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The impa
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on the
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tivenes
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B
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hi Nh
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se
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ies
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c
u
larly
Vie
t
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d
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is
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ims
to
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ti
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h
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ls.
A cro
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c
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3
6
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e
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y
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h
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Ha
n
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ly
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x
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a
l
a
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o
m
y
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c
las
sro
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m
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th
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s.
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m
p
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a
ll
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it
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ro
v
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d
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s
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o
n
c
re
te
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c
e
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th
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su
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jec
t
o
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ra
p
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d
u
c
a
ti
o
n
,
a
n
a
re
a
wh
e
re
larg
e
-
sc
a
le
q
u
a
n
ti
tativ
e
st
u
d
ies
o
n
tea
c
h
e
r
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u
to
n
o
m
y
a
n
d
tea
c
h
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g
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ffe
c
ti
v
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n
e
ss
re
m
a
in
li
m
it
e
d
,
p
a
rti
c
u
larly
i
n
d
e
v
e
lo
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i
n
g
a
n
d
tra
n
siti
o
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in
g
e
d
u
c
a
ti
o
n
sy
ste
m
s.
K
ey
w
o
r
d
s
:
Geo
g
r
ap
h
y
Han
o
i
Hig
h
s
ch
o
o
l te
ac
h
e
r
s
Pro
f
ess
io
n
al
au
to
n
o
m
y
T
ea
ch
in
g
ef
f
ec
tiv
en
ess
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
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ng
u
y
en
T
h
i N
h
am
Facu
lty
o
f
Ped
ag
o
g
y
,
Vietn
am
Natio
n
al
Un
iv
er
s
ity
,
Un
iv
er
s
i
ty
o
f
E
d
u
ca
tio
n
1
4
4
Xu
a
n
T
h
u
y
Stre
et,
C
au
Gi
ay
W
ar
d
,
Ha
n
o
i,
Vietn
am
E
m
ail: n
h
am
n
t@
v
n
u
.
e
d
u
.
v
n
1.
I
NT
RO
D
UCT
I
O
N
I
n
r
ec
e
n
t
d
ec
ad
es,
e
d
u
ca
ti
o
n
al
cu
r
r
icu
lu
m
r
e
f
o
r
m
s
h
av
e
f
o
cu
s
ed
o
n
d
ev
el
o
p
in
g
lear
n
er
s
’
co
m
p
eten
cies.
T
ea
ch
e
r
s
m
u
s
t
n
o
t
o
n
l
y
im
p
ar
t
k
n
o
wled
g
e
b
u
t
also
d
esig
n
f
lex
ib
le
lear
n
in
g
en
v
ir
o
n
m
en
ts
th
at
in
teg
r
ate
an
d
a
d
ap
t
to
d
if
f
er
en
t
co
n
tex
ts
.
I
n
th
e
co
n
tex
t
o
f
ed
u
ca
tio
n
al
in
n
o
v
atio
n
,
teac
h
er
s
n
ee
d
to
b
e
em
p
o
wer
ed
to
m
ak
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p
r
o
f
ess
io
n
al
d
ec
is
io
n
s
t
o
in
ter
p
r
et
a
n
d
r
estru
ctu
r
e
th
e
cu
r
r
icu
lu
m
[
1
]
.
T
h
is
s
h
o
ws
th
at,
in
ess
en
ce
,
cu
r
r
icu
lu
m
r
ef
o
r
m
an
d
ed
u
ca
tio
n
al
in
n
o
v
ati
o
n
m
u
s
t
r
ef
o
r
m
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
.
W
h
en
teac
h
er
s
’
au
to
n
o
m
y
is
lim
ited
,
in
n
o
v
atio
n
ea
s
ily
b
ec
o
m
es su
p
er
f
icial
[
2
]
.
R
esear
ch
o
n
teac
h
er
s
’
p
r
o
f
e
s
s
io
n
al
au
to
n
o
m
y
h
as
d
em
o
n
s
tr
ated
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
au
to
n
o
m
y
an
d
in
tr
in
s
ic
m
o
tiv
atio
n
:
wh
en
teac
h
er
s
ar
e
s
atis
f
ied
with
th
eir
p
r
o
f
ess
io
n
,
th
ey
ar
e
m
o
r
e
lik
ely
to
ac
tiv
ely
in
n
o
v
ate
[
3
]
.
Pro
f
ess
io
n
al
a
u
to
n
o
m
y
is
o
n
e
o
f
th
e
t
h
r
ee
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
th
at
d
eter
m
in
e
t
h
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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N:
2252
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8
8
2
2
Th
e
imp
a
ct
o
f p
r
o
fess
io
n
a
l a
u
to
n
o
my
o
n
th
e
tea
c
h
in
g
effec
ti
ve
n
ess
o
f g
eo
g
r
a
p
h
y
tea
ch
ers
…
(
B
u
i Th
i Nh
iem
)
3765
q
u
ality
o
f
m
o
tiv
atio
n
an
d
p
r
o
f
ess
io
n
al
p
er
f
o
r
m
a
n
ce
[
4
]
.
Fo
r
g
eo
g
r
ap
h
y
,
th
e
r
eq
u
ir
em
en
t
f
o
r
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
f
o
r
teac
h
er
s
is
ev
e
n
m
o
r
e
ev
id
e
n
t
an
d
n
ec
ess
ar
y
.
Geo
g
r
ap
h
y
is
an
in
ter
d
is
c
ip
lin
ar
y
f
ield
with
u
n
iq
u
e
s
p
atial
elem
en
ts
,
esp
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cially
f
o
r
s
ec
o
n
d
ar
y
s
ch
o
o
l
g
eo
g
r
ap
h
y
teac
h
e
r
s
.
T
ea
ch
in
g
g
eo
g
r
a
p
h
y
r
eq
u
ir
es
in
teg
r
atin
g
lo
ca
l
d
ata,
an
al
y
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g
m
ap
s
,
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n
d
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o
n
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ec
tin
g
g
lo
b
al
is
s
u
es
with
s
p
ec
if
ic
co
n
tex
ts
[
5
]
.
T
h
er
ef
o
r
e
,
to
en
s
u
r
e
ef
f
ec
tiv
e
n
ess
,
g
eo
g
r
ap
h
y
teac
h
er
s
n
ee
d
to
a
d
ju
s
t
t
h
e
co
n
ten
t
to
th
e
s
o
cio
-
e
n
v
ir
o
n
m
en
tal
co
n
tex
t
a
n
d
in
co
r
p
o
r
ate
cu
r
r
en
t
ev
e
n
ts
.
T
h
is
is
d
if
f
icu
lt
to
ac
h
iev
e
in
a
tig
h
tly
co
n
tr
o
lled
e
n
v
ir
o
n
m
en
t.
H
o
wev
er
,
au
to
n
o
m
y
d
o
es
n
o
t
e
x
is
t
in
d
e
p
en
d
en
tly
;
it
is
in
f
lu
en
ce
d
b
y
p
o
licies
an
d
lead
e
r
s
h
ip
s
ty
les
at
th
e
s
ch
o
o
l
lev
el
[
6
]
.
T
h
is
r
aises
an
im
p
o
r
tan
t
th
eo
r
etica
l
q
u
esti
o
n
:
th
r
o
u
g
h
wh
at
m
ec
h
an
is
m
s
d
o
es
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
af
f
ec
t te
ac
h
in
g
e
f
f
ec
tiv
en
ess
,
esp
ec
ially
f
o
r
g
e
o
g
r
a
p
h
y
teac
h
er
s
?
R
esear
ch
o
n
lead
er
s
h
ip
an
d
ed
u
ca
tio
n
al
m
an
ag
em
e
n
t h
as sh
o
wn
th
at
lead
er
s
h
ip
p
o
s
itiv
ely
in
f
lu
en
ce
s
lear
n
in
g
o
u
tco
m
es
b
y
in
d
ir
ec
tly
s
h
ap
in
g
teac
h
er
s
’
teac
h
i
n
g
en
v
ir
o
n
m
e
n
ts
[
7
]
.
Ho
wev
er
,
m
o
s
t
r
esear
ch
o
n
lead
er
s
h
ip
an
d
ed
u
ca
tio
n
al
o
u
tco
m
es
o
f
ten
m
o
d
els
d
ir
ec
t
in
f
lu
en
ce
,
lack
in
g
a
clea
r
m
ed
iati
n
g
m
o
d
el
b
etwe
en
th
e
s
ch
o
o
l
lev
el
(
lead
er
)
a
n
d
th
e
class
r
o
o
m
lev
el
[
8
]
.
Pro
f
ess
io
n
al
au
to
n
o
m
y
is
o
f
ten
v
iewe
d
as
an
in
d
ep
en
d
en
t
p
r
ed
icto
r
,
r
ath
er
th
an
a
m
ed
iatin
g
v
ar
iab
le
lin
k
in
g
o
th
er
f
ac
t
o
r
s
to
teac
h
in
g
ef
f
ec
tiv
en
ess
.
Geo
g
r
ap
h
y
,
a
s
u
b
ject
h
ea
v
il
y
f
o
c
u
s
ed
o
n
s
o
cial
s
cien
ce
s
,
h
as
r
ec
eiv
ed
litt
le
atten
ti
o
n
in
r
esear
ch
o
n
au
to
n
o
m
y
.
T
h
er
ef
o
r
e,
t
h
is
g
ap
is
o
f
s
ig
n
if
ica
n
t
th
eo
r
etica
l
im
p
o
r
tan
ce
.
I
f
p
r
o
f
ess
io
n
al
au
t
o
n
o
m
y
is
co
n
s
id
er
e
d
an
in
ter
m
ed
iar
y
m
ec
h
a
n
is
m
in
tr
an
s
f
o
r
m
i
n
g
p
o
licy
s
tr
u
ctu
r
es,
lead
er
s
h
ip
,
an
d
in
f
r
astru
c
tu
r
e
th
at
in
f
lu
e
n
ce
class
r
o
o
m
p
r
ac
tices,
t
h
en
f
ailin
g
to
ex
a
m
in
e
t
h
is
in
ter
m
e
d
iar
y
r
o
le
m
a
y
lea
d
to
m
is
u
n
d
er
s
tan
d
in
g
s
o
f
t
h
e
tr
u
e
im
p
ac
ts
o
f
g
o
v
er
n
a
n
ce
r
ef
o
r
m
.
Fu
r
th
er
m
o
r
e
,
em
p
ir
ical
s
tu
d
ies
o
n
th
e
im
p
ac
t
o
f
p
o
licy
an
d
lead
er
s
h
ip
d
ec
e
n
tr
aliza
tio
n
o
n
W
ester
n
ed
u
ca
tio
n
s
y
s
tem
s
[
9
]
h
av
e
b
ee
n
ex
te
n
s
iv
ely
d
is
cu
s
s
ed
.
Me
an
wh
ile,
in
So
u
th
ea
s
t
Asi
an
s
y
s
tem
s
,
wh
er
e
ce
n
tr
alize
d
g
o
v
er
n
an
ce
r
em
ai
n
s
d
o
m
in
a
n
t,
t
h
er
e
is
less
r
ese
ar
ch
o
n
i
n
ter
m
ed
iar
y
m
ec
h
an
i
s
m
s
.
Stu
d
ies
m
ain
ly
f
o
cu
s
o
n
th
e
d
ir
ec
t
im
p
ac
t
o
f
p
o
licy
,
lead
e
r
s
h
ip
,
an
d
in
f
r
astru
ctu
r
e
f
a
cto
r
s
o
n
th
e
q
u
ality
o
f
ed
u
ca
ti
o
n
,
o
r
o
n
teac
h
er
s
an
d
s
tu
d
en
ts
.
At
th
e
s
am
e
tim
e,
v
er
y
f
ew
s
tu
d
ies
f
o
cu
s
o
n
th
e
s
p
ec
if
ic
k
n
o
wled
g
e
ch
ar
ac
te
r
is
tics
o
f
ea
ch
s
u
b
ject.
Geo
g
r
ap
h
y
,
with
its
s
p
atial
an
d
in
ter
d
is
cip
lin
ar
y
ch
ar
ac
ter
is
tics
,
m
ay
r
eq
u
ir
e
a
s
p
ec
if
ic
lev
el
o
f
au
to
n
o
m
y
f
o
r
teac
h
er
s
to
d
eliv
er
q
u
ality
in
s
tr
u
ctio
n
.
T
h
e
r
ef
o
r
e,
th
is
s
tu
d
y
p
o
s
es two
r
esear
ch
q
u
esti
o
n
s
:
−
W
h
at
f
ac
to
r
s
in
f
lu
en
ce
th
e
au
t
o
n
o
m
y
o
f
g
eo
g
r
ap
h
y
teac
h
er
s
?
−
Ho
w
d
o
es a
u
to
n
o
m
y
a
f
f
ec
t te
a
ch
in
g
ef
f
ec
tiv
en
ess
?
I
n
th
e
co
n
tex
t
o
f
Vietn
am
ese
ed
u
ca
tio
n
,
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
o
r
g
an
izatio
n
al
s
tr
u
ctu
r
e,
p
o
licy
f
r
am
ewo
r
k
,
a
n
d
teac
h
er
au
to
n
o
m
y
is
i
n
cr
ea
s
in
g
ly
s
ee
n
as
a
cr
u
cial
m
ec
h
a
n
is
m
f
o
r
im
p
r
o
v
in
g
teac
h
in
g
q
u
ality
an
d
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
e
s
.
Sin
ce
th
e
p
r
o
m
u
lg
atio
n
o
f
Vietn
am
’
s
2
0
1
8
E
d
u
ca
tio
n
Pr
o
g
r
am
,
t
h
e
s
co
p
e
o
f
teac
h
er
d
ec
is
io
n
-
m
a
k
in
g
h
as b
ee
n
o
f
f
icially
ex
p
an
d
e
d
,
p
o
s
itio
n
in
g
a
u
to
n
o
m
y
as a
d
r
i
v
in
g
f
o
r
ce
f
o
r
in
n
o
v
atio
n
in
p
ed
ag
o
g
ical
m
eth
o
d
s
an
d
s
tu
d
en
t
-
ce
n
ter
e
d
lear
n
in
g
[
1
0
]
.
Ho
wev
er
,
em
p
ir
ical
ev
id
en
c
e
s
u
g
g
ests
th
at
th
e
ef
f
ec
tiv
en
ess
o
f
th
is
au
to
n
o
m
y
d
ep
en
d
s
o
n
o
r
g
an
izatio
n
al
co
n
d
itio
n
s
,
in
clu
d
in
g
s
ch
o
o
l
lead
er
s
h
ip
,
p
ee
r
co
llab
o
r
atio
n
,
an
d
s
ch
o
o
l
s
u
p
p
o
r
t
s
y
s
tem
s
[
1
1
]
.
Acc
o
r
d
in
g
to
T
AL
I
S
2
0
1
8
r
esu
lts
i
n
Vietn
am
,
teac
h
er
au
to
n
o
m
y
s
ig
n
if
ican
tly
in
f
l
u
e
n
ce
s
teac
h
in
g
ac
tiv
ities
,
d
ir
ec
tly
p
r
o
m
o
tin
g
b
etter
s
tu
d
en
t
l
ea
r
n
in
g
o
u
tco
m
es,
esp
ec
ially
wh
en
s
u
p
p
o
r
te
d
b
y
a
p
r
o
f
ess
io
n
al
a
n
d
c
o
llab
o
r
ativ
e
wo
r
k
en
v
ir
o
n
m
e
n
t
[
1
2
]
.
C
o
n
v
er
s
ely
,
r
ig
i
d
ad
m
in
is
tr
ativ
e
co
n
tr
o
l
an
d
u
n
clea
r
p
o
licies
ca
n
lim
it
teac
h
e
r
s
'
au
to
n
o
m
y
,
r
ed
u
ci
n
g
th
ei
r
a
b
ilit
y
to
r
esp
o
n
d
to
lear
n
er
s
'
n
ee
d
s
th
r
o
u
g
h
teac
h
i
n
g
[
1
3
]
.
Ov
e
r
all,
s
tu
d
ies
em
p
h
asize
th
at
teac
h
er
au
t
o
n
o
m
y
in
Vietn
am
is
n
o
t
s
im
p
ly
an
in
d
iv
id
u
al
ab
ilit
y
b
u
t
a
s
tr
u
ctu
r
e
clea
r
ly
in
f
lu
en
c
ed
b
y
in
s
titu
tio
n
s
.
