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’
s
wo
r
k
,
an
d
s
itu
ated
lear
n
in
g
th
eo
r
y
ar
ticu
lated
b
y
L
a
v
e
an
d
W
en
g
er
[
2
]
.
Fin
lan
d
im
p
lem
e
n
ts
r
esear
ch
-
b
ased
teac
h
er
ed
u
ca
ti
o
n
with
m
ajo
r
ity
o
f
th
e
p
r
o
g
r
am
co
n
s
is
tin
g
o
f
in
te
g
r
ated
f
ield
p
r
ac
tice,
p
r
o
d
u
cin
g
teac
h
er
s
with
h
ig
h
r
eten
tio
n
r
ates
an
d
jo
b
s
atis
f
ac
tio
n
[
3
]
.
Sin
g
a
p
o
r
e
ap
p
lies
co
m
p
r
e
h
en
s
iv
e
“
te
ac
h
in
g
p
r
a
ctic
u
m
”
co
m
b
in
in
g
s
tr
u
ctu
r
ed
o
b
s
er
v
atio
n
,
in
ten
s
iv
e
co
llab
o
r
atio
n
,
an
d
in
d
ep
en
d
en
t
teac
h
in
g
.
Au
s
tr
alia
u
s
es
a
“p
r
o
f
ess
io
n
al
ex
p
er
ien
ce
f
r
am
ewo
r
k
”
in
teg
r
atin
g
u
n
iv
er
s
ity
co
u
r
s
es with
ex
ten
d
ed
s
ch
o
o
l
p
lace
m
en
ts
[
4
]
.
C
o
n
te
m
p
o
r
a
r
y
r
ese
ar
ch
em
p
h
asiz
es
t
h
e
t
r
a
n
s
f
o
r
m
at
iv
e
p
o
t
en
t
ial
o
f
t
ec
h
n
o
l
o
g
y
-
e
n
h
an
ce
d
te
ac
h
e
r
ed
u
c
ati
o
n
p
r
o
g
r
am
s
.
C
o
m
p
u
t
er
s
i
m
u
la
ti
o
n
a
n
d
cl
o
u
d
-
b
as
e
d
s
m
ar
t
te
c
h
n
o
l
o
g
i
es
ca
n
r
e
v
o
l
u
ti
o
n
iz
e
te
ac
h
e
r
p
r
e
p
a
r
at
io
n
b
y
f
ac
i
lit
ati
n
g
s
u
cc
ess
f
u
l
o
p
e
n
le
ar
n
i
n
g
en
v
ir
o
n
m
e
n
ts
[
5
]
.
P
r
o
s
p
ec
ti
v
e
te
ac
h
e
r
s
en
g
ag
in
g
wit
h
ad
v
a
n
ce
d
s
i
m
u
lat
io
n
te
ch
n
o
lo
g
ies
s
h
o
w
s
i
g
n
if
ica
n
t
ly
i
m
p
r
o
v
e
d
c
lass
r
o
o
m
m
a
n
a
g
em
e
n
t
s
k
ills
a
n
d
tec
h
n
o
lo
g
i
ca
l
p
ed
a
g
o
g
i
ca
l
c
o
n
te
n
t
k
n
o
wl
ed
g
e
(
T
PAC
K
)
[
6
]
.
T
h
e
i
n
te
g
r
a
ti
o
n
o
f
a
r
ti
f
i
ci
al
i
n
te
lli
g
e
n
ce
a
n
d
d
i
g
it
al
t
o
o
ls
h
as
e
m
e
r
g
e
d
as
cr
i
tic
al
i
n
p
r
ep
ar
in
g
ed
u
c
at
o
r
s
f
o
r
2
1
s
t
-
ce
n
t
u
r
y
class
r
o
o
m
s
.
L
a
v
i
d
as
et
a
l
.
[
7
]
ex
am
i
n
e
d
e
te
r
m
in
a
n
ts
o
f
h
u
m
a
n
it
ies
a
n
d
s
o
c
ial
s
c
ie
n
c
es
s
t
u
d
e
n
ts
’
i
n
t
e
n
ti
o
n
s
t
o
u
s
e
ar
t
if
ici
al
i
n
te
lli
g
e
n
c
e
ap
p
li
ca
ti
o
n
s
,
r
ev
ea
l
in
g
t
h
at
p
er
ce
i
v
e
d
u
s
e
f
u
ln
ess
an
d
e
ase
o
f
u
s
e
s
ig
n
i
f
i
ca
n
tl
y
i
n
f
lu
e
n
c
e
a
d
o
p
ti
o
n
p
a
tte
r
n
s
.
I
s
la
m
i
c
ed
u
ca
t
io
n
f
r
a
m
e
wo
r
k
s
p
r
o
v
i
d
e
ess
e
n
t
ial
t
h
e
o
r
et
ic
al
g
r
o
u
n
d
i
n
g
f
o
r
u
n
d
er
s
ta
n
d
i
n
g
I
s
la
m
ic
R
el
ig
io
u
s
E
d
u
c
ati
o
n
(
PA
I
)
te
ac
h
er
p
r
e
p
a
r
a
ti
o
n
.
C
l
ass
ic
al
I
s
l
am
ic
e
d
u
ca
ti
o
n
al
p
h
il
o
s
o
p
h
y
em
p
h
a
s
izes
in
te
g
r
ati
o
n
o
f
k
n
o
w
le
d
g
e
ac
q
u
is
it
io
n
w
it
h
s
p
ir
it
u
al
d
e
v
e
lo
p
m
e
n
t
t
h
r
o
u
g
h
c
o
n
ce
p
ts
o
f
ta
’
lim
(
i
n
s
t
r
u
ct
io
n
)
,
t
a
r
b
iy
a
h
(
c
h
a
r
a
cte
r
d
e
v
e
lo
p
m
e
n
t
)
,
a
n
d
ta
’
d
ib
(
et
h
ic
al
r
ef
i
n
em
en
t)
,
p
o
s
it
io
n
i
n
g
tea
c
h
e
r
s
as
m
o
r
a
l
e
x
e
m
p
la
r
s
[
8
]
,
[
9
]
.
Mo
d
er
n
I
s
la
m
i
c
t
ea
c
h
e
r
ed
u
ca
t
io
n
f
r
a
m
ew
o
r
k
s
s
e
e
k
t
o
b
al
an
ce
t
r
a
d
it
io
n
a
l
r
e
li
g
i
o
u
s
k
n
o
w
le
d
g
e
t
r
a
n
s
m
is
s
i
o
n
wi
th
co
n
t
em
p
o
r
ar
y
p
e
d
a
g
o
g
ica
l
a
p
p
r
o
ac
h
es
r
es
p
o
n
s
iv
e
to
d
i
v
e
r
s
e
s
tu
d
e
n
t
n
ee
d
s
a
n
d
t
ec
h
n
o
l
o
g
ica
l
i
n
n
o
v
a
ti
o
n
s
[
10
]
.
I
n
th
e
I
n
d
o
n
esian
co
n
te
x
t,
te
ac
h
er
ed
u
ca
tio
n
f
ac
es
co
m
p
l
ex
ch
allen
g
es
r
eq
u
ir
in
g
co
m
p
r
eh
en
s
iv
e
r
ef
o
r
m
s
tr
ateg
ies
in
teg
r
atin
g
g
lo
b
al
b
est
p
r
ac
tices
with
lo
ca
l
cu
ltu
r
al
co
n
tex
ts
an
d
I
s
lam
ic
ed
u
ca
tio
n
al
v
alu
es
[1
1
]
.
R
ec
en
t
in
ter
n
atio
n
al
ass
ess
m
en
ts
in
d
icate
I
n
d
o
n
esia
c
o
n
tin
u
es
f
ac
in
g
s
ig
n
if
ican
t
ch
allen
g
es
in
teac
h
er
q
u
ality
,
with
s
u
b
s
tan
tial
v
ar
i
atio
n
s
in
p
ed
ag
o
g
ical
co
m
p
e
ten
ce
ac
r
o
s
s
d
if
f
e
r
en
t
s
u
b
ject
ar
ea
s
[1
2
]
.
PAI
teac
h
er
s
r
ep
o
r
t
lack
o
f
c
o
n
f
id
en
ce
in
i
n
teg
r
atin
g
lear
n
in
g
tech
n
o
lo
g
y
,
an
d
a
s
ig
n
i
f
ican
t
g
ap
b
etwe
e
n
th
eo
r
etica
l
k
n
o
wled
g
e
an
d
p
r
ac
tical
s
k
ills
h
as
b
ec
o
m
e
cr
u
cial
[1
3
]
.
T
h
e
teac
h
e
r
p
r
o
f
ess
io
n
al
ed
u
ca
tio
n
p
r
o
g
r
a
m
(
PP
G)
lau
n
ch
ed
i
n
2
0
1
7
h
as
f
ac
ed
v
ar
io
u
s
im
p
lem
en
tatio
n
ch
allen
g
es.
E
v
alu
at
io
n
id
en
tifie
d
n
ee
d
s
f
o
r
s
u
b
s
tan
tial
s
tr
en
g
th
en
in
g
o
f
f
ield
p
r
ac
tice
co
m
p
o
n
en
ts
an
d
lear
n
in
g
tech
n
o
lo
g
y
in
t
eg
r
atio
n
[1
4
]
.
PAI
teac
h
er
s
f
ac
e
u
n
iq
u
e
ch
allen
g
es
in
in
teg
r
atin
g
r
elig
io
u
s
co
n
ten
t
with
m
o
d
e
r
n
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
wh
ile
m
ain
tain
in
g
cu
ltu
r
al
a
u
th
en
t
icity
[1
5
]
.
R
ec
en
t
s
tu
d
ies
id
en
tify
s
ig
n
if
ican
t
g
a
p
s
b
etwe
en
th
eo
r
etica
l
p
r
ep
ar
atio
n
an
d
p
r
ac
tical
d
em
an
d
s
[1
6
]
.
L
iter
atu
r
e
r
ev
iew
r
ev
ea
ls
im
p
o
r
tan
t
f
in
d
in
g
s
b
u
t
also
s
ig
n
if
ican
t
r
esear
ch
g
ap
s
.
R
ec
en
t
in
ter
n
atio
n
al
r
esear
ch
d
em
o
n
s
tr
ates
th
at
in
teg
r
ated
in
ter
n
s
h
ip
m
o
d
els
p
r
o
d
u
ce
h
ig
h
er
teac
h
e
r
r
eten
tio
n
r
ate
s
an
d
im
p
r
o
v
ed
jo
b
s
atis
f
ac
tio
n
[1
7
]
.
Stru
ct
u
r
ed
in
ter
n
s
h
ip
e
x
p
er
ien
ce
s
i
n
cr
ea
s
e
teac
h
er
s
elf
-
ef
f
icac
y
an
d
co
n
f
id
en
ce
in
im
p
lem
en
tin
g
i
n
n
o
v
ativ
e
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
es
[1
8
]
.
H
o
wev
er
,
th
e
r
e
is
lack
o
f
em
p
ir
ical
s
tu
d
ies
o
n
ef
f
ec
tiv
e
in
teg
r
ated
in
ter
n
s
h
i
p
m
o
d
el
co
m
p
o
n
en
ts
,
p
ar
ticu
lar
ly
in
I
s
lam
ic
ed
u
ca
tio
n
co
n
tex
ts
in
I
n
d
o
n
esia.
