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I
J
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Vo
l.
14
,
No
.
5
,
Octo
b
er
20
25
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p
p
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3
9
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4
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Exploring
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p
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hilippine
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tut
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Th
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q
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tati
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p
h
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ti
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c
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Ca
ra
g
a
S
tate
Un
i
v
e
rsity
Ca
b
a
d
b
a
ra
n
Ca
m
p
u
s
(CS
UCC).
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e
re
se
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rc
h
e
x
p
lo
re
s
t
h
e
ir
l
iv
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d
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s
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ifi
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h
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y
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m
p
lo
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in
th
e
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tea
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h
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g
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o
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Da
ta
wa
s
c
o
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ted
th
ro
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h
in
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d
e
p
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s
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a
p
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m
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p
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n
ti
n
g
v
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ri
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u
s
d
isc
ip
li
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s
a
t
CS
UCC.
Th
e
sa
m
p
le
siz
e
o
f
10
p
a
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c
ip
a
n
ts
wa
s
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m
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b
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th
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p
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d
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ta
sa
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ra
ti
o
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,
e
n
su
rin
g
th
e
c
o
l
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ti
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o
f
rich
a
n
d
re
c
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rrin
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d
a
ta
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if
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t
th
e
m
e
s.
S
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v
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k
e
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m
e
rg
e
d
th
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a
ti
c
a
n
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ly
sis
o
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tra
n
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rib
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d
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terv
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s
a
n
d
f
o
c
u
s
g
ro
u
p
d
i
sc
u
ss
io
n
s.
Th
e
se
in
c
lu
d
e
d
se
lf
-
p
e
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e
iv
e
d
te
a
c
h
in
g
e
ffica
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y
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d
iffi
c
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lt
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e
n
c
o
u
n
tere
d
i
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tes
t
c
o
n
stru
c
ti
o
n
a
n
d
sy
ll
a
b
u
s
d
e
sig
n
,
c
h
a
ll
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n
g
e
s
re
late
d
t
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n
t
e
n
g
a
g
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m
e
n
t,
a
n
d
th
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u
t
il
iza
ti
o
n
o
f
a
v
a
il
a
b
le
re
so
u
rc
e
s
a
n
d
su
p
p
o
rt
sy
ste
m
s.
Th
e
fin
d
in
g
s
o
f
t
h
is
stu
d
y
p
ro
v
id
e
v
a
lu
a
b
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p
ra
c
ti
c
a
l
imp
li
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a
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h
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d
u
c
a
ti
o
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i
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stit
u
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s
(HEIs)
.
Th
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y
su
g
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e
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t
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n
e
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ss
it
y
o
f
imp
l
e
m
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ti
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g
targ
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ted
trai
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g
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ra
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o
ff
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v
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a
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d
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lo
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t
o
p
p
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n
it
ies
,
a
n
d
e
sta
b
li
sh
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n
g
d
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d
ica
ted
re
so
u
rc
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to
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u
p
p
o
rt
n
o
n
-
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d
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c
a
ti
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fa
c
u
lt
y
b
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e
r.
Ul
ti
m
a
tely
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th
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s
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in
terv
e
n
ti
o
n
s
a
im
to
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h
a
n
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tea
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in
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q
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t
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imp
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v
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c
u
lt
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sa
ti
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ti
o
n
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a
n
d
f
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r
a
m
o
re
su
p
p
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rti
v
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tea
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in
g
a
n
d
lea
rn
i
n
g
e
n
v
ir
o
n
m
e
n
t
.
K
ey
w
o
r
d
s
:
E
x
p
lo
r
in
g
teac
h
in
g
ex
p
e
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ien
ce
s
Hig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
L
iv
ed
teac
h
in
g
ex
p
e
r
ien
ce
s
No
n
-
ed
u
ca
tio
n
f
ac
u
lty
Un
iv
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s
ity
teac
h
in
g
c
h
allen
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e
s
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
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nd
ing
A
uth
o
r
:
J
u
lan
ie
M.
L
im
en
Facu
lty
o
f
T
ea
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e
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E
d
u
ca
tio
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,
C
o
lleg
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I
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T
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o
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T
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E
d
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ca
tio
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C
ar
ag
a
State
Un
iv
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s
ity
C
ab
ad
b
ar
an
C
am
p
u
s
T
.
C
u
r
ato
Stre
et,
C
ab
ad
b
ar
a
n
C
ity
,
Ag
u
s
an
d
el
No
r
te,
Ph
ilip
p
in
es
E
m
ail:
jm
lim
en
@
csu
cc
.
ed
u
.
p
h
1.
I
NT
RO
D
UCT
I
O
N
E
n
ter
in
g
th
e
f
ield
o
f
ed
u
ca
ti
o
n
with
u
n
r
ea
lis
tic
ex
p
ec
tatio
n
s
ab
o
u
t
teac
h
in
g
ca
n
lead
to
n
eg
ativ
e
ex
p
er
ien
ce
s
f
o
r
n
ew
ed
u
ca
to
r
s
.
Facu
lty
m
em
b
er
s
p
lay
a
s
ig
n
if
ican
t
r
o
le
in
d
eter
m
in
in
g
th
e
s
u
cc
ess
o
f
s
tu
d
en
ts
’
lear
n
in
g
o
u
tc
o
m
es
[
1
]
.
On
e
ex
is
tin
g
is
s
u
e,
esp
ec
ially
in
h
ig
h
er
ed
u
ca
tio
n
,
is
“
out
-
of
-
f
ield
”
teac
h
i
n
g
,
wh
er
e
f
ac
u
lty
m
em
b
e
r
s
teac
h
s
u
b
jects
o
u
ts
id
e
th
eir
m
aj
o
r
f
ield
o
f
s
p
ec
ializatio
n
,
p
o
ten
tially
af
f
ec
tin
g
in
s
tr
u
ctio
n
al
q
u
ality
an
d
lear
n
er
en
g
ag
em
e
n
t.
Pro
d
u
ci
n
g
q
u
ality
f
ac
u
lty
m
em
b
er
s
r
eq
u
ir
es
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
teac
h
in
g
th
e
y
ca
n
d
eliv
er
[
2
]
.
E
d
u
ca
to
r
s
,
at
all
lev
els,
ar
e
v
ital
in
s
h
ap
in
g
lear
n
er
s
’
ac
ad
em
ic
an
d
p
er
s
o
n
al
g
r
o
wth
b
y
p
r
o
m
o
tin
g
k
n
o
wled
g
e
,
in
s
till
in
g
p
o
s
itiv
e
attitu
d
es,
an
d
r
e
v
ea
lin
g
th
eir
u
n
iq
u
e
p
o
ten
tial.
T
h
e
wid
esp
r
ea
d
o
f
n
o
n
-
ed
u
c
atio
n
f
ac
u
lty
in
e
d
u
ca
tio
n
al
s
ettin
g
s
h
as
r
ap
id
ly
in
cr
ea
s
ed
,
b
r
in
g
in
g
d
iv
er
s
e
s
k
ills
,
an
d
ex
p
er
tis
e.
Ho
wev
er
,
a
m
ajo
r
is
s
u
e
in
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
is
th
e
n
ee
d
f
o
r
m
o
r
e
p
ed
ag
o
g
ical
tr
ain
in
g
f
o
r
th
ese
f
ac
u
lty
.
Sev
er
al
s
tu
d
ies
in
d
ic
ated
th
at
th
er
e
ar
e
a
n
u
m
b
er
o
f
f
ac
u
lty
teac
h
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
9
3
5
-
3945
3936
o
u
ts
id
e
th
eir
f
ield
o
f
s
p
ec
ializ
atio
n
,
ev
en
th
o
u
g
h
th
ey
h
o
ld
th
e
ess
en
tial
q
u
alif
icatio
n
s
[
3
]
.
T
h
is
s
itu
atio
n
is
p
ar
ticu
lar
ly
p
r
ev
ale
n
t
in
th
e
Ph
ilip
p
in
es,
esp
ec
ially
in
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
(
H
E
I
s
)
.
T
h
e
r
e
ar
e
also
in
s
tan
ce
s
wh
er
e
f
ac
u
lty
teac
h
in
th
eir
m
aj
o
r
f
ield
b
u
t
with
o
u
t
f
o
r
m
al
p
ed
ag
o
g
ical
tr
ain
i
n
g
,
an
d
s
o
m
e
a
r
e
n
e
w
to
th
e
teac
h
i
n
g
p
r
o
f
ess
io
n
.
Giv
en
th
e
s
ig
n
if
ican
t
r
o
le
o
f
f
ac
u
lty
m
em
b
e
r
s
in
s
tu
d
e
n
ts
’
ac
a
d
em
ic
jo
u
r
n
ey
s
,
it
is
v
ital th
at
n
ewly
r
ec
r
u
ited
f
ac
u
l
ty
ap
p
ly
t
h
e
ap
p
r
o
p
r
iate
teac
h
in
g
p
r
ac
tices to
m
ee
t le
a
r
n
er
s
’
n
ee
d
s
[
4
]
.
No
n
-
ed
u
ca
tio
n
f
ac
u
lty
o
f
ten
e
n
co
u
n
ter
a
cr
u
cial
tr
an
s
itio
n
f
r
o
m
th
eir
o
r
ig
in
al
p
r
o
f
ess
io
n
to
teac
h
in
g
.
T
h
is
tr
an
s
itio
n
p
r
o
v
id
es
ch
a
llen
g
es,
h
ig
h
lig
h
tin
g
th
e
n
e
ed
f
o
r
ap
p
r
o
p
r
iate
s
u
p
p
o
r
t
p
r
o
g
r
a
m
s
.
Gain
in
g
p
ed
ag
o
g
ical
k
n
o
wled
g
e
an
d
s
k
ills
is
cr
itical
f
o
r
th
ese
ed
u
ca
to
r
s
.
Pre
v
io
u
s
s
tu
d
ies
u
n
d
er
s
co
r
e
th
e
v
alu
e
o
f
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
p
r
o
g
r
am
s
in
im
p
r
o
v
in
g
teac
h
i
n
g
ab
ilit
ies
am
o
n
g
t
h
o
s
e
w
ith
n
o
n
-
tr
ad
itio
n
al
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
s
[
5
]
.
E
f
f
ec
tiv
e
teac
h
in
g
m
eth
o
d
s
d
ep
en
d
o
n
th
e
f
ac
u
lty
’
s
d
i
s
cr
etio
n
in
s
ettin
g
o
b
jectiv
es,
d
ev
elo
p
in
g
less
o
n
s
,
s
elec
tin
g
m
ater
ials
,
an
d
im
p
l
em
en
tin
g
ass
ess
m
en
t stra
teg
ies.
Pre
v
io
u
s
s
tu
d
y
b
y
Av
en
d
añ
o
et
a
l
.
[
6
]
r
ep
o
r
ted
th
e
p
o
s
itiv
e
ef
f
ec
t
o
f
p
ed
a
g
o
g
ical
tr
ain
i
n
g
o
n
o
th
er
p
r
o
f
ess
io
n
als
tr
an
s
itio
n
in
g
to
teac
h
in
g
,
im
p
r
o
v
in
g
th
eir
tea
ch
in
g
co
m
p
eten
cies
th
r
o
u
g
h
s
p
ec
ialized
tr
ain
in
g
f
o
cu
s
ed
o
n
p
e
d
ag
o
g
ical
k
n
o
wled
g
e,
p
r
ac
tice,
a
n
d
th
e
im
p
r
o
v
em
e
n
t
o
f
p
ed
a
g
o
g
ical
s
k
ills
.
Facu
lty
with
o
u
t
f
o
r
m
al
e
d
u
ca
tio
n
b
ac
k
g
r
o
u
n
d
s
o
f
ten
ex
p
er
ien
ce
m
o
r
e
s
ig
n
if
ican
t
ch
allen
g
es
in
th
eir
tea
ch
in
g
ca
r
ee
r
s
th
an
th
o
s
e
with
ed
u
ca
tio
n
d
e
g
r
ee
s
[
7
]
.
