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I
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Vo
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14
,
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5
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20
25
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p
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ttp
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ere.
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Dev
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he Mo
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Feb
28
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te
in
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o
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ian
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c
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K
ey
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d
s
:
Facto
r
s
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tio
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s
Me
asu
r
em
en
t m
o
d
el
Sch
o
o
l c
lim
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o
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l c
lim
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v
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s
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rticle
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CC B
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li
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C
o
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r
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s
p
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uth
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r
:
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ar
tu
v
s
h
in
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ar
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Dep
ar
tm
en
t o
f
Ma
th
em
atics,
Sch
o
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f
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ts
an
d
Scien
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s
,
N
atio
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Un
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s
ity
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ity
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b
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Mo
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E
m
ail: a
m
ar
za
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a@
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cs.n
u
m
.
ed
u
.
m
n
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
s
ch
o
o
l
clim
ate
p
lay
s
a
cr
u
cial
r
o
le
in
d
eter
m
in
in
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tu
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en
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lear
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n
d
ac
h
iev
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n
t.
Ho
wev
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,
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e
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ited
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ch
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o
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in
Mo
n
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o
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an
d
it
is
n
o
t
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et
r
ec
o
g
n
ized
at
th
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atio
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al
lev
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o
w
asp
ec
ts
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f
s
ch
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o
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clim
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a
r
e
e
s
s
en
tial
f
o
r
ev
alu
atin
g
ed
u
ca
ti
o
n
q
u
ality
.
C
u
r
r
e
n
tly
,
th
e
r
e
ar
e
n
o
t
o
o
ls
av
ailab
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to
m
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th
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asp
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ts
o
f
s
ch
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l
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ate,
n
o
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a
n
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attem
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ts
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itab
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o
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co
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n
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Mo
r
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r
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iew
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liter
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o
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j
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r
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th
at
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th
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m
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er
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n
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tu
d
en
ts
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h
o
ws
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n
ly
a
s
tu
d
y
b
y
E
n
k
h
tu
r
et
a
l.
[
1
]
,
wh
er
e
th
e
au
th
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r
s
id
en
tifie
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s
im
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ities
an
d
d
if
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n
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ased
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a
s
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ate
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Mo
SC
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er
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r
e,
th
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m
ain
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to
cr
ea
te
item
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th
at
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ep
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ch
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co
llect
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ata,
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am
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wh
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ata
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is
to
ex
p
lo
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ac
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s
o
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h
e
th
ir
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o
b
jectiv
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to
ass
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s
s
th
e
r
eliab
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ch
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p
r
im
ar
y
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esear
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to
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iev
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th
e
g
o
als o
f
th
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as
:
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I
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J
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2252
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8
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2
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Dev
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3703
-
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e
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n
ew
m
ea
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r
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en
t m
o
d
el
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a
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ca
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ain
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As
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m
en
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b
e
f
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e,
th
er
e
a
r
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s
till
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th
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ts
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l
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th
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T
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co
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t
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at
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f
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e
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h
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1
0
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o
.
Per
r
y
[
2
]
d
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h
o
w
s
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f
ec
ted
b
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t
h
eir
e
n
v
ir
o
n
m
e
n
t
an
d
h
i
g
h
lig
h
te
d
th
e
cr
u
cial
in
f
lu
en
ce
o
f
s
ch
o
o
l
cu
ltu
r
e
o
r
clim
ate
o
n
s
tu
d
en
ts
’
o
u
tc
o
m
es.
Yet,
s
ch
o
o
l
clim
ate
d
id
n
o
t
en
ter
th
e
r
ea
lm
o
f
em
p
ir
ical
r
esear
ch
u
n
til
th
e
ea
r
ly
1
9
6
0
s
wh
en
Halp
in
an
d
C
r
o
f
t
[
3
]
d
e
v
elo
p
ed
th
e
o
r
g
an
izatio
n
al
c
lim
ate
d
escr
ip
tiv
e
q
u
esti
o
n
n
air
e
an
d
b
e
g
an
s
y
s
t
em
atica
lly
s
tu
d
y
in
g
th
e
ef
f
ec
ts
o
f
s
ch
o
o
l
o
r
g
an
izatio
n
al
c
lim
ate
o
n
s
tu
d
en
t
lear
n
in
g
an
d
d
ev
elo
p
m
en
t
.
O
v
er
th
e
last
s
ev
er
al
d
ec
ad
es,
r
esear
ch
er
s
an
d
ed
u
ca
to
r
s
h
av
e
r
ea
lized
th
at
th
e
in
itial
co
n
ce
p
tu
aliza
tio
n
o
f
s
ch
o
o
l
clim
ate
was
o
v
er
l
y
s
im
p
l
is
tic
an
d
n
o
w
r
ec
o
g
n
ize
it
as
a
m
u
ltid
im
en
s
io
n
al
co
n
s
tr
u
ct
[
4
]
.
Sch
o
o
l
clim
ate
r
ef
er
s
to
th
e
v
ar
io
u
s
ch
ar
ac
te
r
is
tics
o
f
a
s
ch
o
o
l,
s
u
ch
as
cu
ltu
r
al,
c
o
n
tex
tu
al,
p
er
ce
p
tu
al,
a
n
d
b
e
h
av
io
r
al
f
ac
to
r
s
[
5
]
.
Alth
o
u
g
h
th
er
e
is
n
o
wid
ely
ac
ce
p
ted
d
e
f
in
itio
n
f
o
r
s
ch
o
o
l
clim
ate,
it
is
g
en
er
ally
u
n
d
er
s
to
o
d
as
th
e
q
u
ality
an
d
c
h
ar
ac
ter
o
f
s
ch
o
o
l
life
.
T
h
is
is
b
ased
o
n
th
e
p
atter
n
s
o
f
p
eo
p
le
’
s
ex
p
er
ien
ce
s
o
f
s
ch
o
o
l
life
an
d
r
ef
lects
th
e
n
o
r
m
s
,
g
o
als,
v
alu
es,
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
,
teac
h
in
g
an
d
lear
n
in
g
p
r
ac
tices,
a
n
d
o
r
g
an
i
za
tio
n
al
s
tr
u
ctu
r
es
[
6
]
.
Mu
ltip
le
d
o
m
ai
n
s
an
d
d
im
e
n
s
io
n
s
o
f
th
e
s
ch
o
o
l
clim
ate
ca
n
b
e
ex
p
lain
ed
f
r
o
m
th
e
v
ie
wp
o
in
t
o
f
v
ar
io
u
s
th
eo
r
etica
l
f
o
u
n
d
atio
n
s
.
Fo
r
e
x
am
p
le,
th
e
r
is
k
a
n
d
r
esil
ien
ce
m
o
d
el
[
7
]
–
[
9
]
,
attac
h
m
e
n
t th
e
o
r
y
[
1
0
]
,
[
1
1
]
,
s
o
cial
co
n
t
r
o
l t
h
eo
r
y
[
1
2
]
,
an
d
s
o
cial
co
g
n
itiv
e
th
eo
r
y
[
1
3
]
–
[
1
5
]
.
T
h
e
r
is
k
an
d
r
esil
ien
ce
m
o
d
el
f
o
cu
s
es o
n
id
en
tify
in
g
th
e
f
ac
t
o
r
s
p
r
esen
t in
a
ch
ild
’
s
en
v
ir
o
n
m
en
t th
at
p
r
o
m
o
te
p
o
s
itiv
e
d
ev
elo
p
m
e
n
t
an
d
r
ed
u
ce
n
e
g
ativ
e
o
u
tco
m
e
s
wh
en
th
ey
f
ac
e
r
is
k
[
7
]
,
[
8
]
.
Sch
o
o
l
is
a
cr
u
cial
s
ettin
g
f
o
r
c
o
n
s
id
er
in
g
th
ese
f
ac
to
r
s
.
R
is
k
f
ac
to
r
s
s
u
ch
as
g
r
o
win
g
u
p
in
p
o
v
er
ty
o
r
f
ac
in
g
d
is
cr
im
in
atio
n
ca
n
in
cr
ea
s
e
th
e
lik
elih
o
o
d
o
f
n
eg
ativ
e
o
u
tc
o
m
es
f
o
r
ch
ild
r
e
n
.
R
esil
ien
ce
,
o
n
t
h
e
o
t
h
er
h
an
d
,
r
ef
er
s
t
o
th
e
ac
cu
m
u
latio
n
o
f
ass
ets,
s
u
ch
as
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
with
teac
h
er
s
an
d
ch
allen
g
in
g
in
s
t
r
u
ctio
n
,
wh
ich
ca
n
h
elp
ch
ild
r
en
o
v
er
c
o
m
e
ad
v
er
s
ity
[
1
6
]
,
[
1
7
]
.