T
h
is
r
esear
ch
aim
s
to
an
aly
ze
an
d
id
en
tif
y
f
ac
to
r
s
co
n
tr
ib
u
tin
g
to
s
u
cc
ess
o
f
in
te
g
r
ated
in
t
er
n
s
h
ip
m
o
d
els
f
o
r
p
r
o
s
p
ec
tiv
e
PAI
teac
h
er
s
u
s
in
g
ex
p
lo
r
ato
r
y
f
ac
to
r
an
al
y
s
is
(
E
FA)
.
Sp
ec
if
ically
,
th
is
r
esear
ch
s
ee
k
s
to
an
s
wer
f
o
u
r
m
ain
r
esear
ch
q
u
esti
o
n
s
:
i)
W
h
at
is
th
e
f
ac
to
r
s
tr
u
ctu
r
e
o
f
in
teg
r
ated
in
ter
n
s
h
ip
p
r
o
g
r
am
co
m
p
o
n
en
ts
f
o
r
p
r
o
s
p
ec
tiv
e
P
AI
teac
h
er
s
?
ii)
W
h
at
is
th
e
v
alid
ity
an
d
r
eliab
ili
ty
o
f
ev
alu
atio
n
in
s
tr
u
m
en
ts
?
iii)
W
h
at
th
eo
r
etica
l m
o
d
el
ca
n
b
e
d
ev
elo
p
e
d
b
ased
o
n
f
ac
t
o
r
an
aly
s
is
?
iv
)
W
h
at
r
ec
o
m
m
en
d
atio
n
s
ca
n
b
e
g
iv
en
f
o
r
im
p
r
o
v
i
n
g
in
ter
n
s
h
ip
p
r
o
g
r
am
s
?
T
h
is
r
esear
ch
ad
d
r
ess
es
g
ap
s
in
PAI
teac
h
er
e
d
u
ca
tio
n
b
y
d
ev
elo
p
in
g
a
f
ac
to
r
-
b
ased
in
teg
r
ated
in
ter
n
s
h
ip
m
o
d
el
u
s
in
g
E
FA.
Un
lik
e
tr
ad
itio
n
al
n
o
r
m
ativ
e
ap
p
r
o
ac
h
es,
o
u
r
s
tu
d
y
i
d
en
tifi
es
laten
t
s
tr
u
ctu
r
al
co
m
p
o
n
en
ts
s
u
ch
as
m
en
to
r
in
g
q
u
ality
,
tech
n
o
lo
g
y
in
teg
r
atio
n
,
an
d
co
n
te
x
tu
al
r
elig
i
o
u
s
p
ed
ag
o
g
y
th
at
em
p
ir
ically
d
eter
m
in
e
i
n
ter
n
s
h
ip
s
u
cc
ess
.
B
y
in
teg
r
atin
g
clin
ical
p
r
ac
tice
m
o
d
els,
r
ef
lectiv
e
teac
h
in
g
f
r
am
ewo
r
k
s
,
a
n
d
s
itu
ated
lea
r
n
in
g
t
h
eo
r
y
with
I
s
lam
ic
e
d
u
ca
tio
n
al
p
r
in
cip
les,
we
d
e
s
ig
n
ed
a
cu
ltu
r
ally
r
esp
o
n
s
iv
e
m
o
d
el
ad
ap
ted
to
P
AI
ch
ar
ac
ter
is
tics
in
I
n
d
o
n
esia.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n a
nd
j
us
t
if
ica
t
io
n
T
h
is
r
esear
ch
u
s
es
a
m
ix
ed
m
eth
o
d
s
s
eq
u
en
tial
e
x
p
lan
ato
r
y
d
esig
n
with
em
p
h
asis
o
n
q
u
an
titativ
e
ap
p
r
o
ac
h
[1
9
]
wh
er
e
E
FA
is
th
e
m
ain
f
o
cu
s
an
d
s
u
p
p
lem
en
t
ed
with
q
u
alitativ
e
d
ata
[
20
]
.
E
x
p
o
s
t f
ac
to
d
esig
n
was
ch
o
s
en
b
ec
au
s
e
it
an
al
y
ze
s
in
ter
n
s
h
ip
p
r
o
g
r
am
d
a
ta
th
at
h
as
b
ee
n
c
o
m
p
leted
with
o
u
t
v
ar
ia
b
le
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
342
-
359
344
m
an
ip
u
latio
n
.
E
FA
was
s
p
ec
if
ically
ch
o
s
en
to
id
en
tify
co
m
p
lex
r
elatio
n
s
h
ip
p
atter
n
s
an
d
r
ev
ea
l
f
ac
to
r
s
tr
u
ctu
r
es
u
n
d
er
ly
in
g
in
ter
n
s
h
ip
p
r
o
g
r
am
co
m
p
o
n
e
n
ts
.
T
h
e
s
elec
tio
n
o
f
E
FA
o
v
er
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
was
d
elib
er
ate,
as
t
h
is
r
esear
ch
aim
s
t
o
e
x
p
lo
r
e
r
ath
er
th
an
test
p
r
e
-
ex
is
tin
g
th
eo
r
etica
l
m
o
d
els.
T
h
e
r
o
b
u
s
tn
ess
o
f
E
FA
is
en
s
u
r
ed
th
r
o
u
g
h
r
ig
o
r
o
u
s
p
r
er
e
q
u
is
ite
te
s
tin
g
with
KM
O
an
d
B
ar
tlett
’
s
test
,
cr
o
s
s
-
v
alid
atio
n
th
r
o
u
g
h
q
u
alitativ
e
d
ata
f
r
o
m
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
an
d
ex
p
e
r
t
in
ter
v
iew
s
,
m
u
ltip
le
r
o
tatio
n
m
eth
o
d
s
co
m
p
ar
is
o
n
,
an
d
s
en
s
itiv
ity
an
aly
s
is
.
Var
iab
les
wer
e
s
elec
ted
b
ased
o
n
t
h
eo
r
etic
al
f
r
am
ewo
r
k
s
f
r
o
m
ex
p
er
ien
tial le
ar
n
in
g
th
e
o
r
y
b
y
Ko
lb
an
d
s
o
cial
co
g
n
itiv
e
th
eo
r
y
b
y
B
an
d
u
r
a
[
2
1
]
,
r
ev
iew
o
f
in
ter
n
atio
n
al
b
est
p
r
ac
tices,
p
r
elim
in
ar
y
q
u
alitativ
e
in
q
u
ir
y
with
1
5
PAI
ed
u
ca
t
o
r
s
,
an
d
g
ap
s
in
ex
is
tin
g
liter
at
u
r
e.
2
.
2
.
P
o
pu
la
t
io
n,
s
a
m
ple size,
a
nd
s
a
m
pli
ng
pro
ce
du
re
T
h
e
r
esear
ch
p
o
p
u
latio
n
co
n
s
is
ts
o
f
4
8
6
s
tu
d
en
ts
f
r
o
m
PAI
s
tu
d
y
p
r
o
g
r
a
m
s
wh
o
h
a
v
e
co
m
p
leted
in
ter
n
s
h
ip
p
r
o
g
r
am
s
at
u
n
iv
er
s
ities
in
Yo
g
y
ak
ar
ta
d
u
r
i
n
g
t
h
e
2
0
2
3
/2
0
2
4
ac
ad
em
ic
y
ea
r
.
T
h
e
s
am
p
le
c
o
n
s
is
ts
o
f
2
1
8
PAI
s
tu
d
en
ts
f
r
o
m
f
o
u
r
u
n
iv
er
s
ities
.
T
h
is
s
am
p
le
s
ize
ex
ce
ed
s
E
FA
r
eq
u
ir
em
en
ts
o
f
m
in
im
u
m
5
:1
r
atio
o
f
p
ar
ticip
an
ts
to
v
ar
iab
l
es
an
d
th
e
r
ec
o
m
m
e
n
d
ed
2
0
0
f
o
r
r
o
b
u
s
t
f
ac
to
r
a
n
aly
s
is
,
with
r
esp
o
n
s
e
r
ate
o
f
4
4
.
9
%
r
ef
lectin
g
r
ea
lis
tic
p
ar
t
icip
atio
n
in
ed
u
ca
tio
n
al
r
esea
r
ch
co
n
tex
ts
.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
was
em
p
lo
y
ed
with
clea
r
ly
d
ef
in
ed
in
cl
u
s
io
n
cr
iter
ia
to
en
s
u
r
e
s
am
p
le
h
o
m
o
g
en
eity
an
d
d
ata
q
u
ality
[
22
]
.
Par
ticip
an
ts
m
u
s
t
h
av
e
co
m
p
leted
all
f
o
u
r
in
ter
n
s
h
ip
co
m
p
o
n
e
n
ts
(
o
b
s
er
v
atio
n
,
m
icr
o
teac
h
in
g
,
teac
h
in
g
p
r
ac
tice,
an
d
r
ef
lectio
n
)
,
ac
h
iev
ed
m
in
im
u
m
GPA
o
f
3
.
0
,
co
m
p
leted
m
in
im
u
m
4
-
m
o
n
th
i
n
ter
n
s
h
ip
p
r
o
g
r
am
,
an
d
ac
h
iev
e
d
m
in
im
u
m
B
g
r
ad
e
in
in
ter
n
s
h
ip
ev
alu
atio
n
.
T
h
e
s
am
p
lin
g
p
r
o
ce
d
u
r
e
in
v
o
lv
ed
f
o
u
r
s
tag
es:
id
en
tific
atio
n
o
f
3
1
2
elig
ib
le
p
ar
ticip
an
ts
f
r
o
m
to
tal
p
o
p
u
latio
n
o
f
4
8
6
,
s
tr
at
if
ied
s
elec
tio
n
ac
r
o
s
s
f
o
u
r
u
n
iv
er
s
ities
en
s
u
r
in
g
p
r
o
p
o
r
tio
n
al
r
e
p
r
esen
tatio
n
,
e
m
ail
in
v
itatio
n
s
with
in
f
o
r
m
ed
co
n
s
en
t
d
o
c
u
m
en
ts
,
an
d
o
n
lin
e
s
u
r
v
ey
d
ata
co
llectio
n
y
ield
in
g
2
1
8
v
alid
r
esp
o
n
s
es (
6
9
.
9
% r
esp
o
n
s
e
r
ate
f
r
o
m
elig
i
b
le
p
ar
ticip
an
ts
)
[
23
]
.
Sam
p
le
ch
ar
ac
ter
is
tics
s
h
o
w
6
4
%
f
em
ale
an
d
3
6
%
m
al
e,
ag
e
r
an
g
e
2
0
-
2
4
y
ea
r
s
,
6
7
%
f
r
o
m
p
esa
n
tr
en
(
I
s
lam
ic
b
o
ar
d
in
g
s
ch
o
o
l)
b
ac
k
g
r
o
u
n
d
s
an
d
3
3
%
n
o
n
-
p
esa
n
tr
en
,
with
5
5
%
f
r
o
m
p
u
b
lic
I
s
lam
ic
u
n
iv
er
s
ities
an
d
4
5
%
f
r
o
m
p
r
iv
ate
in
s
titu
tio
n
s
.
T
h
is
p
u
r
p
o
s
iv
e
ap
p
r
o
ac
h
was
ju
s
tifie
d
as
th
eo
r
y
-
d
r
iv
en
,
tar
g
etin
g
p
ar
ticip
an
ts
with
c
o
m
p
lete
ex
p
er
ien
ce
s
n
ec
ess
a
r
y
f
o
r
m
ea
s
u
r
in
g
all
co
n
s
tr
u
cts
wh
ile
en
s
u
r
in
g
q
u
ality
co
n
tr
o
l
an
d
ad
e
q
u
ate
h
eter
o
g
en
eity
ac
r
o
s
s
in
s
titu
tio
n
ty
p
es.