W
h
ile
th
ey
a
r
e
b
r
in
g
in
g
im
p
o
r
tan
t
jo
b
-
r
elate
d
s
k
ills
lik
e
in
ter
p
e
r
s
o
n
al
ab
ilit
ies
an
d
co
m
m
u
n
icatio
n
,
th
ey
m
ay
lac
k
p
ed
a
g
o
g
ical
s
k
ills
an
d
in
s
tr
u
ctio
n
al
lead
er
s
h
i
p
.
I
t
is
ess
en
tial
to
cr
ea
te
a
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
wh
e
r
e
th
ese
f
ac
u
lty
m
em
b
er
s
ca
n
d
em
o
n
s
tr
ate
th
eir
im
p
ac
t
to
m
o
tiv
ate
lear
n
er
s
.
An
ed
u
ca
to
r
’
s
m
ain
r
esp
o
n
s
ib
ilit
y
is
to
estab
lis
h
m
ea
n
in
g
f
u
l
lear
n
in
g
en
v
ir
o
n
m
en
ts
th
at
e
n
co
u
r
a
g
e
lear
n
er
s
to
ac
h
iev
e
th
eir
f
u
ll
p
o
ten
tial
[
8
]
,
em
p
o
wer
in
g
t
h
e
m
to
b
ec
o
m
e
s
elf
-
m
o
tiv
ated
,
l
if
elo
n
g
lear
n
e
r
s
[
9
]
.
Ho
wev
er
,
n
o
n
-
e
d
u
ca
tio
n
f
ac
u
lty
ex
p
e
r
ien
ce
d
if
f
er
en
t
ch
allen
g
es,
f
r
o
m
less
o
n
p
lan
n
i
n
g
an
d
m
a
n
ag
in
g
class
r
o
o
m
s
to
ass
ess
in
g
lear
n
er
p
r
o
g
r
ess
[
1
0
]
.
T
h
ese
ch
all
en
g
es
u
n
d
er
s
co
r
e
th
e
d
em
an
d
to
b
ala
n
ce
c
o
n
ten
t
k
n
o
wled
g
e
with
p
e
d
ag
o
g
ical
s
k
ills
,
p
ar
ticu
lar
ly
in
h
ig
h
e
r
ed
u
ca
tio
n
,
wh
er
e
e
f
f
ec
tiv
e
teac
h
in
g
d
ir
ec
tly
af
f
ec
ts
lear
n
er
s
u
cc
ess
.
T
h
e
f
ast
a
d
v
an
ce
m
en
t
o
f
tec
h
n
o
lo
g
y
an
d
th
e
s
h
if
t
to
war
d
f
lex
ib
le
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
f
u
r
th
er
r
eq
u
ir
e
ad
ap
tab
ilit
y
a
n
d
in
n
o
v
atio
n
f
r
o
m
f
ac
u
lty
m
e
m
b
er
s
.
T
h
e
wid
esp
r
ea
d
p
r
esen
ce
o
f
n
o
n
-
ed
u
ca
tio
n
f
ac
u
lty
in
HE
I
s
is
a
p
r
ev
alen
t
p
h
en
o
m
e
n
o
n
in
th
e
Ph
ilip
p
in
es.
Ma
n
y
f
ac
u
lty
m
e
m
b
er
s
s
p
ec
ialized
in
f
ield
s
o
u
ts
id
e
ed
u
ca
tio
n
with
lim
ited
f
o
r
m
al
tr
ain
in
g
in
teac
h
in
g
ar
e
p
r
esen
tly
em
p
lo
y
ed
in
v
ar
io
u
s
c
o
lleg
es
an
d
u
n
iv
er
s
ities
.
W
h
ile
ex
is
tin
g
lit
er
atu
r
e
u
n
d
er
s
co
r
es
th
e
s
ig
n
if
ican
ce
o
f
p
e
d
ag
o
g
ic
al
tr
ain
in
g
an
d
s
u
p
p
o
r
t,
th
er
e
is
a
lack
o
f
s
tu
d
y
s
p
ec
if
icall
y
in
v
esti
g
atin
g
th
e
liv
ed
ex
p
er
ie
n
ce
s
o
f
n
o
n
-
e
d
u
c
atio
n
f
ac
u
lty
in
th
e
Ph
ilip
p
in
es
.
T
h
is
s
tu
d
y
f
ills
th
is
cr
itical
g
a
p
b
y
ex
p
l
o
r
in
g
th
e
s
o
cial
m
ea
n
in
g
s
,
ch
allen
g
es,
an
d
ad
a
p
tiv
e
s
tr
ateg
ies
u
tili
ze
d
b
y
n
o
n
-
ed
u
ca
tio
n
f
ac
u
lty
teac
h
in
g
in
HE
I
s
th
r
o
u
g
h
th
e
len
s
o
f
C
ar
ag
a
State
Un
i
v
er
s
ity
C
ab
ad
b
ar
a
n
C
am
p
u
s
(
C
SUC
C
)
.
T
h
e
n
o
v
elty
o
f
th
is
s
tu
d
y
lies
in
it
s
ex
ten
s
iv
e
ex
p
lo
r
atio
n
o
f
t
h
e
liv
ed
teac
h
in
g
ex
p
er
ien
ce
s
o
f
n
o
n
-
ed
u
ca
tio
n
f
ac
u
lty
in
Ph
ilip
p
i
n
e
HE
I
s
,
p
ar
ticu
lar
ly
at
C
SUC
C
.
Un
lik
e
p
ast
s
tu
d
ies
th
at
g
en
er
ally
lo
o
k
in
to
f
ac
u
lty
d
e
v
elo
p
m
en
t
o
r
p
ed
a
g
o
g
ical
ch
a
llen
g
es
in
wid
er
co
n
tex
ts
,
th
is
s
tu
d
y
o
f
f
er
s
a
m
o
r
e
f
o
cu
s
ed
p
h
e
n
o
m
en
o
lo
g
ical
in
q
u
ir
y
in
to
h
o
w
n
o
n
-
ed
u
ca
tio
n
f
ac
u
lty
h
an
d
les
th
e
co
m
p
lex
ities
o
f
teac
h
in
g
with
o
u
t
f
o
r
m
al
p
ed
a
g
o
g
ical
tr
ain
in
g
.
B
y
r
ec
o
g
n
izin
g
cr
itical
th
em
es
s
u
ch
as
s
elf
-
p
er
ce
iv
ed
teac
h
in
g
ef
f
icac
y
,
test
co
n
s
tr
u
ctio
n
an
d
s
y
llab
u
s
d
esig
n
d
if
f
icu
lties
,
lear
n
e
r
en
g
ag
em
e
n
t
ch
allen
g
es,
a
n
d
r
eso
u
r
ce
allo
ca
tio
n
lim
itatio
n
s
,
th
e
s
tu
d
y
p
r
o
v
id
es
a
r
ef
in
ed
u
n
d
er
s
tan
d
in
g
o
f
th
e
ad
ap
tiv
e
s
tr
ateg
ies
u
s
e
d
b
y
th
ese
f
ac
u
lty
m
em
b
er
s
.
A
v
e
r
y
im
p
o
r
tan
t
c
o
n
tr
ib
u
tio
n
o
f
th
is
s
tu
d
y
is
its
ap
p
licatio
n
o
f
s
itu
ated
lear
n
in
g
th
eo
r
y
to
d
escr
ib
e
h
o
w
n
o
n
-
ed
u
ca
tio
n
f
ac
u
lty
i
m
p
r
o
v
e
d
teac
h
in
g
co
m
p
ete
n
c
ies
th
r
o
u
g
h
ac
tu
al
p
r
ac
tice,
p
ee
r
m
en
to
r
s
h
ip
a
n
d
co
llab
o
r
atio
n
,
an
d
i
n
s
titu
tio
n
al
s
u
p
p
o
r
t in
s
tead
o
f
tr
a
d
itio
n
al
p
ed
ag
o
g
ical
tr
ain
in
g
.
I
n
a
d
d
itio
n
,
it
u
n
d
er
s
co
r
es
th
e
u
n
u
s
u
al
s
tr
u
g
g
les
f
ac
ed
in
d
i
s
cip
lin
e
-
s
p
ec
if
ic
teac
h
in
g
,
s
tr
e
n
g
th
en
in
g
th
e
n
ee
d
f
o
r
s
p
ec
if
ic
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
e
n
t
p
r
o
g
r
am
s
.
T
h
e
s
tu
d
y
’
s
f
i
n
d
in
g
s
h
av
e
s
ig
n
if
ican
t
im
p
licatio
n
s
f
o
r
HE
I
s
,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
s
tr
u
ctu
r
ed
m
en
t
o
r
s
h
ip
p
r
o
g
r
am
s
,
s
u
p
p
o
r
t
s
y
s
tem
s
,
an
d
r
eso
u
r
ce
allo
ca
tio
n
to
ad
d
r
ess
p
e
d
ag
o
g
ical
p
r
o
b
le
m
s
.
T
h
is
s
tu
d
y
,
th
er
ef
o
r
e,
f
ill
s
a
cr
itical
g
ap
in
th
e
p
r
ev
io
u
s
s
tu
d
ies
b
y
g
iv
in
g
em
p
ir
ical
ev
id
e
n
ce
o
n
th
e
ch
allen
g
es
an
d
co
p
in
g
m
ec
h
a
n
is
m
s
o
f
n
o
n
-
e
d
u
ca
tio
n
f
ac
u
lty
,
o
f
f
er
in
g
r
ea
lis
tic
r
ec
o
m
m
en
d
atio
n
s
to
e
n
h
an
ce
teac
h
in
g
q
u
ality
an
d
f
ac
u
lty
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
s
in
s
im
ilar
in
s
titu
tio
n
al
s
ettin
g
s
.
2.
CO
M
P
RE
H
E
NS
I
V
E
T
H
E
O
RE
T
I
CA
L
B
A
SI
S
T
h
is
s
t
u
d
y
is
ti
ed
wi
th
t
h
e
t
h
e
o
r
y
d
e
v
el
o
p
e
d
b
y
L
a
v
e
a
n
d
W
en
g
e
r
[
1
1
]
,
s
it
u
at
ed
l
ea
r
n
in
g
t
h
e
o
r
y
.
T
h
e
co
n
c
e
p
t
o
f
s
i
tu
ate
d
le
ar
n
i
n
g
th
e
o
r
y
e
x
p
l
ai
n
s
t
h
a
t
u
n
i
n
te
n
t
io
n
al
l
ea
r
n
in
g
c
o
n
s
tr
u
cti
o
n
h
ap
p
e
n
s
wit
h
i
n
th
e
f
r
am
ew
o
r
k
o
f
g
en
u
i
n
e
p
r
a
cti
ce
s
,
s
p
ec
i
f
i
c
e
n
v
ir
o
n
m
e
n
ts
,
a
n
d
c
u
lt
u
r
al
n
o
r
m
s
.
I
n
a
d
d
it
io
n
,
L
av
e
a
n
d
W
e
n
g
e
r
[
1
1
]
clai
m
e
d
t
h
at
l
ea
r
n
in
g
is
e
m
b
ed
d
e
d
w
it
h
i
n
a
n
a
u
t
h
en
tic
a
cti
v
it
y
,
c
o
n
te
x
t
,
a
n
d
c
u
l
tu
r
a
l
b
a
ck
g
r
o
u
n
d
,
o
f
t
en
h
a
p
p
e
n
i
n
g
i
n
c
id
e
n
ta
ll
y
.