Po
s
itiv
e
s
tu
d
en
t
d
e
v
elo
p
m
e
n
t
d
e
p
e
n
d
s
o
n
th
e
u
n
iq
u
e
co
m
b
in
atio
n
o
f
a
s
tu
d
en
t
’
s
in
d
iv
id
u
al
q
u
alities
an
d
t
h
eir
s
ch
o
o
l e
n
v
ir
o
n
m
en
t
[
1
8
]
,
[
1
9
]
.
Attach
m
en
t
th
eo
r
y
r
e
f
er
s
to
t
h
e
em
o
tio
n
al
co
n
n
ec
tio
n
th
at
e
x
is
ts
b
etwe
en
an
in
f
a
n
t
an
d
th
eir
m
o
th
er
[
2
0
]
,
[
2
1
]
.
T
h
is
co
n
n
ec
tio
n
h
el
p
s
th
e
ch
ild
b
ec
o
m
e
m
o
r
e
in
d
e
p
en
d
en
t a
n
d
co
n
f
i
d
en
t w
ith
co
n
s
is
ten
t e
m
o
tio
n
al
s
u
p
p
o
r
t
an
d
a
s
af
e
en
v
ir
o
n
m
e
n
t
[
2
2
]
.
On
e
o
f
th
e
f
ir
s
t
o
p
p
o
r
tu
n
ities
to
f
o
r
m
attac
h
m
en
ts
o
u
ts
id
e
th
e
f
am
il
y
u
n
it
is
d
u
r
in
g
th
e
tr
a
n
s
itio
n
t
o
s
ch
o
o
l,
w
h
en
ch
ild
r
en
ca
n
b
o
n
d
with
p
ee
r
s
an
d
teac
h
er
s
[
1
0
]
,
[
1
1
]
.
B
ec
au
s
e
attac
h
m
en
t
th
eo
r
y
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
b
u
ild
i
n
g
s
tr
o
n
g
s
o
cial
b
o
n
d
s
,
it
is
esp
e
cially
ap
p
licab
le
to
th
e
s
ch
o
o
l
co
m
m
u
n
ity
,
as
th
e
q
u
ality
an
d
f
r
eq
u
en
cy
o
f
r
elatio
n
s
h
ip
s
with
in
th
e
s
ch
o
o
l
en
v
ir
o
n
m
e
n
t
ca
n
s
ig
n
if
ican
tly
in
f
lu
en
c
e
a
ch
ild
’
s
d
ev
elo
p
m
en
t.
As
ap
p
lied
to
s
ch
o
o
l
clim
ate
r
esear
ch
,
s
o
cial
co
n
tr
o
l
th
eo
r
y
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
q
u
ality
ac
ad
em
ic
clim
ates
to
in
s
p
ir
e
g
r
ea
ter
co
m
m
itm
en
t
a
n
d
in
v
o
l
v
em
en
t
in
ed
u
ca
tio
n
al
ac
tiv
ities
.
I
t
also
f
o
c
u
s
es
o
n
th
e
q
u
ality
o
f
th
e
s
af
ety
an
d
c
o
m
m
u
n
ity
d
o
m
ain
s
to
s
tr
en
g
t
h
en
s
tu
d
en
ts
’
attac
h
m
en
t
to
th
e
s
ch
o
o
l
an
d
b
elief
in
th
e
s
ch
o
o
l’
s
m
o
r
al
co
d
e.
T
h
u
s
,
a
s
tr
o
n
g
b
o
n
d
with
th
e
s
ch
o
o
l
co
m
m
u
n
ity
en
c
o
u
r
a
g
es
co
n
f
o
r
m
ity
t
o
co
n
v
en
tio
n
al
n
o
r
m
s
an
d
d
ec
r
e
ases
th
e
lik
elih
o
o
d
o
f
d
ev
ian
t
b
eh
av
io
r
.
Acc
o
r
d
in
g
to
th
e
s
o
cial
co
g
n
i
tiv
e
th
eo
r
y
,
t
h
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t
ca
n
s
ig
n
if
ica
n
tly
im
p
a
ct
teac
h
in
g
p
r
ac
tices,
wh
ich
,
in
tu
r
n
,
af
f
e
ct
th
e
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
t
s
.
Mo
tiv
atio
n
is
a
k
ey
co
m
p
o
n
en
t
o
f
t
h
is
th
eo
r
y
,
d
ef
in
ed
as
b
eh
av
io
r
to
ac
h
iev
e
s
p
ec
if
ic
g
o
als
[
1
4
]
.
I
n
t
h
is
th
eo
r
etica
l
f
r
am
ew
o
r
k
,
th
e
s
ch
o
o
l
clim
ate
im
p
ac
ts
s
tu
d
en
t
d
ev
elo
p
m
en
t
t
h
r
o
u
g
h
th
e
q
u
ality
o
f
in
te
r
ac
tio
n
s
in
t
h
e
ac
ad
em
ic,
co
m
m
u
n
ity
,
a
n
d
s
af
ety
d
o
m
ai
n
s
,
b
y
in
s
till
in
g
h
ig
h
ac
ad
em
ic
ex
p
e
ctatio
n
s
,
f
ac
ilit
atin
g
s
u
p
p
o
r
tiv
e
teac
h
er
-
s
tu
d
en
t
r
elatio
n
s
h
ip
s
,
an
d
m
ain
tain
in
g
an
en
v
ir
o
n
m
en
t
wh
e
r
e
s
tu
d
e
n
ts
f
ee
l
em
o
tio
n
ally
s
af
e
an
d
s
ec
u
r
e
in
tak
in
g
ac
ad
em
ic
r
is
k
s
.
T
h
e
th
eo
r
y
s
u
g
g
ests
th
at
lear
n
in
g
o
cc
u
r
s
in
a
s
o
cial
co
n
tex
t
with
a
d
y
n
am
ic
an
d
r
ec
ip
r
o
ca
l
in
ter
a
ctio
n
o
f
th
e
p
er
s
o
n
,
en
v
ir
o
n
m
en
t,
an
d
b
e
h
av
io
r
.
Alth
o
u
g
h
th
er
e
is
o
n
g
o
in
g
d
eb
ate
r
eg
ar
d
in
g
th
e
s
p
ec
if
ic
elem
en
ts
th
at
co
n
tr
ib
u
te
to
a
p
o
s
itiv
e
s
ch
o
o
l
clim
ate,
m
an
y
r
esear
ch
er
s
h
av
e
id
en
tifie
d
f
o
u
r
m
ajo
r
as
p
ec
ts
:
q
u
ality
o
f
teac
h
in
g
a
n
d
lear
n
in
g
,
s
ch
o
o
l
co
m
m
u
n
ity
a
n
d
r
elatio
n
s
h
ip
s
,
s
ch
o
o
l
o
r
g
an
izatio
n
,
an
d
th
e
in
s
titu
tio
n
al
an
d
s
tr
u
ctu
r
al
f
ea
tu
r
es
o
f
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t.
Mo
r
eo
v
e
r
,
it
is
wid
ely
ac
k
n
o
wled
g
ed
th
at
t
h
e
s
ch
o
o
l
clim
ate
is
a
m
u
ltifa
ce
ted
co
n
s
tr
u
ct
th
at
in
clu
d
es
s
af
ety
,
ac
a
d
em
ic
d
i
m
en
s
io
n
,
c
o
m
m
u
n
ity
,
a
n
d
i
n
s
titu
tio
n
al
en
v
ir
o
n
m
en
t.
W
an
g
a
n
d
Deg
o
l
[
4
]
id
en
tifie
d
f
o
u
r
d
o
m
ai
n
s
an
d
1
3
d
im
e
n
s
io
n
s
o
f
s
ch
o
o
l
cli
m
ate.
T
h
ese
d
o
m
ain
s
ar
e
ac
a
d
em
ic
(
teac
h
in
g
an
d
lear
n
in
g
,
lead
e
r
s
h
ip
,
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t)
,
co
m
m
u
n
ity
(
q
u
ality
o
f
r
elatio
n
s
h
ip
s
,
co
n
n
ec
ted
n
ess
,
r
esp
ec
t
f
o
r
d
iv
e
r
s
ity
,
an
d
p
ar
t
n
er
s
h
ip
s
)
,
s
af
ety
(
s
o
cial
a
n
d
e
m
o
tio
n
al
s
af
ety
,
p
h
y
s
ical
s
af
e
ty
,
d
is
cip
lin
e,
an
d
o
r
d
er
)
,
an
d
in
s
titu
tio
n
al
en
v
ir
o
n
m
en
t
(
en
v
ir
o
n
m
e
n
tal
ad
eq
u
ac
y
,
s
tr
u
ctu
r
al
o
r
g
an
izatio
n
,
an
d
a
v
ailab
ilit
y
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
7
0
2
-
3711
3704
r
eso
u
r
ce
s
)
.
