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ti
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m
a
k
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g
.
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p
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m
p
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a
l
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p
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ti
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c
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m
p
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ten
c
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in
p
re
-
se
rv
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tea
c
h
e
rs.
K
ey
w
o
r
d
s
:
C
o
g
n
itiv
e
ac
tiv
ity
C
o
n
s
tr
u
ctiv
is
t e
d
u
ca
tio
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I
n
s
tr
u
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al
co
m
p
eten
ce
Pre
-
s
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v
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teac
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s
T
ea
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u
ca
tio
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T
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s
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o
p
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c
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ss
a
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d
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CC B
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SA
li
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.
C
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p
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A
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Sazh
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Nu
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zh
an
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Dep
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Prim
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E
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Kaz
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Natio
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Ped
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Un
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Av
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c
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in
k
in
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in
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s
k
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[
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C
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R
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.
Ach
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4257
C
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s
is
c
l
o
s
e
l
y
li
n
k
e
d
t
o
i
n
s
t
r
u
c
ti
o
n
a
l
q
u
a
l
i
t
y
an
d
s
t
u
d
e
n
t
l
e
a
r
n
i
n
g
p
r
o
c
e
s
s
es
[
6
]
.
T
e
a
c
h
e
r
s
w
i
t
h
s
t
r
o
n
g
e
r
p
r
e
p
a
r
a
t
i
o
n
i
n
c
o
n
s
t
r
u
c
t
i
v
is
t
p
e
d
a
g
o
g
y
a
r
e
m
o
r
e
l
i
k
e
l
y
t
o
e
m
p
l
o
y
s
t
r
a
t
e
g
i
e
s
t
h
at
s
u
p
p
o
r
t
i
n
q
u
i
r
y
a
n
d
h
i
g
h
e
r
-
o
r
d
e
r
t
h
i
n
k
i
n
g
.
I
n
c
o
n
t
r
a
s
t
,
i
n
s
u
f
f
ic
i
e
n
t
p
r
e
p
a
r
a
ti
o
n
o
f
t
e
n
r
e
s
u
l
t
s
in
c
o
n
t
i
n
u
e
d
r
e
l
i
a
n
c
e
o
n
t
r
a
d
i
t
i
o
n
a
l
i
n
s
t
r
u
c
ti
o
n
a
l
m
e
t
h
o
d
s
t
h
a
t
l
im
i
t
s
t
u
d
e
n
ts
’
c
o
g
n
i
t
i
v
e
e
n
g
a
g
e
m
e
n
t
.
A
g
a
i
n
s
t
t
h
i
s
b
a
c
k
g
r
o
u
n
d
,
t
h
i
s
s
t
u
d
y
e
x
a
m
in
e
s
t
h
e
i
m
p
a
c
t
o
f
a
c
o
n
s
t
r
u
c
tiv
i
s
t
-
b
as
e
d
t
ea
c
h
e
r
e
d
u
c
a
ti
o
n
(
C
B
T
E
)
p
r
o
g
r
a
m
o
n
p
r
e
-
s
e
r
v
i
c
e
te
a
c
h
e
r
s
’
i
n
s
t
r
u
c
t
i
o
n
a
l
c
o
m
p
e
t
e
n
c
e
f
o
r
f
o
s
t
e
r
i
n
g
co
g
n
i
t
i
v
e
a
c
ti
v
i
t
y
(
I
C
-
C
A
)
.
I
C
-
C
A
i
s
c
o
n
c
e
p
t
u
a
l
i
ze
d
as
a
m
u
ltid
im
en
s
io
n
al
co
n
s
t
r
u
ct
r
ef
lectin
g
p
er
ce
iv
e
d
co
m
p
eten
ce
in
in
s
tr
u
ctio
n
al
d
esig
n
,
p
ed
ag
o
g
ical
q
u
esti
o
n
in
g
,
f
ac
ilit
atio
n
o
f
lear
n
in
g
p
r
o
ce
s
s
es,
r
ef
lectio
n
,
an
d
in
s
tr
u
ctio
n
al
d
ec
is
io
n
-
m
ak
in
g
.
Un
lik
e
n
a
r
r
o
wer
co
m
p
eten
ce
m
ea
s
u
r
es,
it c
ap
tu
r
es m
u
ltip
le
in
ter
r
elate
d
asp
ec
ts
o
f
teac
h
in
g
f
o
r
c
o
g
n
itiv
e
e
n
g
ag
em
en
t
[
7
]
.
T
h
is
s
tu
d
y
ad
d
r
ess
es
s
ev
er
al
g
ap
s
in
th
e
liter
atu
r
e
.
First,
it
ex
ten
d
s
r
esear
ch
o
n
C
B
T
E
b
y
e
m
p
ir
ically
ex
am
in
in
g
its
ef
f
ec
ts
u
s
in
g
a
q
u
asi
-
ex
p
er
im
e
n
tal
p
r
etest
–
p
o
s
ttes
t
co
n
tr
o
l
g
r
o
u
p
(
C
G)
d
esig
n
.
Seco
n
d
,
it c
o
n
tr
ib
u
tes to
in
s
tr
u
ctio
n
al
co
m
p
eten
ce
r
esear
ch
b
y
co
n
ce
p
tu
alizin
g
I
C
-
C
A
as
a
m
u
ltid
im
en
s
io
n
al
co
n
s
tr
u
ct
r
ath
er
th
an
a
s
in
g
le
-
s
ca
le
m
ea
s
u
r
e.
T
h
ir
d
,
it
p
r
o
v
id
es
ev
id
e
n
ce
f
r
o
m
an
au
th
en
tic
teac
h
er
ed
u
ca
tio
n
c
o
n
tex
t,
wh
er
e
ex
p
er
i
m
en
tal
s
tu
d
ies
r
em
ain
lim
ited
.
T
h
e
n
o
v
el
ty
o
f
th
is
s
tu
d
y
lies
in
in
v
esti
g
atin
g
wh
eth
er
p
ar
ticip
atio
n
in
a
s
tr
u
ctu
r
ed
C
B
T
E
p
r
o
g
r
am
lead
s
to
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
PS
T
s
’
I
C
-
C
A
co
m
p
ar
ed
to
a
CG
,
wh
ile
co
n
tr
o
llin
g
f
o
r
b
aselin
e
co
m
p
eten
ce
.
T
h
er
ef
o
r
e,
th
e
aim
o
f
th
is
s
tu
d
y
is
t
o
ex
am
in
e
wh
eth
e
r
p
ar
ticip
atio
n
in
a
C
B
T
E
p
r
o
g
r
am
lead
s
to
d
if
f
e
r
en
ce
s
in
PS
T
s
’
I
C
-
C
A
co
m
p
ar
ed
to
a
CG
,
wh
ile
co
n
tr
o
llin
g
f
o
r
b
aselin
e
co
m
p
eten
ce
.
Acc
o
r
d
in
g
l
y
,
th
e
s
tu
d
y
ad
d
r
ess
es
th
e
f
o
llo
win
g
r
esear
c
h
q
u
esti
o
n
:
d
o
PS
T
s
in
t
h
e
ex
p
er
im
en
tal
g
r
o
u
p
(
EG
)
ac
h
i
ev
e
s
ig
n
if
ican
tly
h
ig
h
er
p
o
s
tte
s
t
I
C
-
C
A
s
co
r
es
th
an
th
o
s
e
in
th
e
C
G,
co
n
tr
o
llin
g
f
o
r
p
r
etest I
C
-
C
A?
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
.
Co
ns
t
ruct
iv
is
t
t
ea
cher
e
du
ca
t
io
n:
co
ncept
,
s
t
ruct
ure,
a
nd
re
lev
a
nce
C
B
T
E
r
ef
er
s
to
th
e
p
r
ep
ar
atio
n
o
f
teac
h
e
r
s
b
ased
o
n
th
e
p
r
i
n
cip
les
o
f
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
th
e
o
r
y
.
I
t
em
p
h
asizes
ac
tiv
e
lear
n
in
g
,
r
ef
lectio
n
,
co
llab
o
r
atio
n
,
an
d
th
e
co
n
s
tr
u
ctio
n
o
f
k
n
o
wled
g
e
th
r
o
u
g
h
ex
p
er
ien
ce
.
W
ith
in
th
is
ap
p
r
o
ac
h
,
PS
T
s
ar
e
n
o
t
p
ass
iv
e
r
ec
ip
ien
ts
o
f
i
n
f
o
r
m
atio
n
b
u
t
ac
tiv
e
p
ar
ticip
a
n
ts
in
th
eir
o
wn
lear
n
in
g
p
r
o
ce
s
s
[
8
]
.
T
h
ey
en
g
ag
e
in
ac
tiv
ities
s
u
c
h
as
p
r
o
b
lem
-
s
o
l
v
in
g
,
d
is
cu
s
s
io
n
,
m
icr
o
teac
h
in
g
,
an
d
r
ef
lectio
n
,
wh
ich
s
u
p
p
o
r
t th
e
d
ev
elo
p
m
en
t
o
f
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
teac
h
in
g
a
n
d
l
ea
r
n
in
g
.
T
h
e
s
tr
u
ctu
r
e
o
f
C
B
T
E
ty
p
ic
ally
in
clu
d
es
s
ev
e
r
al
k
e
y
co
m
p
o
n
e
n
ts
.
First,
it
in
teg
r
ates
th
eo
r
etica
l
k
n
o
wled
g
e
with
p
r
ac
tical
ex
p
e
r
ien
ce
b
y
en
ab
lin
g
PS
T
s
to
co
n
n
ec
t p
ed
ag
o
g
ical
th
eo
r
ies with
r
ea
l o
r
s
im
u
lated
class
r
o
o
m
s
itu
atio
n
s
,
th
er
eb
y
ap
p
ly
in
g
ab
s
tr
ac
t
co
n
ce
p
ts
in
p
r
ac
tice.
