I
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rna
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l J
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urna
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f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
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io
n (
I
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E
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)
Vo
l.
14
,
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.
5
,
Octo
b
er
20
25
,
p
p
.
3
8
0
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~
3
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1
1
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SS
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J
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:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Reflec
tive wri
ting
skills
am
o
ng
pre
serv
ice t
ea
che
rs:
a
sco
ping
revi
ew
J
.
A
.
M
a
ry
K
um
a
ri,
G
.
S.
P
r
a
k
a
s
ha
S
c
h
o
o
l
o
f
E
d
u
c
a
t
i
o
n
,
C
h
r
i
st
U
n
i
v
e
r
si
t
y
,
B
e
n
g
a
l
u
r
u
,
I
n
d
i
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Sep
13
,
2
0
2
3
R
ev
is
ed
Mar
30
,
2
0
2
5
Acc
ep
ted
May
9
,
2
0
2
5
Re
flec
ti
o
n
is
a
so
u
l
-
se
a
rc
h
in
g
p
r
o
c
e
ss
.
It
is
a
n
in
n
a
te
a
b
il
it
y
to
d
e
lv
e
d
o
wn
th
e
m
e
m
o
ry
lan
e
to
ju
d
g
e
a
re
a
c
ti
o
n
to
a
p
a
rti
c
u
lar
situ
a
ti
o
n
a
s
rig
h
t
o
r
wro
n
g
a
s
a
re
sp
o
n
se
.
T
h
e
p
o
siti
v
e
re
a
c
ti
o
n
s
a
re
re
in
fo
rc
e
d
a
n
d
t
h
e
in
e
ffe
c
ti
v
e
n
e
g
a
ti
v
e
o
n
e
s
a
re
r
e
li
n
q
u
ish
e
d
.
De
v
e
lo
p
i
n
g
re
flec
ti
v
e
sk
il
ls
a
m
o
n
g
p
re
se
rv
ice
tea
c
h
e
rs
i
n
c
lu
d
e
re
g
u
lar
re
flec
ti
v
e
p
ra
c
ti
c
e
se
ss
io
n
s.
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e
y
h
a
v
e
to
p
a
in
sta
k
in
g
ly
re
c
o
r
d
a
ll
th
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ir
re
flec
ti
o
n
s
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fter
t
h
e
d
e
li
v
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ry
o
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e
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h
les
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s
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rt
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h
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l
u
m
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g
wit
h
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e
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re
flec
ti
v
e
p
r
a
c
ti
c
e
o
p
p
o
rt
u
n
it
ies
.
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h
is
e
ff
o
rt
sh
o
u
ld
lea
d
to
e
v
o
lu
t
io
n
o
f
p
r
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l
p
ra
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ti
ti
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e
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n
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e
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o
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.
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o
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h
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th
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c
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ti
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g
it
s
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e
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e
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t,
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e
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to
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sl
y
with
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u
t
m
u
c
h
re
flec
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e
lea
rn
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g
.
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h
e
ir
re
flec
ti
v
e
writi
n
g
s
k
il
ls
a
re
wa
y
b
e
h
in
d
th
e
e
x
p
e
c
ted
lev
e
l.
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h
is
stu
d
y
a
d
o
p
t
s
th
e
re
se
a
rc
h
d
e
sig
n
o
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tl
i
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e
a
d
v
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ted
b
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Ark
se
y
a
n
d
O’Malley
.
T
h
e
stu
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y
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p
p
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ise
d
t
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se
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stu
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2
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a
s
a
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v
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.
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h
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stu
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g
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t
o
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t
h
e
v
a
rio
u
s
a
sp
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ts
re
late
d
to
th
e
tea
c
h
e
r
-
train
e
e
s’
re
flec
ti
v
e
writi
n
g
s
k
il
ls.
F
u
tu
re
st
u
d
ies
m
a
y
f
o
c
u
s
o
n
e
m
p
iri
c
a
l
v
a
li
d
a
ti
o
n
o
f
t
h
e
re
flec
ti
v
e
writi
n
g
sk
il
ls am
o
n
g
p
re
se
rv
ice
tea
c
h
e
rs.
K
ey
w
o
r
d
s
:
Pre
s
er
v
ice
teac
h
er
s
R
ef
lectio
n
R
ef
lectiv
e
jo
u
r
n
al
R
ef
lectiv
e
wr
itin
g
s
k
ills
T
ea
ch
er
ed
u
ca
tio
n
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
J
.
A
.
Ma
r
y
Ku
m
ar
i
Sch
o
o
l o
f
E
d
u
ca
tio
n
,
C
h
r
is
t U
n
iv
er
s
ity
Ho
s
u
r
R
o
ad
,
B
an
g
alo
r
e
,
Kar
n
atak
a,
I
n
d
ia
E
m
ail: m
ar
y
k
u
m
ar
id
ev
a@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
R
ef
lectio
n
in
teac
h
in
g
is
a
h
o
lis
tic
ap
p
r
o
ac
h
en
a
b
lin
g
tea
ch
er
s
to
co
n
s
id
er
o
th
er
p
o
s
s
ib
ilit
ies
an
d
tak
e
d
if
f
er
en
t
m
ea
s
u
r
es
an
d
m
ak
es
p
r
o
v
is
io
n
to
e
n
h
an
c
e
class
r
o
o
m
in
ter
ac
tio
n
r
eso
lu
tio
n
s
.
R
ef
lectiv
e
teac
h
in
g
is
a
g
lo
b
al
th
o
u
g
h
t
th
at
en
ab
les
a
teac
h
er
to
m
a
k
e
ch
o
ices
an
d
tak
e
alter
n
ativ
e
ac
tio
n
s
an
d
allo
ws
teac
h
er
s
to
th
in
k
t
o
im
p
r
o
v
e
teac
h
in
g
an
d
lear
n
i
n
g
d
ec
is
i
o
n
s
in
th
e
class
r
o
o
m
[
1
]
.
An
ef
f
ec
tiv
e
way
to
en
h
an
ce
class
r
o
o
m
p
r
o
ce
d
u
r
e
is
to
en
co
u
r
ag
e
in
s
tr
u
cto
r
s
t
o
r
ef
lect
o
n
class
r
o
o
m
tr
an
s
ac
tio
n
al
s
tr
ateg
ies
[
2
]
.
T
h
er
e
is
en
h
an
ce
d
s
elf
-
d
ir
ec
te
d
lear
n
in
g
th
r
o
u
g
h
th
e
u
s
e
o
f
r
ef
lectiv
e
jo
u
r
n
als
[
3
]
.
Pre
s
er
v
ice
teac
h
er
s
ag
r
ee
th
at
wr
itin
g
r
ef
lectio
n
s
aid
th
em
in
wid
en
in
g
o
f
co
n
ten
t
k
n
o
wled
g
e
alo
n
g
with
f
o
s
ter
in
g
awa
r
en
ess
o
f
s
elf
,
cr
itical
th
in
k
in
g
an
d
r
ef
lectiv
e
attitu
d
e
[
4
]
.
So
,
th
e
s
k
ills
o
f
r
ef
lectiv
e
wr
itin
g
am
o
n
g
p
r
ese
r
v
ice
teac
h
er
s
n
ee
d
to
b
e
h
o
n
e
d
.
As
f
ar
as
th
ey
ar
e
co
n
ce
r
n
e
d
th
er
e
is
a
p
r
ess
in
g
n
ee
d
to
d
e
v
is
e
m
eth
o
d
s
to
im
p
r
o
v
e
p
e
r
s
o
n
al
r
esp
o
n
s
ib
ilit
y
an
d
in
itiate
s
elf
-
lear
n
in
g
[
5
]
.
T
ea
ch
er
tr
ain
i
n
g
c
o
u
r
s
e
h
as
in
clu
d
ed
t
h
e
asp
ec
t
o
f
c
o
n
tem
p
l
atio
n
in
t
h
e
cu
r
r
icu
lu
m
,
n
e
v
er
th
eless
its
s
u
cc
ess
is
m
ar
r
ed
b
y
t
h
e
tr
ad
i
tio
n
al
way
o
f
h
a
n
d
lin
g
.
I
t
is
i
d
en
tifie
d
th
at
t
h
e
n
ee
d
o
f
th
e
d
ay
is
ex
p
l
o
r
in
g
th
e
p
o
s
s
ib
ilit
ies
o
f
o
p
en
in
g
u
p
to
r
ef
lectiv
e
p
r
ac
tices
in
th
e
p
e
r
io
d
o
f
tr
ain
i
n
g
o
f
th
e
p
r
eser
v
ice
teac
h
er
s
.
T
h
e
r
o
u
tin
ized
r
e
f
lectiv
e
p
r
ac
tice
s
in
v
o
g
u
e
in
teac
h
er
e
d
u
ca
tio
n
is
n
o
t
a
g
u
ar
d
ag
ai
n
s
t
u
n
cr
itical
r
ef
lectiv
e
p
r
ac
tice.
T
h
er
e
is
a
n
ec
ess
ity
to
cr
ea
te
s
tr
o
n
g
c
o
n
ce
p
t
u
al
f
o
u
n
d
atio
n
s
an
d
s
tr
u
ct
u
r
es to
s
ca
f
f
o
ld
teac
h
er
tr
ai
n
ee
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
2
2
5
2
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8
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2
I
n
t
J
E
v
al
&
R
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d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
8
0
1
-
3811
3802
d
elib
er
atio
n
,
lead
in
g
to
d
ee
p
er
co
m
p
r
e
h
en
s
io
n
o
f
r
ef
lectio
n
f
o
r
ex
p
lo
r
in
g
n
ew
a
v
en
u
es f
o
r
th
o
r
o
u
g
h
o
v
er
v
iew
o
f
co
n
ce
p
ts
[
6
]
.
Su
ch
a
p
r
o
ce
s
s
in
v
o
lv
es
th
e
co
llectiv
e
g
en
er
atio
n
a
n
d
test
in
g
o
f
id
ea
s
li
n
k
ed
to
e
n
h
an
ci
n
g
th
eir
o
wn
p
r
ac
tice
[
7
]
.
R
ef
lectio
n
ca
n
b
e
a
b
u
g
b
u
s
ter
in
ac
tio
n
as
it
n
o
t
o
n
ly
id
en
t
if
ies
th
e
b
u
g
b
u
t
h
elp
s
in
g
ettin
g
it
f
ix
ed
[
8
]
.
R
ef
lectio
n
is
th
o
u
g
h
t
o
f
as
v
ital
b
y
teac
h
er
s
an
d
all
t
h
e
s
tak
e
h
o
ld
er
s
o
f
e
d
u
ca
tio
n
,
an
d
b
elie
v
e
th
at
k
ee
p
in
g
to
r
ef
lectiv
e
p
r
ac
tices
ca
n
p
r
o
d
u
ce
in
s
tr
u
cto
r
s
wh
o
all
th
e
tim
e
ar
e
co
n
ce
r
n
ed
ab
o
u
t
s
tan
d
ar
d
tu
to
r
in
g
in
s
ch
o
o
l
r
o
o
m
s
[
1
]
.
I
t
is
o
b
s
er
v
ed
th
at
v
id
eo
v
iewin
g
o
f
ac
t
u
al
class
r
o
o
m
s
itu
atio
n
s
lead
s
to
m
in
d
f
u
ln
ess
o
f
teac
h
in
g
th
at
f
o
s
ter
s
th
e
s
k
ills
o
f
wr
itin
g
r
e
f
lectio
n
s
[
9
]
.
T
h
e
p
r
eser
v
ice
teac
h
e
r
s
in
d
ic
ate
th
e
th
r
ee
m
o
s
t
im
p
o
r
tan
t
h
u
r
d
les
in
co
m
m
e
n
tin
g
a
b
o
u
t
o
n
eself
,
f
ello
w
s
tu
d
en
ts
an
d
r
ec
o
r
d
in
g
in
lo
g
s
:
wan
t
o
f
ex
p
er
tis
e
in
th
o
u
g
h
t
f
u
ln
ess
,
co
n
s
tr
ain
t
o
f
tim
e
in
ad
d
itio
n
to
m
o
n
o
to
n
o
u
s
ex
er
cise
[
4
]
.
I
n
o
r
d
er
to
ac
co
m
m
o
d
ate
in
d
iv
i
d
u
al
atten
tio
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,
th
e
wr
itin
g
o
f
r
ef
lectio
n
s
ca
n
b
e
p
r
ac
ticed
u
s
in
g
s
y
n
ch
r
o
n
o
u
s
o
n
lin
e
ac
tiv
ities
f
o
r
tr
ain
in
g
p
r
eser
v
ice
teac
h
er
s
[
1
0
]
.
Sp
e
ak
in
g
o
f
s
p
ar
in
g
o
f
tim
e
an
d
d
is
tan
ce
in
an
ef
f
o
r
t
to
d
ev
elo
p
s
k
ills
o
f
r
ef
lectiv
e
wr
itin
g
,
v
ir
tu
al
in
ter
n
s
h
ip
s
ar
e
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en
ef
icial
in
th
e
tr
ain
in
g
p
er
io
d
[
9
]
.
Hen
ce
at
p
r
esen
t,
r
elev
an
t
tech
n
o
lo
g
ica
l
in
f
r
astru
ctu
r
e
an
d
s
u
p
p
o
r
t
ar
e
im
p
o
r
tan
t
f
o
r
all
th
o
s
e
in
v
o
lv
e
d
[
1
1
]
i
n
teac
h
er
ed
u
ca
tio
n
.