T
h
e
r
esear
ch
wa
s
co
n
d
u
cted
f
r
o
m
Feb
r
u
ar
y
to
A
u
g
u
s
t
2
0
2
4
,
wit
h
in
ten
s
iv
e
d
ata
c
o
llectio
n
f
r
o
m
Ma
r
ch
to
J
u
n
e
2
0
2
4
.
Yo
g
y
ak
ar
ta
(
I
n
d
o
n
esia)
was
s
elec
ted
b
ased
o
n
h
ig
h
c
o
n
ce
n
tr
atio
n
o
f
teac
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
,
estab
lis
h
ed
s
ch
o
o
l
p
ar
t
n
er
s
h
ip
s
,
d
iv
er
s
ity
o
f
in
ter
n
s
h
ip
s
tr
u
ctu
r
es,
an
d
g
eo
g
r
ap
h
ical
ac
ce
s
s
ib
ilit
y
.
T
ab
le
1
p
r
esen
ts
f
ac
to
r
s
co
r
e
co
m
p
ar
is
o
n
s
ac
r
o
s
s
d
em
o
g
r
ap
h
ic
s
u
b
g
r
o
u
p
s
,
r
ev
ea
lin
g
s
ev
er
al
n
o
tewo
r
th
y
p
atter
n
s
.
Fem
ale
p
ar
ticip
an
ts
d
em
o
n
s
tr
ated
s
lig
h
tly
h
ig
h
er
m
ea
n
s
co
r
es
a
cr
o
s
s
all
f
ac
to
r
s
,
th
o
u
g
h
d
if
f
e
r
en
ce
s
wer
e
n
o
t
s
tatis
tically
s
ig
n
if
ican
t.
Stu
d
en
ts
f
r
o
m
p
esa
n
tr
en
b
ac
k
g
r
o
u
n
d
s
s
co
r
ed
s
ig
n
if
ican
tly
h
ig
h
e
r
o
n
s
p
ir
itu
al
r
ef
lectio
n
co
m
p
ar
e
d
to
n
o
n
-
p
esa
n
tr
en
s
tu
d
en
ts
,
s
u
g
g
esti
n
g
th
at
p
r
io
r
im
m
er
s
io
n
in
I
s
lam
ic
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
cu
ltiv
ates
s
p
ir
itu
al
-
p
ed
ag
o
g
ical
in
teg
r
atio
n
th
at
u
n
iv
er
s
ity
p
r
o
g
r
am
s
b
u
ild
u
p
o
n
r
ath
er
th
an
in
itiate.
C
o
n
v
er
s
ely
,
n
o
n
-
p
esa
n
tr
en
s
tu
d
en
ts
s
h
o
wed
m
ar
g
in
ally
h
ig
h
er
m
icr
o
t
ea
c
h
in
g
s
co
r
es,
p
o
ten
tially
r
ef
lectin
g
g
r
ea
ter
ex
p
o
s
u
r
e
to
co
n
tem
p
o
r
ar
y
p
ed
ag
o
g
ical
m
eth
o
d
s
p
r
io
r
to
u
n
iv
e
r
s
ity
en
r
o
llm
en
t.
Pu
b
lic
u
n
i
v
er
s
ity
s
tu
d
en
ts
d
em
o
n
s
tr
ated
h
ig
h
er
o
b
s
er
v
atio
n
co
m
p
eten
ce
s
co
r
es,
p
o
s
s
ib
ly
attr
ib
u
tab
le
to
m
o
r
e
estab
lis
h
ed
s
ch
o
o
l
p
ar
tn
er
s
h
ip
s
a
n
d
s
tr
u
ctu
r
ed
o
r
ien
tatio
n
p
r
o
g
r
a
m
s
,
wh
ile
p
r
i
v
ate
in
s
titu
tio
n
s
tu
d
en
ts
s
h
o
wed
co
m
p
ar
ab
l
e
teac
h
in
g
p
r
ac
tice
s
co
r
es,
in
d
icatin
g
th
at
au
th
en
tic
class
r
o
o
m
p
er
f
o
r
m
an
ce
eq
u
alize
s
ac
r
o
s
s
in
s
titu
tio
n
ty
p
e
s
d
esp
ite
r
eso
u
r
ce
d
if
f
er
en
ce
s
.
T
h
ese
p
atter
n
s
s
u
g
g
est
th
at
in
ter
n
s
h
ip
ef
f
ec
ti
v
en
ess
d
ep
en
d
s
o
n
co
m
p
le
x
in
ter
ac
tio
n
s
b
etwe
en
in
d
iv
id
u
al
b
ac
k
g
r
o
u
n
d
,
in
s
titu
tio
n
al
r
eso
u
r
ce
s
,
an
d
p
r
o
g
r
a
m
d
esig
n
r
ath
er
t
h
an
an
y
s
in
g
le
f
ac
to
r
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
ch
ar
ac
t
er
is
tics
an
d
m
ea
n
f
ac
to
r
s
co
r
es
C
h
a
r
a
c
t
e
r
i
s
t
i
c
n
(
%)
F
a
c
t
o
r
1
M
(
S
D
)
F
a
c
t
o
r
2
M
(
S
D
)
F
a
c
t
o
r
3
M
(
S
D
)
F
a
c
t
o
r
4
M
(
S
D
)
G
e
n
d
e
r
F
e
mal
e
1
3
9
(
6
4
%)
4
.
1
8
(
0
.
6
2
)
4
.
1
2
(
0
.
5
4
)
3
.
9
4
(
0
.
6
8
)
3
.
8
7
(
0
.
7
6
)
M
a
l
e
7
9
(
3
6
%)
4
.
0
9
(
0
.
7
1
)
4
.
0
8
(
0
.
6
1
)
3
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9
8
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B
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Pe
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I
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P
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i
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3
.
I
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T
h
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ter
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ip
co
m
p
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en
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ess
m
en
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ca
le
(
I
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was
d
ev
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e
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th
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ig
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g
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l
f
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am
ewo
r
k
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d
e
m
p
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v
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I
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itial
item
g
e
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er
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n
co
m
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ed
th
eo
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l
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e
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s
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with
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in
ar
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q
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e
in
q
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in
v
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g
1
5
ex
p
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d
PAI
teac
h
e
r
e
d
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ca
to
r
s
.
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h
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ter
v
iews
r
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ea
led
p
ed
a
g
o
g
ical
d
im
en
s
io
n
s
an
d
em
p
h
asized
s
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ir
itu
al
d
ev
elo
p
m
en
t
as
in
teg
r
al
to
PAI
teac
h
er
p
r
ep
ar
atio
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.
An
in
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2252
-
8
8
2
2
A
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r
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tern
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ip
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345
1
8
item
s
was
g
en
er
ated
co
v
e
r
in
g
o
b
s
er
v
atio
n
s
k
ills
,
m
icr
o
teac
h
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g
co
m
p
eten
cies,
teac
h
i
n
g
p
r
ac
tice
ab
ilit
ies,
an
d
s
p
ir
itu
al
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ef
lectio
n
,
u
s
in
g
5
-
p
o
in
t
L
ik
e
r
t
s
ca
le.
C
o
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ten
t
v
alid
ity
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estab
lis
h
ed
th
r
o
u
g
h
ex
p
e
r
t
p
a
n
el
r
ev
iew
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g
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iv
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ts
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m
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et
h
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alu
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n
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r
icu
lu
m
d
e
v
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m
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t,
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d
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ield
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tice.
C
o
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t
v
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ity
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ex
(
C
VI
)
ca
lcu
latio
n
f
o
llo
wed
m
eth
o
d
o
l
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g
y
[
24
]
,
wh
er
e
e
x
p
er
ts
r
ated
ea
ch
item
o
n
r
elev
a
n
ce
.
I
tem
s
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h
iev
in
g
ag
r
ee
m
e
n
t
f
r
o
m
at
least
8
0
%
o
f
ex
p
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r
ts
wer
e
r
etain
ed
,
r
esu
ltin
g
in
r
ef
i
n
em
en
t
to
1
2
ite
m
s
with
av
er
ag
e
C
VI
o
f
0
.
8
7
,
in
d
icatin
g
s
tr
o
n
g
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ten
t
v
alid
ity
.
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o
t
test
in
g
with
3
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s
tu
d
en
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f
r
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m
a
c
o
m
p
ar
ab
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u
n
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r
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ity
ass
ess
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item
clar
ity
,
test
ed
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is
tr
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p
r
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d
u
r
es,
c
o
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elim
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eliab
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lity
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aly
s
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tifie
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tech
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o
r
wo
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d
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ee
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s
.
Pre
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8
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p
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tin
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p
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ain
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a
ta
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llectio
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T
h
e
f
in
al
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C
AS
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n
s
is
ts
o
f
1
2
item
s
ac
r
o
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esized
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m
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o
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m
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in
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it
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ea
s
u
r
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b
r
ief
in
g
ex
p
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ien
ce
s
,
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lan
n
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ilit
ies
,
im
p
lem
en
tatio
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ef
f
ec
tiv
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ess
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d
p
e
r
s
o
n
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d
ev
elo
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m
en
t
.
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e
m
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co
m
p
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es
f
o
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r
item
s
ass
es
s
in
g
g
r
o
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p
d
is
c
u
s
s
io
n
,
Al
-
Qu
r
an
liter
ac
y
i
n
p
ed
a
g
o
g
ical
co
n
tex
ts
,
p
e
er
f
ee
d
b
ac
k
,
an
d
im
p
lem
en
tatio
n
q
u
ality
.
T
h
e
teac
h
in
g
p
r
ac
tice
c
o
m
p
o
n
e
n
t
co
n
tain
s
f
o
u
r
item
s
ev
al
u
atin
g
p
r
ep
ar
atio
n
,
im
p
lem
en
tatio
n
,
ev
alu
atio
n
p
r
o
ce
s
s
es,
an
d
r
ef
lectio
n
p
r
ac
tices.
Qu
alitativ
e
d
ata
co
llectio
n
em
p
lo
y
e
d
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
p
r
o
t
o
co
ls
with
s
ix
s
u
p
er
v
is
in
g
lectu
r
er
s
an
d
eig
h
t
co
o
p
er
atin
g
t
ea
ch
er
s
,
ex
p
lo
r
i
n
g
p
er
ce
p
tio
n
s
o
f
c
r
itical
co
m
p
o
n
en
ts
,
im
p
lem
en
tatio
n
c
h
allen
g
es,
an
d
im
p
r
o
v
em
e
n
t
s
u
g
g
es
tio
n
s
.
Fo
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
p
r
o
to
co
ls
in
v
o
lv
ed
th
r
ee
s
ess
io
n
s
with
6
-
8
p
ar
tic
ip
an
ts
p
er
s
ess
io
n
(
2
2
to
tal
s
t
u
d
en
ts
)
,
f
ac
ilit
atin
g
ex
p
lo
r
atio
n
o
f
ex
p
er
ien
ce
s
a
cr
o
s
s
in
ter
n
s
h
ip
p
h
ases
.
Do
c
u
m
en
tatio
n
an
al
y
s
is
f
r
am
ewo
r
k
s
s
y
s
tem
atica
lly
ex
am
in
ed
p
r
o
g
r
am
cu
r
r
icu
la
,
g
u
id
elin
es,
an
d
ass
ess
m
en
t
r
u
b
r
ics
f
r
o
m
p
ar
ticip
atin
g
u
n
iv
er
s
ities
.