T
h
is
in
teg
r
atio
n
f
o
s
ter
s
s
itu
atio
n
al
p
ed
ag
o
g
ical
k
n
o
wled
g
e
an
d
s
tr
en
g
th
en
s
in
s
tr
u
ctio
n
al
d
ec
is
io
n
-
m
ak
in
g
.
Seco
n
d
,
C
B
T
E
em
p
h
asizes
co
llab
o
r
ativ
e
lea
r
n
in
g
th
r
o
u
g
h
jo
in
t
p
r
o
b
lem
-
s
o
lv
in
g
,
a
n
aly
s
is
o
f
p
e
d
ag
o
g
ical
ca
s
es,
an
d
co
-
c
o
n
s
tr
u
ctio
n
o
f
k
n
o
wled
g
e.
Peer
in
ter
ac
tio
n
e
x
p
o
s
es
PS
T
s
to
m
u
ltip
le
p
er
s
p
ec
tiv
es,
en
h
an
cin
g
th
ei
r
ab
ilit
y
to
r
ef
lect
o
n
an
d
r
ef
in
e
th
eir
teac
h
in
g
a
p
p
r
o
a
ch
es.
T
h
is
co
llab
o
r
ativ
e
d
im
en
s
io
n
is
ess
en
tial
f
o
r
d
ev
el
o
p
in
g
p
r
o
f
ess
io
n
al
r
ea
s
o
n
in
g
in
teac
h
in
g
c
o
n
tex
ts
.
T
h
ir
d
,
r
ef
lectio
n
p
lay
s
a
ce
n
tr
al
r
o
le,
as
PS
T
s
ar
e
g
u
id
ed
to
cr
itically
an
aly
ze
th
eir
lear
n
in
g
e
x
p
er
ie
n
ce
s
,
tea
ch
in
g
p
r
ac
tices,
an
d
u
n
d
e
r
ly
in
g
ass
u
m
p
tio
n
s
a
b
o
u
t
teac
h
in
g
an
d
lear
n
in
g
.
Su
ch
r
ef
lectiv
e
p
r
o
ce
s
s
es
co
n
tr
ib
u
t
e
to
p
r
o
f
ess
io
n
al
id
en
tity
f
o
r
m
atio
n
an
d
s
u
p
p
o
r
t
m
etac
o
g
n
itiv
e
awa
r
en
ess
in
in
s
tr
u
ctio
n
al
p
lan
n
i
n
g
an
d
d
ec
is
io
n
-
m
ak
in
g
[
9
]
.
T
h
e
r
elev
an
ce
o
f
C
B
T
E
lies
in
its
p
o
ten
tial
to
p
r
ep
ar
e
teac
h
er
s
f
o
r
co
n
tem
p
o
r
ar
y
e
d
u
ca
tio
n
al
d
em
an
d
s
.
I
n
c
o
n
s
tr
u
ctiv
is
t
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
teac
h
er
s
ar
e
co
n
ce
p
tu
alize
d
as
f
ac
ilit
ato
r
s
r
ath
er
th
an
tr
an
s
m
itter
s
o
f
k
n
o
wled
g
e
,
g
u
id
in
g
lear
n
in
g
p
r
o
ce
s
s
es,
s
u
p
p
o
r
tin
g
i
n
q
u
ir
y
,
an
d
f
o
s
ter
in
g
m
ea
n
in
g
f
u
l
co
g
n
itiv
e
en
g
ag
em
e
n
t
an
d
th
e
d
ev
elo
p
m
e
n
t
o
f
s
tu
d
e
n
ts
’
C
A.
Acc
o
r
d
in
g
ly
,
teac
h
er
ed
u
ca
ti
o
n
p
r
o
g
r
am
s
m
u
s
t
d
ev
elo
p
n
o
t
o
n
ly
p
ed
a
g
o
g
ic
al
k
n
o
wled
g
e
b
u
t
also
th
e
ab
ilit
y
to
d
esig
n
,
f
ac
ilit
ate,
an
d
ev
al
u
ate
s
u
ch
en
v
ir
o
n
m
en
ts
th
at
s
u
p
p
o
r
t
s
t
u
d
en
ts
’
co
g
n
itiv
e
d
e
v
elo
p
m
e
n
t.
R
esear
ch
in
teac
h
er
ed
u
c
atio
n
in
d
icate
s
th
at
C
B
T
E
ca
n
p
o
s
itiv
ely
in
f
lu
en
ce
p
ed
ag
o
g
ical
th
in
k
i
n
g
an
d
p
er
ce
iv
ed
in
s
tr
u
ctio
n
al
co
m
p
eten
ce
,
with
PS
T
s
o
f
ten
r
e
p
o
r
tin
g
a
s
tr
o
n
g
er
o
r
ie
n
tatio
n
to
war
d
in
ter
ac
tiv
e
teac
h
in
g
s
tr
ateg
ies,
s
tu
d
en
t
p
ar
tici
p
atio
n
,
a
n
d
s
u
p
p
o
r
t
f
o
r
h
ig
h
er
-
o
r
d
er
th
i
n
k
in
g
[
1
0
]
,
[
1
1
]
.
Ho
we
v
er
,
its
ef
f
ec
tiv
en
e
s
s
d
ep
en
d
s
o
n
im
p
lem
en
tatio
n
q
u
ality
,
in
clu
d
in
g
ac
tiv
e
en
g
ag
em
e
n
t,
task
au
th
e
n
ticity
,
an
d
th
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q
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ality
o
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f
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b
ac
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p
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to
PS
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s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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15
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5
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20
26
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6
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4266
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2
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2
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Student
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co
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Stu
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1
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[
1
3
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.
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m
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v
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,
a
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d
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k
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[
1
4
]
–
[
1
6
]
.
C
o
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s
t
r
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l
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2
.
3
.
Cha
lleng
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p
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pa
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pre
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Desp
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ch
allen
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r
em
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in
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in
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PS
T
s
f
o
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th
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e
f
f
e
ctiv
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im
p
lem
en
tatio
n
.
A
k
e
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m
an
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o
m
in
a
n
tly
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d
to
teac
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ed
in
s
tr
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c
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s
h
ap
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g
th
ei
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er
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tan
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o
f
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r
ath
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k
n
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s
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.
An
o
th
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ch
allen
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elate
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a
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ly
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tr
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t
p
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in
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les
with
in
teac
h
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u
ca
tio
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p
r
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am
s
.
Alth
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u
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n
tr
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lly
,
PS
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f
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p
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g
ap
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n
d
p
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ac
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[
1
7
]
.
T
im
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s
tr
ain
ts
f
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th
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it
s
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t w
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k
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es
[
1
8
]
,
[
1
9
]
.
T
h
e
tr
an
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n
to
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tu
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s
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p
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ac
tice,
s
tr
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f
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ac
k
,
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d
s
y
s
tem
atic
r
ef
lectio
n
;
with
o
u
t
th
ese
c
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n
d
itio
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s
,
th
e
d
ev
elo
p
m
en
t
o
f
c
o
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s
tr
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t
teac
h
in
g
p
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ac
tices
r
em
ain
s
co
n
s
tr
ain
ed
[
2
0
]
.
A
f
u
r
th
er
d
if
f
icu
lty
c
o
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ce
r
n
s
th
e
m
is
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m
en
t
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p
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ag
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g
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th
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r
y
an
d
ass
ess
m
en
t
p
r
ac
tices,
as
PS
T
s
ar
e
o
f
ten
ev
alu
ated
p
r
im
ar
ily
o
n
d
ec
lar
ativ
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k
n
o
wled
g
e
r
ath
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th
an
d
em
o
n
s
t
r
ated
in
s
tr
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al
co
m
p
ete
n
ce
in
au
th
en
tic
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r
s
im
u
lated
co
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tex
ts
[
2
1
]
,
[
2
2
]
.
T
h
is
m
is
alig
n
m
en
t
lim
its
th
e
ex
ten
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t
o
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s
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p
p
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ts
th
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d
ev
elo
p
m
e
n
t
o
f
p
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ac
tice
-
o
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ted
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ills
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C
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tiv
ely
,
th
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ch
allen
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n
d
er
s
co
r
e
th
e
n
ee
d
f
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r
teac
h
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u
ca
tio
n
p
r
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r
am
s
th
at
co
h
er
en
tly
in
teg
r
ate
th
e
o
r
y
,
p
r
ac
tic
e,
an
d
r
ef
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n
.
H
o
wev
er
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x
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tin
g
r
esear
ch
h
as
r
ar
ely
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am
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wh
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h
er
s
tr
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r
ed
C
B
T
E
p
r
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g
r
am
s
ca
n
s
y
s
tem
atica
lly
d
ev
elo
p
p
r
e
-
s
er
v
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teac
h
er
s
’
m
u
ltid
im
en
s
io
n
al
I
C
-
C
A
u
s
in
g
an
in
ter
v
en
tio
n
-
b
ased
d
esig
n
in
p
r
im
ar
y
ed
u
ca
tio
n
co
n
tex
ts
.
Giv
en
th
e
co
m
p
lex
ity
o
f
in
s
tr
u
ctio
n
al
wo
r
k
in
co
n
s
tr
u
ctiv
is
t
class
r
o
o
m
s
,
I
C
-
C
A
i
s
co
n
ce
p
tu
alize
d
as
a
m
u
ltid
im
en
s
io
n
al
c
o
n
s
tr
u
ct
r
ath
er
th
an
a
s
in
g
le
-
s
k
ill
m
ea
s
u
r
e.
E
f
f
ec
tiv
e
c
o
g
n
itiv
el
y
ac
tiv
atin
g
in
s
tr
u
ctio
n
r
eq
u
ir
es
th
e
in
teg
r
atio
n
o
f
in
s
tr
u
ctio
n
al
d
esig
n
,
p
e
d
ag
o
g
ical
q
u
esti
o
n
in
g
,
lear
n
er
i
n
ter
ac
tio
n
,
r
ef
lectio
n
,
an
d
in
s
tr
u
ctio
n
al
d
ec
is
io
n
-
m
a
k
in
g
.