Pre
v
io
u
s
r
esear
ch
o
n
s
ch
o
o
l
clim
ate
ass
ess
m
en
ts
h
as
s
h
o
wn
th
at
s
af
ety
,
r
elatio
n
s
h
ip
s
,
an
d
in
s
titu
tio
n
al
s
tr
u
ctu
r
es a
r
e
th
e
m
o
s
t c
o
m
m
o
n
l
y
r
esear
ch
e
d
d
o
m
ain
s
[
4
]
,
[
2
3
]
.
T
h
e
ac
ad
e
m
ic
d
o
m
ain
o
f
s
ch
o
o
l
clim
ate
f
o
cu
s
es
o
n
h
o
w
lea
r
n
in
g
an
d
teac
h
in
g
a
r
e
p
r
o
m
o
ted
in
th
e
s
ch
o
o
l
an
d
is
d
ef
in
ed
u
s
in
g
th
r
ee
d
im
e
n
s
io
n
s
:
lead
er
s
h
ip
;
teac
h
in
g
a
n
d
lear
n
in
g
;
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
clim
ate
[
2
4
]
.
C
o
m
m
u
n
ity
r
ef
e
r
s
to
th
e
q
u
ality
o
f
in
ter
ac
tio
n
s
b
etwe
en
an
d
am
o
n
g
s
ch
o
o
l
m
em
b
er
s
.
T
h
e
c
o
m
m
u
n
ity
d
o
m
ain
o
f
s
ch
o
o
l
clim
ate
is
d
ef
in
ed
as
h
a
v
in
g
f
o
u
r
d
im
e
n
s
io
n
s
:
q
u
ality
o
f
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
,
c
o
n
n
ec
ted
n
ess
,
r
esp
ec
t
f
o
r
d
iv
er
s
ity
,
an
d
co
m
m
u
n
ity
p
ar
tn
er
s
h
ip
s
.
Qu
ality
o
f
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
r
ef
er
s
to
th
e
co
n
s
is
ten
cy
,
f
r
eq
u
e
n
cy
,
an
d
n
at
u
r
e
o
f
th
e
r
elatio
n
s
h
ip
s
th
at
tak
e
p
lace
with
in
th
e
s
ch
o
o
l:
s
tu
d
e
n
t
-
tea
ch
er
r
elatio
n
s
h
ip
s
,
r
elatio
n
s
h
i
p
s
am
o
n
g
s
tu
d
en
ts
,
an
d
r
elati
o
n
s
h
ip
s
am
o
n
g
s
taf
f
m
em
b
er
s
[
1
9
]
,
[
2
5
]
.
Sch
o
o
l
s
af
ety
r
ef
er
s
to
th
e
p
h
y
s
ical
an
d
e
m
o
tio
n
al
s
ec
u
r
ity
p
r
o
v
id
e
d
b
y
a
s
ch
o
o
l
an
d
f
o
r
m
ed
b
y
its
m
em
b
er
s
,
alo
n
g
with
th
e
d
e
g
r
ee
o
f
o
r
d
er
an
d
d
is
cip
lin
e
p
r
esen
t
[
2
6
]
–
[
2
8
]
.
T
h
e
s
af
ety
d
o
m
ain
o
f
s
ch
o
o
l
clim
ate
is
m
o
s
t
co
m
m
o
n
ly
d
ef
in
ed
in
th
r
ee
d
im
e
n
s
io
n
s
:
p
h
y
s
ical
s
af
ety
,
em
o
tio
n
al
s
af
ety
,
an
d
o
r
d
er
an
d
d
is
cip
lin
e.
T
h
e
in
s
titu
tio
n
al
en
v
ir
o
n
m
en
t
co
m
p
o
n
e
n
t
o
f
s
ch
o
o
l
clim
ate
r
ef
er
s
to
th
e
ad
e
q
u
ac
y
o
f
th
e
s
ch
o
o
l
s
ettin
g
,
th
e
m
ain
ten
an
ce
a
n
d
i
n
f
r
astru
ctu
r
e
o
f
th
e
b
u
ild
in
g
,
an
d
th
e
ac
ce
s
s
ib
ilit
y
an
d
allo
c
atio
n
o
f
e
d
u
ca
tio
n
al
r
eso
u
r
ce
s
.
C
h
ar
ac
ter
is
tics
o
f
t
h
e
s
tr
u
ctu
r
al
o
r
g
an
izatio
n
th
at
h
av
e
b
ee
n
lin
k
ed
to
p
er
ce
p
tio
n
s
o
f
s
ch
o
o
l
clim
ate
in
clu
d
e
s
ch
o
o
l
s
ize
[
2
9
]
,
[
3
0
]
,
class
s
ize
[
3
1
]
.
T
h
e
av
ailab
ilit
y
o
f
r
eso
u
r
ce
s
in
d
icate
s
th
e
ac
ce
s
s
ib
ilit
y
teac
h
er
s
an
d
s
tu
d
en
ts
h
av
e
to
th
e
tec
h
n
o
lo
g
y
,
t
o
o
ls
,
an
d
r
eso
u
r
ce
s
th
a
t a
u
g
m
en
t in
s
tr
u
ctio
n
[
3
2
]
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h sa
m
ple
T
h
is
s
tu
d
y
u
s
ed
d
ata
co
llect
ed
d
u
r
in
g
th
e
n
atio
n
al
ed
u
ca
tio
n
al
q
u
ality
ass
ess
m
en
t
o
r
g
an
ized
in
Mo
n
g
o
lia
in
Octo
b
e
r
2
0
2
2
.
A
cc
o
r
d
in
g
t
o
th
e
2
0
2
2
r
e
p
o
r
t
f
r
o
m
th
e
Natio
n
al
Statis
tics
Of
f
ice,
2
3
,
2
9
0
teac
h
er
s
ar
e
wo
r
k
i
n
g
i
n
s
ec
o
n
d
ar
y
s
ch
o
o
ls
.
T
h
e
s
tu
d
y
in
clu
d
e
d
6
8
6
r
a
n
d
o
m
ly
s
am
p
led
teac
h
e
r
s
f
r
o
m
p
u
b
lic
an
d
p
r
iv
ate
s
ch
o
o
ls
n
atio
n
wid
e
.
T
h
e
s
am
p
le
s
ize
tak
en
f
r
o
m
th
e
p
o
p
u
latio
n
o
f
2
3
,
2
9
0
te
ac
h
er
s
with
a
9
9
%
co
n
f
id
en
ce
le
v
el
an
d
5
%
er
r
o
r
m
ar
g
in
[
3
3
]
is
6
4
8
,
wh
ich
i
s
less
th
an
th
e
s
ize
o
f
o
u
r
s
a
m
p
le.
Mo
n
g
o
lia
is
d
iv
id
ed
in
to
2
1
p
r
o
v
i
n
ce
s
(
n
am
ed
“
a
ima
g
”)
,
an
d
th
e
ca
p
ital
(
n
am
ed
“
n
iis
lel
”
)
Ulaa
n
b
aa
tar
.
Seco
n
d
a
r
y
s
u
b
d
iv
is
io
n
s
o
u
ts
id
e
Ulaa
n
b
a
atar
ar
e
r
ef
e
r
r
ed
t
o
as
“
s
о
u
m
”.
S
o
u
ms
ar
e
f
u
r
th
er
s
u
b
d
iv
i
d
ed
in
to
b
ag
s
.
T
h
e
s
am
p
le
d
is
tr
ib
u
tio
n
in
clu
d
es
p
ar
ticip
an
ts
f
r
o
m
th
e
Ulaa
n
b
aa
tar
,
a
ima
g
s
,
s
o
u
ms
,
an
d
b
a
g
s
,
with
3
0
0
f
r
o
m
Ulaa
n
b
aa
tar
,
2
4
7
f
r
o
m
th
e
a
i
ma
g
s
,
1
3
5
f
r
o
m
th
e
s
o
u
ms
,
an
d
f
o
u
r
f
r
o
m
th
e
b
ag
s
.
T
h
e
c
h
ar
ac
ter
is
tics
o
f
th
e
p
ar
ticip
an
ts
ar
e
s
h
o
wn
i
n
T
ab
l
e
1
(
b
y
ag
e
a
n
d
ex
p
er
ien
ce
)
.