Me
r
g
in
g
m
in
d
f
u
ln
ess
in
teac
h
er
ed
u
ca
tio
n
less
o
n
s
ass
is
t
s
ed
u
ca
to
r
s
p
r
o
ce
ed
to
war
d
s
b
ein
g
u
n
b
ia
s
ed
ab
o
u
t
th
eir
s
elv
es
an
d
c
o
n
s
eq
u
en
tly
ac
k
n
o
wled
g
e
a
n
d
r
ec
eiv
e
lear
n
er
s
r
eg
ar
d
less
o
f
d
is
cr
im
in
atio
n
[
1
2
]
.
Pre
s
er
v
ice
teac
h
er
s
d
o
e
x
h
ib
it th
eir
r
ef
lectiv
e
wr
itin
g
s
k
ills
,
b
u
t
th
ey
a
r
e
in
clin
e
d
to
wr
ite
s
u
m
m
ar
ies
o
f
class
r
o
o
m
s
itu
atio
n
s
in
clu
d
in
g
all
th
at
h
ap
p
en
s
b
etwe
e
n
th
e
teac
h
er
an
d
th
e
s
tu
d
e
n
ts
[
1
3
]
.
Har
d
ly
an
y
r
ef
lectio
n
o
n
th
e
o
u
tco
m
e
o
f
th
e
class
r
o
o
m
tr
an
s
ac
tio
n
is
d
o
n
e.
No
p
r
o
g
r
ess
iv
e
th
o
u
g
h
t
s
ar
e
id
en
tifie
d
f
o
r
p
r
o
f
ess
io
n
al
en
h
a
n
ce
m
en
t.
W
h
er
ea
s
,
a
co
n
ce
p
t
-
b
ased
in
v
es
tig
atio
n
o
f
th
eir
m
o
n
ito
r
in
g
a
n
d
in
v
o
l
v
em
en
t
is
lo
o
k
ed
f
o
r
war
d
to
in
a
jo
b
-
o
r
i
en
ted
co
u
r
s
e
[
1
3
]
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
h
as
k
e
p
t
to
Ar
k
s
ey
an
d
O’
Ma
lley
’
s
r
ec
o
m
m
e
n
d
a
tio
n
s
p
o
in
te
d
in
‘
e
n
h
an
cin
g
t
h
e
s
co
p
in
g
s
tu
d
y
m
eth
o
d
o
lo
g
y
:
a
lar
g
e,
i
n
ter
-
p
r
o
f
ess
io
n
al
team
’
s
ex
p
e
r
ien
ce
with
Ar
k
s
ey
an
d
O’
M
alley
’
s
f
r
am
ewo
r
k
’
an
d
f
o
llo
wed
t
h
e
f
ir
s
t
f
iv
e
s
tag
es.
Ar
k
s
ey
an
d
O’
Ma
lley
’
s
f
o
r
m
at
in
clu
d
es
:
i
)
id
en
tific
atio
n
o
f
th
e
s
tu
d
y
in
q
u
ir
y
in
a
b
r
o
ad
s
en
s
e;
ii
)
ex
h
au
s
tiv
e
id
e
n
tific
atio
n
o
f
r
elate
d
p
ap
er
s
;
iii
)
s
tu
d
y
id
e
n
tific
atio
n
b
ased
o
n
ad
d
itio
n
an
d
s
u
b
tr
ac
tio
n
ag
ain
s
t
b
en
ch
m
ar
k
,
in
ac
q
u
ain
ta
n
ce
with
th
e
wr
itten
wo
r
k
av
ailab
le;
iv
)
n
ar
r
atin
g
th
e
in
f
o
r
m
atio
n
co
llected
wh
ich
in
clu
d
es
d
etailin
g
in
f
o
r
m
atio
n
af
ter
class
if
icatio
n
as
p
er
lead
to
p
ics
a
n
d
s
u
b
ject
m
atter
;
an
d
v
)
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
co
n
cise
r
ep
o
r
tin
g
o
f
o
u
tco
m
e
s
as
p
er
s
ec
tio
n
al
in
v
esti
g
atio
n
[
8
]
.
T
h
e
f
iv
e
-
s
ta
g
e
f
r
a
m
ewo
r
k
is
co
n
d
u
civ
e
to
an
o
r
g
an
ized
,
tr
a
n
s
p
ar
en
t
a
n
d
co
n
v
in
cin
g
s
co
p
i
n
g
r
ev
iew.
T
h
is
s
tu
d
y
ad
o
p
ts
th
e
p
r
ev
alen
t w
r
itten
wo
r
k
h
i
g
h
lig
h
tin
g
th
e
m
et
h
o
d
o
lo
g
y
o
f
s
co
p
in
g
r
ev
iew
[
1
4
]
.
I
n
o
r
d
er
to
en
s
u
r
e
a
wid
e
r
an
g
e
o
f
in
clu
s
iv
e
liter
atu
r
e
an
d
to
ascer
tain
th
e
r
ef
lectiv
e
wr
itin
g
s
k
ills
o
f
p
r
eser
v
ice
teac
h
er
s
in
th
e
s
co
p
in
g
r
ev
iew,
th
e
f
o
llo
win
g
r
ese
ar
ch
q
u
esti
o
n
s
ar
e
id
en
tifie
d
:
-
W
h
at
d
o
th
e
p
r
eser
v
ice
teac
h
e
r
s
wr
ite
d
o
wn
as th
eir
r
e
f
lectio
n
?
-
Ho
w
ar
e
th
e
r
ef
lectiv
e
w
r
itin
g
s
k
ills
o
f
p
r
eser
v
ice
teac
h
er
s
?
-
Ho
w
d
o
es tea
ch
er
ed
u
ca
tio
n
p
r
o
v
id
e
o
p
p
o
r
tu
n
ities
f
o
r
th
e
d
e
v
elo
p
m
en
t
o
f
r
e
f
lectiv
e
wr
itin
g
s
k
ills
?
-
W
h
at
ar
e
th
e
u
s
es o
f
r
ef
lectiv
e
wr
itin
g
?
2
.
1
.
I
dentif
y
ing
t
he
re
lev
a
nt
s
t
ud
ies
A
wid
e
r
a
n
g
e
o
f
co
v
er
ag
e
w
as
en
s
u
r
ed
as
p
e
r
Ar
k
s
ey
an
d
O’
Ma
lley
’
s
r
ec
o
m
m
e
n
d
atio
n
s
.
I
n
two
m
o
n
th
s
’
,
tim
e
(
Ma
y
an
d
J
u
n
e
2
0
2
3
)
a
to
tal
o
f
1
,
6
4
0
s
tu
d
ie
s
wer
e
m
ad
e
f
r
o
m
s
ev
er
al
s
o
u
r
ce
s
.
T
h
e
s
p
lit
u
p
,
C
r
o
s
s
r
ef
.
o
r
g
(
n
=3
2
0
)
,
Go
o
g
le
S
ch
o
lar
(
n
=2
1
0
)
,
Sem
an
tic
Sch
o
lar
(
n
=2
5
0
)
,
R
esear
ch
Gate
(
n
=1
5
0
)
,
R
ef
Seek
(
n
=2
1
0
)
,
C
OR
E
(
n
=1
7
0
)
,
B
ASE
(
n
=1
5
0
)
an
d
Fra
n
cis
a
n
d
T
ay
lo
r
(
n
=
1
8
0
)
.
T
h
e
in
cl
u
s
io
n
an
d
e
x
clu
s
io
n
cr
iter
ia
wer
e
d
eter
m
in
ed
b
y
th
e
co
m
p
r
eh
e
n
s
iv
en
ess
o
f
th
e
d
ata
r
eq
u
ir
ed
.
T
h
e
in
clu
s
io
n
an
d
ex
clu
s
io
n
cr
iter
ia
o
f
th
e
s
tu
d
y
is
illu
s
tr
ated
in
T
a
b
le
1.
2
.
2
.
Study
s
elec
t
io
n
I
n
a
p
r
ed
eter
m
in
e
d
s
eq
u
e
n
c
e
1
,
6
4
0
s
tu
d
ies
wer
e
id
e
n
tif
ied
f
r
o
m
d
if
f
e
r
en
t
s
o
u
r
ce
s
.
T
h
e
m
ajo
r
in
co
n
s
is
ten
cy
was
in
th
e
co
n
t
ex
t
co
n
ce
r
n
ed
an
d
s
o
alm
o
s
t
h
alf
o
f
th
e
n
u
m
b
e
r
o
f
s
tu
d
ies
wer
e
elim
in
ated
i.e
.
(n
-
4
5
0
)
.
T
h
e
s
tu
d
y
p
o
p
u
latio
n
was
m
is
p
lace
d
in
m
an
y
s
tu
d
ies
(
n
=3
5
0
)
.
Ab
o
u
t
(
n
=5
5
0
)
s
tu
d
ies
s
tep
p
ed
o
u
ts
id
e
th
e
tim
e
f
r
am
e.
D
u
p
licatio
n
o
f
s
tu
d
ies
(
n
=1
5
0
)
.
T
h
u
s
,
s
tu
d
ies
th
at
r
em
ain
ed
(
n
=1
4
0
)
.
Of
th
e
m
non
-
in
te
r
v
en
tio
n
s
tu
d
ies
ex
ce
p
tin
g
r
ev
iews
wer
e
(
n
=9
0
)
.
On
ly
(
n
=5
0
)
s
tu
d
ies
r
em
ain
e
d
in
h
an
d
f
o
r
th
e
s
co
p
in
g
r
ev
iew
o
n
r
e
f
lectiv
e
wr
itin
g
s
k
ills
am
o
n
g
p
r
eser
v
i
ce
teac
h
er
s
.
A
PR
I
S
MA
f
lo
w
d
iag
r
am
d
ep
ictin
g
th
e
s
elec
tio
n
o
f
ar
ticles f
o
r
r
ev
iew
in
Fig
u
r
e
1
.
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
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N:
2252
-
8
8
2
2
R
eflec
tive
w
r
i
tin
g
s
kills
a
mo
n
g
p
r
e
s
ervice
tea
ch
ers
:
a
s
co
p
in
g
r
ev
iew
(
J
.
A
.
Ma
r
y
K
u
ma
r
i
)
3803
T
ab
le
1
.
I
n
clu
s
io
n
an
d
ex
clu
s
i
o
n
cr
iter
ia
I
n
c
l
u
s
i
o
n
c
r
i
t
e
r
i
a
Ex
c
l
u
si
o
n
c
r
i
t
e
r
i
a
S
t
u
d
i
e
s c
o
n
d
u
c
t
e
d
p
o
st
2
0
1
5
G
r
e
y
l
i
t
e
r
a
t
u
r
e
,
o
p
i
n
i
o
n
s
,
a
n
d
e
d
i
t
o
r
i
a
l
s
S
t
u
d
y
p
o
p
u
l
a
t
i
o
n
o
f
p
r
e
ser
v
i
c
e
t
e
a
c
h
e
r
s
Th
e
s
i
s,
w
o
r
k
i
n
g
p
a
p
e
r
s,
w
h
i
t
e
p
a
p
e
r
s
F
u
l
l
p
a
p
e
r
a
c
c
e
ssi
b
l
e
N
o
n
-
i
n
t
e
r
v
e
n
t
i
o
n
s
t
u
d
i
e
s
En
g
l
i
sh
p
u
b
l
i
c
a
t
i
o
n
s
N
o
n
-
E
n
g
l
i
sh
p
u
b
l
i
c
a
t
i
o
n
s
P
u
b
l
i
s
h
e
d
i
n
p
e
e
r
-
r
e
v
i
e
w
e
d
j
o
u
r
n
a
l
s
I
n
t
e
r
v
e
n
t
i
o
n
s
c
o
n
d
u
c
t
e
d
i
n
s
c
h
o
o
l
s
a
n
d
c
o
l
l
e
g
e
s
I
n
t
e
r
v
e
n
t
i
o
n
st
u
d
i
e
s
a
n
d
r
e
c
o
r
d
s
a
n
a
l
y
si
s
I
n
v
e
n
t
i
o
n
s c
o
n
d
u
c
t
e
d
o
n
i
n
-
ser
v
i
c
e
t
e
a
c
h
e
r
s
Fig
u
r
e
1
.
PR
I
SMA
f
lo
w
d
iag
r
am
d
ep
ictin
g
t
h
e
s
elec
tio
n
o
f
a
r
ticles f
o
r
r
ev
iew
2
.
3
.
Da
t
a
cha
rt
ing
(a
s
y
no
ps
is
o
f
t
he
f
ind
ing
s
o
f
t
he
5
0
s
elec
t
ed
s
t
ud
ie
s
)
2
.
3
.
1
.
T
he
benef
it
s
o
f
re
f
lect
iv
e
wri
t
ing
infe
rr
ed
f
ro
m
t
he
do
cu
m
ent
a
t
io
n by
preserv
ice
t
ea
c
hers
B
awa
n
eh
et
a
l.
[
1
5
]
p
r
o
v
es
t
h
at
jo
u
r
n
al
wr
itin
g
cr
ea
tes
a
n
awa
r
en
ess
o
f
th
e
u
tili
ty
o
f
r
ef
lectiv
e
teac
h
in
g
.
Qu
ality
r
esear
ch
b
y
B
ar
h
am
et
a
l.
[
1
6
]
r
ev
ea
led
th
at
r
ef
lectiv
e
jo
u
r
n
al
wr
itin
g
co
n
tr
ib
u
te
d
s
tatis
t
ically
to
th
e
d
ev
elo
p
m
en
t
o
f
class
r
o
o
m
p
er
f
o
r
m
a
n
ce
.
Kim
[
1
7
]
s
tated
th
at
jo
u
r
n
al
wr
itin
g
h
ad
p
o
s
itiv
e
p
o
ten
tial:
p
r
o
m
o
tin
g
r
ef
lectiv
e
p
r
ac
tice,
f
u
r
th
er
c
o
n
ce
p
t
u
alizin
g
o
wn
v
iews
o
n
th
e
ap
p
lic
atio
n
o
f
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e.