T
h
er
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o
r
e,
a
m
u
ltid
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en
s
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al
f
r
am
ewo
r
k
is
n
ec
ess
ar
y
to
ca
p
tu
r
e
t
h
e
f
u
ll
s
co
p
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o
f
p
r
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s
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v
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s
’
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ce
iv
ed
I
C
-
C
A.
2
.
4
.
T
heo
re
t
ica
l
c
o
ntr
ibu
t
io
n
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
liter
atu
r
e
o
n
C
B
T
E
an
d
in
s
tr
u
ctio
n
al
co
m
p
ete
n
ce
b
y
ad
v
an
cin
g
th
r
ee
in
ter
r
elate
d
th
e
o
r
etica
l
d
im
en
s
io
n
s
.
T
h
e
s
tu
d
y
e
x
ten
d
s
co
n
s
tr
u
ctiv
is
t
teac
h
er
e
d
u
ca
tio
n
th
e
o
r
y
b
y
o
p
er
atio
n
alizin
g
its
co
r
e
p
r
in
cip
les
,
n
am
ely
ac
tiv
e
lear
n
in
g
,
co
llab
o
r
atio
n
,
an
d
r
e
f
lectio
n
,
with
in
a
m
u
ltid
im
en
s
io
n
al
f
r
am
ewo
r
k
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
’
in
s
tr
u
ctio
n
al
c
o
m
p
eten
ce
f
o
r
f
o
s
ter
in
g
I
C
-
C
A.
W
h
ile
C
B
T
E
h
as
b
ee
n
wid
ely
d
is
cu
s
s
ed
at
th
e
co
n
ce
p
tu
al
lev
el,
its
tr
an
s
latio
n
in
to
s
tr
u
ctu
r
ed
co
m
p
eten
ce
d
o
m
ain
s
r
em
ain
s
u
n
d
e
r
d
ev
elo
p
ed
.
T
h
i
s
s
tu
d
y
ad
d
r
ess
es
th
is
g
ap
b
y
s
p
ec
if
y
in
g
h
o
w
c
o
n
s
tr
u
ct
iv
is
t
p
r
in
cip
les
ar
e
r
ef
lecte
d
in
d
is
tin
ct
b
u
t
in
te
r
r
elate
d
d
im
e
n
s
io
n
s
o
f
in
s
tr
u
ctio
n
al
co
m
p
eten
ce
.
I
t
f
u
r
t
h
er
r
e
f
in
es
ex
is
tin
g
co
n
ce
p
tu
aliza
tio
n
s
o
f
in
s
tr
u
cti
o
n
al
co
m
p
eten
ce
b
y
ex
p
licitly
in
teg
r
atin
g
th
e
g
o
al
o
f
f
o
s
ter
in
g
s
tu
d
en
ts
’
C
A
as
a
ce
n
tr
al
o
r
g
an
izin
g
c
o
n
s
tr
u
c
t.
Un
lik
e
tr
ad
itio
n
al
c
o
m
p
ete
n
ce
m
o
d
els
th
at
em
p
h
asize
g
en
er
al
p
ed
a
g
o
g
ical
s
k
ills
,
th
e
p
r
o
p
o
s
ed
f
r
am
ewo
r
k
p
o
s
itio
n
s
C
A
n
o
t
m
er
ely
as
an
o
u
tco
m
e
v
ar
iab
le,
b
u
t
as
a
th
eo
r
etica
l
len
s
th
at
s
h
ap
es
in
s
tr
u
ctio
n
al
d
ec
is
io
n
-
m
ak
in
g
,
task
d
esig
n
,
an
d
tea
ch
er
r
ef
lectio
n
.
I
n
a
d
d
itio
n
,
th
e
s
tu
d
y
in
teg
r
ates
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
th
e
o
r
y
with
co
m
p
eten
ce
-
b
ased
teac
h
er
ed
u
ca
tio
n
r
esear
ch
b
y
li
n
k
in
g
p
ed
ag
o
g
ical
p
r
o
ce
s
s
es
(
e.
g
.
,
r
ef
lectio
n
,
c
o
llab
o
r
atio
n
,
a
n
d
ac
tiv
e
lear
n
in
g
)
with
m
ea
s
u
r
ab
le
co
m
p
eten
ce
s
tr
u
ctu
r
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
C
o
n
s
tr
u
ctivis
t
-
b
a
s
ed
tea
ch
er e
d
u
ca
tio
n
a
n
d
p
r
e
-
s
ervice
tea
ch
ers
’
in
s
tr
u
ctio
n
a
l …
(
B
a
ky
tk
u
l Yess
en
ta
ye
va
)
4259
T
h
is
in
teg
r
atio
n
p
r
o
v
id
es
a
m
o
r
e
co
h
er
e
n
t
ex
p
lan
at
o
r
y
m
o
d
el
o
f
h
o
w
co
n
s
tr
u
ctiv
is
t
teac
h
er
ed
u
ca
tio
n
in
f
lu
en
ce
s
p
r
e
-
s
er
v
ice
teac
h
e
r
s
’
p
er
ce
iv
ed
ab
ilit
y
to
d
esig
n
an
d
f
ac
ilit
ate
co
g
n
itiv
ely
ac
t
iv
atin
g
in
s
tr
u
ctio
n
.
Ov
er
all,
th
e
s
tu
d
y
m
o
v
es
b
ey
o
n
d
d
escr
ip
tiv
e
ac
c
o
u
n
ts
o
f
C
B
T
E
an
d
p
r
o
p
o
s
es
a
s
tr
u
ctu
r
ed
co
n
ce
p
t
u
al
m
o
d
el
th
at
co
n
n
ec
ts
co
n
s
tr
u
ctiv
is
t
p
r
in
cip
les
with
m
u
ltid
im
en
s
io
n
al
in
s
tr
u
ctio
n
al
co
m
p
eten
ce
aim
ed
at
f
o
s
ter
in
g
s
tu
d
en
ts
’
co
g
n
itiv
e
e
n
g
ag
em
e
n
t a
n
d
h
ig
h
er
-
o
r
d
e
r
th
in
k
in
g
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
asi
-
e
x
p
er
im
en
tal
p
r
etest
–
p
o
s
ttes
t
CG
d
esig
n
[
2
3
]
.
C
B
T
E
was
im
p
lem
en
ted
as
an
o
p
er
atio
n
alize
d
in
ter
v
en
tio
n
m
o
d
el
o
f
co
n
s
tr
u
ctiv
is
t
teac
h
er
ed
u
ca
tio
n
.
T
h
e
d
esig
n
in
co
r
p
o
r
ated
s
tr
atif
icatio
n
to
en
h
an
ce
b
as
elin
e
co
m
p
ar
ab
ilit
y
ac
r
o
s
s
k
ey
o
b
s
er
v
e
d
co
v
a
r
iates
wh
ile
p
r
eser
v
in
g
th
e
n
atu
r
alis
tic
s
tr
u
ctu
r
e
o
f
t
h
e
ed
u
ca
tio
n
al
s
ettin
g
.
Acc
o
r
d
in
g
ly
,
it
is
c
h
ar
ac
ter
ized
as
a
q
u
asi
-
ex
p
er
im
e
n
tal
s
tr
atif
ied
g
r
o
u
p
-
lev
el
allo
ca
ti
o
n
d
esig
n
with
in
in
tact
co
h
o
r
ts
r
ath
er
t
h
an
a
r
a
n
d
o
m
ized
c
o
n
tr
o
lled
tr
ial.
B
o
th
g
r
o
u
p
s
wer
e
ass
ess
ed
at
two
tim
e
p
o
in
ts
:
p
r
etest
(
O₁)
a
n
d
p
o
s
ttes
t
(
O₂)
.
T
h
e
E
G
p
ar
tici
p
ated
in
th
e
C
B
T
E
p
r
o
g
r
a
m
(
X)
,
wh
er
ea
s
th
e
C
G
f
o
llo
wed
th
e
s
tan
d
ar
d
teac
h
er
ed
u
ca
tio
n
cu
r
r
icu
lu
m
(
C
)
,
d
eliv
er
ed
u
n
d
e
r
r
o
u
tin
e
in
s
tr
u
ctio
n
al
co
n
d
itio
n
s
,
as sh
o
wn
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
Pre
test
–
p
o
s
ttes
t CG
d
esig
n
3
.
2
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
in
v
o
l
v
ed
1
8
0
PS
T
s
en
r
o
lled
in
th
e
“Pr
im
ar
y
E
d
u
ca
tio
n
with
I
n
f
o
r
m
atio
n
an
d
C
o
m
m
u
n
icatio
n
T
ec
h
n
o
lo
g
ies”
p
r
o
g
r
am
at
Ab
ai
Kaz
a
k
h
Na
tio
n
al
Ped
ag
o
g
ical
U
n
iv
er
s
ity
.
Par
ticip
an
ts
wer
e
s
elec
ted
u
s
in
g
p
u
r
p
o
s
iv
e
s
am
p
lin
g
b
ased
o
n
p
r
e
d
ef
in
ed
i
n
clu
s
io
n
cr
iter
ia:
i
)
en
r
o
llm
e
n
t
in
a
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
a
m
;
ii
)
co
m
p
letio
n
o
f
f
o
u
n
d
atio
n
al
p
ed
a
g
o
g
y
co
u
r
s
ewo
r
k
;
an
d
iii
)
b
asic
I
C
T
liter
ac
y
.
T
h
ese
cr
iter
i
a
wer
e
in
ten
d
ed
t
o
en
s
u
r
e
t
h
at
p
ar
ticip
an
ts
p
o
s
s
ess
ed
s
u
f
f
icien
t
ac
ad
em
ic
p
r
e
p
ar
atio
n
to
en
g
ag
e
m
ea
n
i
n
g
f
u
lly
with
th
e
in
ter
v
en
tio
n
.