Fu
r
t
h
er
m
o
r
e,
b
eg
in
n
er
le
ar
n
er
s
,
als
o
k
n
o
wn
as
n
o
v
ic
es,
s
h
o
u
l
d
en
g
a
g
e
i
n
au
th
e
n
ti
c
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
E
xp
lo
r
in
g
n
o
n
-
ed
u
ca
tio
n
fa
cu
l
ty
’
s
lived
tea
ch
in
g
ex
p
erien
ce
s
in
a
P
h
ilip
p
in
e
h
ig
h
er
…
(
J
u
la
n
ie
M.
Limen
)
3937
s
etti
n
g
s
o
f
d
ai
ly
p
r
a
cti
ce
s
,
a
p
p
l
y
i
n
g
k
n
o
wl
ed
g
e
,
an
d
u
ti
liz
in
g
ar
t
ef
ac
ts
i
n
p
r
o
d
u
cti
v
e
y
e
t
l
o
w
-
r
is
k
m
a
n
n
e
r
s
[
1
2
]
.
T
h
is
t
h
eo
r
y
f
u
r
th
er
e
x
p
l
ai
n
s
t
h
e
i
m
p
o
r
t
an
ce
o
f
d
el
iv
er
in
g
le
a
r
n
i
n
g
ex
p
e
r
i
e
n
ce
s
r
ea
lis
t
ica
ll
y
a
n
d
au
th
en
tic
all
y
.
I
n
ad
d
itio
n
,
s
itu
ated
lear
n
in
g
th
eo
r
y
d
is
cu
s
s
es
th
at
lear
n
in
g
o
cc
u
r
s
b
est
wh
en
it
tak
es
p
l
ac
e
in
th
e
co
n
tex
t
in
w
h
ich
it
is
ap
p
lie
d
.
An
in
d
iv
id
u
al
s
h
o
u
ld
ac
t
in
an
a
p
p
r
en
tice
ca
p
ac
ity
wit
h
in
co
m
m
u
n
ities
o
f
p
r
ac
tice
wh
er
e
lear
n
i
n
g
o
p
p
o
r
t
u
n
ities
ar
is
e
s
itu
atio
n
ally
.
S
itu
ated
lear
n
in
g
t
h
eo
r
y
p
o
s
its
th
at
en
g
ag
em
e
n
t
with
in
d
iv
id
u
als
f
r
o
m
v
ar
ied
o
p
p
o
r
tu
n
ity
p
r
o
f
iles
lead
s
to
o
n
e
’
s
o
p
p
o
r
tu
n
ities
an
d
f
o
s
ter
s
p
er
s
o
n
al,
p
r
o
f
ess
io
n
al,
an
d
in
tellectu
al
d
e
v
elo
p
m
e
n
t.
Mo
r
eo
v
e
r
,
wh
e
n
teac
h
er
s
a
r
e
n
o
v
ices,
th
e
y
ca
n
b
en
e
f
it
f
r
o
m
th
e
ex
p
er
tis
e
o
f
ex
p
er
ien
ce
d
p
r
o
f
ess
io
n
als
wit
h
in
th
e
p
r
ac
tical
en
v
ir
o
n
m
en
t
in
th
e
wo
r
k
in
g
s
p
ac
e.
T
h
er
ef
o
r
e,
ex
p
er
ien
ce
d
teac
h
er
s
ca
n
b
e
a
g
r
ea
t
s
o
u
r
ce
o
f
s
tr
en
g
th
f
o
r
s
h
a
r
in
g
b
en
ef
icial
an
d
co
n
s
tr
u
ctiv
e
s
u
g
g
esti
o
n
s
th
at
h
elp
d
ev
elo
p
s
elf
-
e
f
f
icac
y
an
d
s
elf
-
co
n
f
id
en
ce
am
o
n
g
n
o
v
ice
teac
h
er
s
in
th
eir
teac
h
in
g
p
r
ac
tices
[
1
3
]
.
Fu
r
th
er
m
o
r
e
,
it
is
ex
p
lain
ed
t
h
at
b
eg
in
n
i
n
g
p
r
o
f
ess
io
n
als
d
o
n
o
t
o
n
ly
ac
cu
m
u
late
p
r
o
f
ess
io
n
al
s
k
ills
b
y
co
llectin
g
f
ac
ts
.
Ho
we
v
er
,
it
is
f
ac
ilit
ated
th
r
o
u
g
h
co
m
m
u
n
ity
s
o
cial
i
n
ter
ac
tio
n
t
h
r
o
u
g
h
co
llab
o
r
ativ
e
ac
tiv
ities
with
p
r
o
f
ess
io
n
als.
S
o
cial
in
ter
ac
tio
n
an
d
co
llab
o
r
a
tio
n
with
in
a
co
m
m
u
n
ity
ar
e
c
r
u
cial
f
o
r
lear
n
in
g
.
W
o
r
k
in
g
with
an
d
lear
n
in
g
f
r
o
m
ex
p
er
ien
ce
d
p
r
o
f
ess
io
n
als is
cr
itical
to
g
r
o
wth
.
T
h
e
s
itu
ated
lear
n
i
n
g
t
h
eo
r
y
i
n
Fig
u
r
e
1
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
s
o
cial
i
n
ter
ac
tio
n
an
d
co
n
tex
t
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
illu
s
tr
atio
n
s
h
o
ws
h
o
w
lear
n
in
g
o
cc
u
r
s
th
r
o
u
g
h
in
ter
ac
ti
o
n
.
N
o
v
ices
o
n
th
e
p
er
ip
h
er
y
o
f
th
e
co
m
m
u
n
ity
o
f
p
r
ac
tice
lear
n
b
y
o
b
s
er
v
in
g
an
d
in
ter
ac
tin
g
with
ex
p
e
r
t
s
in
th
e
ce
n
ter
.
As
n
o
v
ices
b
ec
o
m
e
m
o
r
e
p
r
o
f
icien
t,
th
ey
m
o
v
e
clo
s
er
to
t
h
e
co
m
m
u
n
ity
’
s
ce
n
ter
an
d
e
v
en
tu
a
lly
b
ec
o
m
e
ex
p
er
ts
.
L
av
e
an
d
W
en
g
e
r
[
1
1
]
ass
er
ted
th
at
lear
n
in
g
is
n
o
t
s
im
p
l
y
ac
q
u
ir
in
g
k
n
o
wled
g
e
b
u
t
r
ath
er
a
p
r
o
ce
s
s
o
f
b
ec
o
m
in
g
a
p
ar
t
o
f
a
co
m
m
u
n
ity
o
f
p
r
a
ctice
.
T
h
r
o
u
g
h
co
n
s
t
an
t
in
v
o
lv
em
en
t
in
ac
tiv
ities
,
t
h
e
u
s
e
o
f
ar
tef
ac
ts
,
th
e
d
ev
elo
p
m
e
n
t
o
f
id
en
titi
es,
an
d
th
e
f
o
r
m
atio
n
o
f
r
elatio
n
s
h
ip
s
with
in
a
co
m
m
u
n
ity
o
f
p
r
ac
tice,
b
eg
in
n
e
r
s
lear
n
th
e
k
n
o
wled
g
e,
s
k
ills
,
an
d
v
alu
es
n
ec
ess
ar
y
to
b
ec
o
m
e
ex
p
e
r
ts
.
Mo
r
eo
v
e
r
,
L
av
e
an
d
W
en
g
er
[
1
1
]
ex
p
lain
ed
th
at
t
h
e
co
m
m
u
n
ity
o
f
p
r
ac
tice
m
o
d
el
is
im
p
o
r
ta
n
t
in
u
n
d
er
s
tan
d
in
g
h
o
w
lea
r
n
in
g
h
ap
p
en
s
in
th
e
r
ea
l w
o
r
ld
.
I
t c
a
n
b
e
a
p
p
lied
to
d
if
f
er
en
t settin
g
s
,
s
u
ch
as wo
r
k
p
lace
s
,
s
ch
o
o
ls
,
an
d
o
n
lin
e
c
o
m
m
u
n
ities
.
Fig
u
r
e
1
.
L
a
v
e
an
d
W
en
g
er
[
1
1
]
s
itu
ated
th
e
lear
n
i
n
g
th
e
o
r
y
m
o
d
el
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
u
s
ed
a
q
u
alitativ
e,
p
h
en
o
m
en
o
lo
g
ical
ap
p
r
o
ac
h
,
wh
ich
g
ath
er
s
d
ata
t
h
r
o
u
g
h
i
n
ter
v
iews
an
d
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
.
T
h
is
r
esear
ch
ap
p
r
o
ac
h
f
o
cu
s
es
o
n
u
n
d
er
s
tan
d
i
n
g
n
o
n
-
ed
u
ca
tio
n
f
ac
u
lty
liv
ed
ex
p
er
ien
ce
s
an
d
th
e
in
tr
i
n
s
ic
n
atu
r
e
o
f
th
ese
ex
p
er
ie
n
ce
s
.
T
h
e
p
h
en
o
m
en
o
lo
g
ical
ap
p
r
o
ac
h
ex
p
lo
r
es
h
o
w
in
d
iv
id
u
als
p
er
ce
i
v
e
an
d
u
n
d
e
r
s
tan
d
th
eir
wo
r
ld
[1
4
]
.
Un
lik
e
o
th
er
a
p
p
r
o
ac
h
es
aim
in
g
to
u
n
co
v
e
r
o
b
jectiv
e
tr
u
th
s
,
p
h
en
o
m
e
n
o
lo
g
y
a
p
p
r
e
ciate
s
th
e
s
u
b
jectiv
e,
p
er
s
o
n
a
l
m
ea
n
in
g
an
in
d
i
v
id
u
al
attac
h
es
to
e
x
p
er
ien
ce
s
,
u
n
d
er
s
co
r
i
n
g
th
e
ess
en
tial p
ar
t
o
r
co
r
e
n
atu
r
e
o
f
a
s
h
ar
ed
p
h
e
n
o
m
en
o
n
,
s
u
ch
as g
r
ief
,
lear
n
i
n
g
,
o
r
ex
p
e
r
ien
ce
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
9
3
5
-
3945
3938
3
.
2
.
Da
t
a
co
llect
io
n
a
nd
a
na
ly
s
is
Fo
r
d
ata
co
llectio
n
,
th
e
r
esear
ch
er
s
u
tili
ze
d
in
-
d
ep
th
in
ter
v
iews
an
d
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
em
p
lo
y
in
g
a
s
em
i
-
s
tr
u
ctu
r
e
d
in
ter
v
iew
q
u
esti
o
n
n
air
e
wit
h
o
p
e
n
-
en
d
e
d
q
u
esti
o
n
s
.
T
h
i
s
wo
u
ld
allo
w
th
e
p
ar
ticip
an
ts
to
d
escr
ib
e
th
eir
teac
h
in
g
ex
p
e
r
ien
ce
s
in
th
eir
o
wn
wo
r
d
s
.
T
h
e
q
u
esti
o
n
n
air
e
was
v
alid
ated
b
y
r
esear
ch
ex
p
er
ts
b
ef
o
r
e
th
e
a
ctu
al
d
ata
g
ath
er
in
g
.
Ob
s
er
v
a
tio
n
s
an
d
ass
ess
m
en
ts
o
f
tea
ch
in
g
p
er
f
o
r
m
a
n
ce
wer
e
also
u
s
ed
to
g
ath
er
r
ich
q
u
alitativ
e
an
d
d
escr
ip
tiv
e
d
ata.
R
esear
ch
er
s
co
d
ed
an
d
ca
teg
o
r
ized
r
esp
o
n
s
es to
id
en
tify
ce
n
tr
al
th
em
es
f
o
r
d
ata
an
aly
s
is
.
T
h
ey
em
p
lo
y
ed
th
em
atic
an
aly
s
is
an
d
h
er
m
e
n
eu
tic
in
ter
p
r
etatio
n
tech
n
iq
u
es
to
r
ev
ea
l
m
o
r
e
p
r
o
f
o
u
n
d
in
s
ig
h
ts
in
to
a
s
y
s
t
em
atic
o
r
g
an
izatio
n
o
f
p
atte
r
n
s
with
in
f
ac
u
lty
ex
p
er
ien
ce
s
an
d
a
d
ee
p
er
,
co
n
t
ex
tu
ally
g
r
o
u
n
d
ed
in
ter
p
r
etati
o
n
o
f
th
eir
m
ea
n
in
g
s
.