T
h
e
f
in
d
in
g
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o
f
Ma
d
in
an
d
Swan
to
[
4
]
ex
h
ib
it
th
e
a
d
v
a
n
tag
es
o
f
th
e
in
v
esti
g
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p
r
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d
u
r
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in
lead
in
g
p
r
o
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p
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tiv
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teac
h
er
s
’
r
ef
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ac
tio
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d
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b
m
itti
n
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th
e
co
m
p
lete
r
ep
o
r
t.
T
h
e
s
tu
d
y
b
y
Ag
u
s
tin
[
1
8
]
s
h
o
wed
th
at
s
tu
d
en
t
teac
h
er
s
r
ec
o
g
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ized
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n
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ex
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th
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im
p
o
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f
wr
itin
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r
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u
r
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als
to
war
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s
th
eir
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wn
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e
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elo
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m
en
t
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n
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e
teac
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n
g
p
r
o
f
ess
io
n
.
W
u
lf
f
et
a
l.
[
1
9
]
o
b
s
e
r
v
e
d
th
at
r
ef
lectin
g
in
wr
itten
f
o
r
m
o
n
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e’
s
tea
ch
in
g
e
n
ac
tm
en
ts
h
as
b
ee
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o
n
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id
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f
ac
ilit
ato
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f
o
r
tea
ch
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p
r
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in
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n
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ity
-
b
ased
p
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er
ed
u
ca
tio
n
.
D
u
m
lao
an
d
Pin
atac
an
[
2
0
]
p
o
in
t
o
u
t
th
at
jo
u
r
n
a
l
wr
itin
g
f
o
r
r
ef
lectiv
e
p
r
ac
tice
is
g
en
er
ally
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alu
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b
y
p
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d
s
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g
to
th
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in
d
iv
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al
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ev
elo
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m
en
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Gö
k
er
[
2
1
]
s
tu
d
y
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ev
ea
led
th
at
p
r
o
s
p
ec
tiv
e
teac
h
er
s
th
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o
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g
h
r
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jo
u
r
n
als
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ev
elo
p
e
d
in
th
eir
lead
er
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ip
an
d
teac
h
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g
s
k
ills
.
C
o
m
p
ar
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s
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ln
ess
o
f
th
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r
ef
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e
p
r
ac
tices
r
ev
ea
led
th
at
teac
h
er
f
ee
d
b
ac
k
an
d
s
elf
-
r
ef
lectio
n
wer
e
co
n
s
id
er
ed
u
s
ef
u
l
[
2
2
]
.
R
iy
an
ti
[
2
3
]
f
o
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n
d
o
u
t
th
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t
p
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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I
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t
J
E
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&
R
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Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
8
0
1
-
3811
3804
s
cr
u
tin
ize
wh
at
th
ey
d
i
d
d
u
r
in
g
th
eir
teac
h
in
g
p
r
ac
ticu
m
.
A
cc
o
r
d
in
g
to
Alm
u
s
h
a
r
r
af
[
2
4
]
,
wh
ile
th
e
p
ar
ticip
an
ts
s
tr
u
g
g
led
th
r
o
u
g
h
o
u
t
th
e
p
r
ac
ticu
m
to
d
e
v
el
o
p
a
co
g
en
t
teac
h
i
n
g
p
h
ilo
s
o
p
h
y
,
th
eir
lev
el
o
f
r
ef
lectio
n
f
o
r
th
e
p
ee
r
o
b
s
er
v
atio
n
task
s
im
p
r
o
v
ed
th
r
o
u
g
h
o
u
t
th
e
teac
h
in
g
p
r
ac
tice.
Ser
v
ice
lear
n
in
g
with
r
ef
lectio
n
p
r
o
v
i
d
ed
th
e
p
r
eser
v
ice
teac
h
er
s
a
n
in
clu
s
iv
e
ed
u
ca
tio
n
al
ex
p
e
r
ien
ce
,
allo
win
g
th
em
to
lin
k
t
h
eo
r
y
an
d
p
r
ac
tice
in
a
tr
u
ly
o
p
e
r
ativ
e
way
[
2
5
]
.
2
.
3
.
2
.
O
bs
er
v
a
t
io
n o
f
t
he
re
f
lec
t
iv
e
writ
ing
s
k
ills
o
f
preserv
ice
t
ea
cher
s
T
h
e
f
in
d
in
g
s
o
f
Yee
et
a
l.
[
2
6
]
r
ev
ea
le
d
th
at
tr
ain
in
g
teac
h
e
r
s
r
ef
lecte
d
m
ain
ly
at
th
e
least
lev
el
b
y
‘
d
escr
ib
in
g
’
in
co
n
tr
ast
to
th
e
lo
f
ty
lev
el
b
y
‘
d
ev
elo
p
in
g
’
.
S
im
p
le
s
en
ten
ce
s
tr
u
ctu
r
es
a
n
d
a
h
ig
h
r
atio
o
f
f
am
iliar
wo
r
d
s
ar
e
f
o
u
n
d
[
2
7
]
.
Acc
o
r
d
i
n
g
to
Z
h
an
g
et
a
l.
[
2
8
]
,
r
ef
lectiv
e
c
o
n
ten
t
m
ain
ly
c
en
ter
ed
o
n
lear
n
in
g
m
ater
ials
an
d
s
h
if
te
d
to
wa
r
d
a
f
f
ec
tiv
e
a
n
d
m
o
tiv
atio
n
al
th
e
m
es
r
elate
d
to
h
i
g
h
er
lev
els
o
f
r
ef
lectio
n
.
A
h
m
ed
s
tu
d
y
’
s
f
in
d
in
g
s
[
2
9
]
r
e
v
ea
le
d
th
at
s
tu
d
en
ts
p
r
ef
er
r
e
d
t
h
e
f
o
llo
win
g
teac
h
i
n
g
s
tr
ateg
ies:
g
r
ad
u
al
teac
h
in
g
,
ex
em
p
lific
atio
n
,
d
is
cu
s
s
io
n
,
co
m
p
r
eh
e
n
s
io
n
ch
ec
k
in
g
,
c
o
o
p
er
ativ
e
lear
n
i
n
g
,
an
d
g
r
a
p
h
ic
o
r
g
an
ize
r
s
.
T
h
e
r
ef
lectiv
e
en
tr
ies
p
r
o
v
id
ed
an
o
p
p
o
r
tu
n
ity
f
o
r
th
e
r
esear
ch
e
r
s
to
ex
p
lo
r
e
th
e
c
o
m
p
le
x
ity
o
f
team
wo
r
k
,
id
e
n
tify
th
e
s
tag
es o
f
its
d
ev
elo
p
m
e
n
t,
an
d
an
aly
ze
its
s
ig
n
if
ican
ce
f
o
r
teac
h
er
ed
u
ca
tio
n
[
3
0
]
.
Yet
in
an
o
th
er
s
tu
d
y
b
y
Ar
s
lan
[
3
1
]
,
a
n
ex
am
in
atio
n
o
f
p
ar
t
icip
an
ts
’
in
d
iv
id
u
al
r
ef
lectio
n
p
r
o
ce
s
s
es
r
ev
ea
led
th
at
alth
o
u
g
h
r
ef
lectio
n
s
in
itially
wer
e
o
u
ter
lev
el
i
n
n
atu
r
e,
b
y
th
e
en
d
o
f
th
e
s
tu
d
y
th
ey
h
ad
b
ec
o
m
e
m
o
r
e
in
n
er
-
lev
el
-
o
r
ien
te
d
.
Ma
ar
an
en
a
n
d
Sten
b
er
g
[
3
2
]
s
tu
d
y
r
ein
f
o
r
ce
s
th
at
m
o
s
t
o
f
t
h
eir
r
ef
lectio
n
f
o
c
u
s
ed
on
en
v
ir
o
n
m
e
n
t
an
d
b
e
h
av
io
r
,
s
o
it
was
lo
ca
ted
m
o
s
tly
in
th
e
o
u
ter
lay
er
s
o
f
th
e
o
n
i
o
n
m
o
d
el.
I
n
t
h
e
d
ata
o
b
tain
ed
f
r
o
m
th
e
r
ef
lectiv
e
d
iar
ies
an
d
in
te
r
v
iews,
alt
h
o
u
g
h
s
o
m
e
d
if
f
icu
lties
wer
e
p
o
in
te
d
o
u
t,
t
h
e
s
tatem
en
ts
o
f
th
e
s
tu
d
e
n
ts
r
eg
ar
d
in
g
th
eir
d
ev
elo
p
m
en
t
ca
m
e
to
th
e
f
o
r
e
[
3
3
]
.
I
n
s
tu
d
y
b
y
Ok
tam
a
et
a
l.
[
3
4
]
,
p
r
eser
v
ice
teac
h
er
s
h
ad
a
te
n
d
en
cy
to
m
e
r
ely
r
etell
an
d
d
escr
ib
e
th
eir
teac
h
in
g
p
r
a
ctice
with
lim
ited
ev
alu
atio
n
.
C
atala
n
a
[
3
5
]
co
n
clu
d
es
th
at
lo
w
r
ef
lecto
r
s
g
en
er
ally
d
em
o
n
s
tr
ated
lo
we
r
cr
e
ativ
e
p
o
ten
tial
t
h
an
h
ig
h
r
e
f
lecto
r
s
.
R
esu
lts
o
f
a
co
n
ten
t
an
aly
s
is
[
3
6
]
in
d
icate
th
at
th
e
lev
el
o
f
s
tu
d
e
n
t
r
ef
lectiv
ity
im
p
r
o
v
ed
w
h
en
a
r
ef
lectiv
e
wr
itin
g
s
ca
f
f
o
ld
in
g
to
o
l
was
u
s
ed
to
ass
is
t
s
tu
d
en
ts
with
th
eir
r
ef
lectiv
e
wr
itin
g
task
s
.
I
n
t
h
e
s
tu
d
y
o
f
Per
eir
a
et
a
l.
[
3
7
]
r
esu
lts
ev
id
en
ce
s
tu
d
en
ts
’
awa
r
en
ess
o
f
th
eir
lim
ited
in
itial
an
d
r
ich
f
in
al
u
n
d
er
s
tan
d
i
n
g
s
o
f
r
ef
lectiv
e
wr
itin
g
.
S
tu
d
y
b
y
Azim
i
et
a
l.
[
3
8
]
s
h
o
w
ed
th
at
r
o
u
tin
e
lev
els
o
f
r
ef
l
ec
tio
n
s
ig
n
if
ican
tly
d
ec
r
ea
s
ed
ac
r
o
s
s
th
e
th
r
e
e
p
r
a
cticu
m
s
,
wh
ile
tech
n
ical
lev
el
s
o
f
r
ef
lectio
n
s
ig
n
if
ican
tly
in
cr
ea
s
ed
.
Acc
o
r
d
in
g
to
Sah
in
et
a
l.
[
3
9
]
,
th
e
an
al
y
s
is
o
f
th
e
co
n
ten
t
o
f
r
ef
lectio
n
,
m
ee
tin
g
th
e
r
ea
l
class
r
o
o
m
en
v
ir
o
n
m
en
t
an
d
p
o
s
itiv
e
ex
p
er
ien
ce
s
g
ai
n
ed
f
r
o
m
th
e
f
ield
we
r
e
th
e
two
th
e
m
es th
at
em
er
g
ed
f
r
o
m
th
e
d
at
a.
Acc
o
r
d
in
g
to
T
o
o
m
et
a
l.
[
4
0
]
,
it
is
p
o
s
s
ib
le
th
at
s
tu
d
en
t
tea
ch
er
s
ca
n
r
ef
lect
b
e
y
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n
d
s
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lely
p
r
ac
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d
elab
o
r
ate
th
em
in
a
n
in
teg
r
ativ
e
m
an
n
er
as
well
as
lear
n
b
o
th
f
r
o
m
th
e
o
r
y
an
d
f
r
o
m
p
r
ac
tice
as
a
r
esu
lt
o
f
r
ef
lectio
n
f
o
r
th
eir
f
u
tu
r
e
p
r
o
f
ess
io
n
.
R
esear
ch
b
y
Har
u
n
[
4
1
]
r
ev
ea
led
th
at
t
h
e
r
ef
lectiv
e
e
n
tr
ies
h
av
e
ad
d
r
ess
ed
s
o
m
e
p
er
tin
en
t
is
s
u
es
r
e
lated
to
th
e
s
tu
d
en
t
teac
h
er
s
’
lear
n
in
g
n
ee
d
s
an
d
h
o
w
t
h
ey
h
av
e
e
x
ten
d
e
d
th
eir
u
n
d
er
s
tan
d
in
g
o
f
th
o
s
e
i
s
s
u
es.
T
u
r
h
an
a
n
d
Kir
k
g
o
z
[
4
2
]
,
id
e
n
tifie
d
th
at
p
r
eser
v
ice
teac
h
er
s
d
id
n
o
t
ten
d
to
b
ec
o
m
e
m
o
r
e
cr
itical
in
th
eir
r
ef
lectio
n
s
o
v
er
tim
e
ev
en
th
o
u
g
h
t
h
ey
b
eliev
ed
th
at
r
ef
lectio
n
was
b
e
n
ef
ic
ial
f
o
r
th
eir
p
r
o
f
ess
io
n
al
d
e
v
e
lo
p
m
en
t.
Acc
o
r
d
in
g
to
Kald
i
an
d
Z
af
ei
r
i
[
4
3
]
p
r
e
s
er
v
ice
teac
h
er
s
n
ee
d
to
i
d
en
tify
ar
ea
s
o
f
p
e
r
s
o
n
al
im
p
r
o
v
em
en
t
wh
en
th
e
y
p
r
o
d
u
ce
wr
itten
r
e
f
lectiv
e
r
ep
o
r
ts
.