C
o
n
s
is
ten
t
p
o
licy
d
esig
n
a
n
d
o
r
g
an
izatio
n
al
c
u
ltu
r
e
with
in
s
ch
o
o
ls
will su
p
p
o
r
t te
ac
h
i
n
g
q
u
ality
an
d
s
tu
d
e
n
t a
ch
iev
em
e
n
t.
I
n
r
ec
en
t
y
ea
r
s
,
th
e
Vietn
am
e
s
e
ed
u
ca
tio
n
s
y
s
tem
h
as
u
n
d
e
r
g
o
n
e
e
x
ten
s
iv
e
r
ef
o
r
m
s
,
m
o
s
t
n
o
tab
ly
th
e
im
p
lem
en
tatio
n
o
f
th
e
2
0
1
8
Gen
er
al
E
d
u
ca
tio
n
Pro
g
r
a
m
.
T
h
ese
r
ef
o
r
m
s
h
av
e
s
h
if
te
d
f
r
o
m
a
c
o
n
ten
t
-
b
ased
ap
p
r
o
ac
h
to
a
c
o
m
p
ete
n
cy
-
b
ased
ap
p
r
o
ac
h
,
em
p
h
asizin
g
th
e
d
ev
el
o
p
m
en
t
o
f
lear
n
er
s
’
q
u
alities
an
d
co
m
p
eten
cies,
an
d
en
h
a
n
cin
g
p
r
ac
ticality
an
d
ex
p
er
ien
tial
lear
n
in
g
in
teac
h
in
g
.
Fu
r
th
e
r
m
o
r
e,
th
e
d
ig
ital
tr
an
s
f
o
r
m
atio
n
o
f
e
d
u
ca
tio
n
,
d
r
iv
e
n
b
y
tech
n
o
lo
g
ical
i
n
f
r
astru
ctu
r
e
a
n
d
o
n
lin
e
lear
n
i
n
g
p
latf
o
r
m
s
,
h
as
f
ac
ilit
ated
in
n
o
v
atio
n
in
teac
h
in
g
m
eth
o
d
s
an
d
e
d
u
ca
tio
n
al
m
an
ag
em
en
t.
Ho
wev
er
,
t
h
is
r
ef
o
r
m
p
r
o
ce
s
s
also
p
r
esen
ts
s
ig
n
if
ican
t
c
h
allen
g
es
.
T
ea
ch
er
s
h
o
r
tag
es
an
d
lim
ita
tio
n
s
in
f
ac
ilit
ies
an
d
teac
h
i
n
g
eq
u
ip
m
en
t
p
er
s
is
t
in
m
an
y
lo
ca
liti
es,
esp
ec
ially
in
d
is
ad
v
an
tag
ed
ar
ea
s
[
1
4
]
.
I
n
ad
d
itio
n
,
th
e
im
p
lem
e
n
t
atio
n
o
f
in
teg
r
ated
s
u
b
jects
(
s
u
ch
as
h
is
to
r
y
a
n
d
g
e
o
g
r
ap
h
y
)
h
as
e
n
co
u
n
ter
e
d
co
n
s
id
er
ab
le
d
if
f
icu
lties
b
e
ca
u
s
e
teac
h
er
s
ar
e
p
r
im
ar
ily
tr
ain
e
d
to
teac
h
e
ac
h
s
u
b
ject
s
ep
ar
ately
.
At
t
h
e
s
am
e
tim
e,
teac
h
er
s
’
lim
ited
tech
n
o
lo
g
ical
ca
p
ab
ilit
ies also
p
o
s
e
a
b
ar
r
ier
to
th
e
d
ig
ital tr
a
n
s
f
o
r
m
atio
n
p
r
o
ce
s
s
.
Fo
r
g
eo
g
r
a
p
h
y
teac
h
e
r
s
,
th
e
s
p
ec
if
ics o
f
th
eir
p
r
o
f
ess
io
n
f
u
r
t
h
er
h
ig
h
lig
h
t th
ese
ch
allen
g
es.
T
h
e
lo
ca
l
ed
u
ca
tio
n
co
n
ten
t
in
th
e
2
0
1
8
Gen
er
al
E
d
u
ca
tio
n
C
u
r
r
icu
l
u
m
r
eq
u
ir
es
teac
h
er
s
t
o
in
teg
r
a
te
in
ter
d
is
cip
lin
ar
y
k
n
o
wled
g
e
an
d
d
ee
p
ly
ex
p
lo
r
e
s
o
u
r
ce
s
o
f
l
o
ca
l
cu
ltu
r
e,
ec
o
n
o
m
y
,
an
d
en
v
ir
o
n
m
en
t,
wh
il
e
lear
n
in
g
r
eso
u
r
ce
s
ar
e
s
ca
tter
ed
an
d
lack
a
s
y
s
te
m
atic
ap
p
r
o
ac
h
.
I
n
p
ar
ticu
lar
,
s
in
ce
Vietn
am
m
er
g
ed
p
r
o
v
i
n
ce
s
an
d
r
eo
r
g
an
ized
ad
m
in
is
tr
ativ
e
u
n
its
,
lo
ca
l
e
d
u
ca
tio
n
m
ater
ials
h
a
v
e
n
o
t
b
ee
n
u
p
d
ated
in
tim
e
f
o
r
t
ea
ch
in
g
.
T
h
er
e
f
o
r
e,
Vietn
am
ese
ed
u
ca
tio
n
is
u
n
d
e
r
g
o
in
g
s
ig
n
if
ican
t
t
r
an
s
f
o
r
m
at
io
n
,
with
m
a
n
y
o
p
p
o
r
tu
n
ities
b
u
t
also
n
u
m
er
o
u
s
ch
allen
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es.
Fo
r
g
e
o
g
r
a
p
h
y
te
ac
h
er
s
,
th
e
n
ee
d
f
o
r
in
n
o
v
atio
n
lies
n
o
t
o
n
ly
in
teac
h
i
n
g
m
eth
o
d
s
b
u
t
also
in
in
teg
r
atin
g
p
r
ac
tical
ap
p
licatio
n
s
an
d
ad
a
p
tin
g
to
t
h
e
r
ap
i
d
ly
ch
an
g
in
g
ed
u
ca
tio
n
al
lan
d
s
ca
p
e.
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
.
5
,
Octo
b
er
20
26
:
3
7
6
4
-
377
6
3766
T
h
e
n
o
v
elty
o
f
th
is
s
tu
d
y
lies
in
ex
am
in
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
an
d
teac
h
in
g
ef
f
ec
tiv
e
n
ess
in
th
e
co
n
tex
t
o
f
Vietn
a
m
’
s
o
n
g
o
in
g
ed
u
ca
tio
n
al
r
e
f
o
r
m
s
.
T
h
is
r
esear
ch
ex
am
in
es
th
e
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
o
f
g
eo
g
r
ap
h
y
teac
h
er
s
,
a
s
u
b
ject
th
at
d
em
an
d
s
h
ig
h
lev
els
o
f
in
ter
d
is
cip
lin
ar
y
in
teg
r
atio
n
,
th
e
e
x
p
lo
r
atio
n
o
f
lo
ca
l
c
o
n
tex
ts
,
a
n
d
t
h
e
u
s
e
o
f
d
i
v
er
s
e
lear
n
in
g
r
eso
u
r
ce
s
.
Fu
r
th
er
m
o
r
e,
th
e
s
tu
d
y
r
ef
lects
th
e
co
n
tex
t
o
f
p
o
licy
c
h
an
g
es
s
tem
m
i
n
g
f
r
o
m
t
h
e
m
er
g
er
o
f
a
d
m
in
is
tr
ativ
e
u
n
its
in
Vietn
am
,
th
u
s
r
eq
u
ir
i
n
g
th
e
u
p
d
atin
g
o
f
lo
ca
l
ed
u
ca
tio
n
co
n
ten
t
to
m
ee
t
th
e
r
eq
u
ir
em
en
ts
o
f
th
e
2
0
1
8
Ge
n
er
al
E
d
u
ca
tio
n
Pro
g
r
am
.
Fin
ally
,
t
h
e
s
tu
d
y
co
n
tr
ib
u
tes
b
y
c
o
n
n
ec
tin
g
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
with
th
e
ab
ilit
y
to
u
tili
ze
lo
ca
l
co
n
tex
ts
an
d
teac
h
in
g
ef
f
ec
tiv
e
n
ess
.
T
h
is
cr
ea
tes
a
n
ew
p
er
s
p
ec
tiv
e,
v
alu
ab
l
e
b
o
th
th
eo
r
etica
lly
an
d
p
r
ac
tically
,
i
n
cu
r
r
en
t e
d
u
ca
tio
n
al
r
esear
ch
.
2.
T
H
E
CO
M
P
RE
H
E
NS
I
VE
T
H
E
O
RE
T
I
CA
L
B
ASI
S
2
.
1
.
P
r
o
f
ess
io
na
l a
uto
no
my
a
nd
f
a
ct
o
rs a
f
f
ec
t
ing
pro
f
ess
io
na
l a
uto
no
my
2
.
1
.
1
.
T
ea
cher
a
uto
no
my
T
h
e
th
eo
r
y
o
f
s
elf
-
d
eter
m
i
n
atio
n
ass
er
ts
th
at
o
n
ly
w
h
en
b
asic
h
u
m
an
n
ee
d
s
—
au
to
n
o
m
y
,
co
m
p
eten
ce
,
a
n
d
co
m
m
itm
en
t
—
ar
e
m
et
ar
e
th
ey
en
s
u
r
ed
[
4
]
.
W
h
en
au
to
n
o
m
y
n
ee
d
s
a
r
e
m
et,
in
d
iv
id
u
als
ten
d
to
ex
h
ib
it
h
ig
h
er
lev
els
o
f
co
m
m
itm
e
n
t
an
d
p
er
f
o
r
m
a
n
ce
.
T
h
er
e
f
o
r
e,
wo
r
k
in
g
in
a
n
en
v
ir
o
n
m
en
t
th
at
s
u
p
p
o
r
ts
au
to
n
o
m
y
will in
cr
ea
s
e
cr
ea
tiv
ity
an
d
p
r
o
f
ess
io
n
al
co
m
m
itm
en
t [
1
5
]
.
I
n
th
e
f
ield
o
f
e
d
u
ca
tio
n
,
tea
ch
er
au
t
o
n
o
m
y
(
AGT
)
is
th
e
s
en
s
e
o
f
th
e
r
ig
h
t
to
m
a
k
e
d
e
cisi
o
n
s
in
p
r
o
f
ess
io
n
al
teac
h
i
n
g
ac
tiv
itie
s
r
ath
er
th
a
n
b
ein
g
co
n
tr
o
lled
b
y
ad
m
in
is
tr
ativ
e
m
ec
h
a
n
is
m
s
[
1
6
]
.
AGT
is
o
n
e
o
f
th
e
m
o
s
t
im
p
o
r
ta
n
t
elem
en
ts
o
f
teac
h
er
p
r
o
f
ess
io
n
alis
m
[
1
7
]
,
en
ab
lin
g
th
em
t
o
co
n
tr
o
l
th
eir
teac
h
in
g
an
d
en
v
ir
o
n
m
en
t
[
1
8
]
a
n
d
t
o
tak
e
g
r
ea
ter
r
esp
o
n
s
ib
ilit
y
in
p
e
r
f
o
r
m
in
g
th
eir
d
u
ties
[
1
9
]
.
I
n
g
e
n
er
al,
AGT
p
lay
s
a
cr
u
cial
r
o
le
in
th
e
ef
f
ec
tiv
e
m
an
ag
em
en
t
o
f
th
e
teac
h
in
g
p
r
o
ce
s
s
[
2
0
]
an
d
p
r
o
v
id
es
b
en
ef
it
s
f
o
r
b
o
th
teac
h
e
r
s
an
d
s
tu
d
e
n
ts
in
v
ar
io
u
s
wa
y
s
.
Au
to
n
o
m
o
u
s
teac
h
er
s
a
r
e
m
o
r
e
m
o
tiv
ated
an
d
s
atis
f
ied
with
th
eir
wo
r
k
b
ec
au
s
e
th
ey
ca
n
co
n
t
r
o
l
th
eir
wo
r
k
ar
ea
,
in
cr
ea
s
in
g
th
eir
d
ed
icatio
n
an
d
co
n
f
id
en
ce
,
wh
ich
u
ltim
ately
co
n
tr
ib
u
tes
to
p
o
s
itiv
e
b
eh
av
io
r
with
in
th
e
o
r
g
an
izatio
n
an
d
im
p
ac
ts
th
e
s
u
c
ce
s
s
o
f
an
y
ed
u
ca
tio
n
al
tr
an
s
f
o
r
m
atio
n
[
2
1
]
.
2
.
1
.
2
.
E
du
ca
t
io
na
l
po
licy
a
nd
it
s
im
pa
ct
o
n t
ea
cher
pro
f
e
s
s
io
na
l a
uto
no
m
y
Nu
m
er
o
u
s
s
tu
d
ies
h
av
e
d
em
o
n
s
tr
ated
th
at
teac
h
er
au
to
n
o
m
y
is
h
ig
h
ly
d
ep
en
d
e
n
t
o
n
ed
u
ca
tio
n
al
p
o
licy
(
E
PY)
.
T
h
e
d
eg
r
ee
o
f
co
n
tr
o
l
o
r
e
m
p
o
wer
m
en
t
i
n
teac
h
in
g
a
f
f
ec
ts
teac
h
er
s
'
p
r
o
f
ess
io
n
al
d
ec
is
io
n
-
m
ak
in
g
ab
ilit
ies
[
2
]
.
T
ea
ch
e
r
s
'
p
r
o
f
ess
io
n
al
in
itiativ
e
d
ep
en
d
s
h
ea
v
ily
o
n
p
o
licy
f
ac
to
r
s
[
1
]
.
Dif
f
e
r
en
t
ed
u
ca
tio
n
al
g
o
v
e
r
n
an
ce
m
o
d
e
ls
cr
ea
te
d
if
f
er
e
n
ce
s
in
th
e
lev
el
o
f
teac
h
e
r
au
t
o
n
o
m
y
.
Sp
ec
i
f
ically
,
ce
n
tr
alize
d
p
o
licies
ten
d
to
r
estrict
teac
h
e
r
s
'
d
ec
is
io
n
-
m
ak
in
g
p
o
wer
in
cu
r
r
icu
lu
m
an
d
teac
h
in
g
m
atte
r
s
[
2
2
]
.
T
h
is
s
h
o
ws
th
at
E
PY
will e
ith
er
f
ac
ilit
ate
o
r
r
estrict
teac
h
er
au
t
o
n
o
m
y
.
I
n
ad
d
itio
n
to
a
f
f
ec
tin
g
teac
h
er
au
to
n
o
m
y
,
E
PY
also
h
as
a
n
in
d
ir
ec
t
o
r
d
i
r
ec
t
im
p
ac
t
o
n
teac
h
in
g
ef
f
ec
tiv
en
ess
.
Pre
v
io
u
s
s
tu
d
ie
s
[
8
]
,
[
2
3
]
af
f
ir
m
th
at
s
ch
o
o
l
-
lev
el
p
o
licies
an
d
lead
er
s
h
ip
in
f
lu
en
ce
lear
n
in
g
o
u
tco
m
es
th
r
o
u
g
h
m
ed
iatin
g
v
ar
iab
les
s
u
ch
as
teac
h
er
s
(
th
eir
m
o
tiv
atio
n
an
d
w
o
r
k
in
g
c
o
n
d
itio
n
s
)
.
Me
an
wh
ile,
Sk
aa
lv
ik
[
3
]
ar
g
u
e
th
at
p
r
o
f
ess
io
n
al
au
t
o
n
o
m
y
p
o
s
itiv
ely
im
p
ac
ts
teac
h
er
s
'
in
tr
in
s
ic
m
o
tiv
atio
n
,
th
er
eb
y
r
e
d
u
cin
g
o
cc
u
p
atio
n
a
l
b
u
r
n
o
u
t
an
d
in
c
r
ea
s
in
g
teac
h
in
g
ef
f
ec
tiv
e
n
ess
.