T
h
e
th
em
atic
an
aly
s
is
id
en
tifie
s
an
d
s
tr
u
ctu
r
e
’
s
k
ey
th
e
m
es,
wh
ile
h
er
m
en
eu
tic
in
ter
p
r
etatio
n
en
s
u
r
es
th
at
th
ese
th
em
es
ar
e
u
n
d
er
s
to
o
d
in
th
eir
f
u
ll
d
ep
th
,
co
n
s
id
er
in
g
p
er
s
o
n
al,
in
s
titu
tio
n
al,
an
d
cu
ltu
r
a
l
f
ac
to
r
s
.
T
h
is
d
u
al
ap
p
r
o
ac
h
s
tr
en
g
th
en
s
t
h
e
r
esear
ch
’
s
v
alid
ity
an
d
c
o
n
tr
ib
u
tes
to
a
r
ich
er
u
n
d
e
r
s
tan
d
in
g
o
f
non
-
e
d
u
ca
tio
n
f
ac
u
lty
’
s
teac
h
in
g
ex
p
e
r
ien
ce
s
,
u
ltima
tely
o
f
f
er
in
g
m
ea
n
in
g
f
u
l
r
ec
o
m
m
en
d
atio
n
s
f
o
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
A
cr
itical
p
ar
t
o
f
th
ese
ap
p
r
o
ac
h
es
is
th
e
r
esear
ch
er
’
s
r
o
le
in
b
r
ac
k
etin
g
o
r
s
ettin
g
asid
e
p
er
s
o
n
al
b
iases
,
a
p
r
o
ce
s
s
k
n
o
wn
as
ep
o
ch
é
,
t
o
g
en
u
i
n
ely
en
g
a
g
e
with
p
ar
ticip
an
ts
’
p
er
s
p
ec
tiv
es
[
1
5
]
.
T
h
e
r
esear
ch
er
s
in
ter
p
r
eted
e
x
p
er
ien
ce
s
f
aith
f
u
lly
b
y
p
r
io
r
i
tizin
g
p
ar
ticip
an
ts
’
u
n
iq
u
e
i
n
s
ig
h
ts
wh
ile
u
n
co
v
er
in
g
u
n
i
v
er
s
al
elem
en
ts
ac
r
o
s
s
in
d
iv
id
u
al
ac
c
o
u
n
ts
.
3
.
3
.
Resea
rc
h
pa
rt
icipa
nts
T
h
e
6
5
id
en
tifie
d
n
o
n
-
ed
u
ca
ti
o
n
g
r
a
d
u
ate
f
ac
u
lty
ar
e
cu
r
r
e
n
tly
em
p
lo
y
e
d
at
C
SUC
C
.
Ou
t
o
f
th
e
to
tal
n
u
m
b
er
o
f
6
5
,
th
e
r
esear
ch
e
r
s
id
en
tifie
d
1
0
as
s
am
p
le
p
ar
t
icip
an
ts
f
o
r
th
e
co
n
d
u
ct
o
f
in
ter
v
iews
an
d
f
o
cu
s
d
is
cu
s
s
io
n
s
.
W
h
ile
th
er
e
ar
e
n
o
h
a
r
d
a
n
d
f
ast
r
u
les
ar
o
u
n
d
h
o
w
m
an
y
p
eo
p
le
s
h
o
u
ld
b
e
in
v
o
lv
ed
in
q
u
alitativ
e
r
esear
ch
,
s
o
m
e
r
esear
c
h
er
s
esti
m
ate
th
at
b
etwe
en
1
0
an
d
5
0
p
ar
ticip
an
ts
will
b
e
s
u
f
f
icien
t
d
ep
en
d
in
g
o
n
th
e
ty
p
e
o
f
r
esear
ch
an
d
r
esear
ch
q
u
esti
o
n
[1
6
]
.
T
h
ese
10
s
am
p
le
p
ar
ticip
an
ts
wer
e
id
en
tifie
d
u
s
in
g
th
e
p
r
in
cip
le
o
f
d
ata
s
atu
r
atio
n
,
en
s
u
r
i
n
g
th
e
co
llectio
n
o
f
r
ich
a
n
d
r
ec
u
r
r
in
g
d
ata
to
i
d
en
tify
s
ig
n
i
f
ican
t
th
em
es.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
was
also
ap
p
lied
,
wh
ich
u
s
es
p
a
r
ticu
lar
c
r
iter
ia
th
at
p
ar
ticip
an
ts
m
u
s
t
m
ee
t
d
u
r
in
g
s
elec
tio
n
.
I
n
m
o
s
t
ca
s
es,
p
u
r
p
o
s
iv
e
s
am
p
lin
g
is
r
ec
o
m
m
en
d
e
d
s
in
ce
f
o
c
u
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
an
d
in
te
r
v
iews
d
ep
en
d
o
n
p
ar
ticip
an
ts
’
ab
ilit
y
an
d
ca
p
a
c
ity
to
p
r
o
v
id
e
r
elev
an
t
in
f
o
r
m
atio
n
[1
7
]
.
T
h
ese
10
p
a
r
ticip
an
ts
ca
m
e
f
r
o
m
th
e
f
o
u
r
c
o
lleg
es
an
d
o
n
e
d
e
p
ar
t
m
en
t
o
f
th
is
ca
m
p
u
s
,
n
am
ely
th
e
C
o
lleg
e
o
f
I
n
d
u
s
tr
ial
T
ec
h
n
o
lo
g
y
an
d
T
ea
ch
er
E
d
u
ca
tio
n
(
C
I
T
T
E
)
,
with
two
p
ar
ticip
an
ts
,
th
e
C
o
lleg
e
o
f
T
o
u
r
is
m
an
d
Ho
s
p
itality
Ma
n
ag
em
en
t
(
C
T
HM
)
with
two
p
ar
ticip
an
ts
,
C
o
lleg
e
o
f
E
n
g
in
ee
r
in
g
a
n
d
I
n
f
o
r
m
atio
n
T
ec
h
n
o
lo
g
y
(
C
E
I
T
)
with
two
p
a
r
ticip
an
ts
,
C
o
lleg
e
o
f
B
u
s
in
ess
an
d
Acc
o
u
n
tan
c
y
(
C
B
A)
also
with
two
p
ar
ticip
an
ts
,
a
n
d
a
n
o
th
e
r
tw
o
p
ar
ticip
an
ts
f
r
o
m
th
e
Gen
er
al
E
d
u
ca
tio
n
Dep
ar
t
m
en
t (
Gen
E
d
)
.
3
.
4
.
L
im
it
a
t
io
ns
T
h
is
s
tu
d
y
is
n
o
t
with
o
u
t
its
lim
itatio
n
s
d
u
e
to
its
s
o
le
f
o
cu
s
o
n
th
e
C
SUC
C
.
Su
ch
a
n
ar
r
o
w
s
am
p
le
s
ize
an
d
in
s
titu
tio
n
co
n
te
x
t
li
m
it
th
e
s
co
p
e
o
f
g
e
n
er
aliza
b
il
ity
.
B
esid
es,
s
elf
-
s
elec
tio
n
an
d
s
o
cial
d
esira
b
ilit
y
b
iases
m
ig
h
t
cr
ee
p
in
d
u
e
to
p
ar
ticip
an
t
r
esp
o
n
s
es.
Oth
er
li
m
itatio
n
s
o
f
th
e
s
tu
d
y
in
clu
d
e
its
s
n
ap
s
h
o
t
in
tim
e
an
d
m
eth
o
d
o
lo
g
ical
r
estrictio
n
s
th
at
r
esu
lt
f
r
o
m
d
ata
co
lle
ctio
n
m
ec
h
an
is
m
s
an
d
s
am
p
l
e
s
ize.
T
o
m
in
im
ize
th
ese
lim
itatio
n
s
,
th
e
r
esear
ch
er
s
co
n
s
id
er
ed
tr
ian
g
u
latio
n
,
r
ig
o
r
o
u
s
s
am
p
lin
g
,
r
ef
lex
iv
ity
,
a
s
tr
o
n
g
t
h
eo
r
etica
l
f
r
am
ewo
r
k
,
an
d
co
n
tex
tu
aliza
tio
n
in
t
h
eir
an
aly
s
is
an
d
in
te
r
p
r
etatio
n
o
f
th
e
r
esu
lts
.
T
r
ian
g
u
latio
n
was
d
o
n
e
b
y
g
ath
er
in
g
d
ata
f
r
o
m
in
-
d
ep
th
in
ter
v
iews
an
d
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
an
d
teac
h
in
g
p
er
f
o
r
m
a
n
ce
ev
al
u
atio
n
r
esu
lts
f
r
o
m
th
e
co
lleg
e
d
e
an
s
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
r
o
u
g
h
o
u
t
th
e
in
ter
v
iew
p
r
o
ce
s
s
,
s
ev
er
al
cr
itical
th
em
es
ap
p
ea
r
e
d
.
T
h
ese
ar
e
s
elf
-
p
er
ce
iv
ed
teac
h
in
g
ef
f
icac
y
,
test
co
n
s
tr
u
ctio
n
an
d
s
y
llab
u
s
p
r
ep
a
r
atio
n
is
s
u
es,
s
tu
d
en
t
e
n
g
ag
em
e
n
t
d
if
f
icu
lties
,
an
d
av
ailab
ilit
y
o
f
r
eso
u
r
ce
s
an
d
s
u
p
p
o
r
t
s
y
s
tem
s
to
a
d
d
r
ess
te
ac
h
in
g
c
h
allen
g
es.
So
m
e
o
f
t
h
ese
cr
itical
th
em
es
co
n
tain
d
iv
er
s
e
s
u
b
-
t
h
em
es
th
at
ad
d
d
ep
th
to
t
h
e
u
n
d
er
s
tan
d
in
g
o
f
teac
h
er
s
’
ex
p
e
r
ien
ce
s
.
T
h
ese
s
u
b
-
th
em
es
wer
e
ex
p
lo
r
e
d
in
d
etail
an
d
c
o
m
p
ar
ed
with
f
in
d
i
n
g
s
f
r
o
m
e
x
is
tin
g
liter
atu
r
e
an
d
r
elate
d
s
tu
d
ies
to
h
ig
h
lig
h
t
ar
ea
s
o
f
ag
r
ee
m
e
n
t
o
r
co
n
tr
ast.
T
h
is
is
to
p
r
o
v
id
e
a
co
m
p
r
e
h
en
s
iv
e
p
er
s
p
ec
tiv
e
o
f
th
e
co
m
p
lex
ities
f
ac
ed
b
y
non
-
e
d
u
ca
tio
n
f
ac
u
lty
in
teac
h
in
g
.
Pra
ctica
l
im
p
licatio
n
s
ar
e
also
p
r
o
v
id
e
d
a
n
d
ex
p
lain
e
d
f
o
r
f
u
tu
r
e
ac
tio
n
t
o
en
s
u
r
e
a
f
air
a
n
d
h
ig
h
-
q
u
ality
ed
u
ca
tio
n
f
o
r
all.
4
.
1
.
Self
-
perc
eiv
ed
t
ea
ching
ef
f
ica
cy
Du
r
in
g
th
e
in
ter
v
iews
an
d
f
o
c
u
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
a
n
u
m
b
er
o
f
c
r
itical
th
em
es
em
er
g
e
d
r
elate
d
to
s
elf
-
p
er
ce
iv
ed
teac
h
in
g
ef
f
icac
y
am
o
n
g
f
ac
u
lty
with
o
u
t f
o
r
m
al
tr
ain
in
g
in
ed
u
ca
tio
n
.