Als
u
h
aib
an
i
[
4
4
]
d
ec
lar
e
s
th
at
p
r
e
-
s
er
v
ice
teac
h
e
r
s
d
id
n
o
t
r
ea
lly
e
n
g
ag
e
in
ef
f
ec
tiv
e
r
ef
lectio
n
p
r
ac
tices.
C
ab
ez
as
et
a
l.
[
45
]
p
o
in
ts
o
u
t
th
at
p
r
eser
v
ice
teac
h
er
s
’
n
a
r
r
a
tiv
es
lack
ed
cr
itical
p
r
o
f
ess
io
n
al
r
ef
lectio
n
.
İ
lin
[4
6
]
id
en
tifie
s
n
o
t
b
ein
g
f
am
iliar
with
th
e
wo
r
d
r
ef
lectio
n
,
tim
e
co
n
s
tr
ain
t,
lack
o
f
m
o
tiv
atio
n
,
th
e
n
atu
r
e
o
f
task
s
an
d
f
in
ally
,
d
is
tr
u
s
t in
th
e
p
r
o
b
ab
ilit
y
o
f
s
u
p
er
v
is
o
r
s
’
r
ea
d
in
g
th
e
jo
u
r
n
als we
r
e
th
e
r
ea
s
o
n
s
wh
y
th
e
s
tu
d
en
t te
ac
h
er
s
d
id
n
o
t m
u
c
h
ca
r
e
ab
o
u
t h
o
w
th
ey
wr
o
te
th
e
jo
u
r
n
als.
2
.
3
.
3
.
A
c
c
o
mp
l
is
h
men
t
o
f
t
h
e
s
t
r
a
t
e
g
i
e
s
f
o
r
d
e
v
el
o
p
in
g
r
e
f
le
c
t
i
v
e
w
r
i
t
in
g
s
ki
l
ls
a
mo
n
g
p
re
s
e
r
v
ic
e
t
e
a
c
h
e
rs
R
o
b
er
ts
et
a
l.
[4
7
]
p
r
o
v
es
th
at
a
f
o
r
m
at
u
s
ed
o
v
e
r
an
d
o
v
e
r
ag
ain
ev
en
t
u
ally
d
ev
el
o
p
s
m
a
s
ter
y
in
th
e
p
r
o
f
ess
io
n
with
ex
p
e
r
tis
e
an
d
ass
is
t
in
co
n
tin
u
in
g
r
ef
lectiv
e
th
in
k
in
g
in
p
r
o
s
p
ec
tiv
e
teac
h
e
r
s
in
th
eir
teac
h
in
g
v
o
ca
tio
n
.
An
o
th
e
r
s
tu
d
y
b
y
C
o
lo
g
n
esi
et
a
l.
[4
8
]
witn
ess
ed
to
th
e
f
ac
t,
as
th
e
r
esu
lts
s
h
o
w
ed
th
at
th
e
tr
ain
in
g
p
r
o
g
r
a
m
en
a
b
led
p
a
r
ticip
an
ts
to
m
ak
e
m
ajo
r
p
r
o
g
r
ess
f
r
o
m
o
n
e
d
r
af
t
t
o
an
o
th
er
a
n
d
th
u
s
im
p
r
o
v
e
th
ei
r
r
ef
lectiv
e
wr
itin
g
s
k
ills
.
Ded
icate
d
co
ac
h
i
n
g
,
m
en
to
r
i
n
g
,
a
n
d
m
o
d
ellin
g
c
o
u
ld
f
u
r
t
h
er
d
ev
elo
p
th
eir
ap
p
r
o
ac
h
to
p
r
o
f
ess
io
n
al
r
ef
lectio
n
[
49
]
.
Sch
u
lze
an
d
I
ttn
er
[
5
0
]
r
ea
lized
th
e
s
u
cc
ess
o
f
ex
p
er
im
en
t
in
g
with
p
r
eser
v
ice
teac
h
er
s
o
f
th
e
ap
p
r
aisal
f
r
am
ewo
r
k
,
to
b
o
t
h
en
r
ich
th
eir
tea
ch
in
g
an
d
in
f
o
r
m
th
ei
r
u
n
d
e
r
s
tan
d
in
g
o
f
s
tu
d
en
ts
’
r
ef
lectiv
e
wr
itin
g
p
r
ac
tices.
T
h
e
s
tu
d
y
b
y
E
l
-
Haq
an
d
Ah
m
ed
[5
1
]
r
ev
ea
l
ed
th
at
p
r
eser
v
ice
teac
h
er
s
’
r
ef
lectio
n
s
d
ev
elo
p
b
y
p
en
n
i
n
g
d
o
w
n
p
r
o
jects
f
ea
tu
r
ed
o
n
Face
b
o
o
k
.
B
ir
ello
an
d
Fo
n
t
[5
2
]
o
b
s
er
v
ed
t
h
at
im
ag
e
-
tex
t
r
elatio
n
en
h
a
n
ce
s
th
eir
r
ef
lectio
n
s
;
wh
e
r
ea
s
th
e
m
o
s
t
n
eu
tr
al
im
a
g
es
th
at
i
llu
s
tr
ate
th
e
ac
t
o
f
wr
itin
g
g
iv
e
n
o
a
d
d
ed
v
alu
e
to
th
eir
r
ef
lectio
n
s
.
I
n
d
r
ian
i
[5
3
]
s
u
b
s
tan
tiate
d
th
at
as
a
g
u
id
e
to
b
elief
an
d
ac
tio
n
,
wh
y
ac
a
d
em
ic
jo
u
r
n
a
l
wr
itin
g
in
E
d
m
o
d
o
w
o
u
ld
b
e
o
n
e
o
f
th
e
s
o
lu
tio
n
s
.
Od
eg
o
v
a
[5
4
]
s
h
a
r
e
d
f
in
d
in
g
s
to
en
h
a
n
ce
r
ef
lectio
n
,
teac
h
in
g
r
ef
lectio
n
was
co
m
b
in
ed
with
p
r
ac
ticin
g
wr
itin
g
s
k
ills
to
en
co
u
r
a
g
e
s
tu
d
en
ts
to
b
etter
o
r
g
an
ize
th
ei
r
th
o
u
g
h
ts
an
d
g
iv
e
th
em
m
o
r
e
tim
e
f
o
r
r
e
f
lectio
n
.
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
R
eflec
tive
w
r
i
tin
g
s
kills
a
mo
n
g
p
r
e
s
ervice
tea
ch
ers
:
a
s
co
p
in
g
r
ev
iew
(
J
.
A
.
Ma
r
y
K
u
ma
r
i
)
3805
Nick
l
et
a
l.
[5
5
]
s
u
g
g
ests
th
at
p
ar
ticip
an
ts
with
lo
w
s
u
cc
ess
ex
p
ec
tan
cy
b
e
n
ef
ited
m
o
r
e
f
r
o
m
co
n
ce
p
tu
al
p
r
o
m
p
ts
.
Ma
r
in
[5
6
]
r
esear
ch
r
esu
lts
s
h
o
w
th
at
r
ef
lectiv
e
ess
ay
is
a
to
o
l
th
at
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
b
u
ild
in
g
b
etter
a
n
d
m
o
r
e
m
ea
n
in
g
f
u
l
lear
n
in
g
ex
p
er
ien
ce
s
an
d
h
elp
s
in
p
r
o
v
i
d
in
g
ev
i
d
en
ce
-
b
ased
m
eth
o
d
o
l
o
g
ical
d
ec
is
io
n
s
.
Allas
et
a
l.
[5
7
]
r
ev
ea
led
th
at
v
o
ca
l
r
ef
lectio
n
co
u
ld
b
e
p
r
o
d
u
c
tiv
ely
em
p
lo
y
ed
in
d
ev
elo
p
in
g
co
m
p
r
eh
en
s
iv
e
ac
tu
al
em
p
ir
ical
ex
p
o
s
u
r
e,
b
u
t
ex
ten
d
ed
p
en
n
in
g
r
ef
lectio
n
s
is
v
er
y
f
r
u
itfu
l
i
n
s
u
p
p
o
r
tin
g
th
e
estab
lis
h
m
en
t
o
f
b
asic
r
e
g
u
latio
n
s
alo
n
g
with
th
eo
r
ies
f
o
r
a
p
p
licatio
n
.
A
s
tu
d
y
a
n
aly
s
is
o
f
Mc
C
oy
an
d
L
y
n
am
[5
8
]
g
iv
es p
o
wer
f
u
l
p
r
o
o
f
to
s
n
ip
p
ets p
r
o
v
id
in
g
g
r
ea
t su
p
p
o
r
t to
teac
h
er
tr
ain
ee
s
in
s
ev
en
-
d
ay
in
tr
o
s
p
ec
tio
n
a
n
d
e
n
co
u
r
ag
in
g
co
n
tem
p
lativ
e
ex
er
cis
es.
Saiz
-
L
in
ar
es
an
d
Su
s
in
o
s
-
R
ad
a
[
59
]
p
r
o
v
e
d
‘
p
ed
ag
o
g
ical
co
n
ce
r
n
s
’
a
r
e
c
ataly
s
ts
o
f
r
ef
lectiv
e
th
in
k
in
g
,
s
u
p
p
lem
en
tar
y
to
d
if
f
e
r
en
t
r
ef
lectin
g
d
esig
n
s
,
d
is
cu
s
s
io
n
lin
k
s
,
an
d
th
e
eq
u
ilib
r
iu
m
b
etwe
en
o
r
g
an
izati
o
n
an
d
elasticity
.
On
g
et
a
l.
[6
0
]
o
b
s
er
v
es
th
e
o
u
tco
m
e
o
f
th
e
s
tu
d
y
im
p
lied
th
e
n
ee
d
f
o
r
p
r
eser
v
ice
teac
h
er
s
to
b
e
g
iv
e
n
a
d
d
itio
n
al
co
a
ch
in
g
o
n
th
e
‘
h
o
w’
asp
ec
t
o
f
r
e
f
lectio
n
.
W
h
ile
r
ec
o
r
d
in
g
r
ef
lectio
n
s
as
o
b
s
er
v
ed
b
y
C
añ
ab
ate
et
a
l.
[6
1
],
th
e
n
o
n
-
s
tr
u
ctu
r
ed
ap
p
r
o
ac
h
s
co
r
e
d
h
i
g
h
er
th
an
th
e
s
tr
u
ctu
r
ed
o
n
e.
T
h
e
s
tu
d
y
b
y
Day
et
a
l.
[6
2
]
in
d
icate
s
s
tu
d
en
t
teac
h
er
s
’
r
ef
lectiv
e
ca
p
ac
ity
is
h
ig
h
er
th
an
th
o
s
e
f
o
u
n
d
i
n
s
tu
d
ies o
f
o
th
er
p
r
o
f
ess
io
n
s
.
2
.
4
.
Su
m
m
a
rizing
a
nd
re
po
rt
ing
T
o
co
n
d
e
n
s
e
an
d
d
escr
ib
e
th
e
o
u
tco
m
es
is
th
e
f
if
th
s
tag
e
as
s
u
g
g
ested
b
y
Ar
k
s
ey
an
d
O’
Ma
lley
.
C
o
llatin
g
o
f
r
esu
lts
is
d
o
n
e
b
y
th
em
atica
lly
n
ar
r
atin
g
th
e
f
i
n
d
in
g
s
o
f
th
e
s
tu
d
ies
c
o
n
s
id
er
e
d
.
T
h
e
f
o
u
r
r
esear
ch
q
u
esti
o
n
s
o
f
th
e
s
tu
d
y
ar
e
a
n
s
wer
ed
in
th
e
r
esu
lts
ex
p
r
ess
ed
.
C
o
llatin
g
o
f
r
esu
lts
is
d
o
n
e
b
y
th
em
atica
lly
n
ar
r
atin
g
t
h
e
f
in
d
i
n
g
s
o
f
t
h
e
s
tu
d
ies co
n
s
id
er
ed
.
3.
RE
SU
L
T
S
T
h
is
s
ec
tio
n
p
r
esen
ts
th
e
g
is
t
o
f
f
in
d
in
g
s
o
f
ea
c
h
s
tu
d
y
r
e
v
iewe
d
.
As
m
en
tio
n
ed
ea
r
lier
a
to
tal
o
f
1
,
6
4
0
s
tu
d
ies
wer
e
id
e
n
tifie
d
f
r
o
m
t
h
e
v
ar
i
o
u
s
s
o
u
r
ce
s
a
n
d
o
n
ly
5
0
s
tu
d
ies
co
r
r
esp
o
n
d
ed
with
th
e
in
clu
s
io
n
cr
iter
ia.
T
h
e
f
o
llo
win
g
ar
e
t
h
e
s
o
u
r
ce
s
o
f
th
e
i
d
en
tifie
d
5
0
s
tu
d
ies
–
C
r
o
s
s
r
ef
.
o
r
g
(
n
=1
2
)
,
Fra
n
cis
an
d
T
a
y
lo
r
(
n
=1
4
)
,
Sem
an
tic
Sch
o
lar
(
n
=
7
)
,
Sag
e
(
n
=5
)
an
d
Go
o
g
le
S
ch
o
lar
(
n
=1
2
)
.