T
h
er
ef
o
r
e,
p
o
licies
af
f
ec
tin
g
teac
h
er
s
'
au
to
n
o
m
y
will
in
d
ir
ec
tly
af
f
ec
t
th
e
q
u
ality
o
f
teac
h
in
g
.
Fo
llo
win
g
a
h
ier
ar
ch
ical
ap
p
r
o
ac
h
,
R
o
h
m
ad
i
et
a
l.
[
2
4
]
s
u
g
g
est
th
at
ed
u
ca
tio
n
al
p
o
licies
d
o
n
o
t
d
ir
ec
tly
im
p
ac
t
lear
n
in
g
o
u
tco
m
es
b
u
t
d
ep
en
d
o
n
f
ac
to
r
s
at
lo
wer
lev
els,
s
u
ch
as
th
e
s
ch
o
o
l
lev
el
(
wh
er
e
th
e
p
o
licy
is
im
p
lem
en
ted
)
.
T
h
er
e
f
o
r
e,
th
e
d
e
g
r
ee
o
f
p
o
licy
f
lex
ib
ilit
y
will d
eter
m
i
n
e
th
e
s
co
p
e
o
f
p
r
o
f
ess
io
n
al
a
u
to
n
o
m
y
th
at
teac
h
er
s
ca
n
ex
e
r
cise.
I
n
teac
h
i
n
g
h
is
to
r
y
a
n
d
g
eo
g
r
ap
h
y
,
Vietn
am
’
s
e
d
u
ca
tio
n
p
o
licy
allo
ws
teac
h
e
r
s
to
in
d
ep
en
d
en
tly
d
ec
id
e
o
n
lo
ca
l
ed
u
ca
ti
o
n
al
co
n
ten
t
in
ac
co
r
d
a
n
ce
with
th
e
o
f
f
icial
cu
r
r
icu
lu
m
,
r
ef
lectin
g
a
f
o
r
m
o
f
au
t
o
n
o
m
y
p
r
o
m
o
te
d
b
y
r
ef
o
r
m
p
o
licie
s
[
1
0
]
.
Geo
g
r
ap
h
y
teac
h
er
s
o
f
ten
r
esp
o
n
d
d
if
f
er
e
n
tly
to
co
m
p
eten
cy
-
b
ased
cu
r
r
icu
lu
m
r
ef
o
r
m
s
,
s
u
g
g
esti
n
g
th
at
a
u
to
n
o
m
y
is
in
f
l
u
en
c
ed
n
o
t
o
n
ly
b
y
p
o
licy
b
u
t
al
s
o
b
y
th
e
p
r
ac
tical
co
n
tex
t
o
f
th
eir
p
r
o
f
ess
io
n
[
2
5
]
.
E
m
p
ir
ical
e
v
id
en
ce
a
n
d
d
escr
ip
tiv
e
p
r
ac
tices
ac
r
o
s
s
m
an
y
co
u
n
tr
ies,
in
clu
d
in
g
t
h
e
Vietn
am
ese
co
n
tex
t,
s
h
o
w
th
at
h
o
w
p
o
licies
ar
e
d
esig
n
ed
a
n
d
im
p
le
m
en
ted
d
ir
ec
tly
af
f
ec
ts
teac
h
er
s
'
au
to
n
o
m
y
in
th
e
class
r
o
o
m
.
W
h
en
p
o
licies
o
n
teac
h
er
s
'
p
ed
ag
o
g
ical
d
ec
is
io
n
-
m
a
k
in
g
ar
e
clea
r
,
th
e
y
f
ac
ilit
ate
teac
h
er
s
'
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
,
th
er
eb
y
in
cr
ea
s
in
g
teac
h
in
g
ef
f
e
ctiv
en
ess
[
1
0
]
.
T
h
e
f
ir
s
t h
y
p
o
t
h
esis
is
f
o
r
m
u
lated
as:
ed
u
ca
tio
n
p
o
licy
h
as a
p
o
s
itiv
e
in
f
lu
e
n
ce
o
n
th
e
au
to
n
o
m
y
o
f
g
eo
g
r
ap
h
y
teac
h
er
s
(
H1
)
.
2
.
1
.
3
.
L
e
a
d
e
r
s
h
i
p
a
n
d
o
r
g
a
n
i
z
a
t
i
o
n
a
l
c
u
l
t
u
r
e
i
n
s
c
h
o
o
l
s
,
a
n
d
t
h
e
i
n
f
l
u
e
n
c
e
o
n
t
e
a
c
h
e
r
p
r
o
f
e
s
s
i
o
n
a
l
a
u
t
o
n
o
m
y
L
ea
d
er
s
h
ip
in
th
e
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
em
p
h
asizes
th
e
p
r
in
cip
al'
s
r
o
le
in
cu
r
r
icu
lu
m
o
r
ien
tatio
n
,
p
r
ac
tice
s
u
p
er
v
is
io
n
,
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
[
6
]
.
L
ea
d
er
s
h
ip
in
d
ir
ec
tly
in
f
lu
e
n
ce
s
s
tu
d
en
t
ac
h
iev
em
en
t
th
r
o
u
g
h
im
p
r
o
v
ed
teac
h
in
g
q
u
ality
[
2
6
]
.
Me
a
n
wh
ile,
R
u
d
o
lp
h
[
1
8
]
s
h
o
wed
th
at
lead
e
r
s
h
ip
d
ir
ec
tly
in
f
l
u
en
ce
s
lear
n
in
g
o
u
tc
o
m
es.
T
h
e
th
eo
r
y
o
f
d
ec
en
tr
alize
d
lead
er
s
h
ip
s
u
g
g
ests
th
at,
in
an
o
r
g
an
izatio
n
,
lead
er
s
h
ip
s
h
o
u
ld
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
Th
e
imp
a
ct
o
f p
r
o
fess
io
n
a
l a
u
to
n
o
my
o
n
th
e
tea
c
h
in
g
effec
ti
ve
n
ess
o
f g
eo
g
r
a
p
h
y
tea
ch
ers
…
(
B
u
i Th
i Nh
iem
)
3767
n
o
t
b
e
co
n
ce
n
tr
ated
in
a
s
in
g
le
in
d
iv
id
u
al
b
u
t
s
h
o
u
ld
b
e
d
is
tr
ib
u
ted
ac
r
o
s
s
m
u
ltip
le
in
d
iv
id
u
als.
T
h
is
d
ec
en
tr
alize
d
lead
er
s
h
i
p
ap
p
r
o
ac
h
em
p
o
wer
s
teac
h
e
r
s
to
m
ak
e
d
ec
is
io
n
s
in
th
eir
p
r
o
f
ess
io
n
al
ac
tiv
ities
.
A
h
ig
h
d
eg
r
ee
o
f
d
ec
en
tr
aliz
ed
lead
er
s
h
ip
is
p
o
s
itiv
ely
co
r
r
elate
d
with
co
llectiv
e
co
m
p
eten
ce
an
d
teac
h
in
g
ef
f
ec
tiv
en
ess
[
8
]
.
T
h
er
ef
o
r
e
,
wh
en
s
ch
o
o
l
lead
e
r
s
en
co
u
r
ag
e
teac
h
er
s
to
p
ar
ti
cip
ate
in
d
ec
is
io
n
-
m
ak
in
g
,
r
ec
o
g
n
ize
th
eir
ex
p
e
r
tis
e,
an
d
cr
e
ate
co
n
d
itio
n
s
f
o
r
th
em
to
b
e
a
u
to
n
o
m
o
u
s
in
teac
h
in
g
,
teac
h
er
s
'
p
r
o
f
ess
io
n
al
co
n
f
i
d
en
ce
an
d
m
o
tiv
atio
n
f
o
r
in
n
o
v
atio
n
ar
e
s
ig
n
if
ican
tly
in
cr
ea
s
ed
[
2
7
]
,
th
er
eb
y
im
p
r
o
v
in
g
teac
h
in
g
e
f
f
ec
tiv
en
ess
.
T
h
u
s
,
wh
er
e
th
er
e
is
a
clea
r
h
ier
ar
ch
ical
d
ec
en
tr
aliza
tio
n
o
f
p
o
wer
,
teac
h
er
s
will
h
a
v
e
m
o
r
e
p
o
wer
t
o
p
a
r
ticip
ate
in
d
ec
is
io
n
s
ab
o
u
t
c
u
r
r
icu
lu
m
co
n
ten
t
an
d
teac
h
in
g
m
eth
o
d
s
.
C
o
n
v
er
s
ely
,
if
p
o
wer
is
co
n
ce
n
tr
ated
,
teac
h
e
r
s
'
d
ec
is
io
n
-
m
ak
in
g
p
o
wer
will
b
e
li
m
ited
[
9
]
.
Or
g
an
izatio
n
al
cu
lt
u
r
e
is
c
o
m
p
o
s
ed
o
f
co
r
e
v
alu
es,
b
elief
s
,
an
d
f
u
n
d
am
en
tal
ass
u
m
p
tio
n
s
th
at
ac
cu
m
u
late
o
v
er
t
h
e
o
r
g
a
n
iz
atio
n
'
s
o
p
er
atio
n
s
,
p
r
o
f
o
u
n
d
l
y
in
f
lu
e
n
cin
g
m
an
ag
em
en
t
d
ec
is
io
n
s
an
d
in
d
i
v
id
u
al
b
e
h
av
io
r
[
2
8
]
.
I
n
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
o
r
g
an
izatio
n
al
cu
ltu
r
e
is
clea
r
ly
m
an
if
ested
th
r
o
u
g
h
th
e
le
v
el
o
f
d
em
o
cr
ac
y
in
p
r
o
f
ess
io
n
al
m
atter
s
,
r
esp
ec
t
f
o
r
p
ed
a
g
o
g
ical
k
n
o
wled
g
e,
a
s
p
ir
it
o
f
co
o
p
er
atio
n
,
an
d
an
o
p
en
attitu
d
e
to
war
d
s
teac
h
in
g
in
n
o
v
atio
n
[
2
9
]
.
A
p
o
s
itiv
e
cu
ltu
r
al
en
v
ir
o
n
m
en
t
th
at
v
alu
es
cr
ea
tiv
ity
,
en
co
u
r
a
g
es
r
ef
lectio
n
,
an
d
s
u
p
p
o
r
ts
p
r
o
f
ess
io
n
al
lear
n
in
g
will
en
ab
le
teac
h
er
s
to
m
ak
e
p
r
o
f
ess
io
n
al
d
ec
is
io
n
s
co
n
f
id
en
tly
,
p
r
o
ac
tiv
ely
ad
ju
s
t
th
eir
m
eth
o
d
s
,
an
d
tak
e
r
esp
o
n
s
ib
ilit
y
f
o
r
th
e
q
u
ality
o
f
th
eir
teac
h
in
g
[
3
0
]
.
I
n
o
r
g
a
n
izatio
n
al
c
u
ltu
r
e,
th
e
q
u
ality
o
f
t
h
e
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
s
u
p
p
o
r
t
s
y
s
tem
d
ir
ec
tly
af
f
ec
ts
th
e
lev
el
an
d
ef
f
ec
tiv
en
ess
o
f
te
ac
h
er
s
'
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
[
3
1
]
.
I
f
s
u
p
p
o
r
t
ac
t
iv
ities
ar
e
o
r
g
an
ized
f
lex
i
b
ly
an
d
s
elec
tiv
ely
,
r
esp
ec
t
i
n
d
iv
i
d
u
al
n
ee
d
s
,
a
n
d
ar
e
lin
k
ed
to
th
e
s
ch
o
o
l'
s
d
ev
elo
p
m
en
t
g
o
als,
teac
h
er
s
h
av
e
th
e
o
p
p
o
r
t
u
n
ity
to
p
r
o
ac
tiv
ely
d
eter
m
in
e
th
eir
lear
n
in
g
p
at
h
,
ch
o
o
s
e
tr
ain
in
g
co
n
ten
t,
an
d
ap
p
ly
lear
n
in
g
o
u
tco
m
es
to
th
eir
teac
h
in
g
p
r
ac
tice.
T
h
er
ef
o
r
e,
th
e
f
o
llo
win
g
h
y
p
o
th
esis
is
co
n
s
tr
u
cted
:
s
ch
o
o
l
lead
er
s
h
ip
an
d
o
r
g
an
izatio
n
al
cu
ltu
r
e
(
L
O
C
)
h
av
e
a
p
o
s
itiv
e
in
f
lu
en
ce
o
n
teac
h
er
s
'
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
(
H2
)
.
2
.
1
.
4
.
P
hy
s
ica
l f
a
cilit
ies a
nd
it
s
influence
o
n t
ea
cher
s
’
pro
f
ess
io
na
l a
uto
no
m
y
I
n
in
ter
n
atio
n
al
ed
u
ca
ti
o
n
al
r
esear
ch
,
s
ch
o
o
l
f
ac
ilit
ies
ar
e
co
n
s
id
er
ed
a
cr
u
cial
s
tr
u
ct
u
r
al
f
ac
to
r
in
f
lu
en
cin
g
teac
h
in
g
q
u
ality
.
Hsi
eh
et
a
l.
[
1
2
]
n
o
ted
th
at
f
a
cilities
en
ab
le
teac
h
er
s
to
d
esig
n
an
d
ex
p
er
im
e
n
t
with
n
ew
m
et
h
o
d
s
.
T
h
is
f
i
n
d
in
g
im
p
lies
th
at
f
ac
ilit
ies
ar
e
also
a
f
ac
to
r
th
at
h
el
p
s
teac
h
er
s
b
ec
o
m
e
au
to
n
o
m
o
u
s
in
teac
h
in
g
.
Ar
if
in
et
a
l.
[
3
2
]
p
r
e
v
io
u
s
ly
ar
g
u
ed
th
at
th
e
q
u
ality
o
f
f
ac
ilit
ies
af
f
ec
ts
th
e
s
ch
o
o
l
atm
o
s
p
h
er
e
an
d
teac
h
er
s
'
p
r
o
f
ess
io
n
al
b
eh
av
io
r
,
an
d
th
at
it
also
in
f
lu
en
ce
s
s
tu
d
en
ts
'
ac
ad
em
ic
ac
h
iev
em
en
t.
Similar
ly
,
Ar
y
an
i
a
n
d
R
in
d
a
n
in
g
s
ih
[
3
3
]
em
p
h
asized
th
at
th
e
q
u
ality
o
f
f
ac
ilit
ies
n
o
t
o
n
ly
af
f
ec
ts
s
tu
d
en
t
o
u
tco
m
es
b
u
t
also
in
f
lu
en
ce
s
teac
h
er
s
'
m
o
tiv
atio
n
an
d
p
r
o
f
ess
io
n
al
s
ati
s
f
ac
tio
n
,
th
er
eb
y
in
d
ir
ec
tly
s
h
ap
in
g
teac
h
in
g
q
u
ality
.
Ho
wev
er
,
v
er
y
f
ew
s
tu
d
ies
h
av
e
s
h
o
wn
h
o
w
p
h
y
s
ical
f
ac
ilit
ies
(
F
T
L
)
af
f
ec
t
teac
h
er
s
'
au
to
n
o
m
y
.
W
h
en
p
h
y
s
ical
co
n
d
itio
n
s
ar
e
lim
ited
,
s
u
ch
as c
r
am
p
ed
class
r
o
o
m
s
,
a
lack
o
f
e
q
u
ip
m
en
t,
an
d
f
ix
ed
s
p
ac
es,
teac
h
er
s
'
au
to
n
o
m
y
i
n
teac
h
in
g
is
r
estricte
d
.
C
o
n
v
er
s
ely
,
wh
e
n
FTL
ar
e
p
r
o
v
id
ed
,
th
ey
cr
ea
te
co
n
d
itio
n
s
f
o
r
teac
h
er
s
to
ex
er
cise
th
eir
p
ed
ag
o
g
ical
au
t
o
n
o
m
y
.
T
h
er
ef
o
r
e,
FTL
ar
e
n
o
t
o
n
ly
a
tech
n
ical
f
ac
to
r
b
u
t
also
af
f
ec
t
th
e
wo
r
k
in
g
en
v
ir
o
n
m
e
n
t,
th
e
lev
e
l
o
f
co
o
p
er
atio
n
,
an
d
th
e
ab
ilit
y
to
im
p
lem
en
t
in
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
s
-
a
s
tr
u
ctu
r
al
v
ar
iab
le
af
f
ec
tin
g
teac
h
er
s
'
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
.