A
n
o
t
ab
le
th
em
e
was th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
E
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&
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d
u
c
I
SS
N:
2252
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8
8
2
2
E
xp
lo
r
in
g
n
o
n
-
ed
u
ca
tio
n
fa
cu
l
ty
’
s
lived
tea
ch
in
g
ex
p
erien
ce
s
in
a
P
h
ilip
p
in
e
h
ig
h
er
…
(
J
u
la
n
ie
M.
Limen
)
3939
n
ee
d
f
o
r
f
o
r
m
al
e
d
u
ca
tio
n
al
tr
ain
in
g
,
as
m
an
y
n
o
n
-
e
d
u
ca
tio
n
f
ac
u
lties
ex
p
r
ess
ed
d
if
f
icu
lti
es
in
p
er
f
o
r
m
in
g
an
im
p
o
r
tan
t te
ac
h
i
n
g
p
r
ac
tice,
lik
e
less
o
n
p
lan
n
in
g
.
On
e
p
ar
tic
ip
an
t said
:
“
He
h
a
s
n
o
t
g
o
n
e
th
r
o
u
g
h
fo
r
ma
l
ed
u
ca
tio
n
tr
a
in
in
g
,
s
o
h
e
d
o
es
n
o
t
h
a
ve
en
o
u
g
h
kn
o
w
led
g
e
a
b
o
u
t le
s
s
o
n
p
l
a
n
n
in
g
.
”
T
h
is
is
s
u
e
s
u
g
g
ests
th
at
f
ac
u
lty
with
o
u
t
f
o
r
m
al
t
r
ain
in
g
m
ay
lack
th
e
s
tr
u
ctu
r
ed
a
p
p
r
o
ac
h
o
f
f
e
r
ed
b
y
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
,
wh
ich
aid
s
ed
u
ca
to
r
s
in
d
eliv
er
in
g
co
u
r
s
e
co
n
ten
t
s
y
s
tem
atica
lly
an
d
ca
ter
s
to
d
iv
er
s
e
lear
n
in
g
s
ty
les
[1
8
]
.
As
a
r
esu
lt,
lear
n
er
s
with
d
iv
er
s
e
lear
n
in
g
n
ee
d
s
m
ay
n
o
t
r
ec
eiv
e
en
o
u
g
h
s
u
p
p
o
r
t,
p
o
ten
tially
af
f
ec
tin
g
t
h
eir
lear
n
in
g
ex
p
e
r
ien
ce
.
I
n
ter
esti
n
g
ly
,
wh
ile
f
o
r
m
ally
t
r
ain
ed
f
ac
u
lty
o
f
ten
a
d
h
er
e
t
o
estab
lis
h
ed
in
s
tr
u
ctio
n
al
m
eth
o
d
o
lo
g
y
,
f
ac
u
lty
with
o
u
t
s
u
ch
tr
ai
n
in
g
l
ik
ely
r
ely
o
n
p
er
s
o
n
al
in
s
tin
ct
an
d
v
er
s
atility
.
On
e
p
ar
ticip
a
n
t
s
h
ar
ed
,
“
w
h
ile
h
e
w
a
s
tea
ch
in
g
,
h
e
d
id
n
o
t
fo
llo
w
a
fo
r
ma
l
meth
o
d
,
”
r
e
v
ea
lin
g
a
v
er
s
atile
y
et
p
o
ten
tially
in
co
n
s
is
ten
t
s
tr
ateg
y
.
Alth
o
u
g
h
th
is
v
er
s
atility
allo
ws
f
ac
u
lty
m
em
b
e
r
s
to
r
esp
o
n
d
to
class
r
o
o
m
d
y
n
am
ics
in
s
tan
tan
eo
u
s
ly
,
it
m
ay
lim
it
th
e
co
n
s
is
ten
cy
an
d
s
tr
u
c
tu
r
e
s
o
m
e
lear
n
e
r
s
n
ee
d
to
o
p
tim
ize
lear
n
in
g
o
u
tco
m
es.
T
h
is
f
in
d
i
n
g
h
ig
h
lig
h
ts
th
e
b
alan
ce
b
etwe
en
th
e
o
r
etica
l
k
n
o
wled
g
e
a
n
d
p
r
ac
tical
ex
p
er
ien
ce
i
n
ter
m
s
o
f
teac
h
in
g
ef
f
ec
tiv
en
ess
.
Ma
n
y
p
ar
ticip
an
ts
in
th
is
s
tu
d
y
p
r
ef
er
r
ed
h
a
n
d
s
-
o
n
a
p
p
licatio
n
o
v
er
th
eo
r
y
,
o
f
te
n
r
ely
in
g
o
n
th
eir
in
d
u
s
tr
ial
ex
p
er
ien
ce
to
f
ill
in
th
e
f
o
r
m
a
l
tr
ain
in
g
g
ap
s
,
as
in
d
icate
d
b
y
th
e
r
esp
o
n
s
e
o
f
o
n
e
p
ar
ticip
an
t
wh
o
s
aid
,
“
h
er
b
a
ck
g
r
o
u
n
d
is
in
co
mp
a
n
y
w
o
r
k,
s
o
s
h
e
is
mo
r
e
ex
p
o
s
ed
to
p
r
a
ctica
l
a
p
p
lica
tio
n
s
.
”
W
h
ile
th
is
in
d
u
s
tr
y
ex
p
er
ien
ce
m
ay
h
elp
in
d
ev
el
o
p
in
g
r
ea
l
-
wo
r
ld
s
k
ills
,
it
m
ay
also
lead
to
s
p
o
n
tan
eo
u
s
“
on
-
th
e
-
s
p
o
t
”
teac
h
in
g
,
wh
ich
co
u
ld
co
m
p
r
o
m
is
e
th
e
n
ee
d
f
o
r
a
s
tr
o
n
g
th
eo
r
etica
l
f
o
u
n
d
atio
n
wh
ich
is
cr
itical
f
o
r
a
co
m
p
r
eh
en
s
iv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
[
19
]
.
Mo
r
eo
v
er
,
s
elec
tin
g
ap
p
r
o
p
r
i
ate
lear
n
in
g
r
eso
u
r
ce
s
em
er
g
ed
as
a
cr
itical
ch
allen
g
e.
So
m
e
f
ac
u
lty
m
em
b
er
s
n
ee
d
f
o
r
m
al
tr
ain
in
g
to
alig
n
in
s
tr
u
ctio
n
al
m
ater
ials
with
cu
r
r
icu
lu
m
o
b
jectiv
es.
On
e
p
ar
ticip
an
t
m
en
tio
n
ed
th
at
s
h
e
g
ets
co
n
f
u
s
ed
ab
o
u
t
wh
ich
s
p
ec
if
ic
r
ef
er
en
ce
to
u
s
e
b
ec
au
s
e
th
e
r
e
ar
e
s
o
m
an
y
,
d
e
p
en
d
i
n
g
o
n
th
e
s
u
b
ject,
em
p
h
asizin
g
c
o
n
f
u
s
io
n
d
u
e
to
in
s
u
f
f
icien
t k
n
o
wled
g
e
ab
o
u
t in
s
tr
u
ctio
n
al
g
u
id
es.
T
h
is
p
r
o
b
lem
is
f
u
r
th
er
am
p
lifie
d
b
y
lim
ited
ac
ce
s
s
to
u
p
d
ated
in
s
tr
u
ctio
n
al
m
ater
ials
,
s
p
ec
if
ically
b
y
th
e
n
o
n
-
ed
u
ca
tio
n
f
ac
u
lty
.
T
h
e
in
a
b
ilit
y
to
id
e
n
tify
o
r
cr
ea
te
ap
p
r
o
p
r
iate
t
ea
ch
in
g
r
eso
u
r
ce
s
m
a
y
lead
to
a
d
ec
r
ea
s
e
in
in
s
tr
u
ctio
n
al
q
u
ality
,
cr
ea
tin
g
d
is
p
ar
ities
in
lear
n
er
s
’
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
[2
0
]
.
T
h
e
f
in
d
in
g
s
en
tail
th
e
n
ee
d
f
o
r
ad
d
itio
n
al
s
u
p
p
o
r
t
an
d
s
tr
u
ctu
r
ed
m
en
to
r
s
h
ip
to
h
el
p
n
o
n
-
e
d
u
ca
tio
n
f
a
cu
lty
ad
d
r
e
s
s
th
ese
is
s
u
e
s
an
d
en
s
u
r
e
a
m
o
r
e
co
h
e
r
en
t a
n
d
in
clu
s
iv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t.
T
h
e
f
i
n
d
i
n
g
s
’
im
p
l
ica
ti
o
n
s
a
r
e
c
r
iti
ca
l
f
o
r
e
d
u
ca
t
io
n
al
in
s
tit
u
tio
n
s
,
e
d
u
c
at
o
r
s
wi
th
o
u
t
p
r
o
p
e
r
t
r
a
in
in
g
,
an
d
le
ar
n
e
r
s
.
F
o
r
e
d
u
ca
t
io
n
al
in
s
tit
u
ti
o
n
s
,
t
h
is
r
e
q
u
ir
es
ta
r
g
et
e
d
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t,
m
en
to
r
s
h
i
p
ac
ti
v
i
ties
,
e
n
h
a
n
c
ed
r
es
o
u
r
ce
ac
c
ess
i
b
ili
ty
,
a
n
d
r
e
-
ass
ess
m
e
n
t
o
f
r
ec
r
u
it
m
e
n
t
p
r
ac
tic
es
t
o
r
e
d
u
ce
t
h
e
p
o
t
en
tia
l
n
e
g
a
ti
v
e
e
f
f
ec
t
o
n
s
t
u
d
e
n
t
l
e
ar
n
i
n
g
o
u
t
co
m
es
.
F
o
r
u
n
t
r
ai
n
e
d
e
d
u
c
at
o
r
s
,
t
h
e
l
ac
k
o
f
p
ed
ag
o
g
i
ca
l
c
o
n
t
en
t
k
n
o
w
le
d
g
e
h
in
d
e
r
s
e
f
f
ec
t
iv
e
less
o
n
p
la
n
n
i
n
g
a
n
d
d
e
li
v
e
r
y
,
le
ad
in
g
t
o
r
el
ia
n
c
e
o
n
i
n
t
u
i
t
io
n
,
w
h
ic
h
c
r
e
ates
in
c
o
n
s
is
t
e
n
c
y
.
T
h
e
y
als
o
s
t
r
u
g
g
le
wit
h
r
es
o
u
r
c
e
s
e
lec
ti
o
n
a
n
d
r
e
q
u
ir
e
s
tr
u
ct
u
r
e
d
s
u
p
p
o
r
t
to
b
r
id
g
e
th
ese
g
a
p
s
,
as
p
r
a
cti
ca
l
ex
p
e
r
i
e
n
ce
al
o
n
e
ca
n
n
o
t
r
e
p
l
ac
e
t
h
e
o
r
eti
ca
l
g
r
o
u
n
d
in
g
.
L
as
tl
y
,
l
ea
r
n
e
r
s
f
ac
e
t
h
e
p
o
te
n
t
ial
r
is
k
o
f
er
r
at
ic
le
ar
n
i
n
g
ex
p
er
i
e
n
ce
s
an
d
u
n
f
u
l
f
i
lle
d
le
ar
n
i
n
g
n
e
e
d
s
d
u
e
to
v
a
r
ia
ti
o
n
s
i
n
f
a
c
u
lt
y
p
r
e
p
a
r
e
d
n
ess
,
em
p
h
asi
zi
n
g
t
h
e
s
i
g
n
i
f
ic
a
n
ce
o
f
in
s
tit
u
ti
o
n
al
a
cti
o
n
t
o
en
s
u
r
e
f
ai
r
a
n
d
h
i
g
h
-
q
u
al
it
y
ed
u
ca
t
io
n
f
o
r
all
.
4
.
2
.