All
q
u
alitativ
e
p
r
o
to
co
ls
wer
e
r
ev
i
ewe
d
b
y
two
e
x
p
er
ien
ce
d
q
u
alitativ
e
r
esear
ch
er
s
b
ef
o
r
e
im
p
l
em
en
tatio
n
.
2
.
4
.
Da
t
a
c
o
llect
io
n pro
ce
du
re
s
Data
co
llectio
n
em
p
lo
y
ed
m
u
lti
-
m
eth
o
d
a
p
p
r
o
ac
h
ca
p
tu
r
in
g
co
m
p
r
eh
e
n
s
iv
e
p
er
s
p
ec
tiv
e
s
.
Prim
ar
y
q
u
an
titativ
e
d
ata
wer
e
co
llected
th
r
o
u
g
h
s
tr
u
ctu
r
e
d
o
n
lin
e
s
u
r
v
ey
u
s
in
g
I
C
AS
[
25
]
.
Fo
ll
o
win
g
in
s
titu
tio
n
al
ap
p
r
o
v
al,
elig
ib
le
p
ar
ticip
an
t
s
r
ec
eiv
ed
p
e
r
s
o
n
alize
d
em
ai
l
in
v
itatio
n
s
with
d
etailed
r
e
s
ea
r
ch
in
f
o
r
m
atio
n
,
in
f
o
r
m
e
d
co
n
s
en
t
d
o
cu
m
e
n
ts
,
an
d
s
ec
u
r
e
s
u
r
v
ey
lin
k
s
.
T
h
e
in
f
o
r
m
e
d
co
n
s
en
t
p
r
o
ce
s
s
ex
p
licitly
o
u
tlin
ed
r
esear
ch
o
b
jectiv
es,
v
o
lu
n
ta
r
y
p
ar
ticip
atio
n
,
co
n
f
id
en
tia
lity
p
r
o
tectio
n
s
,
d
ata
u
s
ag
e
,
esti
m
ated
tim
e
co
m
m
itm
en
t
o
f
1
5
-
2
0
m
i
n
u
t
es,
an
d
co
n
tact
in
f
o
r
m
atio
n
.
Par
ticip
an
ts
p
r
o
v
id
ed
elec
tr
o
n
ic
co
n
s
en
t
b
ef
o
r
e
ac
ce
s
s
in
g
s
u
r
v
ey
item
s
.
Su
r
v
ey
d
esig
n
in
co
r
p
o
r
ate
d
q
u
ali
ty
co
n
tr
o
l
f
ea
t
u
r
es
in
clu
d
in
g
r
eq
u
ir
ed
r
esp
o
n
s
e
f
ield
s
,
r
an
d
o
m
ize
d
item
o
r
d
e
r
with
in
co
m
p
o
n
en
ts
,
atten
tio
n
ch
ec
k
item
s
,
an
d
p
r
o
g
r
ess
in
d
icato
r
s
.
Data
co
llectio
n
o
cc
u
r
r
e
d
o
v
er
1
2
wee
k
s
f
r
o
m
Ma
r
ch
to
J
u
n
e
2
0
2
4
,
with
r
em
in
d
e
r
em
ails
at
two
-
wee
k
in
ter
v
als.
R
ea
l
-
tim
e
m
o
n
ito
r
in
g
e
n
ab
led
ea
r
ly
id
en
tific
atio
n
o
f
is
s
u
es,
th
o
u
g
h
n
o
m
ajo
r
p
r
o
b
lem
s
em
e
r
g
ed
.
Qu
alitativ
e
d
ata
co
llectio
n
th
r
o
u
g
h
th
r
ee
9
0
-
m
i
n
u
te
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
ess
io
n
s
o
cc
u
r
r
ed
af
ter
p
r
elim
in
ar
y
q
u
an
titativ
e
an
aly
s
is
,
f
o
llo
win
g
s
eq
u
en
tial
ex
p
la
n
ato
r
y
d
esig
n
l
o
g
ic.
Ses
s
io
n
s
wer
e
f
ac
ilit
ated
b
y
two
tr
ain
ed
r
esear
ch
er
s
an
d
au
d
io
-
r
ec
o
r
d
e
d
with
p
er
m
is
s
io
n
.
Sem
i
-
s
tr
u
ctu
r
e
d
in
ter
v
iew
s
with
s
u
p
er
v
is
in
g
lectu
r
er
s
an
d
co
o
p
e
r
atin
g
tea
ch
er
s
last
ed
4
5
-
6
0
m
in
u
tes,
c
o
n
d
u
cte
d
f
ac
e
-
to
-
f
ac
e
o
r
v
ia
v
id
eo
co
n
f
er
en
cin
g
.
All
in
ter
v
iews
wer
e
au
d
io
-
r
ec
o
r
d
ed
,
tr
a
n
s
cr
ib
ed
v
er
b
atim
,
a
n
d
r
etu
r
n
e
d
to
p
ar
ticip
an
ts
f
o
r
m
em
b
er
ch
ec
k
in
g
.
Do
cu
m
en
tatio
n
an
aly
s
is
in
v
o
l
v
ed
s
y
s
tem
atic
r
e
v
iew
o
f
in
te
r
n
s
h
ip
c
u
r
r
icu
la,
g
u
id
elin
es,
a
s
s
es
s
m
en
t
r
u
b
r
ics,
an
d
ev
alu
atio
n
f
o
r
m
s
,
p
r
o
v
id
i
n
g
co
n
te
x
tu
al
u
n
d
er
s
tan
d
in
g
o
f
p
r
o
g
r
am
s
tr
u
ctu
r
es
[
26
]
.
2
.
5
.
Da
t
a
a
na
ly
s
is
pro
ce
du
r
es
Data
an
aly
s
is
f
o
llo
wed
s
y
s
t
em
atic
p
r
o
ce
d
u
r
es
in
te
g
r
atin
g
q
u
a
n
titativ
e
s
tatis
tical
an
aly
s
is
with
q
u
alitativ
e
th
em
atic
an
aly
s
is
[
27
]
.
Qu
a
n
titativ
e
an
aly
s
is
b
eg
an
with
d
ata
s
cr
ee
n
in
g
ex
a
m
in
in
g
in
co
m
p
lete
s
u
r
v
ey
s
,
ca
r
eless
r
esp
o
n
d
in
g
,
an
d
d
u
p
licate
r
esp
o
n
s
es,
r
etain
in
g
2
1
8
v
alid
r
esp
o
n
s
es.
Pre
lim
in
ar
y
s
tatis
tical
an
aly
s
is
in
clu
d
ed
Sh
ap
ir
o
-
W
ilk
n
o
r
m
ality
test
in
g
,
Ma
h
al
an
o
b
is
d
is
tan
ce
o
u
tlier
d
etec
tio
n
(
f
iv
e
p
o
ten
tial
o
u
tlier
s
ex
am
in
ed
an
d
r
etai
n
ed
)
,
an
d
L
ittl
e
’
s
MCAR
t
est
f
o
r
m
is
s
in
g
d
ata
(
less
t
h
an
2
%,
r
an
d
o
m
ly
d
is
tr
ib
u
ted
)
.
Ass
u
m
p
tio
n
test
in
g
f
o
r
E
FA
ex
am
i
n
ed
Kaiser
-
Me
y
er
-
Olk
in
(
KM
O)
m
e
asu
r
e
o
f
s
am
p
lin
g
ad
eq
u
ac
y
(
v
al
u
es
ab
o
v
e
0
.
6
c
o
n
s
id
er
ed
a
d
eq
u
ate
)
,
B
ar
tlett
’
s
test
o
f
s
p
h
er
icity
(
s
ig
n
if
ican
t
r
esu
lts
in
d
icatin
g
s
u
itab
le
co
r
r
elatio
n
s
)
,
lin
ea
r
ity
th
r
o
u
g
h
s
ca
tter
p
lo
t
m
atr
ices,
an
d
a
n
ti
-
im
ag
e
c
o
r
r
elatio
n
m
atr
ix
f
o
r
in
d
iv
i
d
u
al
v
ar
iab
le
ad
eq
u
ac
y
.
E
FA
em
p
lo
y
ed
p
r
in
cip
al
co
m
p
o
n
e
n
t
an
aly
s
is
f
o
r
d
ata
r
ed
u
ctio
n
a
n
d
f
ac
to
r
s
tr
u
ct
u
r
e
id
en
tific
atio
n
.
Nu
m
b
er
o
f
f
ac
t
o
r
s
was
d
eter
m
in
ed
u
s
in
g
Kaiser
cr
iter
io
n
(
eig
e
n
v
alu
es
g
r
ea
ter
th
an
1
.
0
)
,
s
cr
e
e
p
lo
t
ex
am
in
atio
n
,
an
d
p
a
r
allel
an
aly
s
is
.
Var
im
ax
o
r
th
o
g
o
n
al
r
o
tatio
n
en
h
an
ce
d
in
ter
p
r
eta
b
i
lity
,
s
elec
ted
b
ased
o
n
th
eo
r
etica
l
ex
p
ec
tatio
n
o
f
co
n
ce
p
tu
ally
d
is
tin
ct
d
im
en
s
io
n
s
.
Facto
r
in
ter
p
r
etatio
n
ex
am
in
ed
item
s
with
lo
ad
in
g
s
ab
o
v
e
0
.
4
.
R
eliab
ilit
y
an
aly
s
is
a
s
s
es
s
ed
i
n
ter
n
al
co
n
s
is
ten
cy
at
m
u
ltip
l
e
lev
els.
C
r
o
n
b
ac
h
’
s
alp
h
a
c
o
ef
f
icien
ts
f
o
r
to
tal
s
ca
le
an
d
ea
c
h
f
ac
to
r
,
with
v
alu
es
a
b
o
v
e
0
.
7
co
n
s
id
er
ed
ac
ce
p
ta
b
le.
I
tem
-
to
tal
s
tatis
t
ics
id
en
tifie
d
wea
k
item
s
an
d
p
o
ten
tial
im
p
r
o
v
em
e
n
ts
.
T
est
-
r
etest
r
elia
b
ilit
y
with
3
0
p
ar
ticip
an
ts
at
two
-
wee
k
in
ter
v
a
l
ex
am
in
ed
Pear
s
o
n
co
r
r
elatio
n
s
.
E
f
f
ec
t
s
ize
in
ter
p
r
etatio
n
f
o
llo
wed
estab
lis
h
ed
g
u
id
el
in
es
wh
er
e
f
ac
to
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
342
-
359
346
lo
ad
in
g
s
ab
o
v
e
0
.
4
wer
e
p
r
a
ctica
lly
s
ig
n
if
ican
t,
eig
en
v
al
u
es
ab
o
v
e
1
.
0
s
u
g
g
ested
m
ea
n
in
g
f
u
l
f
ac
t
o
r
s
,
an
d
to
tal
v
ar
ian
ce
ab
o
v
e
6
0
%
wa
s
s
ati
s
f
ac
to
r
y
.
Qu
alitativ
e
d
at
a
an
aly
s
is
em
p
lo
y
ed
th
em
atic
an
aly
s
is
f
o
llo
win
g
B
r
au
n
an
d
C
lar
k
e
[
2
8
]
ap
p
r
o
ac
h
.