T
h
u
s
,
th
e
f
o
llo
win
g
h
y
p
o
th
esis
is
f
o
r
m
u
lated
as
:
FTL
p
o
s
itiv
ely
af
f
ec
t te
ac
h
er
s
'
au
to
n
o
m
y
(
H3
)
.
2
.
2
.
T
he
ef
f
ec
t
i
v
eness
o
f
g
eo
g
ra
ph
y
t
ea
ching
a
nd
t
he
influence
o
f
pro
f
ess
io
na
l a
uto
no
m
y
T
ea
ch
in
g
an
d
lear
n
in
g
ac
tiv
ities
in
Vietn
am
ese
s
ec
o
n
d
ar
y
s
ch
o
o
ls
to
d
ay
ar
e
c
r
u
cial
to
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es.
Ass
ess
m
en
t
m
eth
o
d
s
ar
e
o
v
er
ly
r
eli
an
t
o
n
r
o
te
m
em
o
r
izatio
n
,
lack
in
g
co
n
tex
tu
al
r
ea
s
o
n
in
g
o
r
s
u
f
f
icien
t
c
r
itical
th
in
k
in
g
s
u
p
p
o
r
t
[
3
4
]
.
T
h
is
r
e
f
lects
th
e
f
ac
t
th
at
ef
f
ec
tiv
e
le
ar
n
in
g
ac
tiv
ities
ar
e
n
o
t
b
ein
g
ev
al
u
ated
h
o
lis
tically
.
T
h
e
ef
f
ec
tiv
en
ess
o
f
g
e
o
g
r
ap
h
y
teac
h
in
g
(
E
T
C
)
is
o
f
ten
ass
ess
ed
b
y
th
e
q
u
ality
o
f
k
n
o
wled
g
e
an
d
s
p
a
tial
th
in
k
in
g
,
as
well
as
th
e
lev
el
o
f
s
tu
d
en
t
p
ar
ticip
atio
n
[
3
5
]
.
T
h
e
ETC
is
th
e
ab
ilit
y
o
f
teac
h
er
s
t
o
h
elp
s
tu
d
en
ts
d
ev
el
o
p
t
h
e
ca
p
ac
ity
to
ex
p
lain
an
d
r
ea
s
o
n
g
eo
g
r
ap
h
ically
[
5
]
,
th
e
r
eb
y
h
elp
in
g
lea
r
n
er
s
s
ig
n
if
ican
tly
d
ev
elo
p
th
e
a
b
ilit
y
to
i
n
teg
r
ate
th
eo
r
y
with
p
r
a
ctica
l
o
b
s
er
v
atio
n
,
as
well
as
in
cr
ea
s
e
th
eir
u
n
d
er
s
tan
d
in
g
o
f
r
ea
lity
[
3
6
]
,
im
p
r
o
v
e
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
an
d
g
eo
g
r
ap
h
ical
an
aly
tical
th
in
k
in
g
[
3
7
]
.
At
th
e
s
am
e
tim
e,
in
teg
r
atin
g
g
e
o
s
p
atial
tech
n
o
lo
g
y
(
GI
S)
also
co
n
tr
ib
u
tes
to
th
e
d
ev
elo
p
m
en
t
o
f
s
p
atial
th
i
n
k
in
g
an
d
d
ata
-
d
r
iv
en
r
ea
s
o
n
in
g
s
k
ills
f
o
r
lear
n
er
s
[
3
8
]
.
T
h
is
im
p
lies
th
at
au
t
o
n
o
m
y
in
d
esig
n
in
g
lear
n
in
g
ac
tiv
ities
is
an
im
p
o
r
tan
t
co
n
d
itio
n
f
o
r
p
r
o
m
o
ti
n
g
ef
f
ec
tiv
e
lear
n
in
g
a
n
d
d
e
v
elo
p
in
g
s
tu
d
e
n
ts
'
co
m
p
eten
cies.
T
h
er
ef
o
r
e,
wh
en
teac
h
er
s
ar
e
g
iv
en
au
to
n
o
m
y
o
v
er
teac
h
in
g
m
et
h
o
d
s
an
d
f
ield
wo
r
k
,
th
e
q
u
ality
o
f
teac
h
in
g
will im
p
r
o
v
e.
Fro
m
th
is
,
it
ca
n
b
e
s
u
m
m
ar
ized
th
at
wh
en
teac
h
er
s
h
av
e
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
,
teac
h
in
g
ef
f
ec
tiv
en
ess
in
cr
ea
s
es
an
d
s
tu
d
en
ts
'
co
m
p
eten
cies
ar
e
d
ev
elo
p
e
d
:
i
)
d
e
v
elo
p
m
e
n
t
o
f
h
i
g
h
er
-
le
v
el
g
eo
g
r
a
p
h
ical
k
n
o
wled
g
e
s
u
ch
as
an
aly
tical,
co
m
p
ar
ativ
e,
a
n
d
ex
p
lan
at
o
r
y
th
in
k
in
g
;
ii
)
s
p
atial
th
in
k
in
g
an
d
d
ata
an
aly
s
is
s
k
ill
s
;
i
ii
)
d
ev
elo
p
m
en
t
o
f
p
r
ac
tical
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies
th
r
o
u
g
h
f
iel
d
wo
r
k
(
r
ea
l
-
w
o
r
ld
lear
n
in
g
ex
p
er
ien
ce
s
)
; a
n
d
iv
)
th
e
lev
el
o
f
s
tu
d
e
n
t p
ar
ticip
ati
o
n
an
d
lear
n
in
g
au
to
n
o
m
y
.
T
ea
ch
in
g
ef
f
ec
tiv
en
ess
an
d
p
r
o
f
ess
io
n
al
s
atis
f
ac
tio
n
am
o
n
g
teac
h
er
s
ar
e
p
o
s
itiv
ely
co
r
r
elate
d
with
th
e
lev
el
o
f
teac
h
e
r
a
u
to
n
o
m
y
[
3
9
]
.
T
h
er
ef
o
r
e,
t
h
is
p
r
o
v
id
es
th
e
th
e
o
r
etica
l
b
asis
f
o
r
id
e
n
tify
in
g
a
u
to
n
o
m
y
as
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
.
5
,
Octo
b
er
20
26
:
3
7
6
4
-
377
6
3768
a
m
ed
iatin
g
v
a
r
iab
le
b
etwe
en
th
e
ad
m
in
is
tr
ativ
e
en
v
ir
o
n
m
en
t
an
d
teac
h
er
s
'
teac
h
i
n
g
o
u
tco
m
es
[
4
0
]
.
Au
to
n
o
m
y
in
teac
h
in
g
p
r
ac
t
ice
h
as
th
e
p
o
ten
tial
to
e
n
h
an
ce
p
ar
ticip
atio
n
,
u
n
d
er
s
tan
d
in
g
,
a
n
d
lear
n
in
g
ac
h
iev
em
en
t,
th
e
r
eb
y
im
p
r
o
v
i
n
g
th
e
q
u
ality
o
f
teac
h
in
g
.
T
h
e
f
in
d
in
g
s
s
h
o
w
th
at
teac
h
er
au
t
o
n
o
m
y
in
teac
h
in
g
co
n
tr
ib
u
tes
p
o
s
itiv
ely
to
th
e
t
ea
ch
in
g
p
r
o
ce
s
s
.
A
h
ig
h
lev
el
o
f
au
to
n
o
m
y
is
an
im
p
o
r
tan
t
f
ac
to
r
in
teac
h
er
s
'
ab
ilit
y
to
a
p
p
ly
alter
n
ativ
e
ed
u
ca
tio
n
al
m
et
h
o
d
s
[
4
1
]
.
T
ea
c
h
er
s
with
a
clea
r
u
n
d
er
s
tan
d
in
g
o
f
a
u
to
n
o
m
y
h
av
e
b
ee
n
v
e
r
y
s
u
cc
ess
f
u
l
in
s
elec
tin
g
ac
tiv
ities
b
ased
o
n
s
tu
d
e
n
t
-
ce
n
ter
ed
m
eth
o
d
s
an
d
tech
n
iq
u
es,
co
n
s
is
ten
t
with
a
co
n
s
tr
u
ctiv
is
t
ap
p
r
o
ac
h
,
an
d
h
a
v
e
ac
h
iev
ed
v
e
r
y
h
ig
h
teac
h
in
g
e
f
f
ec
tiv
en
ess
[
4
2
]
.
T
ea
ch
er
s
with
a
h
ig
h
d
eg
r
ee
o
f
a
u
to
n
o
m
y
ar
e
s
u
cc
ess
f
u
l
in
f
in
d
in
g
cr
ea
tiv
e
s
o
lu
tio
n
s
to
p
r
o
b
lem
s
ar
is
in
g
d
u
r
i
n
g
teac
h
in
g
a
n
d
in
co
llab
o
r
atin
g
with
o
th
er
teac
h
er
s
wh
en
n
ec
ess
ar
y
[
4
3
]
.
T
h
er
ef
o
r
e,
th
e
f
in
al
h
y
p
o
th
e
s
is
i
s
:
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
h
as a
p
o
s
itiv
e
im
p
a
ct
o
n
th
e
ef
f
ec
tiv
en
ess
o
f
teac
h
in
g
g
e
o
g
r
a
p
h
y
(
H4
)
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
des
ig
n a
nd
s
u
rv
ey
s
a
m
ple
T
h
is
s
tu
d
y
r
ec
o
n
s
tr
u
cts
th
e
r
el
atio
n
s
h
ip
am
o
n
g
p
o
licy
,
wo
r
k
en
v
ir
o
n
m
en
t,
lead
er
s
h
i
p
,
f
ac
i
liti
es,
an
d
teac
h
in
g
q
u
ality
th
r
o
u
g
h
teac
h
er
au
to
n
o
m
y
as
an
in
ter
m
ed
i
ar
y
m
ec
h
an
is
m
,
th
er
eb
y
ex
p
a
n
d
in
g
th
e
ar
g
u
m
en
t
of
L
eith
wo
o
d
et
a
l.
[
8
]
r
e
g
ar
d
in
g
th
e
n
ec
ess
ity
o
f
m
ec
h
an
is
m
m
o
d
els
in
ed
u
ca
tio
n
al
r
esear
ch
.
T
h
e
s
tu
d
y
em
p
lo
y
ed
a
q
u
an
titativ
e
d
esig
n
an
d
a
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
to
test
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
v
ar
ia
b
les
in
th
e
p
r
o
p
o
s
ed
m
o
d
el.
3
.
2
.
Da
t
a
c
o
llect
io
n pro
ce
s
s
T
h
e
s
u
r
v
ey
s
u
b
jects
wer
e
h
ig
h
s
ch
o
o
l
g
eo
g
r
ap
h
y
teac
h
er
s
in
3
2
h
ig
h
s
ch
o
o
ls
in
Han
o
i.
All
p
ar
ticip
atin
g
teac
h
er
s
wer
e
f
u
l
ly
in
f
o
r
m
e
d
o
f
th
e
r
esear
ch
o
b
jectiv
es,
p
r
o
ce
d
u
r
es,
an
d
th
eir
r
ig
h
ts
b
ef
o
r
e
d
ata
co
llectio
n
an
d
p
r
o
v
i
d
ed
i
n
f
o
r
m
ed
co
n
s
en
t.
Strict
an
o
n
y
m
ity
an
d
co
n
f
id
en
tiality
wer
e
en
s
u
r
ed
;
n
o
p
e
r
s
o
n
all
y
id
en
tifia
b
le
in
f
o
r
m
atio
n
was
co
llected
o
r
d
is
clo
s
ed
.
T
h
ese
m
ea
s
u
r
es
wer
e
tak
en
t
o
m
ain
tain
eth
ical
tr
an
s
p
ar
en
cy
a
n
d
e
n
h
an
ce
t
h
e
cr
ed
ib
ilit
y
o
f
t
h
e
r
esear
ch
r
esu
lts
.
T
o
en
s
u
r
e
th
e
s
u
r
v
ey
'
s
ef
f
ec
tiv
en
ess
,
q
u
esti
o
n
n
air
es
wer
e
s
en
t
to
Prin
cip
als
an
d
Dep
ar
tm
en
t
Hea
d
s
to
m
o
n
ito
r
t
h
e
r
esp
o
n
s
e
p
r
o
c
ess
.
A
to
tal
o
f
4
1
5
q
u
esti
o
n
n
air
es
wer
e
s
en
t
v
ia
Go
o
g
le
F
o
r
m
s
,
an
d
4
0
2
wer
e
r
etu
r
n
ed
.
Af
ter
clea
n
in
g
,
3
6
8
v
alid
r
esp
o
n
s
es
wer
e
o
b
tain
ed
.
W
ith
2
0
item
s
,
th
e
s
am
p
le
s
ize
i
s
p
er
f
ec
tly
ap
p
r
o
p
r
iate,
as
th
e
to
tal
n
u
m
b
er
o
f
r
esp
o
n
s
es
is
m
an
y
tim
es
th
e
m
in
im
u
m
r
eq
u
ir
ed
,
wh
ic
h
is
5
tim
es
lar
g
e
r
[
4
4
]
.
A
c
o
n
v
e
n
ien
t sam
p
lin
g
m
eth
o
d
was u
s
ed
d
u
e
to
lim
ite
d
ac
ce
s
s
to
th
e
r
esear
ch
s
u
b
jec
ts
.
3
.
3
.
M
ea
s
urem
ent
t
o
o
ls
T
h
e
laten
t
v
ar
iab
les
in
th
e
s
tu
d
y
,
in
clu
d
i
n
g
E
PY,
FTL
,
L
OC
,
AGT
,
E
T
C
,
wer
e
m
ea
s
u
r
ed
u
s
in
g
m
u
lti
-
o
b
s
er
v
ed
-
v
ar
iab
le
s
ca
les,
in
h
er
ited
a
n
d
ad
ju
s
ted
f
r
o
m
p
r
e
v
io
u
s
s
tu
d
ies
to
en
s
u
r
e
r
elev
an
ce
to
t
h
e
ed
u
ca
tio
n
al
co
n
tex
t.
All
o
b
s
er
v
ed
v
ar
iab
les
wer
e
m
ea
s
u
r
e
d
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
(
f
r
o
m
s
tr
o
n
g
ly
d
is
ag
r
ee
to
ag
r
ee
s
tr
o
n
g
ly
)
.
B
ef
o
r
e
th
e
o
f
f
icial
s
u
r
v
e
y
,
th
e
q
u
esti
o
n
n
a
ir
e
was
r
ev
iewe
d
b
y
th
r
ee
ex
p
er
ts
(
o
n
e
u
n
iv
er
s
ity
ass
o
ciate
p
r
o
f
ess
o
r
,
o
n
e
p
r
in
cip
al,
an
d
o
n
e
h
ea
d
o
f
d
ep
ar
tm
en
t
at
a
h
ig
h
s
ch
o
o
l)
to
e
n
s
u
r
e
its
s
cien
tific
v
alid
ity
,
clar
ity
,
ea
s
e
o
f
u
n
d
er
s
tan
d
in
g
,
an
d
s
u
itab
ilit
y
f
o
r
th
e
tar
g
et
g
r
o
u
p
o
f
teac
h
e
r
s
.
3
.
4
.
Da
t
a
a
na
ly
s
is
m
et
ho
ds
T
h
e
s
tu
d
y
u
s
ed
SP
SS
f
o
r
ex
p
lo
r
ato
r
y
f
ac
to
r
an
aly
s
is
an
d
p
ar
tial
least
s
q
u
ar
es
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
PLS
-
SEM
)
to
test
th
e
r
esear
ch
m
o
d
el
an
d
p
r
o
p
o
s
ed
h
y
p
o
th
eses
.
PLS
-
SEM
was
ch
o
s
en
o
v
er
co
v
ar
ian
ce
-
b
ased
SEM
(
C
B
-
SEM
)
b
ec
au
s
e:
i
)
th
e
p
r
ed
ic
tiv
e
o
r
ien
tatio
n
o
f
th
e
r
esear
ch
m
o
d
el
;
ii
)
th
e
ex
is
ten
ce
o
f
co
m
p
le
x
m
ed
iati
n
g
r
elatio
n
s
h
ip
s
;
an
d
iii
)
it
is
s
u
itab
le
f
o
r
co
m
p
lex
m
o
d
els
an
d
s
m
all
s
am
p
les.
