
ilit
y
p
r
ac
tices.
T
h
e
f
i
n
d
in
g
s
u
n
d
e
r
s
co
r
e
th
e
i
m
p
o
r
ta
n
ce
o
f
u
n
iv
er
s
al
E
SD
tr
ain
in
g
f
o
r
all
teac
h
e
r
s
,
alig
n
in
g
with
th
e
v
is
io
n
o
f
NE
P
2
0
2
0
[
4
6
]
,
[
4
9
]
f
o
r
h
o
lis
tic
d
ev
elo
p
m
en
t
an
d
g
lo
b
al
citizen
s
h
ip
,
u
ltima
tely
aid
in
g
i
n
ac
h
iev
in
g
I
n
d
ia
’
s
SDG
4
.
7
t
ar
g
ets.
5.
CO
NCLU
SI
O
N
T
h
e
r
esear
ch
o
n
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
’
b
elief
s
r
eg
ar
d
in
g
E
SD
h
i
g
h
lig
h
ts
a
s
ig
n
if
ica
n
t
p
o
s
itiv
e
d
is
p
o
s
itio
n
to
war
d
s
E
SD
im
p
lem
en
tatio
n
th
r
o
u
g
h
o
r
g
a
n
ized
cu
r
r
icu
la,
tailo
r
e
d
r
eso
u
r
ce
s
,
an
d
d
ef
in
ed
in
s
tr
u
ctio
n
al
s
tr
ateg
ies.
C
o
n
ce
n
tr
atin
g
o
n
a
s
am
p
le
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
i
n
Ker
al
a,
I
n
d
ia,
th
e
s
tu
d
y
in
d
icate
s
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
b
elief
s
b
y
p
o
s
itio
n
al
s
tatu
s
.
Ho
wev
er
,
th
er
e
ar
e
n
o
tab
le
v
ar
iatio
n
s
in
teac
h
er
s
’
p
r
o
f
ess
io
n
al
q
u
alif
ic
atio
n
s
an
d
teac
h
in
g
ex
p
e
r
ien
c
e.
W
h
ile
m
o
s
t
teac
h
er
s
tak
e
a
co
n
s
tr
u
ctiv
e
s
tan
ce
o
n
E
SD,
s
o
m
e
ex
h
i
b
it
co
n
f
u
s
io
n
,
ig
n
o
r
a
n
ce
o
f
s
u
s
tain
ab
ilit
y
-
f
o
s
ter
in
g
m
eth
o
d
o
lo
g
ies,
o
r
u
n
ce
r
tain
t
y
ab
o
u
t
h
o
w
to
ac
h
iev
e
s
o
cieta
l
ch
a
n
g
e.
T
h
e
r
esear
ch
is
lim
ited
t
o
a
s
in
g
le
g
eo
g
r
ap
h
ical
co
n
te
x
t,
wh
ich
m
ay
lim
it
u
n
d
er
s
tan
d
i
n
g
o
f
teac
h
er
s
’
b
e
lief
s
ac
r
o
s
s
d
if
f
er
en
t
r
eg
io
n
s
o
r
g
r
a
d
e
lev
els.
C
o
n
s
eq
u
en
tly
,
f
u
tu
r
e
r
esear
ch
is
en
co
u
r
a
g
ed
to
i
n
clu
d
e
p
r
im
a
r
y
s
ch
o
o
l
teac
h
er
s
an
d
t
o
co
n
d
u
ct
lo
n
g
itu
d
in
al
s
tu
d
ies
to
d
ee
p
en
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
’
u
n
d
er
s
tan
d
in
g
o
f
E
SD.