An
aly
s
is
in
v
o
l
v
ed
f
am
iliar
izatio
n
th
r
o
u
g
h
r
e
p
ea
ted
r
ea
d
in
g
,
i
n
itial
co
d
in
g
u
s
in
g
NViv
o
1
2
s
o
f
twar
e
with
b
o
th
in
d
u
ctiv
e
an
d
d
e
d
u
cti
v
e
co
d
es,
t
h
em
e
d
e
v
elo
p
m
e
n
t
th
r
o
u
g
h
c
o
llatin
g
co
d
es
in
to
b
r
o
ad
er
p
atter
n
s
,
an
d
th
e
m
e
r
e
f
in
em
en
t
en
s
u
r
i
n
g
in
ter
n
al
co
h
er
en
ce
.
I
n
teg
r
atio
n
o
f
q
u
an
titativ
e
an
d
q
u
alitativ
e
f
in
d
in
g
s
o
cc
u
r
r
ed
t
h
r
o
u
g
h
co
m
p
lem
e
n
tar
y
an
aly
s
is
co
m
p
a
r
in
g
q
u
alit
ativ
e
th
em
es
with
q
u
an
titativ
e
f
a
cto
r
s
tr
u
ctu
r
e
t
o
id
e
n
tify
c
o
n
v
e
r
g
en
ce
an
d
el
ab
o
r
atio
n
.
Ad
v
an
ce
d
s
tatis
tic
al
p
r
o
ce
d
u
r
es
u
s
in
g
R
4
.
3
.
0
in
clu
d
ed
b
o
o
ts
tr
ap
v
al
id
atio
n
,
s
en
s
itiv
ity
a
n
aly
s
is
,
a
n
d
s
u
b
g
r
o
u
p
an
aly
s
is
s
u
p
p
o
r
ti
n
g
r
o
b
u
s
tn
ess
o
f
th
e
f
o
u
r
-
f
ac
to
r
s
o
lu
tio
n
.
So
f
twar
e
u
tili
ze
d
in
clu
d
ed
SP
SS
2
8
.
0
f
o
r
p
r
im
ar
y
E
FA
p
r
o
ce
d
u
r
es
an
d
r
eliab
ilit
y
an
aly
s
is
,
NViv
o
1
2
f
o
r
q
u
alitativ
e
co
d
in
g
a
n
d
th
em
atic
an
aly
s
is
,
an
d
R
4
.
3
.
0
f
o
r
a
d
v
an
ce
d
s
tatis
tical
p
r
o
ce
d
u
r
es
in
clu
d
in
g
b
o
o
ts
tr
ap
v
alid
atio
n
an
d
p
ar
allel
a
n
aly
s
is
.
T
h
is
m
u
lti
-
s
o
f
twar
e
ap
p
r
o
ac
h
en
s
u
r
ed
co
m
p
r
eh
e
n
s
iv
e
an
aly
s
is
lev
er
a
g
in
g
s
tr
en
g
t
h
s
o
f
ea
ch
p
latf
o
r
m
wh
ile
m
ain
tain
in
g
a
n
aly
tica
l r
ig
o
r
.
3.
RE
SU
L
T
S
3
.
1
.
F
a
ct
o
r
s
t
ruct
ure
o
f
inte
g
ra
t
ed
inte
rns
hip
pro
g
ra
m
co
m
po
nents
E
FA
was
co
n
d
u
cted
to
id
en
tif
y
th
e
u
n
d
e
r
ly
in
g
f
ac
t
o
r
s
tr
u
ct
u
r
e
o
f
th
e
in
teg
r
ated
in
ter
n
s
h
i
p
p
r
o
g
r
am
f
o
r
p
r
o
s
p
ec
tiv
e
PAI
teac
h
er
s
.
As
s
h
o
wn
in
T
ab
le
2
,
th
e
KM
O
m
ea
s
u
r
e
o
f
s
am
p
lin
g
a
d
eq
u
ac
y
y
ield
e
d
0
.
6
0
3
,
m
ee
tin
g
th
e
m
in
im
u
m
th
r
esh
o
ld
o
f
0
.
6
.
B
ar
tlett
’
s
test
o
f
s
p
h
er
icity
p
r
o
d
u
ce
d
χ²=
8
4
7
.
2
9
3
(
d
f
=
6
6
,
p
<
0
.
0
0
1
)
,
co
n
f
ir
m
in
g
th
e
co
r
r
elatio
n
m
atr
ix
was
s
u
itab
le
f
o
r
f
ac
to
r
an
aly
s
is
.
Prin
cip
al
co
m
p
o
n
en
t
an
aly
s
is
with
eig
en
v
alu
e>
1
.
0
id
e
n
tifie
d
f
o
u
r
f
ac
to
r
s
,
with
Var
im
ax
r
o
tati
o
n
ap
p
lied
f
o
r
i
n
ter
p
r
etab
ilit
y
.
T
h
e
f
o
u
r
f
ac
to
r
s
co
llectiv
ely
ex
p
lain
ed
6
3
.
4
%
o
f
to
tal
v
ar
ia
n
ce
,
as sh
o
wn
in
T
ab
le
3
.
Fig
u
r
e
1
p
r
esen
ts
th
e
s
cr
ee
p
lo
t
v
is
u
aliza
tio
n
co
n
f
ir
m
in
g
t
h
e
f
o
u
r
-
f
ac
t
o
r
s
o
lu
tio
n
.
T
h
e
p
lo
t
s
h
o
ws
a
clea
r
elb
o
w
at
th
e
f
if
th
co
m
p
o
n
en
t
wh
er
e
t
h
e
eig
en
v
alu
e
d
r
o
p
s
b
elo
w
1
.
0
a
n
d
th
e
s
lo
p
e
f
latten
s
s
u
b
s
tan
tially
,
in
d
icatin
g
th
at
f
ac
to
r
s
b
ey
o
n
d
th
e
f
o
u
r
th
co
n
tr
ib
u
te
m
in
im
al
u
n
iq
u
e
v
ar
ian
ce
.
T
h
e
s
teep
d
escen
t
f
r
o
m
f
ac
to
r
1
th
r
o
u
g
h
f
ac
to
r
4
f
o
llo
wed
b
y
lev
elin
g
s
u
p
p
o
r
ts
r
eten
tio
n
o
f
f
o
u
r
f
ac
to
r
s
r
at
h
er
th
an
alter
n
ativ
e
th
r
ee
-
f
ac
to
r
o
r
f
iv
e
-
f
ac
to
r
s
o
lu
tio
n
s
,
co
r
r
o
b
o
r
atin
g
Kaiser
cr
i
ter
io
n
an
d
p
ar
allel
an
aly
s
is
r
esu
lts
.
T
ab
le
2
.
KM
O
an
d
B
ar
tlett
tes
t r
esu
lts
Te
st
V
a
l
u
e
I
n
t
e
r
p
r
e
t
a
t
i
o
n
K
M
O
me
a
su
r
e
o
f
sam
p
l
i
n
g
a
d
e
q
u
a
c
y
0
.
6
0
3
A
d
e
q
u
a
t
e
f
o
r
f
a
c
t
o
r
a
n
a
l
y
s
i
s
B
a
r
t
l
e
t
t
’
s
t
e
s
t
o
f
sp
h
e
r
i
c
i
t
y
(
χ
²)
8
4
7
.
2
9
3
D
f
66
S
i
g
.
0
.
0
0
0
H
i
g
h
l
y
s
i
g
n
i
f
i
c
a
n
t
(
p
<
0
.
0
0
1
)
T
ab
le
3
.
T
o
tal
v
ar
ian
ce
e
x
p
lai
n
ed
F
a
c
t
o
r
I
n
i
t
i
a
l
e
i
g
e
n
v
a
l
u
e
s
R
o
t
a
t
i
o
n
su
ms
o
f
sq
u
a
r
e
d
l
o
a
d
i
n
g
s
To
t
a
l
%
V
a
r
i
a
n
c
e
C
u
m
u
l
a
t
i
v
e
%
To
t
a
l
%
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Fig
u
r
e
1
.
Scr
ee
p
lo
t o
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eig
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alu
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I
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2252
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8
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A
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a
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r
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347
As
s
h
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T
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le
4
,
f
ac
to
r
1
co
n
tr
ib
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ted
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v
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o
r
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3
co
n
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ib
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ted
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2
%,
an
d
f
ac
to
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4
co
n
tr
ib
u
ted
9
.
7
%.
Af
ter
r
o
tatio
n
,
f
ac
to
r
1
m
ain
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e
d
d
o
m
in
an
ce
at
2
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.
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h
e
r
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f
ac
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m
at
r
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le
4
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d
d
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ct
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g
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atter
n
s
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o
b
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er
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n
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o
m
p
eten
c
y
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o
m
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r
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ief
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8
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4
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4
2
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d
p
e
r
s
o
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al
-
s
o
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m
p
eten
cy
(
0
.
6
8
9
)
.
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r
2
(
m
icr
o
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h
in
g
)
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clu
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ed
s
m
all
g
r
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s
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io
n
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0
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6
7
2
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,
p
ee
r
r
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k
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0
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5
9
8
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(
0
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1
2
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r
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ep
ar
atio
n
(
0
.
5
8
9
)
.
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r
3
(
teac
h
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g
p
r
a
ctice
)
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tain
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g
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r
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im
p
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en
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n
(
0
.
8
3
1
)
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d
lear
n
in
g
ev
alu
ati
o
n
(
0
.
6
4
3
)
.
Facto
r
4
(
s
p
ir
itu
a
l
r
ef
lectio
n
)
in
clu
d
ed
Al
-
Qu
r
an
r
ea
d
in
g
-
w
r
itin
g
ab
ilit
y
(
0
.
7
1
4
)
a
n
d
lear
n
in
g
r
e
f
lectio
n
(
0
.
7
6
2
)
.
T
ab
le
4
.
R
o
tated
f
ac
t
o
r
m
atr
ix
(
Var
im
ax
r
o
tatio
n
)
I
t
e
m
C
o
m
p
o
n
e
n
t
C
o
mm
u
n
a
l
i
t
i
e
s
F
a
c
t
o
r
1
:
o
b
s
e
r
v
a
t
i
o
n
c
o
m
p
e
t
e
n
c
y
F
a
c
t
o
r
2
:
mi
c
r
o
t
e
a
c
h
i
n
g
F
a
c
t
o
r
3
:
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
F
a
c
t
o
r
4
:
sp
i
r
i
t
u
a
l
r
e
f
l
e
c
t
i
o
n
A
1
-
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2
3
4
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1
5
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8
9
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3
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3
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3
8
7
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8
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3
4
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5
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4
-
p
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r
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9
0
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2
0
1
0
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1
2
3
0
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2
9
8
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2
1
B
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2
8
9
0
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6
7
2
0
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2
3
4
0
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1
5
6
0
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5
8
7
B
3
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e
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k
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0
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2
3
4
0
.
5
9
8
0
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2
8
9
0
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2
0
1
0
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5
2
4
B
4
-
mi
c
r
o
t
e
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m
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me
n
t
a
t
i
o
n
0
.
1
5
6
0
.
8
1
2
0
.
1
9
8
0
.
1
3
4
0
.
7
3
4
C
1
-
l
e
a
r
n
i
n
g
p
r
a
c
t
i
c
e
p
r
e
p
a
r
a
t
i
o
n
0
.
2
9
8
0
.
5
8
9
0
.
3
8
7
0
.
2
2
3
0
.
6
1
1
C
2
-
l
e
a
r
n
i
n
g
p
r
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e
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mp
l
e
m
e
n
t
a
t
i
o
n
0
.
2
0
1
0
.
2
3
4
0
.
8
3
1
0
.
1
9
8
0
.