Mo
r
e
th
an
8
0
%
o
f
all
teac
h
er
s
in
Mo
n
g
o
lia
ar
e
f
em
ale
.
I
n
o
u
r
s
tu
d
y
,
8
7
%
(
n
=6
0
1
)
o
f
r
e
s
p
o
n
d
en
ts
wer
e
f
em
ale.
Acc
o
r
d
in
g
to
T
a
b
le
1
,
5
.
9
8
%
(
n
=4
1
)
o
f
r
esp
o
n
d
en
ts
h
av
e
wo
r
k
e
d
f
o
r
less
th
an
1
y
ea
r
,
1
9
.
2
4
%
(
n
=1
3
2
)
h
a
v
e
wo
r
k
e
d
b
etwe
en
1
-
5
y
ea
r
s
.
Ad
d
itio
n
ally
,
2
1
.
2
8
%
(
n
=1
4
6
)
h
a
v
e
wo
r
k
e
d
f
o
r
6
-
1
0
y
ea
r
s
,
1
9
.
6
8
%
(
n
=1
3
5
)
f
o
r
1
1
-
1
5
y
ea
r
s
,
1
5
.
4
5
%
(
n
=1
0
6
)
f
o
r
1
6
-
2
0
y
ea
r
s
,
1
1
.
0
8
%
(
n
=7
6
)
f
o
r
2
1
-
2
5
y
ea
r
s
,
an
d
7
.
2
9
%
(
n
=5
0
)
f
o
r
2
6
y
ea
r
s
o
r
m
o
r
e.
T
ab
le
1
.
C
h
ar
ac
ter
is
tics
o
f
th
e
s
am
p
le
(
b
y
a
g
e
an
d
ex
p
er
ie
n
c
e)
Ex
p
e
r
i
e
n
c
e
U
p
t
o
1
1
-
5
6
-
10
11
-
15
16
-
20
21
-
25
2
6
a
n
d
a
b
o
v
e
To
t
a
l
M
a
l
e
7
21
22
21
6
3
5
8
5
F
e
mal
e
34
1
1
1
1
2
4
1
1
4
1
0
0
73
45
6
0
1
To
t
a
l
41
1
3
2
1
4
6
1
3
5
1
0
6
76
50
6
8
6
2
.
2
.
Da
t
a
c
o
llect
io
n m
et
ho
d
a
nd
da
t
a
a
na
ly
s
is
B
ased
o
n
a
liter
atu
r
e
r
e
v
iew
,
7
7
item
s
wer
e
g
e
n
er
ated
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le.
Af
ter
p
r
e
p
ar
in
g
th
e
in
itial
d
r
af
t
with
all
th
e
s
elec
t
ed
item
s
,
a
p
an
el
o
f
ex
p
er
ts
ch
ec
k
ed
an
d
ap
p
r
o
v
ed
th
em
.
T
h
e
item
s
wer
e
th
en
f
u
r
th
er
n
ar
r
o
we
d
d
o
wn
a
n
d
s
im
p
lifie
d
.
T
h
e
r
ese
ar
c
h
d
at
a
w
er
e
c
o
l
lec
te
d
o
n
li
n
e
f
r
o
m
t
h
e
Mo
n
g
o
lia
n
Nat
io
n
a
l
E
d
u
c
ati
o
n
a
l
E
v
a
lu
ati
o
n
C
e
n
t
r
e
,
a
n
d
s
ta
tis
ti
ca
l
a
n
a
ly
s
is
w
as
p
er
f
o
r
m
e
d
u
s
i
n
g
SP
SS
-
2
1
s
o
f
twa
r
e
.
B
e
f
o
r
e
co
n
d
u
cti
n
g
t
h
e
m
a
in
s
u
r
v
e
y
,
a
p
i
lo
t
tes
t
was
p
e
r
f
o
r
m
e
d
in
v
o
l
v
i
n
g
2
0
0
te
ac
h
e
r
s
o
r
r
e
s
p
o
n
d
e
n
ts
f
r
o
m
t
h
e
s
o
u
th
e
r
n
p
r
o
v
i
n
c
e
o
f
t
h
e
c
o
u
n
tr
y
to
ex
am
in
e
t
h
e
r
eli
a
b
ili
ty
o
f
t
h
e
e
n
ti
r
e
s
c
ale
.
C
r
o
n
b
ac
h
’
s
al
p
h
a
w
as
u
s
ed
to
d
et
e
r
m
i
n
e
th
e
it
em
s
’
i
n
t
er
n
a
l
c
o
n
s
is
te
n
cy
.
T
h
e
C
r
o
n
b
ac
h
’
s
al
p
h
a
f
o
r
t
h
e
p
e
r
c
e
p
ti
o
n
s
o
f
t
h
e
s
ch
o
o
l
c
lim
ate
s
ca
l
e
was
.
9
6
,
wit
h
i
n
a
n
ac
ce
p
ta
b
l
e
r
an
g
e
.
Nex
t,
an
E
FA
with
Pro
m
ax
r
o
tatio
n
was
co
n
d
u
cted
to
ass
ess
th
e
co
n
ten
t
v
alid
ity
o
f
th
e
s
u
r
v
ey
.
T
h
is
was
ac
h
iev
ed
b
y
m
ea
s
u
r
in
g
t
h
e
Kaiser
-
Me
y
er
-
Olk
in
(
KM
O)
test
o
f
s
am
p
le
ad
eq
u
ac
y
an
d
B
ar
tlett
’
s
tes
t
f
o
r
s
p
h
er
icity
to
in
v
esti
g
ate
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r
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N:
2252
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with
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
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I
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t
J
E
v
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&
R
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d
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c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
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20
25
:
3
7
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3711
3706
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7
2
T
h
e
1
4
ex
tr
ac
te
d
f
ac
to
r
s
wer
e
lab
eled
as:
F1
(
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
s
u
p
p
o
r
t)
,
F2
(
t
ea
ch
er
-
s
tu
d
en
t
-
s
tu
d
en
t
i
n
ter
ac
tio
n
s
in
class
)
,
F3
(
c
o
m
p
lian
ce
with
s
ch
o
o
l
r
u
les),
F4
(
t
ea
c
h
er
co
m
m
itm
en
t
to
th
e
jo
b
)
,
F5
(
l
ac
k
o
f
ef
f
ec
tiv
e
c
o
m
m
u
n
icatio
n
in
class
)
,
F6
(
l
ea
r
n
er
-
ce
n
te
r
ed
teac
h
in
g
p
r
a
ctice
s
)
,
F7
(
t
ea
ch
er
co
m
m
itm
en
t
to
c
u
r
r
icu
lu
m
i
m
p
lem
en
tatio
n
)
,
F8
(
h
o
m
ew
o
r
k
s
tr
ateg
ies),
F9
(
a
s
s
ess
m
en
t
s
tr
ateg
ies
1
)
,
F1
0
(
l
ac
k
o
f
r
eso
u
r
ce
s
in
class
)
,
F1
1
(
l
ac
k
o
f
tim
es
f
o
r
in
te
r
ac
tio
n
an
d
f
ee
d
b
ac
k
)
,
F1
2
(
a
s
s
ess
m
en
t
s
tr
ateg
ies
2
)
,
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
Dev
elo
p
men
t o
f th
e
Mo
n
g
o
lia
n
s
ch
o
o
l c
lima
te
in
ve
n
t
o
r
y
(
Da
va
a
n
y
a
m
Tu
men
b
a
y
a
r
)
3707
F1
3
(
d
ir
ec
t
in
s
tr
u
ctio
n
al
m
o
d
e
l
b
ased
teac
h
in
g
p
r
ac
tices)
,
an
d
F1
4
(
t
ea
ch
er
-
ce
n
ter
ed
teac
h
in
g
p
r
ac
tices).
T
h
e
r
esu
lts
in
d
icate
th
e
alig
n
m
en
t o
f
th
e
s
ch
o
o
l c
lim
ate
d
o
m
ain
s
id
en
tifie
d
b
y
W
an
g
a
n
d
Deg
o
l
[
4
]
,
wh
ich
in
cl
u
d
e
ac
ad
em
ic,
s
af
ety
,
an
d
i
n
s
titu
tio
n
al
en
v
ir
o
n
m
en
t.