T
est
co
ns
t
ruct
io
n a
nd
s
y
lla
b
us
-
m
a
k
ing
cha
lleng
es
An
o
th
er
cr
u
cial
t
h
em
e
t
h
at
em
er
g
ed
d
u
r
i
n
g
in
ter
v
iews
was
t
h
e
n
o
n
-
e
d
u
ca
tio
n
f
ac
u
lt
y
’
s
d
if
f
icu
lties
in
m
ak
in
g
s
y
llab
i,
tab
les
o
f
s
p
ec
if
icatio
n
(
T
OS)
,
an
d
q
u
esti
o
n
n
air
es
f
o
r
ex
a
m
in
atio
n
.
C
r
itic
al
co
n
ce
r
n
s
in
clu
d
e
th
e
lack
o
f
tr
ain
in
g
an
d
g
u
id
an
ce
,
with
p
ar
ticip
an
ts
r
e
v
ea
lin
g
th
e
y
n
ee
d
ed
to
b
e
tr
ain
ed
in
s
y
llab
u
s
d
ev
elo
p
m
e
n
t
an
d
h
o
w
to
alig
n
ass
es
s
m
en
t.
Fo
r
ex
am
p
le,
o
n
e
p
ar
ticip
an
t
s
tated
th
at
h
e
was
n
ev
er
tau
g
h
t
h
o
w
to
d
o
it
em
p
h
asizin
g
t
h
e
n
ee
d
f
o
r
p
r
o
f
ess
io
n
al
tr
ain
in
g
.
No
n
-
ed
u
ca
tio
n
f
ac
u
lty
o
f
ten
r
ely
o
n
r
ev
is
in
g
ex
is
tin
g
s
y
llab
i
an
d
T
OS
with
o
u
t
p
r
o
p
er
g
u
id
a
n
ce
r
ath
er
t
h
an
cr
ea
tin
g
th
eir
o
wn
co
n
ten
t,
as
ev
i
d
en
ce
d
b
y
an
o
t
h
er
p
ar
ticip
an
t
wh
o
s
h
a
r
ed
th
at
s
h
e
b
o
r
r
o
wed
a
n
o
ld
s
y
llab
u
s
,
an
d
th
en
r
ea
d
all
th
e
c
o
n
ten
ts
an
d
m
o
d
if
ied
wh
at
s
h
e
th
o
u
g
h
t w
as n
ec
ess
ar
y
to
r
ev
is
e.
T
h
is
p
r
ac
tice
h
ig
h
lig
h
te
d
its
d
ep
en
d
en
ce
o
n
p
r
e
-
ex
is
tin
g
f
r
am
ewo
r
k
s
an
d
r
ev
ea
led
a
n
ee
d
f
o
r
m
o
r
e
w
o
r
k
to
in
n
o
v
ate
ef
f
ec
tiv
ely
,
h
in
d
er
in
g
th
e
p
o
ten
tial
f
o
r
a
m
o
r
e
cu
s
to
m
ized
in
s
tr
u
ctio
n
al
an
d
ass
ess
m
en
t d
esig
n
.
T
h
ese
ch
allen
g
es
r
e
v
ea
l
a
te
n
s
io
n
b
etwe
en
c
o
m
p
lian
ce
an
d
in
s
tr
u
ctio
n
al
f
le
x
ib
ilit
y
,
with
ed
u
ca
to
r
s
s
o
m
etim
es
p
r
io
r
itizin
g
ef
f
ec
ti
v
e
teac
h
in
g
o
v
er
s
tr
ict
ad
h
er
en
ce
to
s
tan
d
ar
d
ized
s
y
llab
i.
W
h
ile
in
s
titu
tio
n
al
r
eq
u
ir
em
e
n
ts
d
em
an
d
co
n
s
is
ten
cy
,
ed
u
ca
to
r
s
d
esire
f
le
x
ib
i
lity
as
th
ey
b
alan
ce
s
y
llab
u
s
r
eq
u
ir
em
e
n
ts
with
p
r
ac
tical
teac
h
in
g
m
eth
o
d
s
.
T
h
is
f
in
d
in
g
c
o
n
tr
ad
icts
C
h
en
[2
1
]
wh
o
ass
er
t
th
at
s
y
llab
u
s
co
n
ten
t
m
u
s
t
b
e
ex
tr
em
ely
s
im
ilar
to
in
s
titu
tio
n
al
r
eq
u
ir
em
en
ts
to
co
n
s
is
ten
tly
alig
n
with
p
r
o
g
r
am
s
tan
d
ar
d
s
.
T
h
e
co
n
s
eq
u
en
ce
s
a
r
e
th
at
m
o
r
e
ad
ap
tab
le
an
d
co
n
s
is
ten
t
s
y
llab
u
s
tem
p
lates
ar
e
r
eq
u
ir
ed
th
at
p
r
o
v
i
d
e
a
f
o
u
n
d
atio
n
b
u
t m
ay
n
o
t a
cc
o
m
m
o
d
ate
v
ar
y
in
g
teac
h
in
g
m
eth
o
d
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
9
3
5
-
3945
3940
T
h
e
s
u
b
-
th
em
e
r
elate
d
to
c
o
n
ten
t
d
eliv
er
y
an
d
p
e
d
ag
o
g
y
r
ef
lects
a
s
h
if
t
to
war
d
s
p
r
io
r
itizin
g
u
n
d
er
s
tan
d
i
n
g
an
d
ap
p
licatio
n
o
v
e
r
s
im
p
le
m
em
o
r
izatio
n
.
T
ea
ch
er
s
ar
e
in
cr
ea
s
in
g
ly
en
g
ag
in
g
s
tu
d
en
ts
th
r
o
u
g
h
th
e
ap
p
licatio
n
o
f
h
i
g
h
er
-
o
r
d
er
th
in
k
i
n
g
s
k
ills
(
H
OT
S).
T
h
is
s
h
if
t
ac
k
n
o
wled
g
es
th
e
n
ee
d
to
f
o
s
ter
cr
itical
th
in
k
in
g
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
in
o
r
d
er
to
p
r
e
p
ar
e
s
tu
d
en
ts
to
ad
ap
t
to
a
c
o
n
s
tan
tly
ch
an
g
in
g
g
lo
b
al
e
n
v
ir
o
n
m
en
t.
Acc
o
r
d
in
g
to
p
r
ev
io
u
s
s
tu
d
ies
[2
2
]
,
[2
3
]
,
m
o
d
er
n
ed
u
ca
tio
n
s
tan
d
ar
d
s
h
i
g
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
co
m
p
eten
cies
in
ter
m
s
o
f
co
lleg
e
an
d
ca
r
ee
r
r
ea
d
in
ess
,
r
ef
lectin
g
th
at
tea
ch
in
g
m
eth
o
d
s
an
d
ass
es
s
m
en
t
s
tr
ateg
ies
m
u
s
t
ev
o
lv
e
to
m
ee
t
th
ese
n
ew
d
em
an
d
s
.
T
h
is
f
u
r
t
h
er
im
p
lies
th
at
f
a
cu
lty
d
ev
el
o
p
m
en
t
p
r
o
g
r
a
m
s
s
h
o
u
ld
f
o
c
u
s
o
n
m
eth
o
d
o
lo
g
ies
th
at
ca
n
tr
ig
g
e
r
d
ee
p
er
lear
n
in
g
,
th
u
s
p
r
e
p
ar
in
g
s
tu
d
en
ts
m
o
r
e
ef
f
ec
tiv
ely
f
o
r
co
m
p
lex
,
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
.
T
h
e
v
alu
e
o
f
a
T
OS
to
g
eth
e
r
with
th
e
s
y
llab
i
f
u
r
th
e
r
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
co
n
s
is
ten
cy
in
t
h
e
m
eth
o
d
s
o
f
ass
ess
m
en
t.
Pra
ctica
l
r
ea
liti
es
lik
e
cla
s
s
d
is
r
u
p
tio
n
an
d
tim
e
co
n
s
tr
ain
ts
,
h
o
wev
er
,
p
r
e
v
en
t
th
e
co
n
s
is
ten
t
u
s
e
o
f
T
OS
f
r
am
ewo
r
k
s
,
th
at
ten
d
to
r
eq
u
ir
e
ad
ju
s
tm
en
ts
lik
e
m
a
k
e
-
u
p
c
lass
es
to
allo
w
f
o
r
ef
f
ec
tiv
e
cu
r
r
ic
u
lu
m
d
eliv
er
y
.
T
h
is
asp
ec
t
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
in
s
titu
tio
n
al
s
u
p
p
o
r
t
an
d
f
lex
ib
le
tim
etab
les
to
en
ab
le
g
o
o
d
an
d
h
ig
h
-
q
u
alit
y
ass
ess
m
en
t p
r
ac
tices.
Fin
ally
,
f
ac
u
lty
m
em
b
er
s
wit
h
o
u
t
p
ed
a
g
o
g
ical
tr
ain
i
n
g
h
a
v
e
u
n
iq
u
e
d
if
f
icu
lties
in
ass
ess
in
g
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
s
tu
d
en
ts
.
Fo
r
ex
am
p
le,
o
n
e
p
a
r
ticip
an
t stated
:
“
A
n
g
a
ko
g
y
u
d
,
ka
y
d
ili
ma
n
g
yu
d
ko
ed
u
c.
Dili
ka
yo
n
a
ko
ma
-
d
etermin
e
if
u
n
d
ers
ta
n
d
in
g
b
a
s
iya
,
a
p
p
lica
tio
n
b
a
s
iya
,
ev
a
l
u
a
tio
n
b
a
s
iya
.
”
“
S
in
ce
I
d
o
n
o
t
h
a
ve
a
n
ed
u
ca
tio
n
b
a
ck
g
r
o
u
n
d
.
I
c
a
n
n
o
t
a
lw
a
ys
d
etermin
e
if
it
is
u
n
d
ers
ta
n
d
in
g
,
a
p
p
lica
tio
n
,
o
r
ev
a
lu
a
tio
n
.
”
(
T
r
an
s
latio
n
)
T
h
u
s
,
it
h
ig
h
lig
h
tin
g
th
e
c
h
a
llen
g
e
in
d
if
f
er
e
n
tiatin
g
th
e
lev
els
o
f
co
g
n
itiv
e
ass
ess
m
en
t.
T
h
is
is
a
s
tr
o
n
g
in
d
icatio
n
th
at
f
ac
u
lty
m
em
b
e
r
s
lack
in
g
p
ed
a
g
o
g
ical
e
d
u
ca
t
io
n
m
ig
h
t
n
o
t
b
e
a
b
le
to
ac
c
u
r
ately
m
ea
s
u
r
e
th
e
u
n
d
er
s
tan
d
i
n
g
an
d
ap
p
licatio
n
co
m
p
eten
cies
o
f
s
tu
d
en
ts
,
th
u
s
h
in
d
er
in
g
th
em
s
elv
es
f
r
o
m
e
f
f
ec
tiv
ely
g
au
g
i
n
g
lear
n
in
g
ac
co
m
p
lis
h
m
en
ts
.
T
h
e
r
esu
lts
h
av
e
s
er
io
u
s
im
p
licatio
n
s
f
o
r
th
e
d
ev
el
o
p
m
e
n
t
o
f
f
ac
u
lty
tr
ain
i
n
g
p
r
o
g
r
a
m
s
,
wh
er
e
ex
p
er
ien
tial
ed
u
ca
tio
n
is
h
ig
h
lig
h
ted
as
b
ein
g
n
ec
ess
ar
y
in
th
e
m
en
tio
n
e
d
ar
ea
s
.
Sp
ec
if
i
ca
lly
,
th
e
tr
ain
in
g
p
r
o
g
r
a
m
s
n
ee
d
to
f
o
cu
s
o
n
s
y
llab
u
s
d
esig
n
,
ass
es
s
m
en
t
alig
n
m
en
t,
an
d
ap
p
licatio
n
o
f
n
ew
p
ed
ag
o
g
ical
s
tr
ateg
ies
to
in
cr
ea
s
e
in
s
tr
u
ctio
n
al
q
u
ality
an
d
s
tu
d
en
t
p
er
f
o
r
m
an
ce
.