7
9
1
C
3
-
l
e
a
r
n
i
n
g
e
v
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l
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a
t
i
o
n
0
.
2
8
9
0
.
2
9
8
0
.
6
4
3
0
.
4
1
2
0
.
6
9
8
B
2
-
Al
-
Q
u
r
a
n
r
e
a
d
i
n
g
-
w
r
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t
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n
g
a
b
i
l
i
t
y
0
.
1
3
4
0
.
2
8
9
0
.
1
9
8
0
.
7
1
4
0
.
6
2
5
C
4
-
l
e
a
r
n
i
n
g
r
e
f
l
e
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t
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o
n
0
.
1
9
8
0
.
2
3
4
0
.
4
5
6
0
.
7
6
2
0
.
8
2
3
I
tem
s
C
3
an
d
C
4
ex
h
i
b
ited
cr
o
s
s
-
lo
ad
in
g
s
.
C
3
lo
a
d
ed
p
r
im
ar
ily
o
n
f
ac
to
r
3
(
0
.
6
4
3
)
with
s
ec
o
n
d
ar
y
lo
ad
in
g
o
n
f
ac
to
r
4
(
0
.
4
1
2
)
.
C
4
lo
ad
ed
p
r
im
ar
ily
o
n
f
ac
to
r
4
(
0
.
7
6
2
)
with
s
ec
o
n
d
ar
y
lo
ad
in
g
o
n
f
ac
to
r
3
(
0
.
4
5
6
)
.
C
o
m
m
u
n
alities
r
an
g
ed
f
r
o
m
0
.
5
2
4
t
o
0
.
8
2
3
.
Fo
c
u
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
w
ith
2
2
s
tu
d
en
ts
p
r
o
v
i
d
ed
q
u
alitativ
e
v
alid
atio
n
.
R
eg
ar
d
i
n
g
f
ac
to
r
1
,
s
tu
d
e
n
ts
em
p
h
asiz
ed
o
r
ien
tatio
n
im
p
o
r
tan
ce
:
“
B
r
iefin
g
h
elp
ed
u
s
u
n
d
ers
ta
n
d
s
ch
o
o
l
c
u
ltu
r
e
b
efo
r
e
en
te
r
in
g
th
e
cla
s
s
r
o
o
m.
Wit
h
o
u
t
p
r
o
p
er
o
r
ien
ta
tio
n
,
w
e
felt lo
s
t.
”
(
Stu
d
en
t,
Un
iv
er
s
ity
2
)
Fo
r
f
ac
to
r
2
,
p
ee
r
le
ar
n
in
g
em
er
g
ed
as c
r
itical:
“
P
la
n
n
in
g
less
o
n
s
in
micro
tea
ch
in
g
w
a
s
mo
r
e
d
eta
iled
th
a
n
a
ctu
a
l
tea
ch
in
g
p
r
a
ctice
b
ec
a
u
s
e
w
e
h
a
d
time
to
r
ev
is
e.
”
(
Stu
d
en
t,
Un
iv
er
s
ity
4
)
Facto
r
3
h
ig
h
lig
h
ted
a
u
th
en
tic
p
r
ac
tice
ch
allen
g
es:
“
E
va
lu
a
tio
n
a
fter
tea
ch
in
g
h
el
p
ed
u
s
s
ee
w
h
a
t wo
r
ke
d
a
n
d
w
h
a
t d
id
n
’
t.
”
(
Stu
d
e
n
t,
Un
iv
er
s
i
ty
3
)
Facto
r
4
’
s
em
er
g
e
n
ce
was stro
n
g
ly
v
alid
ate
d
:
“
Th
e
in
tern
s
h
ip
p
r
o
g
r
a
m
h
elp
s
u
s
u
n
d
ers
ta
n
d
th
a
t
tea
ch
i
n
g
P
A
I
is
n
o
t
j
u
s
t
kn
o
w
led
g
e
tr
a
n
s
fer,
b
u
t a
ls
o
a
s
p
ir
itu
a
l p
r
o
ce
s
s
.
”
(
Stu
d
en
t,
Un
iv
er
s
ity
1
)
Six
s
u
p
er
v
is
in
g
lectu
r
er
s
c
o
n
f
i
r
m
ed
th
e
f
ac
to
r
s
tr
u
ctu
r
e:
“
S
p
ir
itu
a
l
r
eflec
tio
n
is
u
n
iq
u
e
to
P
A
I
in
tern
s
h
ip
s
.
I
t
’
s
n
o
t
j
u
s
t
a
b
o
u
t
tea
ch
in
g
s
kills
,
b
u
t
a
b
o
u
t
d
ev
elo
p
in
g
tea
ch
er id
en
tity ro
o
ted
in
I
s
la
mic
va
lu
es.
”
(
L
ec
tu
r
er
B
)
E
ig
h
t c
o
o
p
er
atin
g
teac
h
er
s
p
r
o
v
id
ed
p
r
ac
tical
v
alid
atio
n
:
“
P
A
I
s
tu
d
en
ts
n
ee
d
s
p
ec
ia
l
g
u
id
a
n
ce
t
o
in
teg
r
a
te
s
p
ir
itu
a
lity
in
tea
c
h
in
g
p
r
a
ctice
.
Th
is
c
a
n
n
o
t
b
e
lea
r
n
ed
fr
o
m
b
o
o
ks a
l
o
n
e.
”
(
T
ea
ch
er
F)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
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t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
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20
2
6
:
342
-
359
348
3
.
2
.
Va
lid
it
y
a
nd
re
lia
bil
it
y
o
f
t
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rns
hip
co
m
po
nent
a
s
s
ess
m
ent
s
ca
l
e
Fiv
e
ex
p
er
ts
ev
alu
ated
co
n
te
n
t
v
alid
ity
o
f
th
e
1
2
-
item
I
C
AS.
T
h
e
av
er
ag
e
C
VI
was
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8
7
,
i
n
d
icatin
g
s
tr
o
n
g
c
o
n
ten
t
v
alid
ity
,
as
s
h
o
wn
in
T
ab
le
5
.
I
n
d
i
v
id
u
al
it
em
C
VI
s
co
r
es
v
a
r
ied
,
as
i
n
T
ab
le
6
.
I
tem
B
2
r
ec
eiv
ed
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e
lo
west
s
co
r
e
(
0
.
7
1
)
,
r
e
q
u
ir
in
g
s
u
b
s
tan
tial
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is
io
n
.
Fo
r
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o
n
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tr
u
ct
v
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icato
r
s
,
T
ab
le
7
s
h
o
w
s
KM
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0
.
6
0
3
(
a
d
eq
u
ate
)
,
s
ig
n
if
ican
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tlett
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test
(
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0
0
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,
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d
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tal
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.
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ab
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5
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C
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r
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lts
Ex
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a
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l
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o
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e
-
en
g
ag
em
en
t
at
h
ig
h
er
c
o
m
p
lex
ity
le
v
els af
ter
co
m
p
letin
g
o
n
e
c
y
cle.
FGD
d
ata
v
alid
ated
th
e
s
p
ir
al
co
n
c
ep
t:
“
E
ve
r
y
s
tu
d
en
t
mu
s
t
r
etu
r
n
to
th
e
o
b
s
erva
tio
n
p
h
a
s
e
a
fter
tea
ch
in
g
p
r
a
ctice
to
d
ee
p
en
u
n
d
ers
ta
n
d
in
g
,
th
e
n
c
o
n
d
u
ct
s
p
ir
itu
a
l
r
eflec
tio
n
th
a
t
w
ill
s
tr
en
g
th
en
th
e
n
ex
t
o
b
s
erv
a
tio
n
.
”
(
Stu
d
en
t,
Un
iv
er
s
ity
3
)
Su
p
er
v
is
in
g
lectu
r
e
r
s
co
r
r
o
b
o
r
ated
in
ter
co
n
n
ec
ted
p
h
ases
:
“
S
tu
d
en
ts
w
h
o
ex
ce
l
in
o
b
s
erva
tio
n
ten
d
to
p
erfo
r
m
b
etter
in
s
u
b
s
eq
u
en
t
p
h
a
s
es
b
ec
a
u
s
e
th
ey
’
ve
b
u
ilt s
tr
o
n
g
r
ela
tio
n
s
h
ip
s
a
n
d
u
n
d
ers
ta
n
d
in
g
o
f c
o
n
text.
”
(
L
e
ctu
r
er
G)
C
o
o
p
er
atin
g
teac
h
e
r
s
af
f
ir
m
ed
th
e
m
o
d
el:
“
Th
is
s
p
ir
a
l
mo
d
el
fits
o
u
r
ex
p
erien
ce
g
u
id
in
g
P
A
I
s
tu
d
e
n
ts
.
Th
ey
in
d
ee
d
n
ee
d
to
r
ep
ea
ted
ly
r
etu
r
n
to
o
b
s
erva
tio
n
,
a
n
d
th
e
s
p
ir
itu
a
l a
s
p
ec
t c
a
n
n
o
t
b
e
s
ep
a
r
a
ted
.
”
(
T
ea
ch
e
r
I
)
I
I
SM
d
iv
er
g
es
f
r
o
m
in
ter
n
atio
n
al
m
o
d
els
,
as
s
h
o
wn
in
T
a
b
le
1
1
.
T
h
e
Fin
n
is
h
m
o
d
el
e
m
p
h
asizes
th
r
ee
lin
ea
r
p
h
ases
,
wh
ile
I
I
SM
in
co
r
p
o
r
ates
f
o
u
r
f
ac
to
r
s
with
ex
p
licit
s
p
ir
itu
al
d
im
e
n
s
io
n
s
an
d
r
ec
u
r
s
iv
e
en
g
ag
em
e
n
t.
T
h
e
Au
s
tr
alian
f
r
am
ewo
r
k
in
clu
d
es
f
iv
e
p
ar
al
lel
co
m
p
eten
cies
b
u
t
lack
s
s
p
ir
itu
al
co
m
p
o
n
e
n
ts
an
d
s
p
ir
al
p
r
o
g
r
ess
io
n
.
T
ab
le
1
1
.
C
o
m
p
ar
is
o
n
o
f
I
I
S
M
with
in
ter
n
atio
n
al
m
o
d
els
A
sp
e
c
t
I
I
S
M
(
I
n
d
o
n
e
s
i
a
)
F
i
n
n
i
s
h
m
o
d
e
l
A
u
st
r
a
l
i
a
n
mo
d
e
l
M
a
i
n
st
r
u
c
t
u
r
e
4
S
p
i
r
a
l
f
a
c
t
o
r
s
3
L
i
n
e
a
r
p
h
a
s
e
s
5
P
a
r
a
l
l
e
l
c
o
m
p
o
n
e
n
t
s
S
p
i
r
i
t
u
a
l
d
i
me
n
s
i
o
n
✓
Ex
p
l
i
c
i
t
(
9
.
7
%
v
a
r
i
a
n
c
e
)
✗
N
o
n
e
✗
N
o
n
e
P
e
e
r
l
e
a
r
n
i
n
g
✓
I
n
t
e
g
r
a
t
e
d
(
B
1
,
B
3
)
✓
Li
mi
t
e
d
✗
M
e
n
t
o
r
f
o
c
u
s
e
d
R
e
f
l
e
c
t
i
o
n
✓
S
p
i
r
i
t
u
a
l
-
p
e
d
a
g
o
g
i
c
a
l
✓
P
e
d
a
g
o
g
i
c
a
l
o
n
l
y
✓
P
r
o
f
e
ssi
o
n
a
l
Te
c
h
n
o
l
o
g
y
✗
N
o
t
y
e
t
e
x
p
l
i
c
i
t
✓
TPA
C
K
i
n
t
e
g
r
a
t
e
d
✓
D
i
g
i
t
a
l
l
i
t
e
r
a
c
y
I
I
SM
in
teg
r
ates
ex
p
er
ien
tial
l
ea
r
n
in
g
t
h
eo
r
y
(
Ko
l
b
)
an
d
s
o
cial
co
g
n
itiv
e
t
h
eo
r
y
(
B
an
d
u
r
a)
ad
ap
te
d
f
o
r
I
s
lam
ic
ed
u
ca
tio
n
.