Fo
llo
w
in
g
r
ec
r
u
itm
e
n
t,
p
ar
ticip
an
ts
wer
e
ass
ig
n
ed
to
th
e
E
G
(
n
=
9
0
)
an
d
C
G
(
n
=9
0
)
u
s
in
g
a
s
tr
atif
ied
g
r
o
u
p
-
lev
el
allo
ca
tio
n
p
r
o
ce
d
u
r
e
with
in
in
tact
co
h
o
r
ts
.
Stra
tific
atio
n
wa
s
b
ased
o
n
y
ea
r
o
f
s
tu
d
y
,
cu
m
u
lativ
e
g
r
a
d
e
p
o
in
t
av
er
ag
e
(
GPA
)
,
an
d
g
en
d
e
r
,
with
th
e
aim
to
s
u
p
p
o
r
t
b
aselin
e
co
m
p
ar
ab
ilit
y
ac
r
o
s
s
g
r
o
u
p
s
wh
ile
p
r
eser
v
in
g
th
e
n
atu
r
al
s
tr
u
ctu
r
e
o
f
ex
is
tin
g
ac
ad
em
ic
c
o
h
o
r
ts
.
T
h
e
ad
eq
u
ac
y
o
f
th
e
s
am
p
le
s
ize
was e
v
alu
ated
b
ased
o
n
s
tat
is
tical
p
o
wer
co
n
s
id
er
atio
n
s
.
A
p
o
s
t h
o
c
p
o
wer
a
n
aly
s
is
co
n
d
u
cted
u
s
in
g
G*
Po
wer
3
.
1
[
2
4
]
in
d
ic
ated
th
at
a
m
in
im
u
m
s
am
p
le
o
f
ap
p
r
o
x
im
atel
y
1
2
8
p
ar
ticip
an
ts
wo
u
ld
b
e
r
e
q
u
ir
ed
to
d
etec
t
a
m
ed
iu
m
e
f
f
ec
t
s
ize
(
d
=0
.
5
0
)
with
a
s
i
g
n
if
ican
ce
lev
el
o
f
α
=0
.
0
5
an
d
a
s
tatis
tical
p
o
wer
o
f
0
.
8
0
.
Sin
ce
th
e
f
i
n
al
s
am
p
le
co
n
s
is
ted
o
f
1
8
0
p
ar
ti
cip
an
ts
,
th
e
s
tu
d
y
ex
ce
ed
ed
th
e
r
ec
o
m
m
en
d
e
d
m
in
im
u
m
s
am
p
le
s
ize.
R
ec
e
n
t
m
eth
o
d
o
lo
g
ical
s
tu
d
ies
h
av
e
em
p
h
asized
th
at
ad
eq
u
ate
s
am
p
le
s
izes
ar
e
ess
en
tial
f
o
r
en
s
u
r
i
n
g
s
u
f
f
icien
t
s
tatis
t
ical
p
o
wer
an
d
th
e
r
elia
b
ilit
y
o
f
f
in
d
in
g
s
in
ed
u
ca
tio
n
al
r
esear
ch
[
2
5
]
.
T
h
er
ef
o
r
e,
th
e
s
am
p
le
s
ize
u
s
ed
in
th
e
p
r
esen
t
s
tu
d
y
was
co
n
s
id
er
ed
s
u
f
f
icien
t
t
o
d
etec
t m
ea
n
in
g
f
u
l d
if
f
er
en
ce
s
b
etwe
en
th
e
EG
an
d
CG
.
T
h
e
m
ea
n
a
g
e
o
f
p
ar
ticip
an
ts
was
2
0
.
8
5
y
ea
r
s
(
SD=1
.
1
5
)
,
with
a
p
r
ed
o
m
in
an
ce
o
f
f
em
a
le
s
tu
d
en
ts
(
8
2
.
8
%),
r
ef
lectin
g
th
e
ty
p
ical
g
en
d
e
r
d
is
tr
ib
u
tio
n
in
p
r
im
ar
y
teac
h
er
e
d
u
ca
tio
n
p
r
o
g
r
am
s
in
th
is
co
n
tex
t.
All
p
ar
ticip
an
ts
p
r
o
v
id
e
d
in
f
o
r
m
e
d
co
n
s
en
t
p
r
io
r
to
p
ar
ticip
ati
o
n
.
E
th
ical
ap
p
r
o
v
al
was
o
b
t
ain
ed
in
ac
co
r
d
an
ce
with
in
s
titu
tio
n
al
r
esear
ch
eth
ics r
eq
u
ir
em
en
ts
o
f
A
b
ai
Kaz
ak
h
Natio
n
al
Ped
ag
o
g
ical
Un
iv
er
s
ity
.
Par
ticip
atio
n
was v
o
lu
n
tar
y
,
a
n
d
c
o
n
f
id
e
n
tiality
an
d
an
o
n
y
m
ity
wer
e
m
ai
n
tain
ed
th
r
o
u
g
h
o
u
t th
e
s
tu
d
y
.
3
.
3
.
P
r
o
ce
du
re
Data
co
llectio
n
was
co
n
d
u
cted
o
v
er
o
n
e
ac
a
d
em
ic
s
em
ester
(
1
2
wee
k
s
)
,
f
r
o
m
Sep
tem
b
er
to
Dec
em
b
er
2
0
2
5
,
with
in
a
tea
ch
er
ed
u
ca
tio
n
c
o
n
tex
t
at
A
b
ai
Kaz
ak
h
Natio
n
al
Ped
a
g
o
g
i
ca
l
Un
iv
er
s
ity
.
T
h
e
s
tu
d
y
f
o
ll
o
wed
a
s
tr
u
ctu
r
ed
p
r
etest
–
in
ter
v
en
tio
n
–
p
o
s
ttes
t
d
esig
n
im
p
lem
en
ted
u
n
d
er
n
at
u
r
alis
tic
class
r
o
o
m
co
n
d
itio
n
s
with
o
u
t
d
is
r
u
p
tin
g
th
e
in
s
titu
tio
n
al
tim
etab
le.
At
th
e
p
r
etest
s
tag
e,
b
o
th
th
e
E
G
an
d
C
G
co
m
p
leted
an
I
C
-
C
A
as
s
ess
m
en
t
w
ith
es
tab
lis
h
ed
v
alid
ity
ev
id
en
ce
.
T
h
e
ass
ess
m
en
t
wa
s
ad
m
in
is
ter
ed
s
im
u
ltan
eo
u
s
ly
ac
r
o
s
s
g
r
o
u
p
s
u
n
d
er
id
en
tical
i
n
s
tr
u
ctio
n
s
,
tim
in
g
,
a
n
d
test
in
g
co
n
d
itio
n
s
to
en
s
u
r
e
p
r
o
ce
d
u
r
al
co
n
s
is
ten
cy
.
F
o
l
l
o
w
i
n
g
t
h
e
p
r
e
t
es
t
,
t
h
e
i
n
t
e
r
v
e
n
t
i
o
n
p
h
a
s
e
w
as
c
o
n
d
u
c
t
e
d
,
d
u
r
i
n
g
w
h
i
c
h
t
h
e
E
G
p
a
r
ti
c
i
p
at
e
d
i
n
t
h
e
C
B
T
E
p
r
o
g
r
a
m
,
w
h
il
e
t
h
e
C
G
f
o
l
l
o
w
e
d
t
h
e
s
ta
n
d
a
r
d
t
e
a
ch
e
r
e
d
u
c
a
t
i
o
n
c
u
r
r
i
c
u
l
u
m
.
B
o
t
h
c
o
n
d
i
t
i
o
n
s
w
e
r
e
EG
C
G
O₁
O₁
O₂
O₂
X
(
C
B
T
E)
C
(
S
t
a
n
d
a
r
d
c
u
r
r
i
c
u
l
u
m
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
5
,
Octo
b
er
20
26
:
4
2
5
6
-
4266
4260
i
m
p
l
e
m
e
n
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e
d
w
i
t
h
i
n
t
h
e
s
a
m
e
f
a
c
u
l
t
y
,
f
o
l
l
o
w
e
d
a
n
i
d
e
n
tic
a
l
s
e
m
e
s
t
e
r
s
c
h
e
d
u
l
e
,
a
n
d
in
v
o
l
v
e
d
c
o
m
p
a
r
a
b
l
e
i
n
s
t
r
u
c
ti
o
n
a
l
w
o
r
k
l
o
a
d
.
A
l
t
h
o
u
g
h
d
e
l
i
v
e
r
y
c
o
n
d
i
t
i
o
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e
r
e
c
o
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t
r
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a
c
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a
l
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w
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d
f
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e
n
d
e
d
r
e
s
p
o
n
s
es
t
o
s
u
p
p
o
r
t
v
a
r
i
a
b
i
l
it
y
i
n
p
e
d
a
g
o
g
i
c
a
l
r
e
a
s
o
n
i
n
g
.
F
i
d
e
l
it
y
o
f
i
m
p
l
e
m
e
n
t
a
ti
o
n
w
a
s
m
o
n
i
t
o
r
e
d
u
s
i
n
g
a
m
u
l
t
i
-
m
e
t
h
o
d
a
p
p
r
o
a
c
h
,
i
n
c
l
u
d
i
n
g
w
e
e
k
l
y
a
d
h
e
r
e
n
c
e
c
h
e
c
k
s
b
a
s
e
d
o
n
i
n
s
t
r
u
c
t
i
o
n
a
l
p
l
a
n
s
,
s
tr
u
c
t
u
r
e
d
c
l
a
s
s
r
o
o
m
o
b
s
er
v
atio
n
s
at
th
r
ee
tim
e
p
o
in
ts
(
wee
k
s
4
,
8
,
a
n
d
1
1
)
u
s
in
g
an
o
b
s
er
v
atio
n
ch
ec
k
li
s
t,
an
d
a
n
aly
s
is
o
f
i
n
s
t
r
u
c
ti
o
n
a
l
a
r
ti
f
a
c
ts
(
le
s
s
o
n
p
la
n
s
,
r
e
f
l
ec
t
i
o
n
r
e
p
o
r
ts
,
a
n
d
m
icr
o
t
e
a
c
h
i
n
g
o
u
t
p
u
t
s
)
.