Sp
ec
i
f
ically
,
f
ac
to
r
s
F1
,
F2
,
F6
,
F8
,
F9
,
F1
2
,
F1
3
,
an
d
F1
4
r
ep
r
esen
t
d
im
en
s
io
n
s
o
f
th
e
ac
ad
em
ic
d
o
m
ain
,
f
ac
t
o
r
s
F7
,
F1
0
,
an
d
F1
1
co
r
r
esp
o
n
d
to
d
im
en
s
io
n
s
o
f
th
e
in
s
titu
tio
n
al
en
v
ir
o
n
m
en
t,
wh
i
le
f
ac
to
r
s
F3
,
F4
,
an
d
F5
co
r
r
e
s
p
o
n
d
to
d
im
en
s
io
n
s
o
f
th
e
s
af
ety
d
o
m
ain
.
T
h
e
d
etailed
ex
p
lan
atio
n
s
o
f
th
e
1
4
f
ac
to
r
s
b
y
th
e
th
r
ee
s
ch
o
o
l
clim
ate
d
o
m
ain
s
f
o
ll
o
w.
First,
ex
p
lain
th
e
f
ac
to
r
s
th
at
ch
a
r
a
cter
ize
th
e
ac
ad
em
ic
d
o
m
ain
(
F1
,
F2
,
F6
,
F8
,
F9
,
F1
2
,
F1
3
,
an
d
F1
4
)
.
T
h
e
F1
f
ac
to
r
with
th
e
h
ig
h
est
v
ar
i
atio
n
is
n
a
m
ed
“
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
an
d
s
u
p
p
o
r
t”
(
eig
en
v
alu
e=
1
7
.
2
5
,
ac
co
u
n
tin
g
f
o
r
2
2
.
4
%
o
f
v
a
r
ian
ce
)
an
d
it
co
n
s
is
ts
o
f
1
1
item
s
(
f
ac
to
r
co
ef
f
icien
ts
r
an
g
i
n
g
f
r
o
m
.
7
0
to
.
8
9
)
r
ep
r
esen
tin
g
p
r
ac
tices
th
at
p
r
o
m
o
te
a
clim
ate
f
o
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
s
u
p
p
o
r
t
o
f
teac
h
er
s
f
r
o
m
s
ch
o
o
l
lead
er
s
h
ip
.
Fo
r
ex
am
p
le,
th
e
p
r
in
ci
p
al
an
d
m
an
ag
e
r
s
o
f
o
u
r
s
ch
o
o
l
p
r
o
v
i
d
e
m
e
w
ith
o
p
p
o
r
tu
n
ities
to
g
r
o
w
p
r
o
f
ess
io
n
ally
,
an
d
o
u
r
p
r
in
ci
p
al
an
d
m
an
a
g
er
s
s
u
p
p
o
r
t
c
o
n
tin
u
o
u
s
p
r
o
f
ess
io
n
a
l
d
ev
elo
p
m
en
t
f
o
r
teac
h
er
s
.
T
h
is
r
esu
lt
is
co
n
s
i
s
t
en
t
with
Mc
Gib
o
n
ey
co
n
clu
s
i
o
n
[
3
7
]
.
T
h
e
s
tu
d
y
co
n
s
id
er
ed
th
e
d
aily
o
p
er
atio
n
o
f
a
s
ch
o
o
l
to
b
e
th
e
ac
cu
r
ate
m
ea
s
u
r
e
o
f
a
s
ch
o
o
l
’
s
clim
ate
an
d
lev
el
o
f
i
n
f
lu
en
ce
b
y
th
e
s
ch
o
o
l
lead
er
.
T
h
e
s
ch
o
o
l’
s
d
aily
o
p
er
atio
n
s
p
r
e
d
ict
teac
h
er
s
’
p
er
ce
p
tio
n
o
f
s
ch
o
o
l
clim
ate
m
o
r
e
th
an
th
e
o
p
i
n
io
n
s
o
r
th
eo
r
ies
o
f
p
r
in
cip
als’
lead
e
r
s
h
ip
.
I
n
o
th
e
r
wo
r
d
s
,
a
s
ch
o
o
l
’
s
lea
d
er
m
a
y
p
e
r
ce
iv
e
t
h
e
s
ch
o
o
l
clim
ate
as
p
o
s
itiv
e,
b
u
t
th
e
p
r
o
o
f
is
in
th
e
elem
e
n
ts
o
f
th
e
s
ch
o
o
l c
lim
ate
th
at
s
tu
d
en
ts
an
d
teac
h
er
s
ex
p
e
r
ien
ce
.
Fo
r
ex
am
p
le,
a
lead
er
s
h
ip
d
ec
is
io
n
th
at
d
ev
elo
p
s
an
d
s
u
p
p
o
r
ts
p
r
o
g
r
am
s
,
ac
tiv
ities
,
o
r
p
r
ac
tices
th
at
en
co
u
r
ag
e
teac
h
er
s
an
d
s
tu
d
en
ts
to
in
ter
ac
t m
o
r
e
o
f
ten
is
r
elate
d
t
o
s
ch
o
o
l c
lim
ate
[
3
7
]
.
Su
p
p
o
r
tiv
e
teac
h
i
n
g
p
r
ac
tice
s
,
d
iv
er
s
e
o
p
p
o
r
tu
n
ities
f
o
r
k
n
o
wled
g
e
c
o
n
s
tr
u
ctio
n
,
a
co
n
d
u
civ
e
lear
n
in
g
atm
o
s
p
h
er
e
[
1
3
]
,
[
1
4
]
an
d
s
p
e
c
i
f
i
c
i
n
s
t
r
u
c
t
i
o
n
a
l
a
c
t
i
v
i
t
i
e
s
s
u
c
h
a
s
t
e
a
c
h
e
r
i
n
t
e
r
a
c
t
i
o
n
s
w
i
t
h
s
t
u
d
e
n
t
s
,
a
s
s
e
s
s
m
e
n
t
p
r
a
c
t
i
c
e
s
,
a
n
d
p
r
o
v
i
d
i
n
g
f
e
e
d
b
a
c
k
[
1
9
]
,
[
2
5
]
,
[
3
7
]
,
[
3
8
]
a
r
e
a
ll
ess
en
tial
f
ac
t
o
r
s
in
th
e
ac
ad
em
ic
d
o
m
ain
,
p
a
r
ticu
lar
ly
in
teac
h
i
n
g
an
d
lear
n
i
n
g
.
Facto
r
s
id
en
tif
ied
in
th
is
r
esear
ch
ar
e
co
n
s
is
ten
t w
ith
th
e
r
esu
lts
o
f
p
r
ev
io
u
s
r
esear
ch
.
On
e
n
o
tab
le
f
ac
to
r
(
F2
)
n
a
m
ed
t
ea
ch
er
-
s
tu
d
en
t
-
s
tu
d
e
n
t
in
ter
ac
ti
o
n
s
in
class
(
eig
e
n
v
alu
e=
6
.
9
3
,
ac
c
o
u
n
tin
g
f
o
r
9
%
o
f
v
a
r
ian
ce
)
c
o
m
p
r
is
es
n
in
e
item
s
(
f
ac
to
r
co
ef
f
icien
ts
r
a
n
g
in
g
f
r
o
m
.
5
0
to
.
8
7
)
th
at
r
ep
r
esen
t
th
e
i
n
ter
ac
tio
n
s
an
d
p
r
ac
tices
b
etwe
en
t
ea
ch
er
s
an
d
s
tu
d
en
ts
(
i.e
.
,
t
h
e
teac
h
er
cr
ea
tes
o
p
p
o
r
tu
n
ities
an
d
an
e
n
v
ir
o
n
m
en
t
f
o
r
ef
f
e
ctiv
e
an
d
ac
tiv
e
co
m
m
u
n
icatio
n
b
etwe
en
te
ac
h
er
-
s
tu
d
en
t
an
d
s
tu
d
en
t
-
s
tu
d
en
t)
.
Fo
r
ex
am
p
le,
“
I
p
r
o
v
id
e
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
to
p
r
ac
tice
ask
in
g
q
u
esti
o
n
s
an
d
ex
p
lain
in
g
to
o
th
e
r
s
,
”
an
d
“
I
p
r
o
v
id
e
o
p
p
o
r
t
u
n
ities
f
o
r
s
tu
d
en
ts
to
illu
s
tr
ate
th
eir
id
ea
s
an
d
s
o
lu
tio
n
s
.
”
T
h
e
F6
f
ac
to
r
n
am
ed
l
ea
r
n
er
-
ce
n
ter
ed
teac
h
in
g
p
r
ac
tices
(
eig
en
v
al
u
e=
2
.
4
8
,
3
.
2
2
%
o
f
v
ar
ian
ce
)
in
clu
d
es
s
ix
item
s
(
f
ac
to
r
co
ef
f
icien
ts
r
an
g
in
g
f
r
o
m
.