T
h
er
ef
o
r
e,
PLS
-
SEM
is
n
o
t
o
n
ly
a
s
u
itab
le
tech
n
ical
ch
o
ice
b
u
t
also
co
n
tr
ib
u
tes
to
im
p
r
o
v
in
g
th
e
r
eliab
ilit
y
an
d
in
f
e
r
en
ce
v
alid
ity
o
f
t
h
e
r
esu
lts
in
th
is
s
tu
d
y
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
Descript
iv
e
s
t
a
t
is
t
ics o
f
t
he
re
s
ea
rc
h sa
m
ple
T
h
e
r
esu
lts
f
r
o
m
T
ab
le
1
s
h
o
w
th
at,
b
ased
o
n
d
escr
ip
tiv
e
s
tatis
tic
s
,
th
e
s
tu
d
y
'
s
s
am
p
le
s
t
r
u
ctu
r
e
n
o
t
o
n
ly
r
elativ
ely
ac
c
u
r
ately
r
ef
lects
th
e
ch
ar
ac
ter
is
tics
o
f
h
i
g
h
s
ch
o
o
l
teac
h
e
r
s
in
Vietn
a
m
b
u
t
also
ca
r
r
ies
im
p
o
r
tan
t
p
r
ac
tical
im
p
licatio
n
s
f
o
r
in
ter
p
r
etin
g
th
e
r
esear
c
h
r
esu
lts
.
First,
th
e
d
o
m
in
an
t
p
r
o
p
o
r
ti
o
n
o
f
wo
m
en
(
6
8
.
5
%)
with
a
m
e
d
iu
m
ef
f
ec
t
s
ize
in
d
icate
s
th
at
co
n
clu
s
io
n
s
r
elate
d
to
p
r
o
f
ess
io
n
al
awa
r
en
ess
an
d
p
r
ac
tice
ten
d
to
clea
r
ly
r
e
f
lect
th
e
c
h
a
r
ac
ter
is
tics
o
f
f
em
ale
teac
h
e
r
s
as
th
e
d
o
m
in
an
t
f
o
r
ce
in
t
h
e
g
en
er
al
ed
u
ca
tio
n
s
y
s
tem
.
T
h
is
s
u
g
g
ests
th
at
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
c
ar
ee
r
s
u
p
p
o
r
t
p
o
licies
s
h
o
u
ld
p
ay
clo
s
er
atten
tio
n
to
th
e
s
p
ec
if
ic
n
ee
d
s
,
p
r
ess
u
r
e
s
,
an
d
m
o
tiv
atio
n
s
o
f
th
is
g
r
o
u
p
.
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
Th
e
imp
a
ct
o
f p
r
o
fess
io
n
a
l a
u
to
n
o
my
o
n
th
e
tea
c
h
in
g
effec
ti
ve
n
ess
o
f g
eo
g
r
a
p
h
y
tea
ch
ers
…
(
B
u
i Th
i Nh
iem
)
3769
T
ab
le
1
.
Descr
ip
tiv
e
s
tatis
tics
o
f
th
e
r
esear
c
h
s
am
p
le
C
o
n
t
e
n
t
Q
u
a
n
t
i
t
y
R
a
t
e
(
%)
M
a
l
e
1
1
6
3
1
.
5
F
e
mal
e
2
5
2
6
8
.
5
B
a
c
h
e
l
o
r
2
3
1
6
2
.
8
M
a
s
t
e
r
1
3
7
3
7
.
2
<
5
y
e
a
r
s
82
2
2
.
7
5
-
1
0
y
e
a
r
s
1
4
2
3
8
.
5
>
1
0
y
e
a
r
s
1
4
4
3
9
.
1
I
n
ad
d
itio
n
,
th
e
p
r
o
p
o
r
tio
n
o
f
teac
h
er
s
with
p
o
s
tg
r
ad
u
ate
q
u
alif
icatio
n
s
(
3
7
.
2
%)
s
h
o
ws
a
p
o
s
itiv
e
ef
f
ec
t
s
ize
o
n
th
e
ca
p
ac
ity
t
o
em
b
r
ac
e
in
n
o
v
atio
n
,
esp
ec
iall
y
in
t
h
e
co
n
tex
t
o
f
im
p
lem
en
t
in
g
th
e
n
ew
g
en
er
al
ed
u
ca
tio
n
c
u
r
r
icu
lu
m
an
d
d
ig
i
tal
tr
an
s
f
o
r
m
atio
n
.
Fro
m
a
p
r
a
ctica
l
p
er
s
p
ec
tiv
e,
th
is
im
p
lies
th
at
in
ter
v
en
ti
o
n
s
to
im
p
r
o
v
e
teac
h
in
g
q
u
ality
,
s
u
ch
as
f
o
s
ter
in
g
ac
tiv
e
teac
h
in
g
m
eth
o
d
s
o
r
in
teg
r
atin
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t
ec
h
n
o
lo
g
y
,
will
b
e
m
o
r
e
ef
f
ec
tiv
e
wh
en
im
p
lem
e
n
ted
o
n
a
f
o
u
n
d
atio
n
o
f
h
ig
h
l
y
q
u
alif
ied
p
r
o
f
ess
io
n
als.
No
tab
ly
,
th
e
d
is
tr
ib
u
tio
n
o
f
s
en
io
r
ity
,
with
th
e
m
ajo
r
ity
o
f
teac
h
er
s
h
av
in
g
m
o
r
e
th
a
n
5
y
ea
r
s
o
f
ex
p
er
ien
ce
(
7
7
.
6
%),
s
h
o
ws
a
s
tr
o
n
g
ef
f
ec
t
s
ize
r
elate
d
to
s
tab
ilit
y
an
d
ac
c
u
m
u
lati
o
n
o
f
p
r
o
f
ess
io
n
al
ex
p
er
ien
ce
.
T
h
is
r
ein
f
o
r
ce
s
th
e
r
eliab
ilit
y
o
f
ass
ess
m
en
ts
o
f
teac
h
in
g
a
n
d
class
r
o
o
m
m
a
n
ag
em
en
t
p
r
ac
tices
an
d
s
u
g
g
ests
th
at
in
n
o
v
ativ
e
p
o
licies
n
ee
d
to
b
alan
ce
lev
er
a
g
in
g
e
x
is
tin
g
ex
p
e
r
ien
ce
with
p
r
o
m
o
tin
g
c
h
an
g
es
in
p
r
o
f
ess
io
n
al
m
in
d
s
et.
T
h
er
ef
o
r
e,
it
ca
n
b
e
af
f
ir
m
ed
th
at
th
e
r
esear
ch
f
in
d
in
g
s
ar
e
n
o
t
o
n
ly
ac
ad
em
ically
v
alu
ab
le
b
u
t
also
h
ig
h
l
y
f
ea
s
ib
le
wh
en
tr
a
n
s
lated
in
to
p
o
licy
im
p
licatio
n
s
an
d
ed
u
ca
tio
n
al
p
r
ac
tices
in
th
e
co
n
tex
t o
f
h
ig
h
s
ch
o
o
ls
in
Han
o
i.
Usi
n
g
SP
SS
f
o
r
d
escr
ip
tiv
e
s
t
atis
tics
,
T
ab
le
2
s
h
o
w
s
th
e
o
b
s
er
v
ed
v
ar
iab
les
o
n
th
e
E
P
Y
,
F
T
L
,
L
OC
,
AGT
,
E
T
C
s
ca
les
h
av
e
r
elat
iv
ely
h
ig
h
m
ea
n
v
alu
es
(
M=
3
.
5
7
9
–
4
.
4
3
5
)
,
in
d
icatin
g
h
ig
h
co
n
s
en
s
u
s
am
o
n
g
r
esp
o
n
d
en
ts
.
Stan
d
a
r
d
d
e
v
iatio
n
s
r
an
g
e
f
r
o
m
0
.
6
8
8
to
0
.
9
9
2
,
r
ef
lectin
g
an
ac
ce
p
ta
b
le
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el
o
f
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is
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er
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io
n
f
o
r
th
e
L
ik
er
t
s
ca
le
d
ata.
All
v
a
r
iab
les
h
av
e
n
eg
ativ
e
s
k
ewn
ess
(
−1
.
4
1
9
to
−0
.
3
6
4
)
,
in
d
i
ca
tin
g
lef
t
-
s
k
ewe
d
d
is
tr
ib
u
tio
n
s
th
at
ten
d
to
co
n
ce
n
tr
ate
at
h
ig
h
er
s
co
r
e
le
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els.
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h
e
e
x
ce
s
s
k
u
r
t
o
s
is
(
−0
.
2
3
4
to
3
.
6
4
8
)
an
d
s
k
ewn
ess
v
alu
es
ar
e
b
o
th
wit
h
in
ac
ce
p
tab
le
lim
its
,
co
n
f
ir
m
in
g
th
at
th
e
d
ata
ar
e
r
ea
s
o
n
ab
ly
d
is
tr
ib
u
ted
,
th
e
v
ar
iab
ilit
y
is
ap
p
r
o
p
r
iate,
a
n
d
th
er
e
is
n
o
ex
ce
s
s
iv
e
s
k
e
wn
ess
o
r
p
ea
k
in
g
.
T
h
e
r
ef
o
r
e
,
th
e
d
ata
m
ee
t
th
e
n
ec
ess
ar
y
co
n
d
itio
n
s
to
p
r
o
ce
e
d
with
ex
p
lo
r
ato
r
y
f
ac
to
r
a
n
al
y
s
is
(
E
FA)
an
d
s
u
r
v
ey
ev
alu
at
io
n
(
SEM
)
.
T
ab
le
2
.
Me
an
,
Stan
d
ar
d
d
ev
ia
tio
n
,
an
d
k
u
r
t
o
s
is
o
f
item
s
I
n
d
i
c
a
t
o
r
s
M
e
a
n
S
TD
Ex
c
e
ss
k
u
r
t
o
si
s
S
k
e
w
n
e
ss
E
P
Y
1
4
.
4
3
5
0
.
6
8
8
3
.
6
4
8
-
1
.
4
1
9
E
P
Y
2
4
.
0
7
3
0
.
7
9
2
0
.
4
5
1
-
0
.
5
9
2
E
P
Y
3
4
.
2
5
8
0
.
8
4
5
1
.
5
7
6
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1
9
9
F
T
L
1
4
.
2
4
7
0
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8
0
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1
.
3
4
2
-
1
.
0
4
9
F
T
L
2
4
.
0
7
6
0
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8
7
5
0
.
3
8
9
-
0
.
7
5
9
F
T
L
3
4
.
0
1
6
0
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8
6
7
0
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3
0
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-
0
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6
6
1
LO
C
1
3
.
5
7
9
0
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9
7
5
-
0
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2
3
4
-
0
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3
6
4
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C
2
3
.
8
0
7
0
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8
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0
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0
2
1
-
0
.
4
9
5
LO
C
3
3
.
8
9
7
0
.
9
0
6
0
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2
8
9
-
0
.
6
7
5
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C
4
3
.
7
5
5
0
.
9
9
2
0
.
0
5
2
-
0
.
6
1
8
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C
5
4
.
2
8
3
0
.
7
4
9
2
.
3
5
7
-
1
.
1
7
7
A
G
T1
3
.
8
2
3
0
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3
5
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0
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4
-
0
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5
4
3
A
G
T2
3
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7
2
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0
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0
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0
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5
9
9
A
G
T3
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3
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8
2
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2
2
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0
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3
5
A
G
T4
4
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0
2
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0
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2
0
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3
5
-
0
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7
3
2
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1
3
.
9
8
1
0
.
8
2
6
0
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0
4
8
-
0
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5
1
7
ETC
2
3
.
9
8
4
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3
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1
3
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0
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5
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2
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4
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4
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6
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8
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4
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3
7
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8
6
1
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3
7
8
-
0
.
8
0
9
4
.
2
.
E
F
A
a
na
ly
s
is
T
h
e
test
r
esu
lts
s
h
o
wed
th
at
t
h
e
d
ata
wer
e
s
u
itab
le
f
o
r
f
ac
to
r
an
aly
s
is
with
KM
O=
0
.
9
1
8
(
v
er
y
g
o
o
d
)
an
d
th
e
B
ar
tlett
test
was
s
tati
s
tically
s
ig
n
if
ican
t
(
χ²=
3
1
6
0
.
7
6
4
;
d
f
=
1
0
5
;
p
<.
0
0
1
)
.
I
n
T
a
b
le
3
,
E
FA
an
aly
s
is
with
Var
im
ax
r
o
tatio
n
e
x
tr
ac
t
ed
f
o
u
r
f
ac
to
r
s
,
c
o
n
s
is
ten
t
with
th
e
o
r
ig
in
al
t
h
eo
r
etica
l
s
tr
u
ctu
r
e
(
E
PY,
FTL
,
L
OC
,
an
d
AGT
)
.
T
h
e
to
tal
v
ar
ian
ce
ex
tr
ac
ted
was 6
6
.
6
2
%.
All
o
b
s
er
v
ed
v
ar
iab
les
h
a
d
f
ac
to
r
lo
ad
in
g
s
g
r
ea
ter
th
an
0
.
5
0
,
r
a
n
g
in
g
f
r
o
m
0
.
5
5
8
to
0
.
8
4
5
.
Sp
ec
if
ically
,
v
ar
i
ab
les
E
PY1
–
E
PY3
s
tr
o
n
g
ly
l
o
ad
th
e
f
ir
s
t
f
ac
to
r
(
0
.
6
9
3
–
0
.
7
8
8
)
,
v
ar
iab
les
FTL
1
–
FTL
3
lo
ad
th
e
s
ec
o
n
d
f
ac
to
r
(
0
.
6
5
4
–
0
.
7
3
5
)
,
v
ar
iab
les
L
OC
1
–
L
OC
5
lo
ad
th
e
th
ir
d
f
ac
to
r
(
0
.
5
5
8
–
0
.
8
4
5
)
,
a
n
d
v
ar
iab
les
AGT
1
–
AGT
4
l
o
ad
th
e
f
o
u
r
th
f
ac
t
o
r
(
0
.
6
8
8
–
0
.
8
1
2
)
.
T
h
e
f
ac
to
r
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
.
5
,
Octo
b
er
20
26
:
3
7
6
4
-
377
6
3770
s
tr
u
ctu
r
e
ac
h
ie
v
es
g
o
o
d
p
r
eli
m
in
ar
y
co
n
v
er
g
en
t
an
d
d
is
cr
im
in
an
t
v
alid
ity
,
p
r
o
v
id
i
n
g
a
s
u
itab
le
b
asis
f
o
r
f
u
r
th
er
test
in
g
t
h
e
m
ea
s
u
r
em
e
n
t m
o
d
el
u
s
in
g
C
FA in
th
e
n
e
x
t step
.
T
ab
le
3
.
R
o
tated
co
m
p
o
n
en
t
m
atr
ix
I
t
e
ms
1
2
3
4
EPY
1
.
7
8
8
EPY
2
.
7
3
1
EPY
3
.
6
9
3
F
TL3
.
6
5
4
F
TL2
.
7
3
5
F
TL1
.
7
1
2
LO
C
4
.
8
4
5
LO
C
1
.
8
2
8
LO
C
2
.
7
2
8
LO
C
3
.
6
4
4
LO
C
5
.
5
5
8
A
G
T2
.
8
1
2
A
G
T3
.
8
0
7
A
G
T4
.
8
0
2
A
G
T1
.
6
8
8
4
.
3
.
E
v
a
lua
t
i
o
n o
f
t
he
m
ea
s
urem
ent
m
o
del us
ing
P
L
S
-
S
E
M
T
h
e
o
u
ter
lo
a
d
in
g
co
ef
f
icien
ts
f
o
r
th
e
in
d
icato
r
s
ar
e
all
g
r
ea
ter
th
an
0
.
7
,
in
d
icatin
g
th
at
th
ey
ar
e
all
h
ig
h
-
q
u
ality
v
ar
iab
les
[
4
4
]
.
Fu
r
th
er
m
o
r
e,
all
v
ar
iab
les
h
av
e
VI
F
v
alu
es<3
,
in
d
icatin
g
n
o
m
u
ltico
llin
ea
r
ity
.