T
h
e
s
tu
d
y
ad
v
o
ca
te
s
tar
g
eted
E
SD
-
f
o
cu
s
ed
in
ter
v
en
tio
n
s
f
o
r
teac
h
e
r
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
an
d
ca
lls
f
o
r
cu
r
r
icu
lu
m
ad
ju
s
t
m
en
ts
to
ef
f
ec
tiv
ely
i
n
co
r
p
o
r
ate
E
SD
p
r
in
cip
les,
o
f
f
er
in
g
cr
u
cial
in
s
ig
h
ts
f
o
r
ed
u
ca
tio
n
al
s
tak
eh
o
ld
e
r
s
s
ee
k
in
g
to
en
h
a
n
ce
E
SD stra
teg
ies.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
ac
k
n
o
wled
g
e
th
e
s
tu
d
y
p
ar
ticip
an
ts
’
co
o
p
e
r
atio
n
an
d
s
u
p
p
o
r
t,
as
well
as
th
e
tech
n
ical
ass
is
tan
ce
p
r
o
v
id
e
d
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
is
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
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f
Aut
ho
r
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M
So
Va
Fo
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Vi
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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DATA AV
AI
L
AB
I
L
I
T
Y
Data
ar
e
co
n
tain
ed
with
in
th
e
ar
ticle.
RE
F
E
R
E
NC
E
S
[
1
]
S
.
N
a
t
e
,
Y
.
B
i
l
a
n
,
D
.
C
h
e
r
e
v
a
t
sk
y
i
,
G
.
K
h
a
r
l
a
mo
v
a
,
O
.
L
y
a
k
h
,
a
n
d
A
.
W
o
si
a
k
,
“
T
h
e
i
m
p
a
c
t
o
f
e
n
e
r
g
y
c
o
n
s
u
m
p
t
i
o
n
o
n
t
h
e
t
h
r
e
e
p
i
l
l
a
r
s o
f
su
s
t
a
i
n
a
b
l
e
d
e
v
e
l
o
p
me
n
t
,
”
E
n
e
r
g
i
e
s
,
v
o
l
.
1
4
,
n
o
.
5
,
p
.
1
3
7
2
,
M
a
r
.
2
0
2
1
,
d
o
i
:
1
0
.
3
3
9
0
/
e
n
1
4
0
5
1
3
7
2
.
[
2
]
S
.
V
a
r
g
h
e
s
e
,
“
E
n
v
i
r
o
n
me
n
t
a
l
a
n
d
su
s
t
a
i
n
a
b
l
e
d
e
v
e
l
o
p
me
n
t
p
o
l
i
c
i
e
s
t
o
a
d
d
r
e
ss t
h
e
p
o
l
l
u
t
i
o
n
c
a
t
a
s
t
r
o
p
h
e
i
n
I
n
d
i
a
,
”
Asi
a
n
J
o
u
r
n
a
l
o
f
Wa
t
e
r,
E
n
v
i
ro
n
m
e
n
t
a
n
d
P
o
l
l
u
t
i
o
n
,
v
o
l
.
2
1
,
n
o
.
3
,
p
p
.
4
5
–
5
2
,
J
a
n
.
2
0
2
4
,
d
o
i
:
1
0
.
3
2
3
3
/
A
JW
2
4
0
0
3
3
.
[
3
]
S
.
V
a
r
g
h
e
s
e
a
n
d
K
.
H
e
ma
l
a
t
h
a
,
“
W
e
r
e
t
h
e
r
e
c
e
n
t
a
i
r
p
o
l
l
u
t
i
o
n
a
n
d
l
a
n
d
f
i
l
l
f
i
r
e
s
i
n
B
r
a
h
ma
p
u
t
r
a
a
t
o
d
d
s
w
i
t
h
K
e
r
a
l
a
’
s
v
i
s
i
o
n
o
f
su
st
a
i
n
a
b
l
e
d
e
v
e
l
o
p
m
e
n
t
?
”
Pre
s
e
n
t
E
n
v
i
r
o
n
m
e
n
t
a
n
d
S
u
st
a
i
n
a
b
l
e
D
e
v
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l
o
p
m
e
n
t
,
v
o
l
.
1
8
,
n
o
.
1
,
p
p
.
2
1
9
–
2
3
3
,
2
0
2
4
,
d
o
i
:
1
0
.
4
7
7
4
3
/
p
e
s
d
2
0
2
4
1
8
1
0
1
6
.
[
4
]
M
.
A
d
n
a
n
e
t
a
l
.
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[
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[
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8
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9
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1
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.
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2
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[
1
4
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[
1
5
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J.
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R
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.
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A
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[
1
6
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.
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[
1
7
]
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.
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[
3
8
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I
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