6
2
to
.
8
1
)
.
Fo
r
ex
am
p
le,
“
I
p
ay
atten
tio
n
to
th
e
d
is
cu
s
s
io
n
am
o
n
g
s
tu
d
e
n
ts
an
d
p
r
o
v
i
d
e
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
ts
t
o
lear
n
f
r
o
m
th
eir
m
is
tak
es.
”
T
h
e
F1
3
f
a
cto
r
n
am
e
d
“
d
ir
ec
t
in
s
tr
u
ctio
n
al
m
o
d
el
-
b
ased
tea
ch
in
g
p
r
ac
tices
”
(
eig
en
v
alu
e=
1
.
0
8
,
ac
co
u
n
tin
g
f
o
r
1
.
4
1
%
o
f
v
ar
ian
ce
)
in
clu
d
es
th
r
ee
item
s
(
f
ac
t
o
r
c
o
ef
f
icien
t
s
r
an
g
in
g
f
r
o
m
.
5
8
to
.
7
7
)
.
F
o
r
ex
a
m
p
le,
f
ir
s
t,
“
I
ex
p
lain
t
h
e
co
n
ten
ts
to
th
e
s
tu
d
en
ts
.
”
T
h
e
F1
4
f
ac
to
r
,
n
am
ed
t
ea
ch
er
-
ce
n
ter
ed
teac
h
i
n
g
p
r
ac
tices
(
eig
en
v
alu
e=
1
.
0
1
,
ac
co
u
n
ti
n
g
f
o
r
1
.
3
2
%
o
f
v
ar
ia
n
ce
)
,
co
n
s
is
ted
o
f
t
h
r
ee
item
s
(
f
ac
to
r
co
ef
f
icien
ts
r
an
g
in
g
f
r
o
m
.
4
8
to
.
7
3
)
.
Fo
r
ex
am
p
le,
“
I
p
r
o
v
id
e
teac
h
er
-
ce
n
ter
ed
teac
h
in
g
in
m
o
s
t
class
es.
”
T
h
e
F8
f
ac
to
r
n
am
ed
h
o
m
ewo
r
k
s
tr
ateg
ies
(
eig
en
v
alu
e=
1
.
8
1
,
ac
co
u
n
tin
g
f
o
r
2
.
3
6
%
o
f
v
ar
ian
ce
)
c
o
n
s
is
ts
o
f
f
iv
e
item
s
(
f
ac
t
o
r
c
o
ef
f
ic
ien
ts
r
an
g
in
g
f
r
o
m
.
6
3
to
.
8
0
)
.
Fo
r
ex
am
p
le,
I
alwa
y
s
ch
ec
k
s
tu
d
en
ts
’
h
o
m
e
wo
r
k
an
d
g
iv
e
f
ee
d
b
ac
k
.
T
h
e
F9
f
ac
to
r
n
am
e
d
ass
es
s
m
en
t
s
tr
ateg
ies
1
(
eig
e
n
v
alu
e=
1
.
5
7
,
ac
c
o
u
n
ti
n
g
f
o
r
2
.
0
4
%
o
f
v
ar
ia
n
ce
)
in
cl
u
d
es
th
r
ee
item
s
(
f
ac
to
r
co
ef
f
icien
ts
r
an
g
in
g
f
r
o
m
.
5
9
to
.
7
6
)
.
An
d
th
e
F1
2
f
ac
to
r
n
am
ed
ass
ess
m
en
t
s
tr
ateg
ies
2
(
eig
e
n
v
alu
e=
1
.
2
1
,
ac
co
u
n
tin
g
f
o
r
1
.
5
7
%
o
f
v
ar
ia
n
ce
)
co
n
s
is
ts
o
f
th
r
ee
item
s
(
f
ac
to
r
co
e
f
f
icien
ts
r
an
g
in
g
f
r
o
m
.
5
3
to
.
6
5
)
.
T
h
ese
item
s
r
ep
r
esen
t
teac
h
er
ev
alu
atio
n
an
d
ass
ess
m
en
t
p
r
ac
tices
(
i.e
.
,
u
s
in
g
v
ar
i
o
u
s
ass
ess
m
en
t
s
tr
ateg
ies
f
o
r
s
tu
d
en
t le
ar
n
in
g
; c
o
n
cr
ete
f
ee
d
b
ac
k
is
g
iv
e
n
to
s
tu
d
e
n
ts
o
n
l
ea
r
n
in
g
)
.
Pre
v
io
u
s
r
esear
ch
s
u
g
g
ests
th
e
im
p
o
r
tan
ce
o
f
n
u
m
er
o
u
s
f
ac
to
r
s
with
in
th
e
in
s
titu
tio
n
al
en
v
ir
o
n
m
e
n
t
d
o
m
ain
o
f
s
ch
o
o
l
clim
ate.
Key
asp
ec
ts
in
clu
d
e
th
e
ad
eq
u
ac
y
o
f
th
e
s
ch
o
o
l
s
ettin
g
,
th
e
m
ain
ten
an
ce
an
d
in
f
r
astru
ctu
r
e
o
f
th
e
b
u
ild
i
n
g
,
th
e
ac
ce
s
s
ib
ilit
y
an
d
allo
ca
tio
n
o
f
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
[
3
2
]
,
s
ch
o
o
l
s
ize
[
2
9
]
,
[
3
0
]
,
an
d
class
s
ize
[
3
1
]
.
Ou
r
f
in
d
in
g
s
alig
n
with
th
e
th
eo
r
eti
ca
l
f
r
am
ewo
r
k
in
th
is
ar
ea
.
Fo
r
ex
am
p
le,
th
e
F1
0
f
ac
to
r
r
ef
er
s
to
th
e
av
ailab
ilit
y
o
f
r
eso
u
r
ce
s
,
wh
ile
th
e
F1
1
f
ac
to
r
p
e
r
tain
s
to
s
ch
o
o
l
s
ize
o
r
class
s
ize.
T
h
e
F7
f
ac
to
r
n
am
ed
“
t
ea
ch
er
co
m
m
itm
en
t
f
o
r
cu
r
r
ic
u
lu
m
im
p
lem
e
n
tatio
n
”
(
ei
g
en
v
alu
e=
2
.
2
0
,
a
c
co
u
n
tin
g
f
o
r
2
.
8
5
%
o
f
v
a
r
ian
ce
)
c
o
m
p
r
is
es
f
iv
e
item
s
(
f
ac
to
r
c
o
ef
f
icien
ts
r
a
n
g
i
n
g
f
r
o
m
.
4
7
to
.
8
9
)
.
T
h
e
F1
0
f
ac
to
r
n
am
e
d
l
ac
k
o
f
r
eso
u
r
ce
s
in
class
(
eig
en
v
alu
e=
1
.
5
7
,
ac
co
u
n
tin
g
f
o
r
2
.
0
4
%
o
f
v
ar
ian
ce
)
co
m
p
r
is
es
th
r
ee
item
s
(
f
ac
to
r
co
ef
f
icien
ts
r
a
n
g
in
g
f
r
o
m
.
4
2
to
.
7
6
)
r
ep
r
esen
tin
g
a
p
o
o
r
s
u
p
p
ly
o
f
tex
tb
o
o
k
s
,
lea
r
n
in
g
m
ater
ials
,
s
u
b
s
tan
ce
s
,
an
d
r
ea
g
e
n
ts
.
T
h
e
F1
1
f
ac
to
r
n
am
ed
“
l
ac
k
o
f
tim
e
f
o
r
in
ter
ac
tio
n
an
d
f
ee
d
b
ac
k
”
(
ei
g
en
v
alu
e=
1
.
2
1
,
ac
c
o
u
n
tin
g
f
o
r
1
.
5
7
%
o
f
v
ar
ian
ce
)
c
o
n
s
is
ts
o
f
th
r
ee
item
s
(
f
ac
to
r
co
e
f
f
icien
ts
r
an
g
in
g
f
r
o
m
.
7
0
to
.
7
1
)
r
ep
r
esen
tin
g
th
e
lack
o
f
tim
e
f
o
r
teac
h
er
s
to
d
i
s
cu
s
s
an
d
p
r
o
v
id
e
f
ee
d
b
ac
k
o
n
e
-
to
-
o
n
e
with
t
h
eir
s
tu
d
e
n
ts
ab
o
u
t
is
s
u
es
r
elate
d
to
th
eir
p
r
o
g
r
ess
.
Saf
ety
is
a
cr
itical
a
s
p
ec
t
o
f
th
e
s
ch
o
o
l
clim
ate,
an
d
o
u
r
r
e
s
u
lts
id
en
tifie
d
th
r
ee
k
ey
f
ac
t
o
r
s
in
th
is
ar
ea
.