O
b
s
e
r
v
at
io
n
s
w
e
r
e
c
o
n
d
u
c
t
e
d
b
y
tr
ain
e
d
in
d
e
p
en
d
e
n
t
r
esea
r
ch
ass
is
tan
ts
wh
o
wer
e
n
o
t
in
v
o
lv
e
d
in
in
s
tr
u
ctio
n
o
r
a
s
s
es
s
m
en
t.
Fid
elity
ev
alu
atio
n
f
o
c
u
s
ed
o
n
ad
h
er
e
n
ce
to
in
s
tr
u
ctio
n
al
p
r
in
cip
les
r
ath
er
th
an
u
n
if
o
r
m
ity
o
f
task
o
u
tco
m
es.
Po
s
ttes
t
d
ata
wer
e
s
co
r
ed
b
y
ex
te
r
n
al
r
ater
s
b
lin
d
ed
to
g
r
o
u
p
allo
ca
ti
o
n
to
f
u
r
th
er
r
ed
u
ce
p
o
te
n
tial a
s
s
es
s
m
en
t b
ias
.
3
.
4
.
I
nte
rv
ent
io
n
T
h
e
C
B
T
E
p
r
o
g
r
am
co
n
s
is
ted
o
f
th
r
ee
co
n
tact
h
o
u
r
s
p
er
wee
k
(
3
6
in
s
tr
u
ctio
n
al
h
o
u
r
s
in
to
tal)
an
d
was
f
u
lly
em
b
ed
d
e
d
with
in
th
e
s
tan
d
ar
d
cu
r
r
icu
lu
m
s
ch
ed
u
le.
E
ac
h
s
ess
io
n
f
o
llo
wed
a
co
n
s
is
ten
t
in
s
tr
u
ctio
n
al
s
eq
u
en
ce
:
i
)
ac
tiv
atio
n
o
f
p
r
i
o
r
p
ed
a
g
o
g
ica
l
k
n
o
wled
g
e
;
ii
)
en
g
a
g
em
en
t
in
an
au
th
en
tic
in
s
tr
u
ctio
n
al
p
r
o
b
lem
;
iii
)
c
o
llab
o
r
ativ
e
a
n
aly
s
is
o
f
alte
r
n
ativ
e
teac
h
in
g
ap
p
r
o
ac
h
es
;
iv
)
r
ef
lectio
n
o
n
in
s
tr
u
ctio
n
al
d
ec
is
io
n
-
m
ak
in
g
;
an
d
v
)
s
y
n
th
esis
o
f
k
ey
p
ed
ag
o
g
ical
p
r
in
cip
les
g
u
id
e
d
b
y
th
e
in
s
tr
u
ct
o
r
.
I
n
s
tr
u
ctio
n
al
co
n
ten
t
was
o
r
g
an
ized
ar
o
u
n
d
p
r
o
g
r
ess
iv
ely
co
m
p
lex
teac
h
in
g
s
ce
n
ar
io
s
d
r
awn
f
r
o
m
p
r
im
ar
y
ed
u
ca
tio
n
c
o
n
tex
ts
.
E
ar
l
y
s
ess
io
n
s
f
o
cu
s
ed
o
n
id
en
tif
y
in
g
an
d
an
aly
zi
n
g
in
s
tr
u
ctio
n
al
c
h
allen
g
es,
wh
er
ea
s
later
s
ess
io
n
s
r
eq
u
ir
ed
PS
T
s
to
d
esig
n
,
ju
s
tify
,
a
n
d
r
e
f
in
e
less
o
n
s
tr
u
ctu
r
es
u
n
d
er
in
c
r
ea
s
in
g
ly
co
m
p
le
x
co
n
tex
tu
al
co
n
s
tr
ain
ts
,
s
u
ch
as
h
eter
o
g
en
eo
u
s
lear
n
er
g
r
o
u
p
s
,
tim
e
lim
itatio
n
s
,
an
d
cu
r
r
icu
lu
m
alig
n
m
en
t
r
eq
u
ir
em
e
n
ts
.
T
h
is
p
r
o
g
r
ess
io
n
was
in
ten
d
ed
to
s
u
p
p
o
r
t
th
e
g
r
ad
u
al
d
ev
el
o
p
m
en
t
an
d
d
if
f
er
en
tiatio
n
o
f
I
C
ac
r
o
s
s
in
s
tr
u
ctio
n
al
s
ce
n
ar
io
s
.
T
o
p
r
o
v
id
e
a
m
ac
r
o
-
lev
el
o
v
er
v
iew,
th
e
in
ter
v
en
tio
n
was
also
o
r
g
an
ized
in
to
th
r
ee
d
ev
elo
p
m
en
tal
p
h
ases
,
as sh
o
wn
in
T
ab
le
1
.
C
o
r
e
co
m
p
o
n
en
ts
o
f
C
B
T
E
in
clu
d
ed
p
r
o
b
lem
-
b
ased
lea
r
n
in
g
task
s
,
co
lla
b
o
r
ativ
e
i
n
s
tr
u
ctio
n
al
d
esig
n
,
an
aly
s
is
o
f
au
th
en
tic
class
r
o
o
m
ca
s
es,
m
icr
o
teac
h
in
g
ac
tiv
ities
,
an
d
s
tr
u
ctu
r
ed
r
ef
lectio
n
.
T
h
ese
co
m
p
o
n
en
ts
wer
e
im
p
lem
e
n
ted
as
o
p
en
-
en
d
e
d
p
r
o
f
ess
io
n
a
l
lear
n
in
g
task
s
th
at
em
p
h
asized
ju
s
tific
atio
n
o
f
p
ed
ag
o
g
ical
d
ec
is
io
n
s
r
ath
er
th
an
r
ep
r
o
d
u
ctio
n
o
f
f
ix
ed
teac
h
in
g
s
tr
ateg
ies.
T
h
e
s
eq
u
en
ce
o
f
ac
tiv
ities
f
o
llo
wed
a
g
r
a
d
u
al
in
cr
ea
s
e
in
task
co
m
p
lex
ity
an
d
lear
n
er
a
u
to
n
o
m
y
,
allo
win
g
PS
T
s
to
p
r
o
g
r
ess
iv
ely
en
g
ag
e
in
m
o
r
e
c
o
m
p
lex
f
o
r
m
s
o
f
in
s
t
r
u
ctio
n
al
r
ea
s
o
n
i
n
g
.
T
h
e
C
G
p
ar
tic
ip
ate
d
i
n
t
h
e
s
t
a
n
d
a
r
d
t
ea
ch
e
r
e
d
u
ca
t
io
n
c
u
r
r
ic
u
l
u
m
o
v
e
r
t
h
e
s
a
m
e
1
2
-
wee
k
p
er
i
o
d
wit
h
eq
u
i
v
a
le
n
t
co
n
t
ac
t
h
o
u
r
s
.
T
h
e
C
G
p
r
o
g
r
a
m
f
o
l
lo
we
d
i
n
s
ti
tu
ti
o
n
al
r
e
q
u
i
r
e
m
e
n
ts
an
d
i
n
cl
u
d
e
d
le
ct
u
r
es
,
s
e
m
i
n
a
r
d
is
c
u
s
s
i
o
n
s
,
te
x
t
b
o
o
k
-
b
ase
d
as
s
ig
n
m
e
n
ts
,
an
d
p
e
d
a
g
o
g
ic
al
p
r
ac
ti
ce
t
ask
s
.
Al
th
o
u
g
h
s
o
m
e
i
n
te
r
ac
ti
v
e
el
em
en
ts
wer
e
p
r
es
en
t,
t
h
es
e
ac
t
i
v
iti
es
we
r
e
n
o
t
o
r
g
a
n
iz
e
d
ar
o
u
n
d
i
ter
ati
v
e
i
n
s
t
r
u
ct
io
n
al
d
esi
g
n
c
y
cl
es
o
r
s
tr
u
ct
u
r
ed
r
e
f
le
cti
o
n
o
n
t
ea
ch
in
g
d
e
cisi
o
n
s
.
T
o
e
n
s
u
r
e
c
o
m
p
a
r
ab
ilit
y
o
f
l
ea
r
n
in
g
e
x
p
o
s
u
r
e
ac
r
o
s
s
g
r
o
u
p
s
,
b
o
t
h
t
h
e
E
G
a
n
d
C
G
we
r
e
ta
u
g
h
t
b
y
i
n
s
t
r
u
ct
o
r
s
wit
h
eq
u
i
v
ale
n
t
a
ca
d
e
m
ic
q
u
al
if
ica
ti
o
n
s
a
n
d
t
ea
ch
in
g
e
x
p
e
r
i
en
ce
wit
h
i
n
th
e
s
am
e
d
e
p
a
r
t
m
e
n
t
.
H
o
we
v
er
,
t
h
e
E
G
p
ar
t
ici
p
ate
d
i
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r
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f
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w
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C
G
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r
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wo
r
k
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T
a
b
le
2
p
r
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s
en
ts
t
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w
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k
l
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tr
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ct
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h
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B
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p
r
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B
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co
n
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it
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.
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ab
le
1
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Ph
ase
s
tr
u
ctu
r
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P
h
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W
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k
s
F
o
c
u
s
P
h
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se
1
1
–
3
O
r
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e
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t
a
t
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n
d
a
n
a
l
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P
h
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se
2
4
–
8
P
r
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c
t
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n
d
d
e
v
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l
o
p
me
n
t
P
h
a
se
3
9
–
12
R
e
f
l
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c
t
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le
2
.