Ad
d
r
ess
in
g
th
ese
wea
k
n
ess
es
will
en
ab
le
f
ac
u
lty
m
em
b
e
r
s
to
ef
f
ec
tiv
el
y
g
u
id
e
lea
r
n
in
g
ex
p
er
ie
n
ce
s
an
d
ad
ap
t
t
o
th
e
ev
e
r
-
ev
o
lv
in
g
n
atu
r
e
o
f
m
o
d
er
n
ed
u
ca
tio
n
.
4
.
3
.
Student
eng
a
g
em
ent
cha
lleng
es
A
m
a
j
o
r
t
o
p
i
c
i
n
t
h
i
s
s
t
u
d
y
w
a
s
s
t
u
d
e
n
t
i
n
v
o
l
v
e
m
e
n
t
i
s
s
u
e
s
,
w
h
i
c
h
u
n
d
e
r
l
i
n
e
d
t
h
e
n
e
e
d
f
o
r
non
-
e
d
u
c
a
t
i
o
n
a
l
f
a
c
u
l
t
y
m
e
m
b
e
r
s
t
o
u
s
e
d
i
f
f
e
r
e
n
t
a
p
p
r
o
a
c
h
e
s
t
o
i
m
p
r
o
v
e
s
t
u
d
e
n
t
i
n
v
o
l
v
e
m
e
n
t
,
p
a
r
t
i
c
u
l
a
r
l
y
t
h
o
s
e
w
h
o
c
a
n
n
o
t
d
i
r
e
c
t
l
y
r
e
l
at
e
t
o
t
h
e
t
o
p
i
c
.
I
m
p
r
o
v
i
n
g
t
e
a
c
h
i
n
g
s
t
r
a
t
e
g
ie
s
t
o
f
o
s
t
e
r
a
m
o
r
e
i
n
c
l
u
s
i
v
e
,
e
f
f
i
c
i
e
n
t
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
d
e
p
e
n
d
s
o
n
t
h
e
s
e
e
n
g
a
g
e
m
e
n
t
t
ec
h
n
i
q
u
e
s
[2
4
]
,
[
2
5
]
.
N
o
n
-
e
d
u
c
a
t
i
o
n
f
a
c
u
l
t
y
w
e
r
e
s
e
e
n
i
n
t
h
e
c
l
as
s
r
o
o
m
e
m
p
l
o
y
i
n
g
i
n
t
e
r
a
c
t
i
v
e
a
n
d
c
o
o
p
e
r
a
ti
v
e
t
e
c
h
n
i
q
u
e
s
t
o
p
r
o
m
o
t
e
a
ct
i
v
e
le
a
r
n
i
n
g
a
n
d
p
e
e
r
i
n
t
e
r
a
c
ti
o
n
.
E
m
p
h
a
s
i
z
i
n
g
t
h
e
i
m
p
o
r
t
a
n
c
e
o
f
g
r
o
u
p
d
i
s
c
u
s
s
i
o
n
i
n
k
n
o
w
l
e
d
g
e
d
e
v
e
l
o
p
m
e
n
t
,
o
n
e
p
a
r
t
i
c
i
p
a
n
t
s
a
i
d
:
“
We
h
a
ve
co
llective
d
is
cu
s
s
io
n
s
to
ex
p
lo
r
e
d
iffer
en
t id
ea
s
.
”
T
h
i
s
s
t
r
at
e
g
y
f
i
t
s
wi
t
h
s
t
u
d
i
e
s
tr
y
i
n
g
t
o
c
o
n
n
e
c
t
p
o
s
i
t
i
v
e
r
e
s
u
l
ts
l
i
k
e
e
n
h
a
n
c
e
d
k
n
o
w
l
e
d
g
e
r
e
t
e
n
t
i
o
n
a
n
d
c
o
g
n
i
t
i
v
e
d
e
v
e
l
o
p
m
e
n
t
t
o
c
l
as
s
r
o
o
m
-
b
a
s
e
d
e
n
g
a
g
e
m
e
n
t
.
An
o
th
er
eq
u
ally
im
p
o
r
tan
t
f
ac
to
r
is
th
e
f
ac
u
lty
’
s
ex
p
er
tis
e.
Par
ticip
an
ts
r
e
v
e
a
l
e
d
th
a
t
in
d
u
s
tr
y
ex
p
er
ien
ce
b
r
in
g
s
s
ig
n
if
ican
c
e
to
th
e
class
r
o
o
m
.
I
t
ca
n
co
n
n
ec
t
less
o
n
s
to
r
ea
l
-
wo
r
ld
ap
p
licatio
n
s
an
d
f
u
tu
r
e
ca
r
ee
r
o
p
p
o
r
tu
n
ities
.
On
e
p
ar
ti
cip
an
t c
o
n
f
i
d
en
tly
s
h
ar
e
d
,
“
Wa
la
ka
yo
ko
y
p
r
o
b
lem
ka
y
a
n
g
a
k
o
a
n
g
ex
p
erti
s
e…
d
a
li ra
n
ila
ma
-
a
d
a
p
t
.
”
“
I
d
o
n
o
t
h
a
ve
m
u
ch
o
f
a
p
r
o
b
lem
s
in
ce
my
ex
p
erti
s
e
ma
ke
s
it
ea
s
y
fo
r
s
tu
d
en
ts
to
a
d
a
p
t
.
”
(
T
r
an
s
latio
n
)
T
h
is
f
in
d
in
g
em
p
h
asizes
th
e
m
o
tiv
atio
n
al
ef
f
ec
t
o
f
r
ea
l
-
wo
r
ld
in
s
ig
h
ts
.
Ho
wev
er
,
ex
is
tin
g
s
tu
d
ies
r
ep
o
r
t
th
at
teac
h
in
g
s
k
ills
m
ay
b
e
m
o
r
e
s
ig
n
if
ican
t
th
an
in
d
u
s
tr
y
ex
p
e
r
ien
ce
alo
n
e,
as
s
o
m
e
f
ac
u
lty
with
wid
e
co
n
ten
t
k
n
o
wled
g
e
m
ay
s
till
lack
th
e
ab
ilit
y
to
ef
f
ec
tiv
ely
f
o
s
ter
en
g
ag
em
en
t
[2
6
]
.
T
h
is
s
u
g
g
ests
th
at
wh
ile
in
d
u
s
tr
y
ex
p
er
ien
ce
is
cr
itical,
th
e
a
b
ilit
y
to
d
ev
el
o
p
a
s
u
p
p
o
r
tiv
e
,
en
g
ag
in
g
lear
n
in
g
c
o
n
d
itio
n
is
ess
en
tial.
Stra
teg
ies
f
o
r
ass
ess
m
en
t
an
d
f
ee
d
b
ac
k
ar
e
also
ex
tr
em
ely
i
m
p
o
r
tan
t.
R
eg
u
lar
c
o
m
m
en
ts
an
d
v
a
r
io
u
s
ass
es
s
m
en
t
tech
n
iq
u
es
s
h
o
w
th
e
n
o
n
-
ed
u
ca
tio
n
f
ac
u
lty
’
s
d
e
d
icatio
n
to
clo
s
in
g
lear
n
in
g
g
ap
s
an
d
im
p
r
o
v
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
n
o
n
-
ed
u
ca
tio
n
fa
cu
l
ty
’
s
lived
tea
ch
in
g
ex
p
erien
ce
s
in
a
P
h
ilip
p
in
e
h
ig
h
er
…
(
J
u
la
n
ie
M.
Limen
)
3941
teac
h
in
g
p
r
ac
tices.
On
e
p
ar
ti
cip
an
t
s
aid
,
“
I
w
a
n
t
co
mme
n
ts
fr
o
m
my
s
tu
d
en
ts
to
en
h
a
n
ce
my
te
a
ch
in
g
s
tr
a
teg
ies
,
”
s
tr
ess
in
g
th
e
n
ee
d
f
o
r
s
tu
d
en
t
f
ee
d
b
ac
k
f
o
r
s
elf
-
im
p
r
o
v
em
en
t
is
a
r
ef
lectio
n
o
f
a
willin
g
n
ess
to
im
p
r
o
v
e
d
ep
en
d
in
g
o
n
s
tu
d
en
t
ex
p
er
ien
ce
.
An
o
th
er
p
ar
tici
p
an
t
s
aid
,
“
I
w
elco
me
n
eg
a
ti
ve
feed
b
a
ck
a
n
d
let
s
tu
d
en
ts
ex
p
r
ess
th
emse
lves
.
”
T
h
is
s
tr
ateg
y
allo
ws
n
o
n
-
ed
u
c
atio
n
f
ac
u
lty
to
h
an
d
le
p
ar
ticu
lar
ar
ea
s
r
eq
u
ir
in
g
ch
an
g
e,
im
p
r
o
v
es
th
e
teac
h
in
g
p
r
o
ce
s
s
,
an
d
p
r
o
m
o
tes
o
n
g
o
i
n
g
d
e
v
elo
p
m
e
n
t.
T
h
ese
r
esu
lts
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
f
ac
u
lty
d
e
v
elo
p
m
e
n
t
in
itia
tiv
es
th
at
eq
u
ip
e
d
u
ca
to
r
s
wit
h
ass
ess
m
en
t
tech
n
iq
u
es,
in
s
tr
u
ctio
n
al
f
lex
ib
ilit
y
,
an
d
s
tu
d
en
t
in
v
o
lv
em
en
t.
T
h
e
s
e
ar
e
also
v
er
y
cr
itical
f
o
r
n
o
n
-
ed
u
ca
tio
n
f
ac
u
lty
m
em
b
er
s
to
m
ax
im
ize
th
eir
im
p
ac
t a
n
d
cr
ea
te
a
g
o
o
d
lear
n
in
g
en
v
ir
o
n
m
e
n
t
[2
7
]
.
4
.
4
.
Reso
urce
s
a
nd
s
up
po
rt
s
y
s
t
em
s
t
o
o
v
er
co
m
e
t
ea
ching
cha
lleng
es
Du
r
in
g
in
ter
v
iews
an
d
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
a
n
u
m
b
er
o
f
k
ey
s
u
p
p
o
r
t
s
y
s
tem
s
th
at
n
o
n
-
ed
u
ca
tio
n
f
ac
u
lty
f
in
d
e
x
tr
em
ely
h
elp
f
u
l
in
o
v
er
co
m
in
g
h
ig
h
er
ed
u
c
atio
n
teac
h
in
g
is
s
u
es
wer
e
id
en
tifie
d
.
T
h
ese
ar
e
lab
o
r
ato
r
y
f
ac
ilit
ies,
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
p
ee
r
ad
v
ice,
ad
ap
ta
tio
n
to
tech
n
o
lo
g
y
,
d
is
cip
lin
e
-
s
p
ec
if
ic
in
s
tr
u
m
en
t
s
,
in
d
iv
id
u
al
d
r
iv
e,
a
n
d
m
e
n
to
r
in
g
.
E
ac
h
ar
ea
o
f
s
u
p
p
o
r
t
f
u
l
f
ils
a
d
if
f
er
en
t
n
ee
d
an
d
,
in
t
o
tal,
co
n
tr
ib
u
tes to
th
e
ef
f
ec
tiv
en
ess
o
f
teac
h
in
g
am
o
n
g
n
o
n
-
ed
u
ca
tio
n
f
ac
u
lty
.
4
.
4
.
1
.
L
a
bo
ra
t
o
r
y
r
eso
urce
s
No
n
-
ed
u
ca
tio
n
f
ac
u
lty
h
ig
h
lig
h
ted
th
e
n
ec
ess
ity
f
o
r
well
-
eq
u
ip
p
e
d
lab
o
r
ato
r
ies,
p
a
r
ticu
lar
ly
i
n
s
cien
tific
an
d
tech
n
ical
f
ield
s
.