T
h
e
r
esu
lts
ar
e
s
h
o
wn
in
T
a
b
le
4
.
T
h
e
r
esu
lts
s
h
o
w
th
at
th
e
laten
t
co
n
s
tr
u
cts
all
ac
h
iev
ed
h
ig
h
in
ter
n
al
r
eliab
ilit
y
.
Sp
ec
if
ically
,
t
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
co
e
f
f
icien
t
r
a
n
g
ed
f
r
o
m
0
.
8
0
5
to
0
.
9
2
7
,
r
h
o
_
A
f
r
o
m
0
.
8
1
0
t
o
0
.
9
2
8
,
an
d
co
m
p
o
s
ite
r
eliab
ilit
y
f
r
o
m
0
.
8
8
4
to
0
.
9
4
5
,
all
ex
ce
ed
in
g
th
e
r
ec
o
m
m
e
n
d
ed
th
r
esh
o
ld
o
f
0
.
7
0
,
th
u
s
co
n
f
ir
m
in
g
th
e
in
ter
n
al
c
o
n
s
is
ten
cy
o
f
th
e
s
ca
les.
At
th
e
s
a
m
e
tim
e,
th
e
co
n
v
er
g
en
t
v
alid
ity
o
f
th
e
co
n
s
tr
u
cts
was
en
s
u
r
ed
,
with
av
er
ag
e
v
ar
ian
ce
ex
tr
ac
ted
(
AVE
)
r
an
g
in
g
f
r
o
m
0
.
6
6
5
to
0
.
7
7
5
,
all
o
f
wh
ich
ex
ce
ed
ed
th
e
th
r
esh
o
ld
o
f
0
.
5
0
,
in
d
icatin
g
th
at
th
e
o
b
s
er
v
ed
v
ar
iab
les
ex
p
lain
a
lar
g
e
p
o
r
tio
n
o
f
t
h
e
v
ar
ian
ce
o
f
th
e
r
esp
ec
tiv
e
laten
t c
o
n
s
tr
u
cts.
T
ab
le
5
s
h
o
ws
r
eg
ar
d
i
n
g
d
is
c
r
im
in
an
t
v
alid
ity
,
th
e
Fo
r
n
ell
–
L
ar
k
er
test
r
esu
lts
s
h
o
w
th
at
th
e
s
q
u
ar
e
r
o
o
t
o
f
ea
ch
co
n
s
tr
u
ct'
s
AV
E
(
th
e
v
alu
es
o
n
th
e
d
iag
o
n
al)
is
g
r
ea
ter
th
an
th
e
co
r
r
el
atio
n
s
b
etwe
en
th
at
co
n
s
tr
u
ct
an
d
th
e
o
th
er
s
,
th
u
s
co
n
f
ir
m
in
g
a
s
atis
f
ac
to
r
y
lev
e
l
o
f
d
is
cr
im
in
a
n
t
v
alid
ity
b
et
wee
n
th
e
co
n
s
tr
u
cts
in
th
e
m
ea
s
u
r
em
en
t
m
o
d
el.
I
n
s
u
m
m
ar
y
,
th
e
m
ea
s
u
r
e
m
en
t
m
o
d
el
f
u
lly
m
ee
ts
th
e
r
e
q
u
ir
e
m
en
ts
f
o
r
r
eliab
ilit
y
,
co
n
v
er
g
en
t
v
alid
ity
,
an
d
d
is
cr
im
in
an
t
v
alid
ity
,
th
er
eb
y
p
r
o
v
i
d
in
g
a
s
o
lid
m
eth
o
d
o
lo
g
ical
b
asis
f
o
r
s
u
b
s
eq
u
en
t
test
in
g
o
f
th
e
s
tr
u
ctu
r
al
m
o
d
el.
T
ab
le
4
.
C
o
n
s
tr
u
ct
r
eliab
ilit
y
a
n
d
v
alid
ity
I
t
e
ms
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
r
h
o
_
A
CR
AVE
AGT
0
.
8
7
3
0
.
8
8
1
0
.
9
1
3
0
.
7
2
5
EPY
0
.
8
0
5
0
.
8
1
0
0
.
8
8
4
0
.
7
1
8
ETC
0
.
9
2
7
0
.
9
2
8
0
.
9
4
5
0
.
7
7
5
F
TL
0
.
8
2
6
0
.
8
4
1
0
.
8
9
6
0
.
7
4
2
LO
C
0
.
8
7
4
0
.
8
7
5
0
.
9
0
8
0
.
6
6
5
T
ab
le
5
.
Fo
r
n
ell
-
L
ar
k
e
r
cr
iter
i
o
n
r
esu
lts
I
t
e
ms
AGT
EPY
ETC
F
TL
LO
C
AGT
0
.
8
5
2
EPY
0
.
4
9
8
0
.
8
4
7
ETC
0
.
7
6
5
0
.
5
0
8
0
.
8
8
0
F
TL
0
.
5
4
1
0
.
6
5
6
0
.
5
4
0
0
.
8
6
2
LO
C
0
.
6
2
9
0
.
5
5
6
0
.
5
8
9
0
.
5
8
6
0
.
8
1
5
4
.
4
.
E
v
a
lua
t
i
o
n o
f
t
he
s
t
ruct
ura
l m
o
del
T
h
e
5
0
0
0
b
o
o
ts
tr
ap
r
esu
lts
i
n
T
ab
le
6
co
n
f
i
r
m
th
at
AGT
is
a
s
tatis
tically
s
ig
n
if
ican
t
m
ed
iatin
g
v
ar
iab
le
in
all
th
r
ee
r
elatio
n
s
h
ip
s
:
E
PY
–
E
T
C
,
FTL
–
E
T
C
,
an
d
L
OC
–
E
T
C
.
T
h
e
in
d
ir
ec
t
im
p
ac
t
lev
els
ar
e
ar
r
an
g
e
d
in
d
escen
d
in
g
o
r
d
er
as:
L
OC
→
AGT
→
E
T
C
>FT
L
→
AGT
→
E
T
C
>E
PY
→
AGT
→
E
T
C
.
T
h
ese
r
esu
lts
p
r
o
v
id
e
s
tr
o
n
g
em
p
ir
ic
al
ev
id
en
ce
f
o
r
th
e
m
ed
iatin
g
r
o
le
o
f
AGT
in
th
e
r
esear
ch
m
o
d
el
an
d
em
p
h
asize
th
at
in
f
lu
en
cin
g
L
OC
an
d
FTL
will y
ield
a
lar
g
er
in
d
ir
ec
t e
f
f
ec
t o
n
E
T
C
th
r
o
u
g
h
th
e
AGT
m
ec
h
an
is
m
.
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
Th
e
imp
a
ct
o
f p
r
o
fess
io
n
a
l a
u
to
n
o
my
o
n
th
e
tea
c
h
in
g
effec
ti
ve
n
ess
o
f g
eo
g
r
a
p
h
y
tea
ch
ers
…
(
B
u
i Th
i Nh
iem
)
3771
Fig
u
r
e
1
an
d
T
ab
le
6
s
u
m
m
ar
i
ze
th
e
f
in
d
in
g
s
,
wh
ich
s
h
o
w
t
h
at
f
o
u
r
h
y
p
o
th
eses
ar
e
s
u
p
p
o
r
ted
.
Fro
m
th
e
PLS
Alg
o
r
ith
m
r
esu
lts
,
th
e
ad
ju
s
ted
R
-
s
q
u
ar
ed
r
esu
lts
ar
e
p
r
o
v
id
e
d
.
T
h
e
ad
ju
s
ted
R
-
s
q
u
ar
ed
o
f
E
T
C
is
0
.
5
8
5
,
s
o
th
e
in
d
ep
e
n
d
en
t
v
ar
iab
les
af
f
ec
tin
g
it
(
E
PY,
L
OC
,
FTL
)
ex
p
lain
5
8
.
5
%
o
f
th
e
v
ar
iatio
n
(
v
ar
ia
n
ce
)
o
f
th
e
E
T
C
v
a
r
iab
le.
T
h
e
a
d
j
u
s
ted
R
-
s
q
u
ar
ed
o
f
AGT
is
0
.
4
4
8
,
s
o
t
h
e
in
d
ep
en
d
en
t
v
ar
i
ab
le
E
T
C
ex
p
lain
s
4
4
.
8
% o
f
th
e
v
a
r
iatio
n
(
v
ar
ian
ce
)
o
f
th
e
AGT
v
ar
iab
le.
T
ab
le
6
.
Path
co
e
f
f
icien
ts
P
a
t
h
O
r
i
g
i
n
a
l
s
a
mp
l
e
S
a
mp
l
e
m
e
a
n
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
T
S
t
a
t
i
s
t
i
c
s
P
V
a
l
u
e
s
EPY
→
A
G
T
→
E
TC
0
.
0
9
0
0
.
0
9
0
0
.
0
3
8
2
.
3
7
7
0
.
0
1
8
F
TL
→
A
G
T
→
ET
C
0
.
1
5
6
0
.
1
5
7
0
.
0
4
3
3
.
6
5
9
0
.
0
0
0
LO
C
→
A
G
T
→
ET
C
0
.
3
4
0
0
.
3
4
2
0
.
0
4
5
7
.
6
1
5
0
.
0
0
0
Fig
u
r
e
1
.
Path
a
n
aly
s
is
r
esu
lts
Fu
r
th
er
m
o
r
e
,
th
e
m
o
d
el'
s
ex
p
lan
ato
r
y
p
o
wer
a
n
d
e
f
f
ec
t
s
ize
(
f
²)
wer
e
ass
ess
ed
to
d
et
er
m
in
e
th
e
r
elativ
e
im
p
ac
t
o
f
ea
ch
o
u
tlier
o
n
th
e
en
d
o
g
e
n
o
u
s
v
a
r
iab
le
s
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
L
OC
h
ad
a
m
o
d
er
ate
ef
f
ec
t
o
n
AGT
,
in
d
icatin
g
th
a
t
th
is
f
ac
to
r
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
ex
p
lain
in
g
AGT
v
ar
i
ab
ilit
y
.
C
o
n
v
er
s
ely
,
FTL
m
ay
h
a
v
e
a
s
m
aller
e
f
f
e
ct,
s
u
g
g
esti
n
g
a
m
o
r
e
lim
ited
b
u
t
s
till
s
ig
n
if
ican
t
co
n
tr
ib
u
ti
o
n
.
E
PY
s
h
o
wed
a
r
elativ
ely
wea
k
ef
f
ec
t
s
ize,
s
u
g
g
esti
n
g
th
at,
alth
o
u
g
h
s
tatis
ti
ca
lly
s
ig
n
if
ican
t,
its
im
p
ac
t
o
n
AGT
was
m
o
d
est.
R
eg
ar
d
in
g
th
e
r
elatio
n
s
h
ip
b
et
wee
n
AGT
,
E
T
C
,
th
e
ap
p
lied
ef
f
ec
t
s
ize
was
m
ed
iu
m
to
lar
g
e,
r
ein
f
o
r
cin
g
th
e
im
p
o
r
tan
ce
o
f
AGT
as
a
m
ajo
r
p
r
ed
icto
r
o
f
E
T
C
.
T
h
is
is
cu
r
r
en
tly
b
ein
g
d
e
m
o
n
s
tr
ated
as
a
m
ed
iatin
g
r
o
le
o
f
AGT
in
th
e
m
o
d
el
s
tr
u
ct
u
r
e.
T
o
ass
ess
th
e
m
o
d
el'
s
p
r
ed
ic
tiv
e
p
o
wer
,
th
e
Q
2
v
alu
e
wa
s
ca
lcu
lated
u
s
in
g
in
f
o
r
m
atio
n
h
id
in
g
.
T
h
e
r
esu
lts
s
h
o
w
th
at
th
e
Q
2
v
alu
es
f
o
r
b
o
th
AGT
,
E
T
C
ar
e
g
r
ea
ter
th
an
0
,
co
n
f
ir
m
in
g
t
h
a
t
th
e
m
o
d
el
h
as
th
e
ex
p
ec
ted
f
it.
T
h
is
in
d
icate
s
th
at
th
e
m
o
d
el
is
in
ca
p
ab
le
o
f
a
d
eq
u
ately
r
eso
lv
in
g
t
h
e
r
elati
o
n
s
h
ip
b
etwe
en
th
e
co
n
s
tr
u
cts
wh
ile
s
till
p
o
s
s
es
s
i
n
g
s
u
f
f
icien
t
p
r
ed
ictiv
e
p
o
we
r
o
u
ts
id
e
th
e
s
am
p
le.
No
te
t
h
at
th
e
Q
2
v
alu
e
f
o
r
E
T
C
is
h
ig
h
er
th
an
th
at
f
o
r
AGT
,
s
u
g
g
esti
n
g
th
at
th
e
m
o
d
el
m
ay
ex
h
ib
it
s
tr
o
n
g
e
r
p
r
ed
icti
v
e
ac
cu
r
ac
y
f
o
r
th
e
o
u
tco
m
e
o
f
th
e
v
ar
iatio
n
.
T
h
is
d
ev
elo
p
m
en
t
is
co
n
s
is
ten
t
with
th
e
R
2
r
esu
lts
an
d
f
u
r
th
er
s
tr
en
g
th
en
s
th
e
ce
r
tain
ty
o
f
th
e
p
u
b
lis
h
ed
r
ela
tio
n
s
h
ip
s
tr
u
ctu
r
e.
Ov
e
r
all,
th
e
R
2
,
f
2
,
an
d
Q
2
r
esu
lts
ar
e
co
n
s
is
ten
t,
in
d
icatin
g
th
at
th
e
m
o
d
el
ac
h
iev
es
s
u
f
f
ic
ien
t
ex
p
lan
ato
r
y
a
n
d
p
r
e
d
ictiv
e
p
er
f
o
r
m
a
n
ce
an
d
th
u
s
p
r
o
v
i
d
es
s
tr
o
n
g
em
p
ir
ical
ev
id
en
ce
f
o
r
th
e
p
r
o
p
o
s
ed
th
e
o
r
etica
l f
r
am
ewo
r
k
.
All
h
y
p
o
th
eses
H1
-
H4
a
r
e
ac
ce
p
ted
b
ec
au
s
e
th
eir
P
-
v
alu
es
ar
e
less
th
an
0
.
0
0
5
,
as
s
ee
n
i
n
T
ab
le
7
.
T
h
e
r
esu
lts
s
h
o
w
th
at
AGT
p
lay
s
a
s
tatis
tically
s
ig
n
if
ican
t
m
ed
iatin
g
r
o
le
in
th
e
r
e
latio
n
s
h
ip
b
etwe
en
ex
o
g
en
o
u
s
v
ar
iab
les
an
d
E
T
C
.
Sp
ec
if
ically
,
E
PY
h
as
a
p
o
s
i
tiv
e
in
d
ir
ec
t
in
f
lu
en
ce
o
n
teac
h
in
g
ef
f
ec
tiv
e
n
ess
th
r
o
u
g
h
teac
h
er
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
(
β=0
.
0
9
0
;
t=2
.
3
7
7
;
p
=0
.
0
1
8
)
.
T
h
is
r
esu
lt
in
d
icate
s
th
at
im
p
r
o
v
in
g
an
d
im
p
lem
en
tin
g
ed
u
ca
tio
n
al
p
o
licies
en
h
an
ce
s
teac
h
in
g
ef
f
ec
tiv
en
ess
in
g
eo
g
r
ap
h
y
b
y
in
cr
ea
s
in
g
teac
h
er
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
,
th
o
u
g
h
th
e
im
p
ac
t is m
o
d
est.
R
eg
ar
d
in
g
th
e
FTL
,
th
e
in
d
ir
e
ct
ef
f
ec
t
o
n
teac
h
in
g
ef
f
ec
tiv
e
n
ess
th
r
o
u
g
h
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
was
also
s
tatis
tically
s
ig
n
if
ican
t
(
β=0
.
1
5
6
;
t=3
.
6
5
9
;
p
<0
.
0
0
1
)
,
in
d
icatin
g
th
at
AGT
is
an
i
m
p
o
r
tan
t
m
e
d
iatin
g
m
ec
h
an
is
m
th
at
tr
an
s
f
o
r
m
s
FTL
's
im
p
ac
t
in
to
teac
h
in
g
o
u
tco
m
es.