T
h
e
s
tu
d
ies
ex
clu
d
ed
we
r
e
o
u
t
o
f
co
n
tex
t
a
n
d
clin
ically
b
ased
(
n
=4
5
0
)
,
s
o
m
e
d
ea
lt
with
r
ef
le
ctio
n
s
o
f
s
tu
d
en
ts
,
in
-
s
er
v
ice
t
ea
ch
er
s
an
d
teac
h
er
ed
u
ca
to
r
s
(
n
=
3
5
0
)
,
d
u
p
licate
s
tu
d
ies
(
n
=1
5
0
)
,
o
u
ts
id
e
tim
e
f
r
am
e
(
n
=
5
5
0
)
,
an
d
n
o
n
-
in
ter
v
en
tio
n
s
tu
d
ies
o
th
e
r
th
an
r
ev
iews (
n
=
9
0
)
.
3
.
1
.
Wha
t
do
t
he
preserv
ice
t
ea
cher
s
writ
e
do
wn a
s
t
heir
re
f
lect
io
n?
Stu
d
en
t
teac
h
er
s
d
o
n
o
t
g
o
b
ey
o
n
d
t
h
e
class
r
o
o
m
h
ap
p
en
i
n
g
s
as
f
ar
as
th
eir
r
ef
lectio
n
s
wr
itin
g
is
co
n
ce
r
n
e
d
.
Stu
d
ies
p
o
in
ted
o
u
t
th
at
p
r
eser
v
ice
teac
h
er
s
h
a
d
a
ten
d
en
c
y
to
m
er
ely
r
etell
an
d
d
escr
ib
e
th
eir
teac
h
in
g
p
r
ac
tice
with
lim
ite
d
ev
alu
atio
n
[
3
4
]
.
T
h
e
en
tr
i
es
m
ad
e
b
y
teac
h
e
r
tr
ain
ee
s
wer
e
f
r
i
v
o
lo
u
s
i
n
r
ef
lectio
n
o
win
g
t
o
n
o
n
-
f
am
iliar
ity
with
th
e
s
u
b
ject
m
atter
,
r
ef
lectiv
e
r
ea
s
o
n
in
g
an
d
wr
it
in
g
th
e
s
am
e
[
1
6
]
.
T
h
e
lear
n
e
r
s
ev
o
lv
e
d
s
elf
-
r
e
f
lectio
n
o
f
ed
u
ca
tio
n
b
y
i
n
clu
d
in
g
ad
d
ed
o
u
tlo
o
k
o
n
s
tu
d
y
in
g
,
em
p
l
o
y
in
g
p
ast
in
v
o
lv
em
e
n
ts
an
d
wo
r
th
to
ac
q
u
ir
ed
m
aster
y
,
a
n
d
lo
o
k
in
g
i
n
to
th
eir
s
ch
o
o
lin
g
ci
v
illy
an
d
eth
ically
[
1
7
]
.
On
e
o
f
th
e
s
tu
d
ies
r
ev
ea
led
th
at
p
r
eser
v
ice
teac
h
er
s
wer
e
awa
r
e
o
f
r
ep
r
o
v
in
g
ch
ar
ac
ter
is
tics
o
f
th
e
s
tu
d
y
in
g
p
r
o
ce
d
u
r
es,
r
ev
ea
lin
g
p
r
ag
m
atic
af
f
ec
tio
n
s
an
d
ad
m
itti
n
g
th
e
s
ig
n
if
ican
ce
o
f
t
h
eir
s
tu
d
y
f
o
r
e
n
s
u
in
g
ap
p
licatio
n
[
3
7
]
.
T
h
e
p
r
eser
v
ice
ca
n
d
id
ates
ce
n
ter
ed
th
eir
atten
tio
n
o
n
cr
u
cial
lear
n
in
g
co
m
p
o
n
en
ts
lik
e
tu
to
r
in
g
m
et
h
o
d
s
,
in
v
o
lv
em
e
n
ts
,
in
s
tr
u
ctio
n
al
m
ater
ials
[
49
].
T
h
e
s
tu
d
en
t
teac
h
e
r
s
co
n
ce
n
tr
ated
ex
tr
a
o
n
th
e
f
ea
tu
r
es
o
f
in
d
iv
id
u
al
p
r
o
ce
d
u
r
es
an
d
p
s
y
ch
ic
s
id
e
in
s
tead
o
f
p
r
ac
tical
d
etails
[
63
]
.
T
h
e
s
tu
d
en
t
teac
h
e
r
s
also
f
o
cu
s
ed
o
n
d
if
f
e
r
en
t
asp
ec
ts
r
elate
d
to
r
ef
lectio
n
th
at
wer
e
ca
teg
o
r
ized
as
th
em
es
in
th
eir
r
ef
lectio
n
s
.
T
h
e
ch
allen
g
es
f
ac
ed
v
iz.
h
esit
atio
n
in
m
in
g
lin
g
with
th
e
p
eo
p
le
o
f
th
e
in
s
titu
te,
ab
s
en
ce
o
f
o
f
f
icial
s
ca
f
f
o
ld
alo
n
g
with
in
ab
ilit
y
to
h
an
d
le
s
tu
d
e
n
ts
wer
e
also
h
ig
h
lig
h
ted
in
th
eir
r
ec
o
r
d
i
n
g
.
I
n
d
u
e
co
u
r
s
e
o
f
tim
e
,
r
ef
lectiv
e
wr
itin
g
b
ec
o
m
es
ju
s
t
a
r
ep
etit
iv
e
r
o
u
tin
e
ac
t
a
n
d
r
ef
lectio
n
i
s
g
en
er
al,
b
r
ief
,
an
d
m
o
s
tly
d
escr
ip
tiv
e
in
n
atu
r
e
an
d
n
o
t
r
ea
lly
en
g
ag
ed
i
n
ef
f
e
ctiv
e
r
ef
lectio
n
p
r
ac
tices [
49
].
3
.
2
.
H
o
w
a
re
t
he
re
f
lect
iv
e
writ
ing
s
k
ills
o
f
preserv
ice
t
ea
cher
s
?
T
h
e
jo
u
r
n
al
wr
itin
g
p
r
o
f
icien
c
y
o
f
p
r
eser
v
ice
teac
h
e
r
s
n
ee
d
s
a
lo
t
o
f
im
p
r
o
v
e
m
en
t.
T
h
e
e
x
am
in
atio
n
b
r
in
g
s
o
u
t
th
at
teac
h
er
tr
ain
e
es
em
p
lo
y
ed
an
ex
p
r
ess
iv
e
s
ty
le
in
l
o
g
s
r
ec
o
r
d
in
g
in
p
r
ef
e
r
en
ce
to
r
ef
lectiv
e
th
in
k
in
g
[4
6
].
T
h
e
teac
h
er
tr
ain
ee
s
g
r
ad
u
ally
m
o
v
e
to
war
d
s
g
r
ea
ter
ad
v
an
ce
m
e
n
t
in
c
o
n
s
ec
u
tiv
e
wr
itin
g
s
lead
in
g
to
en
h
an
ce
m
en
t o
f
th
e
r
ef
lectiv
e
wr
itin
g
ab
ilit
ies [
4
8
]
.
T
h
e
p
r
eser
v
ice
teac
h
er
s
h
ad
ten
d
en
cy
to
r
ef
lect
at
lo
w
lev
el
[
3
4
]
an
d
at
tim
es
r
ef
lecte
d
m
o
r
e
cr
itically
.
T
h
e
p
o
o
r
le
v
el
o
f
e
n
tr
ies
in
th
e
jo
u
r
n
als
o
f
p
r
eser
v
ice
teac
h
er
s
ca
n
b
e
o
v
er
co
m
e
af
t
er
b
ein
g
ca
p
ac
itated
to
r
ev
ea
l
th
eir
af
f
ec
tio
n
s
[
2
6
]
alo
n
g
with
r
ec
eiv
in
g
f
ello
w
s
tu
d
en
ts
’
co
m
m
e
n
t.
Fu
r
th
er
,
an
in
v
esti
g
atio
n
o
f
in
d
i
v
id
u
al
m
em
b
er
s
’
r
ef
lectio
n
p
r
o
ce
d
u
r
es
h
ig
h
lig
h
ted
th
at
th
in
k
in
g
to
b
eg
in
with
was
n
atu
r
ally
at
s
u
p
e
r
f
icial
s
tag
e,
b
y
th
e
clo
s
e
o
f
th
eir
co
u
r
s
e
r
ea
ch
es
th
e
in
ter
n
al
d
ep
th
[
3
1
]
.
T
h
e
p
r
eser
v
ice
tea
ch
er
s
ar
e
lik
ely
n
o
t
to
e
v
en
tu
a
lly
attain
th
e
cr
itical
lev
el
o
f
r
ef
lectio
n
s
,
alth
o
u
g
h
th
ey
wer
e
awa
r
e
th
at
r
ef
le
ctiv
e
p
r
ac
tices
wer
e
h
elp
f
u
l
in
ca
r
ee
r
en
h
a
n
ce
m
en
t
[
4
2
]
.
Dis
co
u
r
s
e
an
d
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
8
0
1
-
3811
3806
m
o
d
if
icatio
n
s
,
lo
f
ty
lev
els
o
f
r
ef
lectiv
e
th
in
k
i
n
g
h
a
r
d
ly
f
ea
t
u
r
e
in
tr
ai
n
ee
s
’
s
cr
ip
tin
g
r
ec
a
llin
g
th
eir
p
r
ac
tice
teac
h
in
g
[
3
8
]
.
R
ef
lectiv
e
wr
it
in
g
f
o
r
m
ats
ce
n
ter
ed
o
n
‘
h
o
w’
alo
n
g
with
‘
wh
at’
asp
ec
ts
wo
u
ld
co
n
d
u
ct
to
g
r
ea
ter
d
is
ce
r
n
m
e
n
t [
6
4
].
3
.
3
.
H
o
w
do
es t
ea
cher
educa
t
io
n pro
v
ide o
pp
o
rt
un
it
ies f
o
r
t
he
dev
elo
pm
ent
o
f
re
f
lect
iv
e
writ
ing
s
k
ills
?
Nick
l
et
a
l.
[
55
]
s
u
g
g
ests
th
at
co
n
ce
p
t
u
al
k
n
o
wled
g
e
p
r
o
m
p
ts
an
d
ten
tativ
ely
also
u
ti
lity
v
alu
e
in
ter
v
en
tio
n
s
ca
n
b
e
u
s
ed
as
e
f
f
ec
tiv
e
s
ca
f
f
o
l
d
s
in
s
im
u
latio
n
s
in
th
e
co
n
te
x
t
o
f
r
e
f
lectiv
e
wr
itin
g
.
T
h
e
r
e
h
a
v
e
b
ee
n
v
ar
io
u
s
ty
p
es
o
f
f
r
a
m
ewo
r
k
o
r
f
o
r
m
ats
s
u
g
g
ested
f
o
r
en
co
u
r
a
g
in
g
en
te
r
in
g
r
e
f
lectio
n
s
.
T
h
er
e
h
as
b
ee
n
ar
d
en
tly
m
a
d
e
s
u
g
g
esti
o
n
s
to
h
av
e
tim
e
s
lo
t
d
ev
o
te
d
to
teac
h
in
g
o
f
r
ec
o
r
d
in
g
r
ef
lectio
n
s
a
n
d
tu
to
r
m
en
to
r
s
to
h
elp
th
e
p
en
n
in
g
o
f
r
ef
lectiv
e
n
ar
r
ativ
es
in
teac
h
er
ed
u
ca
tio
n
[
48
]
.
I
n
o
r
d
e
r
to
class
if
y
r
ef
lectio
n
s
m
o
r
e
s
p
ec
if
ically
,
a
r
an
g
e
o
f
s
u
b
d
iv
is
io
n
s
was
g
en
er
ated
an
d
th
e
h
u
n
t
o
f
a
f
r
am
ewo
r
k
,
p
a
v
ed
way
to
th
e
ev
o
lu
tio
n
o
f
th
e
r
ef
lectiv
e
wr
itin
g
co
n
t
in
u
u
m
.
A
co
m
p
r
e
h
en
s
iv
e
ac
c
o
u
n
t
a
n
d
class
if
icatio
n
o
f
th
e
r
ef
lectiv
e
wr
itin
g
co
n
ti
n
u
u
m
g
iv
es
teac
h
er
s
an
d
s
tu
d
en
ts
n
ewly
d
e
v
elo
p
e
d
o
u
tlin
e
to
ass
ess
an
d
r
e
f
in
e
th
e
wr
itin
g
o
f
r
ef
lectio
n
s
[
65
].
A
s
tu
d
y
f
r
o
m
th
e
au
th
o
r
’
s
p
er
s
p
ec
tiv
e
in
p
r
eser
v
ice
teac
h
er
s
’
d
is
cu
s
s
io
n
p
u
ts
s
p
o
tli
g
h
t
o
n
th
e
n
ee
d
f
o
r
co
m
in
g
o
u
t
with
a
f
o
r
m
at
c
o
n
s
tr
u
cted
o
n
attitu
d
e
ap
p
r
aisal
s
tr
u
ctu
r
e
[
66
]
.
Pre
s
er
v
ice
teac
h
er
s
with
m
ajo
r
ity
o
f
in
s
tr
u
cto
r
s
in
itiated
th
at
a
f
r
am
ewo
r
k
is
h
el
p
f
u
l
i
n
wr
i
tin
g
d
o
w
n
r
ef
lectio
n
s
[
47
]
.
P
r
eser
v
ice
teac
h
er
s
h
an
d
lin
g
E
n
g
lis
h
k
ee
p
to
a
p
r
o
ce
d
u
r
e
th
at
g
en
er
ates e
d
u
ca
tio
n
al
p
er
io
d
icals b
y
ad
h
er
i
n
g
to
s
tag
es
p
r
o
p
o
u
n
d
ed
by
a
d
h
er
in
g
to
s
tag
es
o
f
s
y
s
tem
atic
r
ef
lectio
n
[
5
3
]
.