W
ee
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ly
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tr
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ctu
r
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f
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C
B
T
E
p
r
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g
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am
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C
B
T
E
co
n
d
itio
n
)
W
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k
F
o
c
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s
I
n
st
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c
t
i
o
n
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l
f
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c
u
s
1
O
r
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n
t
a
t
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o
c
o
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st
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p
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A
c
t
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v
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t
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o
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o
f
p
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r
k
n
o
w
l
e
d
g
e
2
Le
a
r
n
i
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g
p
r
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c
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sses
A
n
a
l
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s
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s
3
I
n
st
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c
t
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l
d
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g
n
S
t
r
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g
t
e
a
c
h
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a
p
p
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a
c
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s
4
I
n
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t
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n
a
l
p
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b
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m
-
s
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v
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A
d
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ss
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n
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c
l
a
ssr
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m
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s
5
C
o
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a
b
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p
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Jo
i
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6
Q
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s
D
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p
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d
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g
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c
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l
q
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st
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o
n
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g
7
M
i
c
r
o
t
e
a
c
h
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g
I
Te
a
c
h
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n
g
p
r
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c
t
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c
e
+
p
e
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r
f
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d
b
a
c
k
8
R
e
f
l
e
c
t
i
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n
A
n
a
l
y
s
i
s
o
f
i
n
st
r
u
c
t
i
o
n
a
l
d
e
c
i
si
o
n
s
9
Le
a
r
n
e
r
r
e
f
l
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c
t
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o
n
S
u
p
p
o
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t
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g
s
t
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n
t
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f
l
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c
t
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n
10
C
a
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a
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I
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t
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ssr
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m
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s
11
M
i
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a
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g
I
I
A
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m
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4261
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5
.
I
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PS
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s
’
I
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A,
a
s
elf
-
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ep
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r
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in
s
tr
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with
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id
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ased
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ical
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ct
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alid
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T
h
e
d
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elo
p
m
en
t
o
f
th
e
in
s
tr
u
m
en
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was
in
f
o
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m
e
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b
y
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io
r
r
esear
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n
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teac
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g
an
d
lear
n
in
g
e
n
v
ir
o
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m
en
ts
[
2
6
]
,
[
2
7
]
.
I
n
p
ar
ticu
lar
,
v
ali
d
ated
m
ea
s
u
r
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o
f
co
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teac
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r
ac
tic
es
f
o
r
p
r
e
-
s
er
v
ice
teac
h
e
r
s
[
2
8
]
p
r
o
v
id
e
d
a
c
o
n
ce
p
tu
al
f
o
u
n
d
atio
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ile
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e
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r
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t
in
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ex
ten
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s
th
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ap
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r
o
ac
h
es
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y
in
co
r
p
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ati
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g
in
s
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al
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m
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ad
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itio
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th
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o
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ically
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r
e
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lis
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ca
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ea
s
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r
em
en
t
[
2
9
]
,
in
cl
u
d
in
g
th
e
u
s
e
o
f
ex
p
lo
r
ato
r
y
an
d
c
o
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
(
C
FA)
.
Fu
r
th
er
m
o
r
e,
th
e
co
n
ce
p
tu
aliza
tio
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o
f
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C
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A
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n
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is
ten
t
with
b
r
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ad
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er
s
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ec
tiv
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tu
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en
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ce
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ter
e
d
an
d
s
elf
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d
ir
ec
ted
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n
in
g
(
s
elf
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n
g
an
d
s
tu
d
e
n
t
-
ce
n
ter
e
d
lear
n
in
g
:
a
co
n
ce
p
t
u
al
co
m
p
a
r
is
o
n
)
,
em
p
h
asizin
g
ac
tiv
e
k
n
o
wled
g
e
co
n
s
tr
u
ctio
n
an
d
r
ef
lectiv
e
p
r
o
ce
s
s
es.
T
h
e
in
s
tr
u
m
e
n
t
c
o
n
s
is
ted
o
f
3
0
item
s
c
o
m
p
r
is
in
g
f
iv
e
d
i
m
en
s
io
n
s
:
i
)
c
o
g
n
itiv
ely
ac
ti
v
atin
g
task
d
esig
n
;
ii)
f
ac
ilit
atio
n
o
f
le
ar
n
er
in
te
r
ac
tio
n
;
iii)
p
ed
ag
o
g
ical
q
u
esti
o
n
i
n
g
s
tr
ateg
ies;
iv
)
r
e
f
lectio
n
a
n
d
m
etac
o
g
n
itiv
e
s
u
p
p
o
r
t;
a
n
d
v
)
in
s
tr
u
ctio
n
al
d
ec
is
io
n
-
m
ak
i
n
g
.
All
item
s
wer
e
r
ated
o
n
a
5
-
p
o
in
t
f
r
e
q
u
en
cy
s
ca
le
(
1
=n
ev
er
to
5
=c
o
n
s
is
ten
tly
)
.
As
a
s
elf
-
r
ep
o
r
t
m
ea
s
u
r
e,
r
esp
o
n
s
es
m
ay
b
e
s
u
b
ject
to
p
er
ce
p
tu
al
an
d
s
o
cial
d
esira
b
ilit
y
b
ias.
Prio
r
to
th
e
m
ain
s
tu
d
y
,
th
e
i
n
s
tr
u
m
en
t
was
p
ilo
t
-
test
ed
with
PS
T
s
(
n
=3
0
)
n
o
t
in
clu
d
ed
in
th
e
f
in
al
s
am
p
le
to
ev
alu
ate
clar
ity
,
wo
r
d
in
g
,
an
d
r
eliab
ilit
y
.
Min
o
r
r
ev
is
io
n
s
wer
e
m
ad
e
b
ased
o
n
f
ee
d
b
ac
k
.
C
o
n
ten
t
v
alid
ity
wa
s
estab
lis
h
ed
th
r
o
u
g
h
ex
p
er
t
r
ev
iew
b
y
f
o
u
r
s
p
ec
ialis
ts
in
teac
h
er
e
d
u
ca
tio
n
an
d
ed
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
y
,
wh
o
ev
alu
ated
item
r
elev
a
n
ce
,
clar
i
ty
,
an
d
r
ep
r
esen
tativ
en
ess
o
f
t
h
e
co
n
s
tr
u
ct.
C
o
n
s
tr
u
ct
v
alid
ity
was
ex
am
in
ed
u
s
in
g
e
x
p
lo
r
at
o
r
y
f
ac
to
r
an
aly
s
is
(
E
FA)
o
n
p
r
etest
d
at
a
an
d
C
FA
o
n
p
o
s
ttes
t
d
ata.
E
FA
s
u
p
p
o
r
t
ed
a
f
iv
e
-
f
ac
to
r
s
tr
u
ct
u
r
e
c
o
n
s
is
ten
t
with
th
e
th
eo
r
etica
l
m
o
d
el
(
Kaiser
–
Me
y
er
–
Olk
in
(
KM
O)
=0
.
8
7
;
B
ar
tlett’s
test
p
<0
.
0
0
1
)
,
e
x
p
lain
in
g
6
2
%
o
f
v
ar
ian
ce
.
C
FA
in
d
icate
d
g
o
o
d
m
o
d
el
f
i
t
(
co
m
p
ar
ativ
e
f
it
in
d
ex
(
C
FI)
=0
.
9
4
,
T
u
ck
e
r
–
L
ewis
in
d
ex
(
T
L
I
)
=0
.
9
3
,
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
im
atio
n
(
R
MSE
A)
=0
.
0
5
)
.
I
n
te
r
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
was
ac
ce
p
tab
le
to
h
ig
h
(
C
r
o
n
b
ac
h
’
s
α
=0
.
8
9
)
,
with
s
u
b
s
ca
le
v
alu
es r
an
g
in
g
f
r
o
m
0
.
7
8
to
0
.
8
6
.
Po
t
en
tial
c
o
n
f
o
u
n
d
i
n
g
v
a
r
i
ab
l
es
we
r
e
c
o
n
tr
o
l
le
d
t
h
r
o
u
g
h
s
ev
er
al
d
esi
g
n
an
d
p
r
o
ce
d
u
r
al
m
e
asu
r
es
.
First
,
p
a
r
t
ici
p
a
n
ts
i
n
th
e
E
G
an
d
C
G
we
r
e
s
t
r
at
if
ie
d
ac
c
o
r
d
i
n
g
to
y
ea
r
o
f
s
tu
d
y
,
c
u
m
u
lat
iv
e
GPA,
a
n
d
g
e
n
d
e
r
t
o
en
h
a
n
ce
b
ase
li
n
e
c
o
m
p
a
r
a
b
il
it
y
.
S
ec
o
n
d
,
b
o
th
g
r
o
u
p
s
f
o
ll
o
w
ed
t
h
e
s
am
e
c
u
r
r
ic
u
l
u
m
co
n
t
e
n
t
,
c
o
u
r
s
e
d
u
r
at
io
n
,
an
d
ass
ess
m
e
n
t
r
e
q
u
i
r
e
m
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6
To
t
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l
30
3
.
6
.
Da
t
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a
na
ly
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T
o
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p
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m
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clar
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all
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r
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p
p
lied
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s
s
tu
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tem
atica
lly
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m
m
ar
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T
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in
clu
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th
e
o
p
e
r
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lizatio
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u
m
p
tio
n
test
in
g
,
an
d
ef
f
ec
t
s
ize
esti
m
atio
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.
T
ab
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4
p
r
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a
s
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s
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an
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is
s
tr
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T
ab
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.
Data
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s
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A
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Evaluation Warning : The document was created with Spire.PDF for Python.
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15
,
No
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5
,
Octo
b
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20
26
:
4
2
5
6
-
4266
4262
4.
RE
SU
L
T
S
T
ab
le
5
p
r
esen
ts
b
aselin
e
d
em
o
g
r
ap
h
ic
an
d
ac
ad
em
ic
ch
ar
ac
ter
is
tics
o
f
p
ar
ticip
an
ts
.