No
tab
l
y
,
L
OC
s
h
o
wed
th
e
s
tr
o
n
g
est
in
d
ir
ec
t
in
f
lu
en
ce
o
n
teac
h
in
g
ef
f
ec
tiv
en
ess
th
r
o
u
g
h
teac
h
er
s
'
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
(
β=0
.
3
4
0
;
t=7
.
6
1
5
;
p
<0
.
0
0
1
)
.
T
h
is
r
esu
lt
im
p
lies
th
at
a
f
a
v
o
r
a
b
le
lead
er
s
h
i
p
en
v
ir
o
n
m
e
n
t
an
d
s
ch
o
o
l
c
u
ltu
r
e
p
lay
a
p
ar
ticu
lar
l
y
im
p
o
r
tan
t r
o
le
in
p
r
o
m
o
tin
g
te
ac
h
er
s
'
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
,
th
er
eb
y
im
p
r
o
v
in
g
th
e
ETC
.
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
.
5
,
Octo
b
er
20
26
:
3
7
6
4
-
377
6
3772
T
ab
le
7
.
Hy
p
o
th
eses
test
r
esu
lts
H
y
p
o
t
h
e
s
i
s
P
a
t
h
C
o
e
f
f
i
c
i
e
n
t
P
-
v
a
l
u
e
s
R
e
s
u
l
t
s
H1
EPY
→
AGT
0
.
1
1
7
0
.
0
1
8
A
c
c
e
p
t
e
d
H2
LO
C
→
AGT
0
.
4
4
4
0
.
0
0
0
A
c
c
e
p
t
e
d
H3
F
TL
→
AGT
0
.
2
0
4
0
.
0
0
0
A
c
c
e
p
t
e
d
H4
A
G
T
→
E
TC
0
.
7
6
5
0
.
0
0
0
A
c
c
e
p
t
e
d
4.
5.
Dis
cus
s
io
n
First,
th
e
r
esear
ch
r
esu
lts
s
h
o
w
th
at
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
p
lay
s
a
s
tatis
tically
s
ig
n
if
ican
t
m
ed
iatin
g
r
o
le
in
t
h
e
r
elatio
n
s
h
i
p
b
etwe
en
ed
u
ca
tio
n
al
p
o
licy
f
ac
t
o
r
s
,
f
ac
ilit
ies,
lead
er
s
h
ip
,
an
d
o
r
g
an
izatio
n
al
cu
ltu
r
e
with
th
e
ef
f
ec
tiv
e
n
ess
o
f
g
e
o
g
r
ap
h
y
teac
h
in
g
b
y
teac
h
er
s
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
th
e
ec
o
lo
g
ical
ap
p
r
o
ac
h
to
teac
h
er
ag
e
n
cy
[
1
]
,
w
h
ich
h
o
ld
s
t
h
at
teac
h
er
p
r
o
f
ess
io
n
al
a
u
to
n
o
m
y
is
n
o
t
a
s
in
g
le
in
d
iv
i
d
u
al
attr
ib
u
te
b
u
t
is
s
h
ap
ed
b
y
th
e
in
ter
ac
tio
n
am
o
n
g
co
n
tex
t,
p
o
licy
,
an
d
s
ch
o
o
l
co
n
d
itio
n
s
.
C
o
m
p
ar
ed
with
s
tu
d
ies
f
o
cu
s
in
g
o
n
m
o
tiv
ati
o
n
o
r
s
elf
-
ef
f
icac
y
as
th
e
m
a
in
m
ed
iatin
g
m
ec
h
an
is
m
s
[
3
]
,
th
e
cu
r
r
en
t
s
tu
d
y
s
h
o
ws
th
at
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
em
e
r
g
es
as
a
ce
n
tr
al
m
e
d
iatin
g
m
ec
h
a
n
is
m
,
esp
ec
ially
in
th
e
co
n
te
x
t
o
f
teac
h
in
g
g
eo
g
r
ap
h
y
a
n
d
cu
r
r
i
cu
lu
m
r
ef
o
r
m
.
T
h
is
r
ef
lects
th
e
s
p
ec
if
ic
co
n
tex
t
o
f
teac
h
in
g
g
eo
g
r
ap
h
y
an
d
th
e
co
n
tex
t
o
f
h
ig
h
s
ch
o
o
l
ed
u
ca
tio
n
r
ef
o
r
m
in
Vietn
am
,
wh
e
r
e
teac
h
er
s
ar
e
o
f
ten
s
tr
o
n
g
ly
in
f
lu
en
ce
d
b
y
th
e
cu
r
r
icu
lu
m
f
r
am
ewo
r
k
,
ass
ess
m
en
t,
an
d
ad
m
in
is
tr
ativ
e
r
e
g
u
l
atio
n
s
.
Seco
n
d
,
th
e
in
d
i
r
ec
t
im
p
ac
t
o
f
ed
u
ca
tio
n
p
o
licy
o
n
p
r
o
f
ess
io
n
al
au
t
o
n
o
m
y
.
C
o
m
p
ar
ed
to
s
tu
d
ies
in
co
u
n
tr
ies
with
h
i
g
h
lev
els
o
f
e
m
p
o
wer
m
en
t,
wh
er
e
AGT
is
em
p
h
asized
as
an
im
p
o
r
tan
t
co
m
p
o
n
e
n
t
o
f
p
o
lic
y
[
7
]
,
th
e
in
ten
s
ity
o
f
th
e
in
d
ir
e
ct
in
f
lu
en
ce
o
f
ed
u
ca
tio
n
p
o
li
cy
in
th
is
s
tu
d
y
is
r
elativ
ely
l
o
w.
T
h
is
s
h
o
ws
th
at
AGT
in
th
e
Vietn
am
ese
co
n
tex
t
is
s
til
l
s
ig
n
if
ican
tly
in
f
lu
en
ce
d
b
y
cu
r
r
ic
u
lu
m
co
n
t
r
o
l
an
d
ass
ess
m
en
t
m
ec
h
an
is
m
s
[
1
0
]
.
Stu
d
ies
o
n
cu
r
r
icu
lu
m
r
e
f
o
r
m
an
d
p
o
licy
im
p
lem
en
tatio
n
in
s
ch
o
o
ls
in
Asi
a
an
d
So
u
th
ea
s
t
Asi
a
em
p
h
asize
th
at
th
e
s
u
cc
ess
o
f
p
o
licies
d
ep
en
d
s
h
ea
v
ily
o
n
th
e
p
r
o
f
ess
io
n
al
s
p
ac
e
tea
ch
er
s
ca
n
u
s
e
in
th
e
class
r
o
o
m
[
2
4
]
.
Alth
o
u
g
h
p
o
licies
o
f
ten
em
p
h
asize
m
eth
o
d
o
lo
g
ical
in
n
o
v
atio
n
,
co
m
p
et
en
cy
d
ev
elo
p
m
en
t,
an
d
lear
n
er
i
n
d
iv
id
u
aliza
tio
n
,
th
e
ex
ten
t
to
wh
ich
th
e
y
tr
an
s
late
in
to
class
r
o
o
m
p
r
ac
tice
d
ep
en
d
s
g
r
e
atly
o
n
th
e
au
to
n
o
m
y
teac
h
e
r
s
ar
e
g
r
a
n
ted
an
d
th
e
p
r
ac
tices th
ey
ad
o
p
t.
T
h
ir
d
,
lead
er
s
h
ip
an
d
o
r
g
an
iz
atio
n
al
cu
ltu
r
e
r
ep
r
esen
t
th
e
s
tr
o
n
g
est
m
e
d
iatin
g
m
ec
h
an
is
m
th
r
o
u
g
h
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
.
E
x
is
t
in
g
s
tu
d
ies
in
d
icate
th
at
s
ch
o
o
l
lead
er
s
h
ip
r
ar
ely
d
ir
ec
tl
y
af
f
ec
ts
lear
n
in
g
o
u
tco
m
es,
p
r
im
ar
ily
th
r
o
u
g
h
t
ea
ch
er
s
'
o
r
g
an
izatio
n
al
co
n
d
iti
o
n
s
an
d
teac
h
in
g
p
r
ac
tices
[
8
]
,
[
2
3
]
.
L
ea
d
er
s
ca
n
p
r
o
m
o
te
teac
h
in
g
q
u
ality
b
y
b
u
ild
in
g
a
s
h
ar
ed
v
is
io
n
,
f
o
s
ter
in
g
a
p
r
o
f
ess
io
n
al
lear
n
in
g
cu
ltu
r
e,
cu
ltiv
atin
g
a
tr
u
s
tin
g
en
v
ir
o
n
m
en
t,
a
n
d
s
u
p
p
o
r
tin
g
teac
h
e
r
s
'
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t.
T
h
e
r
esu
lts
o
f
th
e
cu
r
r
en
t
s
tu
d
y
a
d
d
em
p
ir
ical
ev
id
en
ce
th
at,
in
th
e
co
n
tex
t
o
f
teac
h
in
g
g
eo
g
r
ap
h
y
,
th
e
co
r
e
elem
e
n
t
th
at
en
ab
les
lead
er
s
h
ip
an
d
o
r
g
an
izatio
n
al
c
u
ltu
r
e
to
ex
e
r
t
th
eir
im
p
ac
t
is
th
e
ex
p
an
s
io
n
o
f
teac
h
er
s
'
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
.
T
h
is
is
also
co
n
s
is
ten
t
with
s
tu
d
ies
s
h
o
win
g
th
at
wh
en
s
ch
o
o
l
lead
er
s
en
ab
le
teac
h
er
s
to
p
r
o
ac
tiv
ely
ch
o
o
s
e
m
eth
o
d
s
,
d
esig
n
teac
h
in
g
ac
tiv
ities
,
b
u
ild
a
p
r
o
f
ess
io
n
al
lear
n
in
g
e
n
v
ir
o
n
m
e
n
t,
an
d
f
o
s
ter
o
r
g
an
iz
atio
n
al
tr
u
s
t
an
d
a
cu
ltu
r
e
o
f
co
o
p
er
atio
n
[
7
]
,
[
9
]
.
Fo
u
r
th
,
th
e
r
o
le
o
f
f
ac
ilit
ies
an
d
m
ec
h
an
is
m
s
p
r
o
m
o
tin
g
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
s
tu
d
ies
o
n
th
e
im
p
o
r
tan
t
s
u
p
p
o
r
ti
n
g
r
o
le
o
f
f
ac
ilit
ies
in
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
a
n
d
teac
h
i
n
g
ef
f
ec
tiv
en
ess
.
Ad
eq
u
ate
f
ac
ilit
ies
cr
ea
te
co
n
d
itio
n
s
f
o
r
teac
h
er
s
to
d
esig
n
an
d
ex
p
er
im
en
t
with
n
ew
m
eth
o
d
s
,
h
elp
in
g
th
em
b
ec
o
m
e
m
o
r
e
a
u
to
n
o
m
o
u
s
in
th
eir
teac
h
in
g
[
3
2
]
.
T
h
is
r
esear
ch
s
u
p
p
o
r
ts
th
e
s
tu
d
y
[
3
4
]
,
wh
ich
s
h
o
ws th
at
f
ac
ilit
ies b
r
in
g
p
r
o
f
ess
io
n
al
s
atis
f
ac
t
io
n
to
teac
h
er
s
,
th
er
eb
y
im
p
r
o
v
i
n
g
teac
h
in
g
ef
f
ec
tiv
en
ess
.
Fifth
,
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
an
d
teac
h
in
g
e
f
f
ec
tiv
en
ess
in
g
eo
g
r
a
p
h
y
.
T
h
is
r
esu
lt
is
clo
s
ely
r
elate
d
to
th
e
th
eo
r
y
o
f
s
elf
-
d
eter
m
in
a
tio
n
,
wh
ich
co
n
s
id
er
s
au
to
n
o
m
y
a
b
asic
p
s
y
c
h
o
lo
g
ical
n
ee
d
th
at
d
r
iv
es
in
t
r
in
s
ic
m
o
tiv
atio
n
an
d
t
h
e
ef
f
ec
tiv
en
ess
o
f
p
r
o
f
ess
io
n
al
b
eh
av
io
r
[
4
]
,
[
1
0
]
.
W
h
en
g
eo
g
r
a
p
h
y
teac
h
er
s
f
ee
l
em
p
o
wer
ed
to
c
h
o
o
s
e
co
n
ten
t
,
m
eth
o
d
s
,
ass
ess
m
en
t
f
o
r
m
s
,
an
d
o
r
g
a
n
ize
lear
n
i
n
g
ac
tiv
it
ies,
it
ca
n
in
cr
ea
s
e
p
r
o
f
ess
io
n
al
en
g
ag
em
e
n
t,
cr
e
ativ
ity
in
less
o
n
d
esig
n
,
an
d
r
esp
o
n
s
iv
en
ess
to
th
e
d
iv
er
s
e
n
ee
d
s
o
f
s
tu
d
en
ts
.
E
m
p
ir
ical
s
tu
d
ies
also
s
h
o
w
t
h
at
teac
h
er
au
to
n
o
m
y
is
p
o
s
iti
v
ely
co
r
r
elate
d
with
p
r
o
f
ess
io
n
al
en
g
ag
em
en
t,
jo
b
s
atis
f
ac
tio
n
,
an
d
r
ed
u
ce
d
b
u
r
n
o
u
t
[
3
]
,
lead
in
g
to
m
o
r
e
ef
f
ec
t
iv
e
teac
h
in
g
p
r
ac
tices
[
4
3
]
.
C
o
m
p
ar
ed
to
s
tu
d
ies
o
n
teac
h
er
au
to
n
o
m
y
i
n
W
ester
n
co
n
te
x
ts
[
1
2
]
,
th
e
r
esu
lts
o
f
th
e
cu
r
r
e
n
t
s
tu
d
y
s
h
o
w
th
at
a
f
o
r
m
o
f
class
r
o
o
m
au
to
n
o
m
y
is
d
o
m
in
a
n
t,
n
am
el
y
f
lex
ib
ilit
y
in
d
esig
n
i
n
g
lear
n
in
g
ac
tiv
ities
an
d
o
r
g
an
izin
g
less
o
n
s
,
r
ath
er
th
an
p
ar
ticip
atio
n
in
s
ch
o
o
l a
d
m
i
n
is
tr
atio
n
d
ec
is
io
n
s
.
Six
th
,
in
r
ec
en
t
y
ea
r
s
,
Vietn
am
h
as
b
ee
n
v
ig
o
r
o
u
s
ly
im
p
lem
en
tin
g
e
d
u
ca
tio
n
al
r
ef
o
r
m
p
o
licies,
esp
ec
ially
th
e
2
0
1
8
Gen
er
al
E
d
u
ca
tio
n
Pro
g
r
a
m
,
wh
ich
f
o
cu
s
es
o
n
d
e
v
elo
p
in
g
lear
n
er
s
'
co
m
p
eten
cies
a
n
d
s
tr
en
g
th
en
in
g
teac
h
er
s
'
p
r
o
ac
tiv
e
r
o
le.
I
n
th
is
co
n
te
x
t,
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
is
n
o
t
m
er
ely
a
th
eo
r
etica
l
co
n
ce
p
t
b
u
t
also
a
p
r
ac
tical
r
eq
u
ir
em
en
t
f
o
r
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
teac
h
in
g
an
d
lear
n
i
n
g
.
Ho
wev
er
,
AGT
in
Vietn
am
r
em
ain
s
co
n
s
tr
ai
n
ed
b
y
f
ac
to
r
s
s
u
ch
as
ce
n
tr
alize
d
m
an
ag
em
en
t
m
ec
h
an
is
m
s
,
ad
m
in
is
tr
ativ
e
p
r
ess
u
r
e,
an
d
cu
r
r
icu
lu
m
s
tan
d
ar
d
izatio
n
.
T
h
is
r
aises
an
im
p
o
r
tan
t
q
u
esti
o
n
:
d
o
es
in
cr
ea
s
ed
au
to
n
o
m
y
tr
u
ly
im
p
r
o
v
e
teac
h
in
g
ef
f
ec
tiv
en
es
s
,
an
d
u
n
d
er
wh
at
co
n
d
itio
n
s
d
o
es
th
is
im
p
ac
t
b
ec
o
m
e
a
p
p
a
r
en
t?