A
h
ig
h
l
y
s
h
ield
ed
ap
p
r
o
ac
h
in
r
ec
o
r
d
in
g
r
e
f
lectio
n
s
in
th
e
cu
r
r
icu
lu
m
o
f
teac
h
er
tr
ain
in
g
co
u
r
s
e,
wh
ile
s
tu
d
y
in
g
is
r
ec
o
m
m
en
d
ed
[
3
7
]
.
Mo
s
t
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
an
d
th
e
wh
o
le
lo
t o
f
em
p
lo
y
ed
tea
ch
er
s
ex
h
ib
ited
a
f
f
ir
m
atio
n
in
u
tili
zin
g
r
ef
lectiv
e
jo
u
r
n
al
[
49
].
C
u
r
r
en
tly
,
d
ig
ital
r
eso
u
r
ce
s
a
r
e
u
s
ed
i
n
d
e
v
elo
p
in
g
r
ef
lectiv
e
wr
itin
g
s
k
ills
.
Dig
ital
s
ca
f
f
o
ld
in
g
is
d
esig
n
ed
to
p
r
o
m
o
te
p
r
e
-
s
er
v
ice
teac
h
er
s
’
r
ef
lectio
n
-
in
-
a
ctio
n
[
67
]
.
B
esid
es,
au
d
io
d
i
ar
ies
ar
e
u
s
ef
u
l
in
p
r
o
v
id
i
n
g
o
p
p
o
r
tu
n
ities
to
p
r
eser
v
ice
teac
h
er
s
f
o
r
cr
itica
l
r
ef
lectio
n
d
u
r
in
g
teac
h
in
g
p
r
ac
tice.
I
n
b
lo
g
s
p
r
o
s
p
ec
tiv
e
teac
h
er
s
m
a
k
e
u
s
e
o
f
p
o
r
tr
ay
als
eith
er
r
elate
d
to
o
n
e’
s
o
w
n
af
f
air
s
o
r
s
y
m
b
o
lic
o
u
tco
m
e,
th
e
im
ag
e
-
tex
t a
s
s
o
ciatio
n
in
cr
ea
s
es p
er
s
o
n
al
r
ef
lectiv
en
ess
[
52
].
3
.
4
.
Wha
t
a
re
t
he
us
es o
f
re
f
lect
iv
e
writ
ing
?
Pre
s
er
v
ice
teac
h
er
s
r
ec
o
g
n
ize
as
well
a
s
ex
p
er
ien
ce
th
e
s
ig
n
if
ican
ce
o
f
m
ain
tain
in
g
r
ef
lectiv
e
d
iar
ies
f
o
r
p
er
s
o
n
al
p
r
o
g
r
ess
in
s
ch
o
o
l
ca
r
ee
r
[
1
8
]
.
R
ec
o
r
d
in
g
r
e
f
lec
tio
n
s
g
u
id
ed
s
tu
d
en
ts
in
in
cr
e
asin
g
in
tr
o
s
p
ec
tio
n
[
63
]
.
T
h
e
n
o
tes
in
th
e
jo
u
r
n
als
f
o
r
r
ef
lectio
n
g
a
v
e
a
ch
an
ce
t
o
s
ch
o
lar
s
to
ex
am
in
e
th
e
d
if
f
i
cu
lty
o
f
team
wo
r
k
,
r
ec
o
g
n
ize
th
e
p
h
ases
in
its
p
r
o
g
r
ess
io
n
,
an
d
s
cr
u
tin
ize
its
im
p
o
r
tan
ce
in
ed
u
ca
to
r
co
ac
h
in
g
[
3
0
]
.
An
o
t
h
er
o
f
f
s
h
o
o
t
o
f
r
ef
lectiv
e
p
r
ac
tice
is
d
iar
ies
f
o
r
r
ef
lectio
n
g
iv
e
in
s
tr
u
ct
o
r
s
in
teac
h
e
r
ed
u
ca
tio
n
a
f
in
e
r
co
m
p
r
eh
e
n
s
io
n
o
f
g
r
o
wth
o
f
t
h
e
s
tep
s
o
f
team
wo
r
k
am
o
n
g
teac
h
er
tr
ain
ee
s
p
lu
s
b
etwe
en
p
r
eser
v
ice
teac
h
er
s
an
d
th
eir
tu
to
r
s
[
3
0
]
.
E
v
e
n
in
ac
tio
n
r
esear
ch
r
ep
o
r
ts
,
th
e
in
q
u
ir
y
a
p
p
r
o
ac
h
led
th
e
tr
ain
ee
s
in
tr
o
s
p
ec
t
with
ad
d
itio
n
al
o
r
d
er
lin
ess
alo
n
g
with
r
elate
d
n
ess
an
d
c
o
n
ce
n
t
r
ate
o
n
ev
er
y
p
ar
t
o
f
th
e
r
ec
o
r
d
[
4
]
.
R
ef
lectiv
e
wr
itin
g
p
r
ac
tice
is
cr
u
cial
in
d
esig
n
in
g
ac
tiv
ities
f
o
u
n
d
ed
o
n
co
-
o
p
er
atio
n
an
d
p
o
s
itiv
ely
p
r
ac
tical
r
em
ed
y
f
o
r
in
cr
ea
s
in
g
teac
h
er
e
f
f
icac
y
in
th
e
two
,
wo
r
k
in
g
teac
h
e
r
s
as we
ll a
s
asp
ir
in
g
teac
h
er
s
[
2
1
]
.
4.
F
E
AT
U
RE
S
AND
SCO
P
E
O
F
ST
UDI
E
S
4
.
1
.
M
et
ho
do
lo
g
y
a
nd
des
ig
n o
f
s
t
ud
ies
T
o
s
u
m
u
p
th
e
m
eth
o
d
o
lo
g
y
an
d
m
eth
o
d
o
f
d
esig
n
f
o
llo
wed
b
y
5
0
s
tu
d
ies,
th
e
m
ix
e
d
m
eth
o
d
r
esear
ch
(
n
=0
9
)
,
th
e
r
em
ain
i
n
g
em
p
lo
y
ed
th
e
q
u
alitativ
e
ap
p
r
o
ac
h
(
n
=4
1
)
o
f
th
em
c
ase
s
tu
d
ies
(
n
=1
5
)
,
d
escr
ip
tiv
e
an
aly
tical
m
eth
o
d
(
n
=1
)
an
d
p
h
en
o
m
en
o
lo
g
ica
l
r
esear
ch
(
n
=1
)
.
T
h
e
ap
p
r
o
a
ch
es
em
p
lo
y
ed
f
o
r
d
ata
co
llectio
n
wer
e
b
y
a
n
aly
s
is
o
f
r
ef
lectiv
e
jo
u
r
n
al
en
t
r
ies
(
n
=3
8
)
,
s
em
i
s
tr
u
ctu
r
ed
in
ter
v
iews
(
n
=1
5
)
,
q
u
esti
o
n
n
air
es
(
n
=1
0
)
,
p
o
r
tf
o
lio
an
aly
s
is
(
n
=
0
3
)
an
d
o
b
s
er
v
atio
n
(
n
=
0
3
)
.
B
y
m
a
k
in
g
u
s
e
o
f
d
i
g
ital
r
eso
u
r
ce
s
v
id
eo
a
n
aly
s
is
(
n
=0
9
)
,
o
n
lin
e
r
ef
lectiv
e
jo
u
r
n
als
(
n
=
0
1
)
,
Swiv
l
d
ig
ital
tech
n
o
lo
g
y
(
n
=0
1
)
,
an
d
b
lo
g
s
(
n
=0
1
)
.
B
y
th
e
u
s
e
o
f
d
em
o
g
r
ap
h
ic
i
n
f
o
r
m
atio
n
f
o
r
m
(
n
=0
1
)
,
d
escr
ip
tiv
e
d
esig
n
(
n
=0
1
)
,
an
d
o
r
al
d
ata
co
llectio
n
(
n
=0
3
)
,
s
o
m
e
s
tu
d
ies p
u
t t
o
u
s
e
a
co
m
b
in
atio
n
o
f
two
ap
p
r
o
a
ch
es f
o
r
an
in
-
d
e
p
th
co
llectio
n
o
f
in
f
o
r
m
atio
n
.
An
ar
r
ay
o
f
d
esig
n
s
an
d
th
ei
r
co
m
b
in
atio
n
s
was
em
p
lo
y
e
d
to
u
n
d
er
s
tan
d
a
n
d
in
te
r
p
r
et
th
e
d
ata
co
llected
q
u
alitativ
e
co
n
te
n
t
an
aly
s
is
(
n
=1
2
)
,
SP
SS
(
n
=0
6
)
,
ANOV
A
(
n
=0
5
)
,
th
em
ati
c
an
aly
s
is
(
n
=0
5
)
,
d
ed
u
ctiv
e
co
n
ten
t
an
aly
s
is
(
n
=0
5
)
,
th
e
o
r
y
b
ased
co
d
i
n
g
(
n
=0
5
)
,
r
u
b
r
ics
(
n
=
0
3
)
,
in
f
er
e
n
tial
an
aly
s
is
(
n
=0
2
)
,
o
n
io
n
m
o
d
el
o
f
r
ef
lectio
n
(
n
=0
1
)
,
in
d
u
ctiv
e
co
n
ten
t
an
al
y
s
is
(
n
=0
1
)
,
n
ar
r
ativ
e
an
aly
s
is
ap
p
r
o
ac
h
es
(
n
=
0
1
)
,
co
n
ten
tm
en
t
an
aly
s
is
(
n
=0
1
)
,
d
o
cu
m
en
t
an
al
y
s
is
(
n
=0
1
)
,
Her
m
en
eu
tics
p
h
en
o
m
e
n
o
lo
g
ical
m
eth
o
d
o
lo
g
y
(
n
=0
1
)
,
an
d
NViv
o
(
n
=
0
1
)
.
A
lin
e
-
u
p
o
f
in
s
tr
u
m
e
n
ts
was
u
s
ed
f
o
r
well
-
o
r
g
a
n
ized
in
ter
p
r
e
tatio
n
o
f
d
ata.
B
ain
B
allan
ty
n
e
Pack
er
an
d
Mill
(
n
=0
3
)
,
C
o
r
b
in
a
n
d
Stra
u
s
s
’
s
(
n
=0
3
)
,
Hattan
an
d
Sm
ith
(
n
=0
2
)
,
L
i
k
er
t
Scale
(
n
=0
2
)
,
T
ag
g
a
r
t
an
d
W
ils
o
n
(
n
=0
1
)
,
L
R
PAT
-
L
er
r
iv
ee
R
ef
lectiv
e
Pra
ctice
A
s
s
e
s
s
m
en
t
T
o
o
l
(
n
=
0
1
)
,
R
ef
lectiv
e
T
h
in
k
in
g
Scale
(
n
=0
1
)
,
Mo
u
s
tak
as
(
n
=
0
1
)
,
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
ts
(
n
=0
1
)
,
th
e
o
r
y
o
f
s
elf
-
d
ir
ec
ted
attitu
d
e
b
y
Min
n
o
t (
n
=0
1
)
,
B
ar
to
p
ic
(
n
=0
1
)
,
a
n
d
C
r
ewe
ll
an
d
Po
th
to
lis
t a
f
e
w.
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
R
eflec
tive
w
r
i
tin
g
s
kills
a
mo
n
g
p
r
e
s
ervice
tea
ch
ers
:
a
s
co
p
in
g
r
ev
iew
(
J
.
A
.
Ma
r
y
K
u
ma
r
i
)
3807
4
.
2
.
I
nte
rv
ent
io
n’s
s
pa
n,
f
re
qu
ency
a
nd
pla
ce
T
h
e
p
er
io
d
o
f
in
ter
v
e
n
tio
n
o
f
th
ese
s
tu
d
ies
is
ap
p
r
o
x
im
atel
y
1
0
wee
k
s
to
4
y
ea
r
s
,
d
o
n
e
in
v
o
lv
in
g
p
r
eser
v
ice
teac
h
er
s
,
o
n
ly
tw
o
ca
s
es
in
v
o
lv
in
g
p
r
eser
v
ice
p
h
y
s
ical
ed
u
c
atio
n
teac
h
e
r
s
an
d
o
n
e
am
o
n
g
p
r
eser
v
ice
teac
h
er
s
o
f
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
.
T
h
e
f
r
eq
u
en
cy
o
f
in
ter
v
en
tio
n
v
a
r
ies
f
r
o
m
d
aily
b
asis
to
wee
k
ly
an
d
y
ea
r
ly
.
T
h
e
p
lace
o
f
in
ter
v
en
tio
n
o
f
th
e
5
0
s
tu
d
ies,
E
u
r
o
p
ea
n
co
u
n
tr
ies
to
p
p
ed
(
n
=2
5
)
(
T
u
r
k
e
y
co
n
s
id
er
ed
a
E
u
r
o
p
ea
n
c
o
u
n
tr
y
)
,
clo
s
ely
f
o
llo
wed
b
y
Asi
an
co
u
n
tr
ies
(
n
=2
0
)
,
No
r
th
Am
e
r
ica
(
n
=0
2
)
,
Af
r
ica
(
n
=0
2
)
,
an
d
Au
s
tr
alia
(
n
=0
1
)
.
4
.
3
.
E
t
hica
l c
o
ns
idera
t
io
n
On
e
o
f
th
e
eti
q
u
ettes
o
f
a
d
ec
en
t
r
esear
ch
is
r
ec
eiv
in
g
th
e
c
o
n
s
en
t
o
f
t
h
e
p
ar
ticip
a
n
ts
in
th
e
r
esear
ch
at
co
n
s
id
er
atio
n
.