L
ab
o
r
ato
r
y
r
eso
u
r
ce
s
f
ac
ilit
ate
ex
p
er
ien
tial,
h
an
d
s
-
o
n
lear
n
in
g
in
ac
co
r
d
an
ce
with
co
m
m
is
s
io
n
o
n
h
ig
h
er
e
d
u
ca
tio
n
(
C
HE
D)
s
tan
d
ar
d
s
,
f
ac
ilit
atin
g
k
n
o
wled
g
e
a
p
p
licatio
n
b
y
th
e
f
ac
u
lt
y
with
p
r
ac
tical
s
k
ills
.
T
h
e
s
tu
d
y
h
ig
h
lig
h
ts
th
at
well
-
eq
u
ip
p
ed
lab
o
r
ato
r
ies
in
cr
ea
s
e
s
tu
d
e
n
t
en
g
a
g
em
en
t
a
n
d
u
n
d
er
s
tan
d
i
n
g
th
r
o
u
g
h
an
im
m
er
s
in
g
lear
n
in
g
en
v
i
r
o
n
m
e
n
t
[2
8
]
.
4
.
4
.
2
.
In
s
t
it
utio
na
l su
p
po
rt
Ass
et
s
lik
e
lib
r
ar
y
r
eso
u
r
ce
s
an
d
in
s
titu
tio
n
al
f
u
n
d
in
g
ar
e
im
p
o
r
tan
t
in
a
d
d
r
ess
in
g
teac
h
in
g
n
ee
d
s
.
T
h
e
p
r
o
v
is
io
n
o
f
co
m
p
lete
an
d
u
p
d
ated
teac
h
in
g
m
ater
ials
to
n
o
n
-
e
d
u
ca
tio
n
f
ac
u
lty
h
elp
s
to
en
s
u
r
e
s
u
cc
ess
f
u
l
teac
h
in
g
an
d
ef
f
icien
t
co
n
ten
t
d
eliv
er
y
[
29
]
.
I
n
s
titu
tio
n
al
s
u
p
p
o
r
t
h
elp
s
to
f
ill
p
ed
ag
o
g
ical
k
n
o
wled
g
e
g
a
p
s
an
d
eq
u
ip
f
ac
u
lty
with
m
ater
ia
ls
to
ac
h
iev
e
in
s
tr
u
ctio
n
al
o
b
je
ctiv
es.
4
.
4
.
3
.
P
ro
f
ess
io
na
l
d
ev
elo
pm
ent
Sem
in
ar
s
an
d
tr
ain
in
g
p
r
o
v
id
e
n
o
n
-
ed
u
ca
tio
n
f
ac
u
lty
with
u
s
ef
u
l
k
n
o
wled
g
e
o
f
th
e
latest
teac
h
in
g
m
eth
o
d
s
an
d
p
ed
a
g
o
g
ical
p
r
ac
tices,
wh
ich
is
p
ar
ticu
lar
ly
im
p
o
r
tan
t
f
o
r
th
o
s
e
wh
o
d
o
n
o
t
h
a
v
e
f
o
r
m
al
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
s
.
T
h
is
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
ev
e
lo
p
m
en
t
h
as
r
esu
lted
in
en
h
an
ce
d
in
s
tr
u
ctio
n
a
l
q
u
ality
an
d
p
e
d
ag
o
g
y
.
I
n
ad
d
itio
n
,
th
is
tr
ain
in
g
h
as
in
cr
ea
s
ed
f
ac
u
lty
co
n
f
id
en
ce
in
b
ei
n
g
ab
le
to
m
ee
t
th
e
v
ar
iety
o
f
lear
n
in
g
n
ee
d
s
o
f
th
eir
s
tu
d
en
ts
[3
0
]
.
4
.
4
.
4
.
P
ee
r
s
up
po
rt
Su
p
p
o
r
t
f
r
o
m
c
o
lleag
u
es
an
d
m
en
to
r
s
h
ip
p
r
o
v
i
d
e
n
o
n
-
f
o
r
m
al
g
u
id
a
n
ce
,
p
r
ev
en
tin
g
is
o
latio
n
an
d
f
ac
ilit
atin
g
in
s
tr
u
ctio
n
al
s
k
ill
en
h
an
ce
m
e
n
t.
Peer
p
ar
tn
er
s
h
i
p
s
r
esu
lt
in
th
e
p
r
esen
ce
o
f
o
t
h
er
s
,
wh
ich
h
as
b
ee
n
r
ep
o
r
ted
as
p
a
r
ticu
lar
ly
h
elp
f
u
l
wh
en
p
r
o
m
o
tin
g
f
ac
u
lty
d
e
v
elo
p
m
en
t
to
e
n
h
an
ce
t
h
e
tea
ch
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
[3
1
]
.
I
t
allo
ws
p
e
o
p
le
to
s
h
ar
e
e
x
ce
llen
t
teac
h
in
g
p
r
ac
tices
th
at
ca
n
ef
f
ec
tiv
el
y
s
u
p
p
o
r
t
p
r
o
f
ess
io
n
al
en
h
an
ce
m
e
n
t.
4
.
4
.
5
.
Ada
pta
t
io
n t
o
t
ec
hn
o
lo
g
y
No
n
-
ed
u
ca
tio
n
f
ac
u
lty
u
s
e
t
ec
h
n
o
lo
g
y
lik
e
Go
o
g
le
C
las
s
r
o
o
m
an
d
Po
wer
Po
in
t
t
o
e
f
f
ec
tiv
ely
o
r
g
an
ize
a
n
d
p
r
esen
t
th
e
co
n
t
en
t
o
f
a
p
a
r
ticu
lar
s
u
b
ject.
T
h
ese
tech
n
o
lo
g
ies
n
o
t
o
n
ly
m
a
k
e
th
e
s
tu
d
en
ts
m
o
r
e
en
g
ag
ed
b
u
t
also
s
im
p
lif
y
tea
ch
in
g
a
n
d
lear
n
in
g
task
s
.
As
a
r
esu
lt,
e
d
u
ca
to
r
s
a
r
e
a
b
le
to
ef
f
ec
tiv
ely
d
eliv
e
r
less
o
n
s
d
esp
ite
lim
ited
f
o
r
m
al
p
ed
ag
o
g
ical
tr
ain
in
g
[3
2
]
,
[
3
3
]
.
4
.
4
.
6
.
Dif
f
icultie
s
wit
h
dis
ci
p
lin
e
-
s
pecif
ic
t
o
o
ls
Fo
r
ce
r
tain
d
is
cip
lin
es,
wr
itin
g
-
o
r
ien
te
d
an
d
a
p
p
licatio
n
-
b
a
s
ed
m
eth
o
d
s
ar
e
m
o
r
e
ap
p
r
o
p
r
iate
th
an
co
n
v
en
tio
n
al
lectu
r
e
s
ty
les.
No
n
-
ed
u
ca
tio
n
f
ac
u
lty
n
ee
d
s
to
ch
an
g
e
th
eir
m
o
d
es
o
f
in
s
tr
u
ct
io
n
,
wh
ich
in
m
an
y
ca
s
es
co
u
ld
b
e
im
p
o
s
s
ib
le
with
o
u
t
p
r
o
p
e
r
tr
ain
in
g
.
Stu
d
ies
u
n
d
er
s
co
r
e
th
e
ad
v
an
tag
es
o
f
d
is
cip
lin
e
-
s
p
ec
if
ic
teac
h
in
g
m
eth
o
d
s
,
n
o
tin
g
th
e
n
ee
d
f
o
r
s
y
n
ch
r
o
n
izin
g
th
e
tea
ch
in
g
ap
p
r
o
ac
h
es with
s
u
b
ject
d
em
an
d
s
[3
4
]
.
4
.
4
.
7
.
I
nd
iv
idu
a
l
i
nitia
t
iv
e
I
n
tim
es
o
f
lim
ited
r
eso
u
r
ce
s
,
n
o
n
-
e
d
u
ca
tio
n
al
f
ac
u
lty
o
f
ten
tak
e
th
e
in
itiativ
e
to
d
ev
el
o
p
t
h
eir
o
w
n
teac
h
in
g
m
ater
ials
.
Su
ch
a
p
r
o
ac
tiv
e
ap
p
r
o
ac
h
r
ef
lects
th
e
r
e
s
o
u
r
ce
f
u
ln
ess
an
d
ad
ap
ta
b
ilit
y
o
f
th
ese
teac
h
er
s
.
Ultim
ately
,
th
is
r
eso
u
r
ce
f
u
ln
e
s
s
h
elp
s
th
em
m
ee
t in
s
tr
u
ctio
n
al
n
ee
d
s
ev
en
u
n
d
e
r
ad
v
e
r
s
e
lim
itatio
n
s
[3
5
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
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
9
3
5
-
3945
3942
4
.
4
.
8
.
M
ent
o
rsh
ip a
nd
l
eg
a
cy
Me
n
to
r
s
h
ip
b
y
ex
p
e
r
ien
ce
d
p
ee
r
s
is
v
ital
in
h
elp
i
n
g
n
o
v
ice
teac
h
er
s
,
esp
ec
ially
th
o
s
e
wh
o
d
o
n
o
t
h
av
e
teac
h
in
g
d
eg
r
ee
s
.
W
ith
m
en
to
r
s
h
ip
,
n
o
n
-
e
d
u
ca
tio
n
f
a
cu
lty
ar
e
g
iv
en
g
u
id
an
ce
in
a
d
d
r
ess
in
g
teac
h
in
g
d
if
f
icu
lties
,
ac
q
u
ir
in
g
b
est
p
r
ac
tices,
an
d
s
tr
en
g
th
en
in
g
cla
s
s
r
o
o
m
m
an
ag
em
en
t
s
k
ills
.
Su
ch
s
u
p
p
o
r
t
g
r
ea
tly
en
h
an
ce
s
b
o
t
h
in
s
tr
u
ctio
n
al
q
u
ality
an
d
jo
b
s
atis
f
ac
tio
n
[3
6
]
.
Fig
u
r
e
2
em
p
lo
y
s
a
p
u
zz
le
p
i
ec
e
an
alo
g
y
to
illu
s
tr
ate
th
e
i
n
ter
co
n
n
ec
te
d
co
m
p
o
n
en
ts
ess
en
tial
f
o
r
em
p
o
wer
in
g
n
o
n
-
ed
u
ca
tio
n
f
a
cu
lty
in
teac
h
in
g
.
A
g
r
ad
u
atio
n
ca
p
in
th
e
m
i
d
d
le
r
ep
r
esen
ts
s
u
cc
ess
f
u
l
lear
n
in
g
an
d
teac
h
in
g
,
with
p
iece
s
ar
o
u
n
d
it
r
e
p
r
esen
tin
g
k
ey
s
u
p
p
o
r
t
f
ac
to
r
s
:
m
en
to
r
s
h
ip
,
lab
f
ac
ilit
ies,
in
s
titu
tio
n
al
s
u
p
p
o
r
t
(
p
o
licies,
f
u
n
d
in
g
,
an
d
ad
m
in
is
tr
atio
n
)
,
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
p
ee
r
s
u
p
p
o
r
t,
tec
h
n
o
lo
g
y
ac
co
m
m
o
d
atio
n
,
d
is
cip
lin
e
-
s
p
ec
if
ic
to
o
ls
,
an
d
in
d
i
v
id
u
al
i
n
itiativ
e.
T
h
e
f
ig
u
r
e
h
ig
h
lig
h
ts
th
at
em
p
o
wer
in
g
th
ese
f
ac
u
lty
n
ee
d
s
a
co
m
p
r
eh
en
s
iv
e
s
tr
ateg
y
co
m
b
i
n
in
g
in
s
titu
tio
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