I
n
th
e
co
n
tex
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
imp
a
ct
o
f p
r
o
fess
io
n
a
l a
u
to
n
o
my
o
n
th
e
tea
c
h
in
g
effec
ti
ve
n
ess
o
f g
eo
g
r
a
p
h
y
tea
ch
ers
…
(
B
u
i Th
i Nh
iem
)
3773
o
f
th
e
cu
r
r
e
n
t e
d
u
ca
tio
n
al
tr
an
s
f
o
r
m
atio
n
,
th
e
lack
o
f
r
eliab
l
e
q
u
an
titativ
e
ev
id
en
ce
o
n
th
e
r
o
le
o
f
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
m
ay
lead
to
p
o
licy
d
ec
is
io
n
s
lack
in
g
a
s
cien
tific
b
asis
.
T
h
er
ef
o
r
e,
th
is
r
esear
ch
n
o
t
o
n
ly
ad
d
s
to
ex
is
tin
g
k
n
o
wled
g
e
b
u
t a
ls
o
h
as u
r
g
en
t sig
n
if
ican
ce
in
g
u
id
i
n
g
ed
u
ca
tio
n
al
r
ef
o
r
m
in
Vietn
am
.
4.
6
.
M
a
na
g
e
m
ent
im
pli
ca
t
io
ns
C
o
m
p
ar
ed
to
in
te
r
n
atio
n
al
s
tu
d
ies,
th
e
d
if
f
er
e
n
ce
in
th
e
c
u
r
r
en
t
s
tu
d
y
lies
in
th
e
co
n
tex
t
o
f
n
atio
n
al
cu
r
r
icu
lu
m
r
ef
o
r
m
,
in
wh
ich
g
eo
g
r
ap
h
y
teac
h
er
s
m
u
s
t
s
im
u
ltan
eo
u
s
ly
m
ee
t
th
e
r
e
q
u
ir
em
e
n
ts
o
f
s
tan
d
ar
d
ized
o
u
tp
u
ts
an
d
in
n
o
v
ativ
e
m
et
h
o
d
s
.
T
h
is
cr
ea
tes
a
f
o
r
m
o
f
“c
o
n
d
itio
n
al
au
to
n
o
m
y
”,
in
wh
ich
teac
h
er
s
h
av
e
f
lex
ib
ilit
y
in
o
r
g
an
izin
g
th
eir
teac
h
in
g
b
u
t
r
em
ai
n
s
tr
o
n
g
ly
c
o
n
s
tr
ain
ed
b
y
ed
u
ca
tio
n
al
p
o
li
cies.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
em
p
h
asize
th
at
m
eth
o
d
s
s
u
ch
as
in
q
u
ir
y
-
b
ased
lear
n
in
g
,
p
h
e
n
o
m
en
o
n
-
b
ased
lear
n
in
g
,
o
u
t
-
of
-
class
r
o
o
m
teac
h
in
g
,
an
d
GI
S
in
teg
r
atio
n
r
eq
u
ir
e
teac
h
er
s
t
o
h
av
e
a
h
i
g
h
d
eg
r
ee
o
f
f
lex
ib
ilit
y
an
d
d
ec
is
io
n
-
m
ak
in
g
p
o
wer
[
3
6
]
.
Fu
r
t
h
er
m
o
r
e,
teac
h
in
g
g
eo
g
r
ap
h
y
with
a
co
n
ce
p
t
-
o
r
ie
n
ted
ap
p
r
o
ac
h
r
eq
u
ir
es
teac
h
er
s
to
p
r
o
ac
tiv
ely
ch
a
n
g
e
th
e
c
o
n
te
n
t
s
tr
u
ctu
r
e,
d
esig
n
lear
n
in
g
s
itu
atio
n
s
,
an
d
co
n
n
ec
t
g
eo
g
r
ap
h
ical
k
n
o
wled
g
e
with
r
ea
l
-
wo
r
ld
co
n
tex
ts
.
T
h
er
ef
o
r
e,
p
r
o
f
ess
io
n
al
a
u
to
n
o
m
y
is
n
o
t
ju
s
t
a
m
a
n
ag
em
e
n
t
is
s
u
e
b
u
t
a
c
o
r
e
p
ed
ag
o
g
ical
co
n
d
itio
n
f
o
r
en
s
u
r
in
g
th
e
q
u
ality
o
f
teac
h
in
g
t
h
is
s
u
b
ject.
Sev
er
al
ac
tio
n
ab
le
im
p
licatio
n
s
f
o
r
p
o
licy
m
ak
er
s
a
n
d
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
ca
n
b
e
s
u
g
g
ested
b
y
d
ir
ec
tly
lin
k
in
g
e
v
id
en
ce
to
p
r
ac
tical
im
p
lem
en
tatio
n
.
First,
s
ch
o
o
l
lead
er
s
h
ip
ca
p
ac
ity
s
h
o
u
ld
b
e
d
e
v
elo
p
e
d
to
war
d
a
“
lear
n
in
g
lea
d
er
s
h
ip
”
ap
p
r
o
ac
h
,
i
n
wh
ich
p
r
in
cip
a
ls
an
d
s
u
b
ject
h
ea
d
s
r
ec
eiv
e
t
ar
g
eted
tr
ain
i
n
g
in
in
n
o
v
ativ
e
g
o
v
er
n
an
ce
,
p
r
o
f
e
s
s
io
n
al
s
u
p
p
o
r
t,
an
d
g
u
id
a
n
ce
o
n
teac
h
in
g
p
r
ac
tices.
L
ea
d
e
r
s
h
ip
d
ev
elo
p
m
e
n
t
p
r
o
g
r
a
m
s
s
h
o
u
ld
f
o
cu
s
o
n
u
s
in
g
d
ata
f
o
r
d
ec
is
io
n
-
m
ak
in
g
,
f
o
s
ter
in
g
a
cu
ltu
r
e
o
f
p
r
o
f
ess
io
n
al
lear
n
i
n
g
,
an
d
en
ab
lin
g
teac
h
e
r
s
to
ex
er
cise a
u
to
n
o
m
y
in
a
d
ir
ec
ted
m
a
n
n
er
.
Seco
n
d
,
in
f
r
astru
ctu
r
e
in
v
est
m
en
t
s
h
o
u
ld
b
e
s
tr
ateg
ic
r
at
h
e
r
th
an
s
ca
tter
ed
,
esp
ec
ially
in
tech
n
o
lo
g
y
in
f
r
astru
ctu
r
e
s
u
p
p
o
r
tin
g
g
eo
g
r
ap
h
y
teac
h
i
n
g
,
s
u
ch
as
d
ig
ita
l
m
ap
p
in
g
s
y
s
tem
s
,
GI
S
s
o
f
twar
e,
an
d
d
ig
itized
lear
n
in
g
m
ater
ials
.
E
n
s
u
r
i
n
g
a
cc
ess
to
an
d
ef
f
ec
tiv
e
u
s
e
o
f
t
h
ese
to
o
ls
will
h
elp
teac
h
er
s
t
r
an
s
late
au
to
n
o
m
y
in
to
cr
ea
tiv
e
teac
h
in
g
p
r
ac
tic
es
r
elev
an
t
to
th
e
lo
ca
l
co
n
te
x
t.
At
th
e
s
am
e
tim
e,
it
is
n
ec
ess
ar
y
to
d
esig
n
ac
co
m
p
an
y
in
g
tr
ain
in
g
p
r
o
g
r
a
m
s
to
en
h
an
ce
t
h
e
ca
p
ac
ity
to
in
teg
r
ate
tec
h
n
o
lo
g
y
in
to
tea
ch
in
g
,
a
v
o
id
i
n
g
th
e
s
itu
atio
n
o
f
“
in
v
estme
n
t w
ith
o
u
t e
f
f
ec
tiv
e
ex
p
lo
itatio
n
.
”
T
h
ir
d
ly
,
r
e
g
ar
d
in
g
p
o
licy
,
it
is
n
ec
ess
ar
y
to
b
u
ild
an
d
in
s
titu
tio
n
alize
clea
r
p
r
o
f
ess
io
n
al
au
to
n
o
m
y
f
r
am
ewo
r
k
s
th
at
s
p
ec
if
ically
d
ef
in
e
t
h
e
s
co
p
e,
r
esp
o
n
s
i
b
ilit
ies,
an
d
s
u
p
p
o
r
t
m
ec
h
a
n
is
m
s
f
o
r
teac
h
er
s
.
Au
to
n
o
m
y
s
h
o
u
ld
n
o
t
b
e
lim
ited
to
em
p
o
wer
in
g
teac
h
er
s
to
ch
o
o
s
e
teac
h
in
g
m
eth
o
d
s
b
u
t
s
h
o
u
ld
also
ex
ten
d
to
d
esig
n
in
g
lo
c
al
ed
u
ca
tio
n
al
co
n
ten
t,
ev
alu
atin
g
s
tu
d
en
ts
,
a
n
d
p
ar
ticip
atin
g
in
s
ch
o
o
l
-
lev
e
l d
ec
is
io
n
-
m
ak
in
g
.
Ho
wev
er
,
em
p
o
wer
m
en
t
m
u
s
t
b
e
ac
co
m
p
a
n
ied
b
y
tr
an
s
p
ar
e
n
t
ac
co
u
n
tab
ilit
y
m
ec
h
an
is
m
s
an
d
a
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
s
u
p
p
o
r
t sy
s
tem
to
en
s
u
r
e
q
u
ality
.
Fin
ally
,
ad
m
in
is
tr
ato
r
s
n
ee
d
to
p
r
o
m
o
te
p
r
o
f
ess
io
n
al
le
ar
n
in
g
co
m
m
u
n
ities
with
in
s
ch
o
o
ls
as
p
latf
o
r
m
s
f
o
r
d
is
s
em
in
atin
g
b
est
p
r
ac
tices
an
d
s
u
p
p
o
r
tin
g
t
ea
ch
er
s
in
s
u
p
p
o
r
ti
n
g
o
n
e
an
o
th
er
.
T
h
r
o
u
g
h
th
ese
co
llab
o
r
ativ
e
s
tr
u
ctu
r
es,
p
r
o
f
e
s
s
io
n
al
au
to
n
o
m
y
is
n
o
lo
n
g
er
an
in
d
iv
id
u
al
ac
tiv
ity
b
u
t
b
ec
o
m
es
a
p
r
o
ce
s
s
o
f
in
ter
ac
tio
n
,
r
e
f
lectio
n
,
an
d
c
o
n
tin
u
o
u
s
im
p
r
o
v
em
en
t.
O
v
e
r
all,
tr
an
s
f
o
r
m
in
g
r
esear
ch
f
i
n
d
in
g
s
in
to
ac
ti
o
n
r
eq
u
ir
es
a
s
y
s
tem
s
ap
p
r
o
ac
h
th
at
co
m
b
in
es
p
o
licy
,
lead
e
r
s
h
ip
,
an
d
im
p
lem
en
tatio
n
co
n
d
itio
n
s
with
in
th
e
in
s
titu
tio
n
.
Giv
en
th
e
in
ter
d
is
cip
lin
ar
y
n
atu
r
e
o
f
g
eo
g
r
ap
h
y
(
co
n
n
ec
ti
n
g
n
atu
r
al
an
d
s
o
cial
s
cien
ce
s
)
,
s
p
atial
asp
ec
ts
(
s
p
atial
r
ea
s
o
n
in
g
an
d
m
ap
an
aly
s
is
)
,
an
d
lo
ca
l
-
g
lo
b
al
co
n
tex
tu
aliza
tio
n
,
p
o
licies
an
d
lead
er
s
h
ip
m
u
s
t
b
e
f
lex
ib
le,
a
v
o
id
in
g
ex
ce
s
s
iv
e
co
n
ten
t
co
n
tr
o
l
th
at
co
u
ld
r
e
d
u
ce
th
e
q
u
ality
o
f
g
eo
g
r
ap
h
y
teac
h
in
g
.
R
esear
ch
also
s
u
g
g
ests
th
at
au
to
n
o
m
y
i
s
m
ea
n
in
g
f
u
l
o
n
ly
wh
en
ac
co
m
p
an
ied
b
y
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
.
T
h
er
e
f
o
r
e,
g
eo
g
r
a
p
h
y
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
n
ee
d
t
o
d
e
v
elo
p
th
e
c
ap
ac
ity
to
d
esig
n
less
o
n
s
b
ased
o
n
s
p
atial
d
ata,
en
h
an
ce
s
k
ills
in
u
s
in
g
m
a
p
p
in
g
an
d
GI
S
tech
n
o
lo
g
y
,
a
n
d
cu
ltiv
ate
th
e
ca
p
ac
ity
to
an
a
ly
ze
en
v
ir
o
n
m
e
n
tal
is
s
u
es
an
d
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t.
I
f
a
u
to
n
o
m
y
is
g
r
an
t
ed
with
o
u
t
ac
co
m
p
a
n
y
in
g
p
r
o
f
ess
io
n
al
s
u
p
p
o
r
t,
teac
h
in
g
ef
f
ec
tiv
e
n
ess
m
ay
n
o
t im
p
r
o
v
e
o
r
m
a
y
ev
e
n
d
ec
r
ea
s
e.
5.
CO
NCLU
SI
O
N
T
h
e
r
esu
lts
o
f
th
e
PLS
-
SEM
an
aly
s
is
s
h
o
w
th
at
p
o
licy
f
ac
to
r
s
,
lead
er
s
h
ip
,
o
r
g
an
izatio
n
al
cu
ltu
r
e,
an
d
p
h
y
s
ical
co
n
d
itio
n
s
ca
n
b
e
ef
f
ec
tiv
e
o
n
ly
wh
en
th
e
y
ar
e
tr
an
s
lated
in
to
s
p
ec
if
ic
p
ed
ag
o
g
ical
au
to
n
o
m
y
f
o
r
teac
h
er
s
,
th
er
eb
y
in
cr
ea
s
in
g
teac
h
in
g
ef
f
ec
tiv
en
ess
.
T
h
eo
r
etica
lly
,
th
is
s
tu
d
y
ex
ten
d
s
m
o
d
els
o
f
lead
er
s
h
ip
an
d
s
ch
o
o
l
ef
f
ec
tiv
en
ess
b
y
estab
lis
h
in
g
teac
h
er
p
r
o
f
ess
io
n
a
l
au
to
n
o
m
y
as
a
ce
n
tr
al
m
ed
iatin
g
m
ec
h
an
is
m
in
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
o
r
g
a
n
izatio
n
al
co
n
tex
t,
i
n
s
titu
tio
n
s
,
p
h
y
s
ical
c
o
n
d
itio
n
s
,
an
d
te
ac
h
in
g
o
u
tco
m
es
at
th
e
s
u
b
ject
lev
el.
Un
lik
e
m
a
n
y
p
r
ev
i
o
u
s
s
tu
d
ies
th
at
m
ain
l
y
co
n
s
id
er
teac
h
er
au
to
n
o
m
y
in
g
en
er
al
c
o
n
tex
ts
,
th
is
s
tu
d
y
clar
if
ies
th
e
s
p
ec
if
i
c
r
o
le
o
f
a
u
to
n
o
m
y
in
teac
h
in
g
g
eo
g
r
ap
h
y
.
T
h
is
f
ield
r
eq
u
ir
es
a
h
ig
h
d
e
g
r
ee
o
f
f
lex
ib
ilit
y
in
o
r
g
an
izin
g
lea
r
n
in
g
ac
tiv
ities
,
in
teg
r
ati
n
g
tech
n
o
lo
g
y
,
an
d
lev
er
a
g
in
g
p
r
ac
tical
co
n
tex
ts
.
I
n
p
r
ac
tical
ter
m
s
,
th
e
r
esu
lts
s
u
g
g
est
th
at
s
tr
ateg
ies
to
i
m
p
r
o
v
e
th
e
ef
f
ec
tiv
en
ess
o
f
g
eo
g
r
a
p
h
y
teac
h
in
g
s
h
o
u
ld
p
r
io
r
itize
d
e
v
elo
p
in
g
a
lead
er
s
h
ip
e
n
v
ir
o
n
m
en
t
an
d
o
r
g
an
izatio
n
al
cu
ltu
r
e
with
in
s
ch
o
o
ls
th
at
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