Of
th
e
5
0
s
tu
d
ies
tak
en
in
to
co
n
s
id
er
atio
n
,
th
o
s
e
th
at
en
s
u
r
ed
co
n
s
en
t
(
n
=2
3
)
.
No
t
m
en
tio
n
in
g
t
h
e
willin
g
n
ess
o
f
th
e
p
ar
ticip
an
ts
b
y
o
m
is
s
io
n
(
n
=3
8
)
.
Ho
n
o
r
in
g
p
ar
ticip
a
n
ts
’
p
r
ef
er
en
ce
t
o
an
o
n
y
m
ity
a
f
ew
s
tu
d
ies
u
s
ed
p
s
eu
d
o
n
y
m
s
(
n
=6
)
,
n
u
m
b
e
r
s
in
s
tead
o
f
n
a
m
es
(
n
=
2
)
,
ass
ig
n
in
g
co
d
es
(
n
=1
)
,
alp
h
ab
et
(
n
=
0
1
)
,
a
b
b
r
e
v
iatio
n
s
(
n
=0
1
)
,
a
n
d
n
o
n
-
id
e
n
tity
m
e
an
s
(
n
=2
)
.
T
h
e
s
tu
d
ies
th
at
r
ec
eiv
ed
th
e
ap
p
r
o
v
al
o
f
eth
ical
s
tan
d
ar
d
s
(
n
=0
5
)
.
4
.
4
.
Sa
m
pli
ng
Mo
s
t
o
f
th
e
s
tu
d
ies
u
n
d
er
co
n
s
id
er
atio
n
wer
e
in
ter
v
en
tio
n
v
en
tu
r
es
s
o
s
am
p
lin
g
was
m
an
d
ato
r
y
an
d
th
e
r
est
wer
e
o
f
r
ec
o
r
d
ch
ec
k
in
g
ty
p
e
wh
e
r
e
ag
ain
s
am
p
lin
g
was
n
ee
d
ed
.
T
h
e
s
am
p
li
n
g
r
an
g
e
d
f
r
o
m
3
p
ar
ticip
an
ts
to
4
6
7
p
ar
ticip
a
n
ts
.
Sam
p
lin
g
was
id
en
tifie
d
o
n
th
e
b
asis
o
f
p
u
r
p
o
s
iv
e
s
am
p
lin
g
(
n
=0
7
)
,
co
n
v
en
ie
n
ce
s
am
p
lin
g
(
n
=0
3
)
,
r
an
d
o
m
s
am
p
lin
g
(
n
=0
1
)
,
p
u
r
p
o
s
ef
u
l
r
a
n
d
o
m
s
am
p
lin
g
(
n
=0
1
)
,
a
n
o
n
y
m
o
u
s
ly
s
am
p
lin
g
(
n
=
0
1
)
,
m
ax
im
u
m
v
ar
iatio
n
s
am
p
lin
g
(
n
=0
1
)
,
in
te
n
tio
n
al
n
o
n
-
p
r
o
b
a
b
ilit
y
s
am
p
li
n
g
(
n
=0
1
)
,
r
a
n
d
o
m
s
am
p
lin
g
(
n
=
0
1
)
,
a
n
d
clu
s
ter
r
an
d
o
m
tec
h
n
iq
u
e
(
n
=0
1
)
,
w
h
ile
o
th
er
r
e
m
ain
ed
u
n
d
ec
lar
e
d
(
n
=3
3
)
.
4
.
5
.
Dis
cus
s
io
n
T
h
is
s
co
p
in
g
r
ev
iew
p
r
esen
ts
th
e
f
ac
t
th
at
r
ef
lectiv
e
wr
itin
g
is
in
s
is
ted
u
p
o
n
in
all
teac
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
T
h
e
f
r
am
ewo
r
k
u
s
ed
b
y
th
em
d
if
f
er
ac
co
r
d
in
g
t
o
th
eir
th
ea
tr
ical
b
ac
k
g
r
o
u
n
d
.
W
h
atev
er
wr
itin
g
is
d
o
n
e
b
y
th
e
way
o
f
r
ef
lectio
n
is
later
s
h
ar
ed
with
th
e
p
ee
r
s
a
n
d
m
en
to
r
s
.
T
h
e
p
ee
r
s
g
iv
e
th
eir
o
p
in
io
n
wh
e
r
ea
s
th
e
m
en
to
r
s
p
r
o
v
id
e
f
ee
d
b
ac
k
with
s
u
g
g
esti
o
n
s
wh
ich
ar
e
v
er
y
ess
en
tial
to
th
e
s
tu
d
en
t
teac
h
er
s
.
Pre
s
er
v
ice
teac
h
er
s
h
av
e
m
o
r
e
tr
u
s
t in
th
e
f
ee
d
b
ac
k
g
iv
en
b
y
th
e
m
en
to
r
s
,
th
an
th
eir
f
ello
w
class
m
ates
,
f
o
r
p
ee
r
f
ee
d
b
ac
k
co
u
ld
b
e
s
u
b
jectiv
e.
On
e
o
f
th
e
s
tu
d
ies
s
h
o
ws
th
at
m
ain
tai
n
in
g
d
iar
ies
o
n
r
ef
lectio
n
ar
e
v
iewe
d
as
a
m
ajo
r
in
s
tr
u
m
en
t
o
f
s
elf
-
ex
am
in
atio
n
an
d
ca
r
ee
r
e
x
ten
s
io
n
[
3
9
]
.
Mo
r
eo
v
e
r
,
s
tu
d
e
n
t
teac
h
er
s
r
eq
u
ir
e
tr
a
n
s
p
ar
en
t
in
s
tr
u
ctio
n
s
to
m
ak
e
u
s
e
o
f
r
e
lev
an
t
wo
r
d
s
an
d
tactics
in
r
e
f
lectio
n
[
2
7
]
.
Use
o
f
tech
n
o
lo
g
y
h
as
a
p
r
o
f
o
u
n
d
im
p
ac
t
o
n
r
ef
lectin
g
an
d
r
e
f
le
ctiv
e
wr
itin
g
s
k
ills
.
I
t
en
h
a
n
ce
s
th
e
ca
lib
er
o
f
in
tr
o
s
p
ec
tio
n
an
d
h
el
p
s
r
ea
ch
th
e
cr
itical
lev
el
o
f
s
elf
-
ex
am
in
ati
o
n
en
s
u
r
in
g
p
r
o
f
ess
io
n
al
p
r
o
g
r
ess
.
4
.
6
.
I
m
po
r
t
a
nce
o
f
re
f
lect
iv
e
t
ea
ching
by
writ
ing
do
wn r
ef
lect
io
ns
T
h
e
ca
ll
is
n
o
t
t
o
b
e
m
er
e
te
ac
h
er
s
b
u
t
r
ath
er
r
ef
lectiv
e
te
ac
h
er
s
.
Hen
ce
,
t
o
r
esp
o
n
d
e
f
f
ec
tiv
ely
to
p
r
esen
t
an
d
f
u
tu
r
e
u
n
f
av
o
r
ab
le
cir
cu
m
s
tan
ce
s
an
d
r
ea
lize
h
ig
h
s
tan
d
ar
d
s
ch
o
o
lin
g
,
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
r
ef
lectiv
e
p
r
ac
tice
s
h
o
u
ld
b
e
a
tr
an
s
f
o
r
m
in
g
co
m
p
o
n
en
t
[
68
]
R
ef
lectiv
e
p
r
ac
tice
n
ee
d
s
to
tr
an
s
f
er
th
e
f
o
ca
l
p
o
in
t
f
r
o
m
it
as
a
n
ec
ess
itat
ed
d
ev
ice
in
teac
h
er
tr
ain
in
g
cu
r
r
icu
lu
m
to
th
e
au
th
en
ti
c
id
ea
,
in
v
esti
g
ate
th
o
r
o
u
g
h
ly
its
co
n
n
o
tatio
n
an
d
p
r
o
b
ab
ilit
y
to
in
cr
ea
s
e
o
cc
u
p
atio
n
al
en
d
ea
v
o
r
s
in
in
n
u
m
er
ab
le
s
itu
atio
n
s
[
69
]
.
W
r
itin
g
d
elib
er
atio
n
in
th
e
way
to
s
o
lv
e
a
cr
is
i
s
,
m
ay
r
es
u
lt
in
s
u
p
er
io
r
class
r
o
o
m
tr
an
s
ac
tio
n
in
th
e
p
o
s
t
d
ig
ital
ag
e
[7
0
]
.
T
ea
ch
in
g
r
e
f
lectio
n
was
co
m
b
in
e
d
with
p
r
ac
ticin
g
wr
itin
g
s
k
ills
to
e
n
c
o
u
r
ag
e
s
tu
d
en
ts
to
b
etter
o
r
g
an
ize
th
eir
t
h
o
u
g
h
ts
an
d
g
iv
e
m
o
r
e
tim
e
f
o
r
r
e
f
lectio
n
[
54
]
.
T
h
e
d
is
co
v
er
ies
in
th
e
s
tu
d
ies
s
u
g
g
est
th
e
n
ec
ess
ity
to
f
o
r
tify
th
e
ex
p
er
tis
e
in
th
e
ex
er
cise
o
f
s
elf
-
ex
am
in
atio
n
a
n
d
s
cr
ip
tin
g
class
r
o
o
m
tr
an
s
ac
tio
n
alo
n
g
with
p
r
eser
v
ice
teac
h
er
s
’
ca
r
ee
r
en
h
an
ce
m
en
t
[
71
]
.
I
n
tr
o
s
p
ec
tio
n
ca
n
s
u
g
g
est
a
f
o
r
m
at
to
co
m
p
r
eh
en
d
ed
u
ca
tio
n
,
in
s
u
c
h
a
way
th
at
id
ea
s
an
d
th
esis
g
et
em
b
ed
d
ed
in
p
r
ac
tice,
an
d
co
n
tin
u
al
co
n
tem
p
latio
n
a
n
d
d
is
co
v
er
ies
ar
e
p
r
o
m
o
ted
at
th
e
s
am
e
tim
e
[
72
]
.
T
h
e
f
ac
t
th
at
ev
er
y
teac
h
e
r
ed
u
ca
tio
n
s
et
u
p
in
s
is
ts
o
n
r
ef
lectiv
e
wr
itin
g
an
d
th
er
e
b
y
ad
o
p
t th
e
m
eth
o
d
o
f
r
ef
lectiv
e
teac
h
in
g
is
a
p
r
o
o
f
i
n
its
elf
o
f
its
im
p
o
r
tan
ce
.
4
.
7
.
I
m
pli
ca
t
i
o
ns
o
f
t
he
f
ind
ing
s
T
h
e
r
e
v
iew
p
r
esen
ts
t
h
e
s
ce
n
ar
io
o
f
r
e
f
lectiv
e
wr
itin
g
in
te
ac
h
er
e
d
u
ca
tio
n
wo
r
ld
o
v
er
.
I
t
o
b
s
er
v
e
d
th
at
all
teac
h
er
ed
u
ca
tio
n
s
etu
p
s
in
clu
d
e
r
e
f
lectiv
e
wr
itin
g
to
s
tr
en
g
th
e
n
,
r
ec
tify
an
d
en
h
an
ce
class
r
o
o
m
teac
h
in
g
b
y
th
eir
s
tu
d
e
n
t
teac
h
er
s
.
I
t
i
s
b
ee
n
ex
h
ib
ited
th
at
ea
ch
in
s
titu
tio
n
ad
o
p
ts
its
u
n
iq
u
e
f
r
am
ewo
r
k
f
o
r
s
tu
d
en
ts
to
g
o
ab
o
u
t
wr
itin
g
r
ef
lectio
n
s
.
Stu
d
ies
r
ev
ea
l
th
at
wr
itin
g
o
f
r
ef
lectio
n
s
b
y
s
tu
d
e
n
t
teac
h
er
s
is
at
th
e
r
u
d
im
en
tar
y
le
v
el
wh
en
th
e
y
s
tar
t
an
d
p
r
o
g
r
ess
iv
ely
th
e
s
k
ill
s
im
p
r
o
v
e
b
y
s
u
b
s
eq
u
en
t
r
ef
le
ctiv
e
wr
itin
g
.
Mo
s
t
s
tu
d
en
t
teac
h
er
s
d
o
n
o
t
h
it
u
p
o
n
cr
itical
r
ef
lectio
n
,
b
u
t
m
a
n
ag
e
to
g
et
clo
s
e
to
it.
R
ef
lecti
v
e
wr
itin
g
s
ar
e
m
o
r
e
a
d
escr
ip
tiv
e
p
r
esen
tatio
n
r
ath
er
th
an
d
ev
el
o
p
in
g
o
n
e
.
Hen
c
e,
th
e
f
r
u
it
o
f
th
is
lab
o
r
o
f
r
ef
lectiv
e
wr
itin
g
f
o
r
p
r
o
f
ess
io
n
al
en
h
an
ce
m
en
t is q
u
esti
o
n
ed
in
a
f
ew
s
tu
d
ies.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
8
0
1
-
3811
3808
W
ith
th
e
tr
an
s
itio
n
o
f
tim
e,
r
ef
lectiv
e
wr
itin
g
h
as
b
ee
n
d
ig
itized
.
T
h
e
class
r
o
o
m
tr
an
s
ac
t
io
n
o
f
th
e
s
tu
d
en
t
teac
h
er
s
is
its
elf
v
id
eo
r
ec
o
r
d
ed
,
r
e
f
lectio
n
s
ar
e
t
h
en
weig
h
ed
a
n
d
wr
itten
d
o
wn
f
o
r
m
ea
n
in
g
f
u
l
r
ef
lectio
n
s
to
im
p
r
o
v
e
teac
h
i
n
g
s
k
ills
.