On
e
o
f
th
ese
is
th
e
F3
f
ac
to
r
n
am
ed
“
c
o
m
p
lia
n
ce
with
s
ch
o
o
l
r
u
les”
(
eig
en
v
alu
e=
4
.
3
5
,
ac
co
u
n
tin
g
f
o
r
5
.
6
5
%
o
f
v
ar
ian
ce
)
,
w
h
ich
co
v
er
s
n
in
e
item
s
(
f
ac
to
r
co
ef
f
ic
ien
ts
r
an
g
in
g
f
r
o
m
.
4
1
to
.
8
6
)
.
Fo
r
ex
am
p
le,
“
h
o
w
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
7
0
2
-
3711
3708
well
d
o
s
tu
d
en
ts
f
o
llo
w
y
o
u
r
s
ch
o
o
l
r
u
les?
”
T
h
e
F4
f
ac
to
r
n
am
ed
“
t
ea
ch
er
c
o
m
m
it
m
en
t
f
o
r
th
e
jo
b
”
(
eig
en
v
alu
e=
3
.
4
5
,
ac
co
u
n
ti
n
g
f
o
r
4
.
4
8
%
o
f
v
ar
ian
ce
)
in
clu
d
es
g
en
d
er
item
s
(
f
ac
to
r
co
ef
f
i
cien
ts
r
an
g
in
g
f
r
o
m
.
7
8
to
.
8
8
)
.
Fo
r
ex
am
p
le,
“
I
w
ill
d
o
m
y
jo
b
as
a
teac
h
er
co
n
s
is
ten
tly
an
d
co
n
tin
u
o
u
s
ly
.
”
T
h
e
F5
f
ac
to
r
n
am
ed
“
c
au
s
es
o
f
lack
o
f
ef
f
ec
tiv
e
c
o
m
m
u
n
icatio
n
in
class
”
(
eig
e
n
v
alu
e=
3
.
0
7
,
ac
co
u
n
tin
g
f
o
r
3
.
9
8
%
o
f
v
ar
ian
ce
)
co
m
p
r
is
es
f
iv
e
item
s
(
f
ac
to
r
c
o
ef
f
icien
ts
r
an
g
in
g
f
r
o
m
.
5
4
t
o
.
8
5
)
.
Fo
r
ex
am
p
le,
a
lac
k
o
f
f
o
o
d
an
d
n
u
tr
ien
ts
f
o
r
s
tu
d
en
ts
m
ak
es
teac
h
in
g
a
n
d
lear
n
in
g
d
if
f
icu
lt,
a
n
d
a
lac
k
o
f
s
tu
d
e
n
t
in
ter
est
m
ak
es
te
ac
h
in
g
an
d
lear
n
in
g
d
if
f
icu
lt.
T
h
e
d
ata
was
an
aly
ze
d
to
ass
ess
r
eliab
ilit
y
u
s
in
g
th
e
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t
f
o
r
e
ac
h
f
ac
to
r
.
T
h
e
r
esu
lts
o
f
th
e
E
FA
an
d
t
h
e
r
eliab
ilit
y
an
aly
s
is
ar
e
s
u
m
m
ar
ized
in
T
a
b
le
5
.
T
h
e
r
esu
lts
o
f
th
e
r
eliab
ilit
y
an
aly
s
is
in
d
icate
d
th
at
th
e
in
t
er
n
al
co
n
s
is
ten
cy
f
o
r
all
f
ac
to
r
s
is
at
an
ac
ce
p
tab
le
lev
el.
S
p
ec
ially
,
th
e
in
te
r
n
al
co
n
s
is
ten
cy
o
f
f
ac
t
o
r
s
F1
,
F2
,
F3
,
an
d
F4
was
ex
ce
lle
n
t
(
≥
.
9
)
,
wh
ile
th
e
o
n
e
f
o
r
f
ac
to
r
s
F5
,
F6
,
F7
,
F8
,
F9
,
F1
0
,
an
d
F1
3
was g
o
o
d
(
.
9
>
α
≥
.
7
)
.
T
h
r
o
u
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t
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s
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E
FA
with
Pro
m
ax
r
o
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,
a
1
4
-
f
ac
to
r
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tr
u
ctu
r
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a
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ed
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ata.
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h
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e
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ey
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ate
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m
ain
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a
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d
in
s
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tio
n
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en
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ir
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en
t.
As
th
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y
aim
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alid
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ate
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M
o
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lian
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ec
o
n
d
a
r
y
s
ch
o
o
l
teac
h
e
r
s
,
we
co
n
clu
d
e
th
at
th
e
aim
is
ac
h
iev
ed
.
T
h
is
s
tu
d
y
is
s
ig
n
if
ican
t,
as
it
s
u
g
g
ests
ce
r
tain
v
alid
a
n
d
r
o
b
u
s
t
in
s
tr
u
m
en
ts
in
th
e
f
ield
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f
s
ch
o
o
l
clim
ate
f
o
r
a
d
d
r
ess
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g
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s
u
es
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d
p
r
o
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lem
s
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Mo
n
g
o
lian
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u
ca
tio
n
al
p
r
ac
tices
an
d
p
o
licies.
W
e
n
o
te
th
at
s
in
ce
th
is
s
tu
d
y
ex
am
in
e
d
o
n
ly
th
e
v
alid
ity
o
f
th
e
co
n
ten
t,
th
e
q
u
esti
o
n
o
f
th
e
v
alid
ity
o
f
o
th
er
t
y
p
es will b
e
tr
ea
ted
in
o
u
r
f
u
tu
r
e
s
tu
d
ies.
T
ab
le
5
.
T
h
e
f
ac
to
r
s
o
lu
tio
n
s
f
o
r
th
e
Mo
SC
I
F
a
c
t
o
r
c
o
d
e
I
n
i
t
i
a
l
e
i
g
e
n
v
a
l
u
e
s
N
u
mb
e
r
o
f
i
t
e
ms
R
a
n
g
e
s
o
f
f
a
c
t
o
r
c
o
e
f
f
i
c
i
e
n
t
s
R
e
l
i
a
b
i
l
i
t
y
c
o
e
f
f
i
c
i
e
n
t
s
To
t
a
l
%
o
f
v
a
r
i
a
n
c
e
C
u
m
u
l
a
t
i
v
e
(
%
)
F1
1
7
.
2
5
2
2
.
4
0
2
2
.
4
0
11
.
7
0
-
.
8
9
.
9
5
F2
6
.
9
3
9
.
0
0
3
1
.
4
0
9
.
4
8
-
.
8
7
.
9
0
F3
4
.
3
5
5
.
6
5
3
7
.
0
5
9
.
4
1
-
.
8
6
.
9
1
F4
3
.
4
5
4
.
4
8
4
1
.
5
3
6
.
7
8
-
.
8
8
.
9
2
F5
3
.
0
7
3
.
9
8
4
5
.
5
1
5
.
5
4
-
.
8
5
.
8
6
F6
2
.
4
8
3
.
2
2
4
8
.
7
3
6
.
6
2
-
.
8
1
.
8
3
F7
2
.
2
0
2
.
8
5
5
1
.
5
8
6
.
4
7
-
.
8
9
.
8
4
F8
1
.
8
1
2
.
3
6
5
3
.
9
4
5
.
6
3
-
.
8
0
.
8
3
F9
1
.
5
7
2
.
0
4
5
5
.
9
8
3
.
5
9
-
.
7
6
.
7
3
F
1
0
1
.
4
1
1
.
8
3
5
7
.
8
1
3
.
6
2
-
.
7
6
.
7
0
F
1
1
1
.
3
7
1
.
7
8
5
9
.
5
9
3
.
7
0
-
.
7
1
.
6
3
F
1
2
1
.
2
1
1
.
5
7
6
1
.
1
6
3
.
5
3
-
.
6
5
.
6
0
F
1
3
1
.
0
8
1
.
4
1
6
2
.
5
7
3
.
5
8
-
.
7
7
.
7
4
F
1
4
1
.
0
1
1
.
3
2
6
3
.
8
9
3
.
4
8
-
.
7
3
.
6
0
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
f
o
cu
s
ed
o
n
d
ev
elo
p
in
g
a
to
o
l
t
o
m
ea
s
u
r
e
s
ch
o
o
l
clim
ate
ca
lled
th
e
Mo
SC
I
.