I
n
ad
d
itio
n
to
b
aselin
e
eq
u
iv
alen
ce
in
I
C
-
C
A
co
m
p
o
s
ite
s
co
r
es,
g
r
o
u
p
co
m
p
ar
a
b
ilit
y
was
ex
am
in
ed
ac
r
o
s
s
r
elev
an
t
b
ac
k
g
r
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n
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ar
ia
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les.
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ig
n
if
ican
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d
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o
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s
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etwe
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s
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s
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,
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atis
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ac
to
r
y
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v
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ce
at
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T
h
ese
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esu
lts
s
u
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r
t
th
e
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ter
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al
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alid
ity
o
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s
u
b
s
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en
t a
n
aly
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y
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ir
m
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co
m
p
ar
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le
p
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io
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to
th
e
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ter
v
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t
io
n
.
T
ab
le
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.
B
aselin
e
ch
ar
ac
ter
is
tics
o
f
p
ar
ticip
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ts
V
a
r
i
a
b
l
e
C
a
t
e
g
o
r
y
EG
CG
To
t
a
l
G
e
n
d
e
r
F
e
mal
e
7
4
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2
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5
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3
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4
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6
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a
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h
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g
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p
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o
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l
e
t
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d
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5
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6
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N
o
t
c
o
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l
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d
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5
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4
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6
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%)
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9
(
2
7
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Fo
llo
win
g
th
e
estab
lis
h
m
en
t
o
f
b
aselin
e
eq
u
iv
alen
ce
,
a
n
a
n
aly
s
is
o
f
c
o
v
ar
ian
ce
(
ANCOVA)
was
co
n
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u
cte
d
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am
in
e
g
r
o
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p
d
if
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ce
s
in
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o
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ttes
t
I
C
-
C
A
s
co
r
es
wh
ile
co
n
tr
o
llin
g
f
o
r
p
r
etest
I
C
-
C
A.
Ass
u
m
p
tio
n
ch
ec
k
s
c
o
n
f
ir
m
e
d
th
at
all
ANCOVA
r
eq
u
ir
em
e
n
ts
wer
e
s
atis
f
ied
.
Ad
ju
s
ted
m
ea
n
s
ar
e
p
r
esen
ted
in
T
ab
le
6
.
T
h
e
ANCOVA
in
d
icate
d
a
s
tatis
tically
s
ig
n
if
ican
t
ef
f
ec
t
o
f
g
r
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u
p
o
n
p
o
s
ttes
t
I
C
-
C
A
s
co
r
es,
F(1
,
1
7
7
)
=
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2
.
9
4
,
p
<
0
.
0
0
1
,
η
²ₚ=
0
.
0
7
,
as
s
h
o
wn
in
T
ab
le
7
,
d
em
o
n
s
tr
atin
g
a
s
m
all
-
to
-
m
o
d
er
ate
ef
f
ec
t
s
ize.
Af
ter
co
n
tr
o
llin
g
f
o
r
b
aselin
e
p
er
f
o
r
m
an
ce
,
th
e
E
G
d
em
o
n
s
tr
ated
h
ig
h
er
ad
j
u
s
ted
I
C
-
C
A
s
co
r
es
th
an
th
e
C
G.
T
h
is
r
ep
r
esen
ts
a
s
m
all
-
to
-
m
o
d
er
ate
ef
f
ec
t size
in
th
e
c
o
n
tex
t o
f
ed
u
ca
tio
n
al
in
ter
v
e
n
tio
n
r
esear
ch
.
T
ab
le
6
.
Ad
ju
s
ted
p
o
s
ttes
t I
C
-
C
A
m
ea
n
s
(
ANCOV
A)
G
r
o
u
p
Est
i
m
a
t
e
d
mar
g
i
n
a
l
m
e
a
n
S
t
a
n
d
a
r
d
e
r
r
o
r
EG
3
.
6
0
0
.
0
4
CG
3
.
3
2
0
.
0
4
T
ab
le
7
.
ANCOVA
r
esu
lts
S
o
u
r
c
e
S
u
m
o
f
s
q
u
a
r
e
s
df
M
e
a
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e
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p
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P
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e
t
e
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t
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5.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
i
n
g
s
in
d
icate
h
i
g
h
er
p
o
s
ttes
t
I
C
-
C
A
s
co
r
es
in
th
e
C
B
T
E
g
r
o
u
p
co
m
p
ar
e
d
to
t
h
e
co
n
tr
o
l
co
n
d
itio
n
af
ter
co
n
t
r
o
llin
g
f
o
r
b
aselin
e
p
er
f
o
r
m
an
ce
.
T
h
e
r
esu
lts
s
u
g
g
est
th
at
p
ar
ticip
atio
n
in
C
B
T
E
is
r
elate
d
to
d
if
f
er
en
ce
s
in
PS
T
s
’
p
er
ce
i
v
ed
in
s
tr
u
ctio
n
al
co
m
p
eten
ce
.
T
h
is
p
atter
n
is
co
n
s
is
ten
t
wit
h
co
n
s
tr
u
ctiv
is
t
an
d
s
o
cio
cu
ltu
r
al
p
er
s
p
ec
tiv
es,
wh
ich
em
p
h
asize
th
at
p
r
o
f
ess
io
n
al
k
n
o
wled
g
e
an
d
p
ed
ag
o
g
i
ca
l
s
elf
-
p
er
ce
p
tio
n
s
d
ev
elo
p
th
r
o
u
g
h
g
u
id
e
d
p
ar
t
icip
atio
n
in
s
tr
u
ctu
r
ed
lear
n
i
n
g
en
v
ir
o
n
m
en
ts
,
co
llab
o
r
ativ
e
in
ter
ac
tio
n
,
an
d
r
ef
lectio
n
o
n
i
n
s
tr
u
ctio
n
al
p
r
o
ce
s
s
es
[
3
0
]
–
[
3
2
]
.
I
t
s
h
o
u
l
d
b
e
n
o
te
d
th
at
I
C
-
C
A
r
ef
lects
s
elf
-
r
ep
o
r
ted
in
s
tr
u
ctio
n
al
co
m
p
ete
n
ce
r
ath
e
r
th
an
d
i
r
ec
tly
o
b
s
er
v
ed
class
r
o
o
m
teac
h
in
g
p
er
f
o
r
m
a
n
ce
.
T
h
ese
f
in
d
in
g
s
ar
e
c
o
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
ch
d
em
o
n
s
tr
atin
g
th
at
C
B
T
E
ca
n
en
h
an
ce
p
r
eser
v
ice
teac
h
er
s
’
p
e
d
ag
o
g
ical
r
ea
s
o
n
in
g
an
d
s
elf
-
ef
f
icac
y
[
3
3
]
–
[
3
5
]
.
Fo
r
e
x
am
p
le,
s
tu
d
ies
h
av
e
r
ep
o
r
ted
th
at
s
tr
u
ctu
r
ed
in
q
u
ir
y
-
o
r
ie
n
ted
en
v
ir
o
n
m
e
n
ts
co
n
tr
ib
u
te
to
s
tr
o
n
g
er
r
ef
lectiv
e
p
r
ac
tice
an
d
in
s
tr
u
ctio
n
al
awa
r
en
ess
am
o
n
g
PS
T
s
[
3
6
]
,
[
3
7
]
.
Similar
ly
,
co
llab
o
r
ativ
e
an
d
p
r
ac
tice
-
b
ased
lear
n
i
n
g
ex
p
e
r
ien
ce
s
ar
e
ass
o
ciate
d
with
h
ig
h
er
lev
els
o
f
p
er
ce
iv
e
d
teac
h
i
n
g
c
o
m
p
eten
ce
an
d
m
o
r
e
s
tu
d
e
n
t
-
ce
n
ter
ed
p
e
d
ag
o
g
ical
o
r
ien
tatio
n
s
[
3
8
]
,
[
3
9
]
.
T
h
e
g
r
ea
ter
im
p
r
o
v
em
en
ts
o
b
s
er
v
e
d
in
th
e
E
G
s
u
g
g
est
th
at
s
tr
u
ctu
r
ed
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
ex
p
e
r
ien
ce
s
p
r
o
v
id
e
m
o
r
e
s
u
s
tain
ed
o
p
p
o
r
tu
n
ities
to
en
g
ag
e
with
co
r
e
p
e
d
ag
o
g
ical
p
r
o
ce
s
s
es
th
an
co
n
v
en
tio
n
al
co
u
r
s
ewo
r
k
[
4
0
]
.
I
n
th
is
co
n
te
x
t,
I
C
-
C
A
r
ef
lects
ch
an
g
es
in
p
er
ce
iv
ed
co
m
p
eten
ce
ac
r
o
s
s
m
u
ltip
le
in
ter
r
elate
d
d
im
en
s
io
n
s
,
in
clu
d
in
g
task
d
esig
n
,
lear
n
er
in
ter
ac
tio
n
,
p
ed
ag
o
g
ical
q
u
esti
o
n
in
g
,
r
ef
lectiv
e
p
r
ac
tice,
a
n
d
in
s
tr
u
c
tio
n
al
d
ec
is
io
n
-
m
ak
i
n
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
C
o
n
s
tr
u
ctivis
t
-
b
a
s
ed
tea
ch
er e
d
u
ca
tio
n
a
n
d
p
r
e
-
s
ervice
tea
ch
ers
’
in
s
tr
u
ctio
n
a
l …
(
B
a
ky
tk
u
l Yess
en
ta
ye
va
)
4263
Fo
r
teac
h
er
e
d
u
ca
tio
n
p
r
ac
ti
ce
,
th
ese
f
in
d
i
n
g
s
s
u
g
g
est
th
at
C
B
T
E
s
h
o
u
ld
b
e
im
p
le
m
en
ted
as
a
s
y
s
tem
atic
p
r
o
g
r
am
m
atic
d
esig
n
r
ath
er
th
an
an
is
o
lated
s
et
o
f
in
s
tr
u
ctio
n
al
s
tr
ate
g
ies.