T
h
e
in
ter
n
et
is
n
o
w
em
p
lo
y
ed
to
s
h
a
r
e
r
ef
lecti
o
n
s
with
p
ee
r
s
an
d
m
en
to
r
s
an
d
th
e
f
ee
d
b
ac
k
is
g
i
v
en
in
th
e
s
am
e
m
o
d
e.
R
ef
lectiv
e
wr
itin
g
co
u
ld
b
e
u
n
d
er
tak
en
in
th
e
f
o
r
m
o
f
jo
u
r
n
al
wr
itin
g
,
d
ai
r
y
k
ee
p
in
g
o
r
m
ain
tain
e
d
as
a
s
tu
d
en
t
teac
h
er
p
o
r
t
f
o
lio
as
p
er
r
e
q
u
ir
em
e
n
t
an
d
co
n
v
en
ien
ce
.
Am
p
le
s
ca
f
f
o
ld
in
g
i
s
d
o
n
e
b
y
m
e
n
to
r
s
d
u
r
in
g
t
h
e
f
ee
d
b
ac
k
o
n
th
e
r
e
f
lectiv
e
wr
itin
g
s
k
ills
o
f
s
tu
d
en
t
teac
h
er
s
in
th
eir
tr
ain
in
g
p
e
r
io
d
.
Acc
o
r
d
in
g
to
th
e
s
tu
d
ies
,
r
ef
lectiv
e
wr
itin
g
is
an
in
teg
r
al
p
ar
t
d
u
r
i
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
’
p
r
ac
ticu
m
s
.
Pre
s
er
v
ice
teac
h
e
r
weig
h
s
teac
h
in
g
s
tr
en
g
th
s
an
d
wea
k
n
ess
es
as
f
u
tu
r
e
teac
h
er
s
[
73
]
in
p
r
ac
ticin
g
th
eir
r
ef
le
ctiv
e
wr
itin
g
s
k
ills
.
I
n
ad
d
itio
n
,
an
al
y
tic
th
o
u
g
h
t
p
r
o
ce
s
s
,
m
eta
co
n
s
cio
u
s
ab
ilit
y
,
an
d
in
tr
o
s
p
ec
tio
n
b
ec
o
m
e
a
ll
th
e
m
o
r
e
v
ital
in
aid
in
g
[
74
]
tr
ain
ee
s
f
o
s
ter
th
e
m
aster
y
wr
itin
g
o
f
r
ef
lectio
n
s
.
T
h
e
s
tu
d
ies
h
ig
h
ly
r
ec
o
m
m
e
n
d
th
e
in
clu
s
io
n
o
f
r
ef
lectiv
e
jo
u
r
n
al
wr
itin
g
,
in
cl
u
s
iv
e
o
f
its
d
ev
ices a
n
d
p
o
lici
es,
in
th
e
teac
h
er
tr
ai
n
in
g
c
u
r
r
i
cu
lu
m
[
75
]
.
5.
CO
NCLU
SI
O
N
First
an
d
f
o
r
e
m
o
s
t,
with
o
u
t
tak
in
g
tim
e
o
u
t
f
o
r
r
ef
lect
io
n
,
b
ec
o
m
in
g
a
r
e
f
lectiv
e
teac
h
er
is
u
n
th
in
k
a
b
le
an
d
is
u
n
d
er
lin
e
d
in
all
th
e
s
tu
d
ies.
Ma
jo
r
ity
o
f
s
tu
d
ies
s
u
g
g
est
th
at
m
a
in
tain
in
g
r
e
f
lectiv
e
jo
u
r
n
als
an
d
f
ee
d
b
ac
k
r
ec
eiv
e
d
p
lay
a
v
ital
r
o
le
in
teac
h
er
’
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
I
t
is
p
o
in
ted
o
u
t
th
at
f
ee
d
b
ac
k
m
ay
co
m
e
f
o
r
th
f
r
o
m
eith
er
a
p
ee
r
-
o
b
s
er
v
er
o
r
a
m
en
to
r
o
r
ev
e
n
f
r
o
m
r
ec
ip
ien
t
s
tu
d
en
ts
th
em
s
elv
es.
T
h
e
s
tu
d
y
m
a
k
es
u
s
awa
r
e
th
at
m
ain
tain
in
g
jo
u
r
n
als
an
d
f
ee
d
b
ac
k
h
a
v
e
g
o
n
e
d
i
g
ital
an
d
th
ese
m
o
d
es
ar
e
g
ain
in
g
p
o
p
u
lar
ity
.
Gen
u
in
e
n
ess
in
in
tr
o
s
p
ec
tio
n
is
v
ital
f
o
r
a
f
av
o
r
ab
le
o
u
tco
m
e
o
f
r
e
co
r
d
in
g
r
ef
lectio
n
s
.
T
r
u
th
is
ev
ad
ed
m
ain
ly
d
u
e
to
th
e
ass
e
s
s
m
en
t
u
n
d
er
tak
en
o
n
th
e
b
asis
o
f
en
tr
ies
m
ad
e
b
y
tr
ain
ee
s
.
At
tim
e
s
,
r
ef
lectiv
e
jo
u
r
n
al
wr
itin
g
will
n
o
t
ac
co
m
p
lis
h
th
e
ex
p
ec
ted
r
esu
lts
d
u
e
th
e
in
ter
n
al
an
d
ex
ter
n
al
b
ar
r
ier
s
th
at
ex
is
t
with
in
th
e
lear
n
er
.
T
h
er
ef
o
r
e,
it
b
ec
o
m
es
im
p
er
ativ
e
th
at
a
teac
h
er
tr
ain
in
g
co
u
r
s
e
r
ed
u
ce
s
th
ese
b
ar
r
ier
s
as
f
ar
as
p
o
s
s
ib
le
to
m
ax
im
ize
th
e
f
r
u
its
o
f
r
ef
lectiv
e
w
r
itin
g
.
T
h
o
u
g
h
th
e
s
k
e
p
tical
r
em
ar
k
s
,
th
e
s
ig
n
if
ican
c
e
o
f
r
ef
lectiv
e
wr
itin
g
as
an
ef
f
o
r
t
f
o
r
th
e
p
r
o
f
ess
io
n
al
g
r
o
wt
h
o
f
tr
ain
ee
s
is
u
n
d
en
iab
le.
Hen
ce
,
ed
u
ca
tio
n
f
o
r
teac
h
er
s
s
h
o
u
ld
in
teg
r
ate
r
ef
l
ec
tiv
e
wr
itin
g
e
v
er
y
tim
e
th
e
p
r
eser
v
ice
teac
h
er
s
ar
e
en
g
ag
ed
in
class
r
o
o
m
tr
an
s
ac
tio
n
s
f
o
r
en
h
a
n
cin
g
t
h
e
q
u
ality
o
f
th
e
p
r
ac
ticu
m
s
.
A
ju
d
icio
u
s
an
d
u
n
b
iased
ass
es
s
m
en
t
o
f
th
e
r
ef
lectiv
e
wr
itin
g
s
h
o
u
l
d
b
e
m
ad
e
b
y
teac
h
er
e
d
u
ca
to
r
s
an
d
e
n
co
u
r
ag
in
g
f
ee
d
b
ac
k
b
e
g
iv
en
to
s
tu
d
en
t
teac
h
er
s
.
As
jo
u
r
n
al
wr
itin
g
is
th
e
m
o
s
t
p
o
p
u
lar
m
ea
n
s
o
f
r
ef
lectin
g
,
teac
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
b
ased
o
n
th
e
co
m
f
o
r
t
ab
ilit
y
o
f
th
eir
t
ea
ch
er
tr
ain
ee
s
h
a
v
e
to
a
d
o
p
t
th
e
b
est
s
u
ited
f
r
am
ewo
r
k
f
o
r
co
m
p
r
eh
e
n
s
iv
e
jo
u
r
n
al
wr
itin
g
.
Kee
p
in
g
jo
u
r
n
al
wr
itin
g
f
r
am
ewo
r
k
s
im
p
le
an
d
s
tu
d
en
t
f
r
ien
d
ly
m
a
k
es
th
e
p
r
eser
v
ice
teac
h
er
s
d
o
an
h
o
n
est
jo
b
o
f
it.
C
o
n
s
eq
u
en
tly
,
th
e
p
r
o
s
p
ec
t
iv
e
teac
h
er
s
r
ea
p
th
e
f
u
ll
b
en
ef
it
o
f
m
ain
tain
in
g
jo
u
r
n
als
an
d
g
r
ad
u
ally
t
r
ea
d
th
e
p
at
h
o
f
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t.
An
em
p
ir
ical
v
alid
ati
o
n
o
f
th
e
r
ef
lectiv
e
wr
itin
g
s
k
ills
am
o
n
g
p
r
eser
v
ic
e
teac
h
er
s
ca
n
b
e
d
elv
ed
u
p
o
n
as f
u
r
th
er
s
tu
d
y
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
th
at
n
o
f
u
n
d
i
n
g
was in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
J
.
A
.
Ma
r
y
Ku
m
ar
i
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
G.
S.
Pra
k
ash
a
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
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g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
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d
a
t
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Fo
:
Fo
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a
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a
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y
s
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s
I
:
I
n
v
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s
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R
:
R
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so
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D
:
D
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C
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O
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W
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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N:
2252
-
8
8
2
2
R
eflec
tive
w
r
i
tin
g
s
kills
a
mo
n
g
p
r
e
s
ervice
tea
ch
ers
:
a
s
co
p
in
g
r
ev
iew
(
J
.
A
.
Ma
r
y
K
u
ma
r
i
)
3809
DATA AV
AI
L
AB
I
L
I
T
Y
Data
av
ailab
ilit
y
is
n
o
t a
p
p
lica
b
le
to
th
is
p
ap
er
as n
o
n
ew
d
at
a
was c
r
ea
ted
o
r
an
al
y
ze
d
in
t
h
is
s
tu
d
y
.
RE
F
E
R
E
NC
E
S
[
1
]
G
.
S
h
a
n
m
u
g
a
v
e
l
u
,
B
.
P
a
r
a
s
u
r
a
ma
n
,
R
.
A
r
o
k
i
a
s
a
my
,
B
.
K
a
n
n
a
n
,
a
n
d
M
.
V
a
d
i
v
e
l
u
,
“
T
h
e
r
o
l
e
o
f
t
e
a
c
h
e
r
s
i
n
r
e
f
l
e
c
t
i
v
e
t
e
a
c
h
i
n
g
i
n
t
h
e
c
l
a
ssr
o
o
m,”
S
h
a
n
l
a
x
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
8
,
n
o
.
3
,
p
p
.
3
0
–
3
3
,
2
0
2
0
,
d
o
i
:
1
0
.
3
4
2
9
3
/
e
d
u
c
a
t
i
o
n
.
v
8
i
3
.
2
4
3
9
.
[
2
]
T.
M
.
P
h
i
l
l
i
p
s,
A
.
S
a
l
e
h
,
a
n
d
G
.
O
z
o
g
u
l
,
“
A
n
A
I
t
o
o
l
k
i
t
t
o
su
p
p
o
r
t
t
e
a
c
h
e
r
r
e
f
l
e
c
t
i
o
n
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
A
rt
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
3
,
n
o
.
3
,
p
p
.
6
3
5
–
6
5
8
,
S
e
p
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
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7
/
s
4
0
5
9
3
-
0
2
2
-
0
0
2
9
5
-
1.
[
3
]
F
.
H.
S.
A
b
o
l
g
h
a
s
e
m,
J
.
O
t
h
m
a
n
,
a
n
d
S
.
S
.
A.
S
h
a
h
,
“
En
h
a
n
c
e
d
l
e
a
r
n
i
n
g
:
t
h
e
h
i
d
d
e
n
a
r
t
o
f
r
e
f
l
e
c
t
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v
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o
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r
n
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l
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n
g
a
m
o
n
g
M
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y
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a
n
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-
r
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i
s
t
e
r
e
d
s
t
u
d
e
n
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n
u
r
ses,
”
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o
u
rn
a
l
o
f
N
u
s
a
n
t
a
ra
S
t
u
d
i
e
s
(
J
O
N
U
S
)
,
v
o
l
.
5
,
n
o
.
1
,
p
p
.
5
4
–
7
9
,
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a
n
.
2
0
2
0
,
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o
i
:
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.
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4
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0
0
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j
o
n
u
s.
v
o
l
5
i
ss
1
p
p
5
4
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7
9
.
[
4
]
C
.
V
.
M
a
d
i
n
a
n
d
S
.
S
w
a
n
t
o
,
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A
n
i
n
q
u
i
r
y
a
p
p
r
o
a
c
h
t
o
f
a
c
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t
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t
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f
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c
t
i
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n
i
n
a
c
t
i
o
n
r
e
se
a
r
c
h
f
o
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[
3
1
]
F
.
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[
3
2
]
K
.
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n
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.
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.
[
3
3
]
B
.
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S
.
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,
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.
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.
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o
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[
3
4
]
M
.
Y
.
O
k
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E.
F
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.
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[
3
5
]
S
.
M
.
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[
3
6
]
C
.
R
.
H
o
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[
3
7
]
Í
.
S
.
P
.
P
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a
,
T.
R
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.
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h
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[
3
8
]
E.
A
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mi
,
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.
K
u
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s
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st
o
,
K
.
Ti
r
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i
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H
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mi
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r
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[
3
9
]
F
.
S
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h
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n
,
M
.
S
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,
a
n
d
C
.
D
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[
4
0
]
A
.
To
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m,
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H
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su
,
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n
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.
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n
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[
4
1
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.
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.
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.
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,
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-
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[
4
2
]
B
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T
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Y
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[
4
3
]
S
.
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.
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