T
h
e
Ko
lb
cy
cle
is
r
ein
ter
p
r
eted
with
c
o
n
cr
ete
ex
p
e
r
ien
ce
co
r
r
esp
o
n
d
in
g
to
o
b
s
er
v
atio
n
an
d
teac
h
in
g
p
r
ac
tice,
r
ef
lec
tiv
e
o
b
s
er
v
atio
n
alig
n
ed
with
s
p
ir
itu
al
r
ef
lectio
n
,
ab
s
tr
ac
t
co
n
ce
p
tu
aliza
tio
n
co
n
n
ec
ted
t
o
m
icr
o
teac
h
in
g
,
an
d
ac
tiv
e
e
x
p
er
im
en
tatio
n
r
etu
r
n
in
g
to
o
b
s
er
v
atio
n
in
s
p
ir
al
p
r
o
g
r
ess
io
n
.
Stak
eh
o
ld
er
s
ac
k
n
o
wled
g
ed
lim
itatio
n
s
:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
342
-
359
350
“
We
feel
th
ere
’
s
a
g
a
p
in
tec
h
n
o
lo
g
y
u
s
e.
P
A
I
s
tu
d
en
ts
a
ls
o
n
ee
d
t
o
ma
s
ter
d
ig
ita
l
p
l
a
tfo
r
ms
fo
r
tea
ch
in
g
.
”
(
Su
p
er
v
is
in
g
lectu
r
er
)
“
Th
e
s
p
ir
itu
a
l
fa
cto
r
is
s
p
ec
ific
to
P
A
I
co
n
texts.
Oth
er
s
u
b
ject
a
r
ea
s
w
o
u
ld
n
ee
d
d
i
ffer
en
t
mo
d
els.
”
(
E
x
p
er
t
)
R
eso
u
r
ce
allo
ca
tio
n
im
p
licatio
n
s
wer
e
d
is
cu
s
s
ed
:
“
I
f
o
b
s
erva
tio
n
co
n
tr
ib
u
tes
2
8
.
7
%
o
f
v
a
r
ia
n
ce
,
w
e
s
h
o
u
ld
a
ll
o
ca
te
r
o
u
g
h
ly
p
r
o
p
o
r
tio
n
a
l
time
a
n
d
r
eso
u
r
ce
s
to
th
is
p
h
a
s
e,
ye
t c
u
r
r
en
tly
w
e
s
p
en
d
min
ima
l time
o
n
o
r
ien
ta
tio
n
.
”
(
Pro
g
r
am
d
ir
ec
to
r
)
3
.
4
.
Rec
o
mm
enda
t
io
ns
f
o
r
pro
g
ra
m
im
pro
v
em
ent
E
v
id
en
ce
-
b
ased
r
ec
o
m
m
e
n
d
atio
n
s
ad
d
r
ess
cu
r
r
icu
lu
m
r
estru
ctu
r
in
g
,
m
e
n
to
r
d
e
v
elo
p
m
en
t,
ass
es
s
m
en
t r
ed
esig
n
,
an
d
in
f
r
a
s
tr
u
ctu
r
e
en
h
a
n
ce
m
en
t a
lig
n
ed
with
em
p
ir
ical
f
in
d
i
n
g
s
.
3
.
4
.
1
.
Curric
ulu
m
re
s
t
ruct
ur
ing
Ob
s
er
v
atio
n
co
m
p
eten
cy
(
2
8
.
7
%
v
ar
ian
ce
)
r
eq
u
ir
es
ex
p
a
n
s
io
n
f
r
o
m
to
k
en
o
r
ien
tatio
n
to
s
tr
u
ctu
r
ed
8
-
wee
k
p
r
o
g
r
am
s
.
A
s
u
p
er
v
is
in
g
lectu
r
e
r
s
u
g
g
ested
,
“
o
r
ien
ta
tio
n
s
h
o
u
ld
n
o
t
b
e
j
u
s
t
o
n
e
d
a
y
b
u
t
ex
ten
d
e
d
w
ith
clea
r
lea
r
n
in
g
o
b
jective
s
ea
ch
w
ee
k.
”
T
a
b
le
1
2
p
r
esen
t
s
th
e
p
r
o
p
o
s
ed
wee
k
ly
o
b
s
er
v
atio
n
s
tr
u
ctu
r
e
with
s
p
ec
if
ic
f
o
cu
s
ar
ea
s
,
to
o
ls
,
an
d
ex
p
ec
ted
o
u
tp
u
ts
f
o
r
ea
ch
p
h
a
s
e.
T
ab
le
1
2
.
Pr
o
p
o
s
ed
wee
k
ly
o
b
s
er
v
atio
n
s
tr
u
ctu
r
e
W
e
e
k
O
b
serv
a
t
i
o
n
fo
c
u
s
To
o
l
s
O
u
t
p
u
t
1
-
2
B
r
i
e
f
i
n
g
a
n
d
s
c
h
o
o
l
c
u
l
t
u
r
e
O
b
serv
a
t
i
o
n
c
h
e
c
k
l
i
st
C
u
l
t
u
r
a
l
ma
p
p
i
n
g
r
e
p
o
r
t
3
-
4
C
l
a
s
sr
o
o
m m
a
n
a
g
e
me
n
t
V
i
d
e
o
r
e
c
o
r
d
i
n
g
B
e
st
p
r
a
c
t
i
c
e
s
a
n
a
l
y
si
s
5
-
6
Te
a
c
h
i
n
g
m
e
t
h
o
d
s
Le
sso
n
o
b
ser
v
a
t
i
o
n
f
o
r
m
C
o
m
p
a
r
a
t
i
v
e
t
e
a
c
h
i
n
g
met
h
o
d
s
7
-
8
S
t
u
d
e
n
t
a
ss
e
ssm
e
n
t
A
ssessme
n
t
r
u
b
r
i
c
s
A
l
t
e
r
n
a
t
i
v
e
a
ssess
me
n
t
p
o
r
t
f
o
l
i
o
3
.
4
.
2
.
Sp
irit
ua
l
re
f
lect
io
n str
eng
t
henin
g
Facto
r
4
(
9
.
7
%
v
ar
ian
ce
,
α
=0
.
6
8
4
)
r
e
q
u
ir
es
in
teg
r
ated
r
ef
le
ctio
n
jo
u
r
n
als
co
n
n
ec
tin
g
teac
h
in
g
w
ith
Qu
r
an
ic
v
alu
es,
b
i
-
wee
k
l
y
s
p
ir
itu
al
m
en
to
r
in
g
,
an
d
a
p
p
lied
Ta
h
s
in
(
im
p
r
o
v
em
en
t)
a
n
d
Ta
h
fid
z
(
m
em
o
r
izin
g
Qu
r
an
)
wo
r
k
s
h
o
p
s
.
A
co
o
p
er
atin
g
teac
h
er
em
p
h
asized
,
“
P
A
I
s
tu
d
en
ts
n
ee
d
s
p
ec
ia
l
g
u
i
d
a
n
ce
to
in
te
g
r
a
te
s
p
ir
itu
a
lity
in
tea
ch
in
g
p
r
a
ctice
.
Th
is
ca
n
n
o
t
b
e
lea
r
n
ed
fr
o
m
b
o
o
ks
a
lo
n
e.
”
I
tem
B
2
r
ev
is
io
n
wa
s
r
ec
o
m
m
en
d
ed
:
“
C
h
a
n
g
e
th
e
fo
r
mu
la
tio
n
fr
o
m
'My
A
l
-
Qu
r
a
n
r
ea
d
in
g
-
w
r
itin
g
a
b
ilit
y
s
u
p
p
o
r
ts
in
t
ern
s
h
ip
p
r
o
g
r
a
m
imp
leme
n
ta
tio
n
'
to
'My
a
b
ilit
y
to
r
ec
ite
a
n
d
in
teg
r
a
te
A
l
-
Qu
r
a
n
ve
r
s
e
s
in
P
A
I
l
ea
r
n
in
g
d
ev
elo
p
s
d
u
r
in
g
t
h
e
in
tern
s
h
ip
p
r
o
g
r
a
m.
'
”
(
E
x
p
er
t A
M)
3
.
4
.
3
.
T
ec
hn
o
lo
g
y
inte
g
ra
t
i
o
n
R
ec
o
m
m
en
d
atio
n
s
in
clu
d
e
d
e
v
elo
p
in
g
T
PAC
K
m
o
d
u
les
ad
ap
ted
f
o
r
PAI
co
n
te
x
ts
,
d
ig
ital
p
latf
o
r
m
tr
ain
in
g
,
an
d
tech
n
o
lo
g
y
ass
ess
m
en
t
in
teg
r
atio
n
.
FGD
p
a
r
ticip
an
ts
em
p
h
asized
,
“
a
fter
C
OV
I
D
-
1
9
,
w
e
r
ea
liz
e
th
a
t p
r
o
s
p
ec
tive
P
A
I
tea
c
h
ers
mu
s
t a
ls
o
ma
s
ter d
ig
ita
l p
la
tfo
r
ms.
Th
is
i
s
n
o
lo
n
g
er a
c
h
o
ic
e.
”
3
.
4
.
4
.
M
ent
o
r
dev
elo
pm
ent
Pro
p
o
s
ed
tr
ain
in
g
f
o
r
5
0
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o
o
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er
atin
g
teac
h
er
s
an
d
2
0
s
u
p
er
v
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in
g
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r
er
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ad
d
r
e
s
s
es
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I
SM
f
o
u
n
d
atio
n
s
,
s
p
ir
itu
al
co
m
p
ete
n
cy
ass
ess
m
en
t,
tech
n
o
lo
g
y
i
n
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r
atio
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,
an
d
f
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d
b
ac
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et
h
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o
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er
3
2
h
o
u
r
s
.
A
s
u
p
er
v
is
in
g
lectu
r
er
s
tated
,
“
w
e
h
a
v
e
d
i
ff
i
c
u
lt
y
a
s
s
es
s
i
n
g
s
t
u
d
e
n
ts
’
s
p
i
r
i
t
u
a
l
a
s
p
ec
ts
.
C
lea
r
a
n
d
o
b
jective
r
u
b
r
ics a
r
e
n
ee
d
ed
.
”
3
.
4
.
5
.
Ass
ess
m
ent
re
des
ig
n
T
ab
le
1
3
p
r
esen
ts
r
ec
o
m
m
e
n
d
ed
ev
alu
atio
n
weig
h
ts
r
ef
lectin
g
em
p
ir
ical
f
in
d
in
g
s
an
d
p
r
ac
tical
co
n
s
id
er
atio
n
s
.
An
ex
p
er
t
co
m
m
en
ted
,
“
e
va
l
u
a
tio
n
w
eig
h
t
s
mu
s
t
r
ef
lect
th
e
imp
o
r
ta
n
ce
o
f
ea
ch
co
mp
o
n
en
t.