I
n
p
ar
ticu
lar
,
th
e
d
ev
el
o
p
m
en
t
o
f
I
C
-
C
A
r
e
q
u
ir
es
s
u
s
tain
ed
,
r
ep
ea
ted
en
g
ag
em
en
t
with
au
th
en
tic
p
ed
a
g
o
g
ical
task
s
ac
r
o
s
s
th
e
teac
h
er
ed
u
ca
tio
n
cu
r
r
ic
u
lu
m
.
T
ea
ch
er
ed
u
ca
to
r
s
ar
e
en
co
u
r
ag
e
d
to
m
o
v
e
b
e
y
o
n
d
ex
p
o
s
itio
n
-
b
ased
in
s
tr
u
ctio
n
an
d
d
elib
er
ately
d
e
s
ig
n
lear
n
in
g
s
eq
u
en
ce
s
in
wh
ich
PS
T
s
p
r
o
g
r
ess
iv
ely
ass
u
m
e
r
esp
o
n
s
ib
ilit
y
f
o
r
p
lan
n
in
g
,
en
ac
tin
g
,
an
d
ev
alu
a
tin
g
co
g
n
itiv
ely
ac
tiv
atin
g
in
s
tr
u
ctio
n
.
T
h
is
in
clu
d
es
s
tr
u
ctu
r
ed
s
ca
f
f
o
ld
in
g
th
a
t
g
r
ad
u
ally
s
h
if
ts
f
r
o
m
g
u
id
ed
d
em
o
n
s
tr
atio
n
t
o
in
d
ep
e
n
d
e
n
t
in
s
tr
u
ctio
n
al
d
esig
n
.
I
n
a
d
d
itio
n
,
th
e
r
esu
lts
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
tig
h
t
alig
n
m
en
t
b
etwe
en
i
n
s
tr
u
ctio
n
al
m
eth
o
d
s
an
d
as
s
ess
m
en
t
p
r
ac
tices.
Ass
es
s
m
en
t
in
teac
h
er
e
d
u
ca
t
io
n
s
h
o
u
l
d
in
co
r
p
o
r
ate
p
er
f
o
r
m
an
ce
-
b
ased
c
o
m
p
o
n
en
ts
s
u
c
h
as
less
o
n
d
esig
n
task
s
,
m
icr
o
teac
h
in
g
ev
alu
ati
o
n
s
,
an
d
r
ef
lectiv
e
ju
s
tific
atio
n
o
f
p
ed
a
g
o
g
ical
d
ec
is
io
n
s
,
r
ath
er
th
an
r
ely
in
g
p
r
im
ar
ily
o
n
th
eo
r
etica
l
ex
a
m
in
atio
n
s
.
Fro
m
a
p
r
o
g
r
am
d
ev
elo
p
m
en
t
p
er
s
p
ec
tiv
e
,
i
ter
ativ
e
cy
cles
o
f
m
icr
o
teac
h
in
g
co
m
b
in
ed
with
s
tr
u
ctu
r
ed
p
ee
r
f
ee
d
b
ac
k
an
d
g
u
id
ed
r
ef
lectio
n
ap
p
ea
r
p
ar
ti
cu
lar
ly
r
ele
v
an
t
f
o
r
s
tr
en
g
th
en
in
g
i
n
s
tr
u
ctio
n
al
d
e
cisi
o
n
-
m
ak
in
g
.
E
m
b
ed
d
in
g
th
ese
cy
cles
ac
r
o
s
s
m
u
ltip
le
co
u
r
s
es
m
ay
h
elp
PS
T
s
in
ter
n
alize
co
n
s
tr
u
ctiv
is
t p
r
in
c
ip
les m
o
r
e
ef
f
ec
tiv
ely
an
d
a
p
p
ly
th
em
co
n
s
is
ten
tly
in
p
r
ac
tic
e
s
ettin
g
s
.
Desp
ite
th
ese
f
in
d
in
g
s
,
s
ev
er
a
l
lim
itatio
n
s
s
h
o
u
ld
b
e
ac
k
n
o
wled
g
ed
.
First,
th
e
s
tu
d
y
was
co
n
d
u
cte
d
with
in
a
s
in
g
le
in
s
titu
tio
n
al
co
n
tex
t,
wh
ich
lim
its
th
e
g
en
er
al
izab
ilit
y
o
f
th
e
r
esu
lts
to
o
th
er
teac
h
er
ed
u
ca
tio
n
s
ettin
g
s
.
Dif
f
er
en
ce
s
in
cu
r
r
ic
u
lu
m
d
esig
n
,
in
s
titu
tio
n
al
cu
lt
u
r
e,
an
d
s
tu
d
en
t
c
h
ar
ac
ter
is
tics
m
ay
in
f
lu
en
ce
th
e
ef
f
ec
tiv
en
ess
o
f
C
B
T
E
p
r
o
g
r
a
m
s
.
B
u
ild
in
g
o
n
th
is
lim
itatio
n
,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
ex
am
i
n
e
th
e
s
tab
ilit
y
an
d
tr
an
s
f
er
ab
ilit
y
o
f
I
C
-
C
A
d
ev
elo
p
m
en
t
ac
r
o
s
s
d
iv
er
s
e
in
s
titu
tio
n
al
an
d
c
u
ltu
r
al
co
n
te
x
ts
.
L
o
n
g
itu
d
i
n
al
s
tu
d
ies
ar
e
also
n
ee
d
ed
to
in
v
esti
g
at
e
wh
eth
er
im
p
r
o
v
em
en
ts
in
I
C
-
C
A
p
er
s
i
s
t
o
v
er
tim
e
an
d
tr
an
s
late
in
to
ac
tu
al
class
r
o
o
m
p
r
ac
tice
d
u
r
in
g
te
ac
h
in
g
p
r
ac
ticu
m
o
r
ea
r
l
y
ca
r
ee
r
teac
h
in
g
.
I
n
ad
d
itio
n
,
f
u
tu
r
e
s
tu
d
ies
s
h
o
u
ld
em
p
lo
y
m
u
lti
-
m
eth
o
d
d
esig
n
s
co
m
b
in
in
g
s
elf
-
r
e
p
o
r
ts
with
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
p
o
r
tf
o
lio
ass
ess
m
en
ts
,
o
r
s
u
p
er
v
is
o
r
ev
alu
atio
n
s
to
p
r
o
v
id
e
m
o
r
e
r
o
b
u
s
t
v
alid
atio
n
o
f
in
s
tr
u
ctio
n
al
co
m
p
et
en
ce
d
ev
elo
p
m
e
n
t.
Fin
ally
,
f
u
tu
r
e
r
esear
c
h
m
a
y
e
x
p
lo
r
e
th
e
r
elatio
n
s
h
ip
b
etwe
e
n
p
r
e
-
s
er
v
ice
teac
h
er
s
’
I
C
-
C
A
an
d
ac
tu
al
s
tu
d
en
t
o
u
tco
m
es,
p
ar
ticu
lar
ly
s
tu
d
e
n
ts
’
CA
an
d
en
g
ag
em
en
t,
to
p
r
o
v
i
d
e
s
tr
o
n
g
er
em
p
ir
ical
ev
id
en
ce
o
f
th
e
in
s
tr
u
ctio
n
al
im
p
ac
t o
f
C
B
T
E
p
r
o
g
r
a
m
s
.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
in
v
esti
g
ated
th
e
ef
f
ec
t
o
f
p
ar
ticip
atio
n
i
n
a
C
B
T
E
p
r
o
g
r
am
o
n
PS
T
s
’
I
C
-
C
A
u
s
in
g
a
q
u
asi
-
ex
p
er
i
m
en
tal
p
r
etest
–
p
o
s
ttes
t
CG
d
esig
n
.
I
n
s
im
p
le
ter
m
s
,
th
e
s
tu
d
y
s
h
o
ws
th
at
a
s
tr
u
ctu
r
ed
C
B
T
E
p
r
o
g
r
a
m
ca
n
im
p
r
o
v
e
PS
T
s
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ated
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elate
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if
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r
ac
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tr
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in
te
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a
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if
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icate
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if
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ated
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ev
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atter
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ased
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r
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Su
ch
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m
p
o
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en
ts
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r
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id
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PS
T
s
with
o
p
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ities
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tiv
ely
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s
tr
u
ct
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ed
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ical
k
n
o
wl
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d
d
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co
m
p
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alig
n
ed
with
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g
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itiv
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in
s
tr
u
ctio
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.
Stre
n
g
th
e
n
in
g
s
u
ch
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teg
r
at
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ap
p
r
o
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ca
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ib
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te
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ep
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itiv
ely
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tr
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in
p
r
im
a
r
y
ed
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ca
tio
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c
o
n
tex
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d
m
ay
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u
p
p
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t
th
e
d
e
v
elo
p
m
e
n
t
o
f
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s
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p
r
ac
tices
with
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tr
ai
n
in
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en
v
ir
o
n
m
en
ts
.
Ho
wev
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,
it
s
h
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u
ld
b
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n
o
te
d
th
at
th
e
f
in
d
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s
ar
e
b
ased
o
n
s
elf
-
r
ep
o
r
ted
in
s
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ctio
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co
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p
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d
f
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s
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s
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ld
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an
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to
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ac
tice.
F
UNDING
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NF
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M
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h
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c
f
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an
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p
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t.
AUTHO
R
CO
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B
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NS ST
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M
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N
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h
is
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u
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C
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ib
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to
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R
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les
T
a
x
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y
(
C
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to
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n
ize
in
d
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d
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au
th
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tio
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,
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au
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s
h
ip
d
is
p
u
tes,
an
d
f
ac
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co
llab
o
r
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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NC
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S
[
1
]
S
e
p
r
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e
,
W
.
W
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4
.
[
2
]
Y
.
W
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,
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.
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,
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3
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[
6
]
X
.
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a
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.
K
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r
,
“
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a
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s’
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l
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Be
h
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[
7
]
B
.
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Evaluation Warning : The document was created with Spire.PDF for Python.