T
h
e
s
tu
d
y
’
s
co
n
clu
s
io
n
s
ar
e
as:
f
ir
s
t,
th
e
f
i
n
d
in
g
s
s
h
o
we
d
r
elatio
n
s
h
ip
s
a
m
o
n
g
th
e
e
x
p
er
im
e
n
tal
v
ar
iab
l
es,
an
d
t
h
e
n
u
m
b
er
o
f
item
s
f
o
r
ea
ch
f
ac
to
r
is
s
u
f
f
icien
t.
Seco
n
d
,
t
h
e
s
tu
d
y
f
o
u
n
d
th
at
t
h
e
p
r
o
p
o
s
ed
ite
m
s
d
eter
m
in
ed
1
4
in
d
ep
en
d
en
t
f
ac
to
r
s
.
Sp
ec
if
ically
,
th
ese
f
ac
to
r
s
ar
e
r
elate
d
to
th
e
p
er
ce
i
v
ed
s
ch
o
o
l
clim
ate
o
f
teac
h
er
s
an
d
r
ep
r
esen
t
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
an
d
s
u
p
p
o
r
t
(
F1
)
,
tea
ch
er
-
s
tu
d
en
t
-
s
tu
d
e
n
t
in
ter
ac
ti
o
n
s
in
class
(
F2
)
,
co
m
p
lian
ce
with
s
ch
o
o
l
r
u
les
(
F3
)
,
teac
h
er
c
o
m
m
itm
en
t
to
t
h
e
jo
b
(
F4
)
,
lack
o
f
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
in
class
(
F5
)
,
lear
n
er
-
ce
n
ter
ed
te
ac
h
in
g
p
r
ac
tices
(
F6
)
,
teac
h
e
r
co
m
m
itm
en
t
to
c
u
r
r
ic
u
lu
m
im
p
lem
en
tatio
n
(
F7
)
,
h
o
m
ewo
r
k
s
tr
ateg
ies
(
F8
)
,
ass
ess
m
en
t
s
tr
ateg
ies
(
F9
an
d
F1
2
)
,
lack
o
f
r
eso
u
r
ce
s
in
class
(
F1
0
)
,
lack
o
f
tim
es
f
o
r
i
n
ter
ac
tio
n
an
d
f
ee
d
b
ac
k
(
F1
1
)
,
d
ir
ec
t
in
s
tr
u
ctio
n
al
m
o
d
el
-
b
ased
teac
h
in
g
p
r
ac
tices
(
F1
3
)
,
a
n
d
teac
h
er
-
ce
n
ter
ed
teac
h
in
g
p
r
ac
tices
(
F1
4
)
.
T
h
e
f
ac
to
r
with
th
e
h
i
g
h
est
v
ar
iatio
n
is
“
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
s
u
p
p
o
r
t”.
Facto
r
s
F6
,
F1
0
,
an
d
F1
3
ar
e
r
elate
d
to
teac
h
in
g
s
tr
ateg
ies,
wh
ile
F2
,
F5
,
an
d
F1
1
ar
e
m
o
r
e
r
elate
d
to
teac
h
er
-
s
tu
d
en
t
-
s
tu
d
en
t
in
te
r
ac
tio
n
.
Ho
we
v
er
,
f
ac
to
r
s
F8
,
F9
,
an
d
F1
2
r
ep
r
esen
ted
teac
h
er
s
’
ev
alu
atio
n
an
d
f
ee
d
b
ac
k
s
tr
ateg
ies,
wh
ile
f
a
cto
r
s
F4
an
d
F7
r
ep
r
esen
ted
th
e
teac
h
e
r
s
’
co
m
m
itm
en
t.
T
h
ir
d
,
th
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
all
f
ac
to
r
s
is
g
o
o
d
.
T
h
e
r
esu
lts
in
d
icate
th
e
alig
n
m
en
t
o
f
id
en
tifie
d
s
ch
o
o
l
clim
ate
d
o
m
ain
s
,
i
n
clu
d
in
g
ac
ad
e
m
ic,
s
af
ety
,
an
d
in
s
titu
tio
n
al
en
v
ir
o
n
m
en
t.
Sp
ec
if
ically
,
f
ac
to
r
s
F1
,
F2
,
F6
,
F8
,
F9
,
F1
2
,
F1
3
,
an
d
F1
4
r
ep
r
esen
t
d
im
en
s
io
n
s
o
f
th
e
ac
ad
e
m
ic
d
o
m
ain
,
f
ac
to
r
s
F7
,
F1
0
,
an
d
F
1
1
co
r
r
esp
o
n
d
t
o
d
im
en
s
io
n
s
o
f
th
e
in
s
titu
tio
n
al
en
v
ir
o
n
m
en
t,
wh
ile
f
ac
to
r
s
F
3
,
F4
,
an
d
F5
co
r
r
esp
o
n
d
to
d
im
en
s
io
n
s
o
f
th
e
s
af
ety
d
o
m
ain
.
T
h
e
s
tu
d
y
’
s
o
v
er
all
r
esu
lts
s
u
g
g
est
th
at
th
e
p
r
o
p
o
s
ed
Mo
SC
I
in
v
en
to
r
y
is
a
v
alid
ated
m
ea
s
u
r
em
e
n
t
to
o
l
to
ex
am
in
e
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
th
e
s
ch
o
o
l c
lim
ate
in
Mo
n
g
o
lian
s
ec
o
n
d
ar
y
s
ch
o
o
ls
.
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
Dev
elo
p
men
t o
f th
e
Mo
n
g
o
lia
n
s
ch
o
o
l c
lima
te
in
ve
n
t
o
r
y
(
Da
va
a
n
y
a
m
Tu
men
b
a
y
a
r
)
3709
T
h
is
s
tu
d
y
is
in
n
o
v
ativ
e
in
d
e
v
elo
p
in
g
a
n
ew
m
ea
s
u
r
em
en
t
m
o
d
el
f
o
r
a
s
ch
o
o
l
clim
ate
as
p
er
ce
iv
ed
b
y
teac
h
er
s
o
f
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
Mo
n
g
o
lia.
Mo
SC
I
ca
n
b
e
a
v
alu
a
b
le
to
o
l
f
o
r
e
v
alu
ati
n
g
th
e
in
s
titu
tio
n
al
clim
ate
o
f
a
s
ch
o
o
l
th
r
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g
h
t
ea
ch
er
s
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p
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ce
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tio
n
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a
n
d
f
o
r
s
u
p
p
o
r
tin
g
f
u
r
th
er
in
ter
v
e
n
tio
n
f
o
r
o
v
er
all
s
ch
o
o
l
im
p
r
o
v
em
e
n
t
n
atio
n
wid
e
.
I
n
t
h
is
s
tu
d
y
,
we
d
ev
elo
p
ed
item
s
th
at
r
ep
r
esen
t
th
e
s
ch
o
o
l
clim
ate
b
y
teac
h
er
s
an
d
p
r
esen
ted
th
e
r
esu
lts
o
f
s
tu
d
y
in
g
o
n
l
y
th
e
f
ac
to
r
s
tr
u
ctu
r
e.
T
h
e
s
tu
d
y
u
s
ed
o
n
ly
E
FA
to
id
en
tify
th
e
f
ac
to
r
s
tr
u
ctu
r
e.
T
h
is
ap
p
r
o
ac
h
h
as
i
ts
lim
itatio
n
s
.
T
h
er
ef
o
r
e,
f
u
r
th
er
r
esear
ch
is
n
ee
d
ed
t
o
ex
p
l
o
r
e
th
e
co
n
s
is
ten
cy
ac
r
o
s
s
d
if
f
er
en
t
p
o
p
u
latio
n
s
o
f
th
e
Mo
SC
I
an
d
th
e
s
tr
u
ctu
r
al
v
alid
ity
o
f
th
e
m
o
d
el
with
C
F
A.
Ad
d
itio
n
ally
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it
is
n
ec
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ar
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s
tu
d
y
th
e
im
p
a
ct
o
f
th
e
s
ch
o
o
l
clim
ate
o
n
s
tu
d
en
t
lear
n
in
g
,
ac
h
iev
em
en
t,
an
d
b
eh
a
v
io
r
,
as
well
as th
e
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
s
ch
o
o
l c
lim
ate
an
d
o
th
er
v
ar
iab
les o
f
ef
f
ec
tiv
e
s
ch
o
o
lin
g
.
F
UNDING
I
NF
O
R
M
A
T
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O
N
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h
e
f
ir
s
t
n
am
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p
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ted
b
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Fu
n
d
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n
tal
R
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Pro
ject
G
r
an
t,
M
o
n
g
o
lian
Fo
u
n
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atio
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o
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Scien
ce
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Mo
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m
b
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Sh
u
SS
-
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