Go
o
d
o
b
s
erva
tio
n
b
ec
o
mes
t
h
e
fo
u
n
d
a
tio
n
f
o
r
s
u
cc
ess
in
o
th
er
p
h
a
s
es.
”
I
m
p
lem
e
n
tatio
n
tim
elin
e
in
clu
d
es
6
-
m
o
n
t
h
p
r
e
p
ar
atio
n
,
1
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at
two
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r
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p
r
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ip
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r
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m
e
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p
o
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m
p
letio
n
,
an
d
C
r
o
n
b
ac
h
’
s
alp
h
a
>0
.
7
5
f
o
r
s
p
ir
itu
al
f
ac
to
r
p
o
s
t
-
r
ev
is
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n
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4.
DIS
CU
SS
I
O
N
4
.
1
.
F
a
ct
o
r
s
t
ruct
ure
a
nd
t
heo
re
t
ica
l c
o
ntr
ibu
t
io
ns
t
o
t
ea
cher
educa
t
io
n
T
h
e
f
o
u
r
-
f
ac
to
r
s
tr
u
ct
u
r
e
id
en
t
if
ied
in
th
is
s
tu
d
y
f
u
n
d
am
en
tal
ly
ch
allen
g
es
lin
ea
r
p
r
o
g
r
ess
io
n
m
o
d
els
d
o
m
in
an
t
in
in
ter
n
atio
n
al
t
ea
ch
er
ed
u
ca
tio
n
liter
atu
r
e.
W
h
ile
Fin
n
is
h
an
d
Au
s
tr
alian
f
r
am
ewo
r
k
s
co
n
ce
p
tu
alize
in
te
r
n
s
h
ip
as
s
eq
u
en
tial
p
h
ases
,
o
u
r
f
in
d
i
n
g
s
r
ev
ea
l
i
n
ter
co
n
n
ec
ted
d
i
m
en
s
io
n
s
r
eq
u
ir
i
n
g
s
im
u
ltan
eo
u
s
d
ev
elo
p
m
en
t
—
a
d
is
tin
ctio
n
with
p
r
o
f
o
u
n
d
im
p
licatio
n
s
f
o
r
p
r
o
g
r
am
d
esig
n
.
T
h
e
d
o
m
in
an
ce
o
f
o
b
s
er
v
atio
n
c
o
m
p
ete
n
ce
(
2
8
.
7
%
v
ar
ian
ce
)
co
n
tr
a
d
icts
r
eso
u
r
ce
allo
ca
tio
n
p
atter
n
s
i
n
I
n
d
o
n
esian
PAI
p
r
o
g
r
a
m
s
,
wh
er
e
o
r
ien
tatio
n
r
ec
eiv
es
m
in
im
al
atten
tio
n
d
esp
ite
em
p
ir
ical
ev
id
en
ce
o
f
its
f
o
u
n
d
atio
n
al
r
o
le.
T
h
is
m
is
alig
n
m
en
t
r
ef
lects
w
h
at
Ko
r
th
ag
e
n
et
a
l.
[
29
]
id
e
n
tifie
d
as
th
e
p
er
s
is
ten
t
“
th
eo
r
y
-
p
r
ac
tice
g
ap
”
in
teac
h
er
ed
u
ca
tio
n
,
wh
er
e
p
r
o
g
r
am
m
atic
d
ec
is
io
n
s
f
o
llo
w
t
r
ad
itio
n
r
ath
e
r
th
an
e
v
id
en
ce
.
Sit
u
ated
lear
n
in
g
th
eo
r
y
p
o
s
its
th
at
o
b
s
er
v
atio
n
f
u
n
ctio
n
s
p
r
im
ar
ily
as
p
ass
iv
e
ap
p
r
en
ticesh
ip
,
y
et
o
u
r
q
u
al
itativ
e
d
ata
r
ev
ea
l
ac
tiv
e
r
elatio
n
s
h
ip
-
b
u
ild
in
g
a
n
d
cu
ltu
r
al
in
ter
p
r
etatio
n
:
“
b
u
ild
in
g
r
ela
tio
n
s
h
ip
s
w
ith
me
n
to
r
tea
ch
ers
fr
o
m
d
a
y
o
n
e
ma
d
e
th
e
w
h
o
le
in
tern
s
h
ip
s
mo
o
th
er
”
(
Stu
d
en
t,
Un
i
v
er
s
ity
3
)
.
T
h
is
f
in
d
i
n
g
ex
ten
d
s
L
av
e
an
d
W
en
g
er
f
r
am
ewo
r
k
[
2
]
b
y
d
e
m
o
n
s
tr
ati
n
g
th
at
o
b
s
er
v
atio
n
in
r
elig
io
u
s
ed
u
ca
tio
n
co
n
tex
ts
in
v
o
lv
es n
eg
o
tiatin
g
cu
ltu
r
al
id
en
titi
es
an
d
estab
lis
h
in
g
l
eg
itima
cy
with
in
f
ait
h
co
m
m
u
n
ities
.
T
h
e
h
ig
h
lo
ad
in
g
o
f
p
er
s
o
n
al
-
s
o
cial
co
m
p
eten
cy
(
0
.
6
8
9
)
em
p
ir
ic
ally
v
alid
ates
wh
at
B
r
o
wn
e
t
a
l.
[
30
]
th
e
o
r
ized
—
th
at
le
g
itima
te
p
er
ip
h
er
al
p
ar
ticip
atio
n
d
ep
e
n
d
s
cr
itically
o
n
s
o
cial
in
teg
r
atio
n
p
r
ec
e
d
in
g
s
k
ill
ac
q
u
is
itio
n
.
I
n
d
o
n
e
s
ian
PAI
co
n
tex
ts
am
p
lify
th
is
r
eq
u
ir
em
e
n
t
b
ec
au
s
e
teac
h
er
s
m
u
s
t
d
em
o
n
s
tr
ate
b
o
th
p
ed
a
g
o
g
ical
c
o
m
p
et
en
ce
an
d
r
elig
io
u
s
au
th
en
ticity
,
cr
ea
tin
g
d
u
al
le
g
itima
cy
d
em
an
d
s
ab
s
en
t in
s
ec
u
lar
s
ettin
g
s
.
T
h
e
em
er
g
en
ce
o
f
s
p
ir
itu
al
r
ef
lectio
n
as
a
n
i
n
d
ep
e
n
d
en
t
f
ac
to
r
r
ep
r
esen
ts
o
u
r
m
o
s
t
s
ig
n
if
ican
t
th
eo
r
etica
l
co
n
t
r
ib
u
tio
n
,
em
p
ir
ically
v
alid
atin
g
in
teg
r
atio
n
o
f
tr
a
n
s
ce
n
d
en
t
m
ea
n
i
n
g
-
m
ak
i
n
g
with
in
p
r
o
f
ess
io
n
al
p
r
e
p
ar
atio
n
f
r
am
ewo
r
k
s
—
a
d
im
en
s
io
n
co
n
s
p
i
cu
o
u
s
ly
ab
s
en
t
f
r
o
m
W
ester
n
teac
h
er
ed
u
ca
tio
n
m
o
d
els
r
ev
iewe
d
b
y
C
o
ch
r
a
n
-
Sm
ith
an
d
Villeg
as
[
31
]
.
W
h
ile
Sch
ö
n
’
s
in
f
lu
e
n
tial
f
r
am
ewo
r
k
d
is
tin
g
u
is
h
es
r
ef
lectio
n
-
in
-
ac
tio
n
f
r
o
m
r
ef
le
ctio
n
-
on
-
ac
tio
n
,
b
o
th
r
em
ain
b
o
u
n
d
e
d
b
y
p
r
o
f
ess
io
n
al
-
tech
n
i
ca
l
r
atio
n
ality
.
Ou
r
f
in
d
in
g
s
d
em
o
n
s
tr
ate
th
at
PAI
teac
h
er
p
r
ep
ar
atio
n
r
eq
u
ir
es
a
th
ir
d
d
im
en
s
io
n
—
s
p
ir
itu
al
-
p
ed
a
g
o
g
ical
r
ef
lectio
n
—
co
n
n
ec
tin
g
teac
h
i
n
g
p
r
ac
tice
with
r
elig
io
u
s
id
en
tity
f
o
r
m
atio
n
t
h
r
o
u
g
h
p
r
o
ce
s
s
es
I
s
lam
ic
ed
u
ca
to
r
s
ter
m
ta
r
b
iya
h
(
c
h
ar
ac
ter
d
ev
elo
p
m
e
n
t)
an
d
ta
’
d
ib
(
eth
ical
r
ef
in
em
en
t)
.
T
h
is
in
teg
r
atio
n
ch
allen
g
es
s
ec
u
lar
ass
u
m
p
tio
n
s
u
n
d
er
g
ir
d
in
g
m
ain
s
tr
ea
m
teac
h
er
ed
u
c
atio
n
r
esear
ch
an
d
r
aises
cr
iti
ca
l
q
u
esti
o
n
s
ab
o
u
t
cu
ltu
r
al
im
p
er
ialis
m
in
i
n
ter
n
atio
n
al
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
s
th
at
p
r
iv
ileg
e
W
ester
n
ep
is
tem
o
lo
g
ies
wh
ile
m
ar
g
in
alizin
g
n
o
n
-
s
ec
u
lar
k
n
o
wled
g
e
s
y
s
tem
s
.
Ho
wev
er
,
th
e
m
o
d
er
ate
r
eliab
ilit
y
o
f
s
p
ir
itu
al
r
ef
lectio
n
(
α
=
0
.
6
8
4
)
d
em
an
d
s
cr
itical
in
ter
p
r
etatio
n
b
ey
o
n
d
co
n
v
en
tio
n
al
p
s
y
ch
o
m
etr
ic
s
tan
d
ar
d
s
.
T
r
ait
th
eo
r
y
ass
u
m
es
tem
p
o
r
al
s
tab
ilit
y
,
y
et
s
p
ir
itu
al
d
ev
elo
p
m
en
t
m
a
y
ex
h
ib
it
leg
itima
te
f
lu
ctu
atio
n
.
T
h
e
s
tatis
tical
“
wea
k
n
ess
”
m
ay
p
ar
ad
o
x
ically
r
ef
lect
au
t
h
en
tic
co
n
s
tr
u
ct
ch
ar
ac
ter
is
tic
s
—
s
p
ir
itu
al
co
m
p
eten
cies
ar
e
p
r
o
ce
s
s
u
al
r
ath
er
th
an
f
i
x
ed
,
co
n
te
x
tu
ally
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tiated
r
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th
a
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ly
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with
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g
r
ath
er
th
an
tech
n
ic
ally
ap
p
ly
i
n
g
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k
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.
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h
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in
ter
p
r
etatio
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c
h
allen
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itiv
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t
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r
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g
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ests
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at
ca
p
tu
r
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p
ir
itu
al
d
im
e
n
s
io
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s
r
eq
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ir
es
m
eth
o
d
o
lo
g
ical
p
lu
r
alis
m
co
m
b
in
in
g
s
tan
d
ar
d
ized
ass
ess
m
en
t w
ith
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ar
r
ativ
e
in
q
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ir
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co
n
tem
p
lativ
e
p
r
ac
tices,
an
d
lo
n
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in
al
p
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r
tf
o
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s
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h
e
cr
o
s
s
-
lo
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in
g
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lear
n
in
g
r
ef
lectio
n
(
C
4
)
b
etwe
en
teac
h
in
g
p
r
ac
tice
(
0
.
4
5
6
)
an
d
s
p
ir
itu
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lectio
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(
0
.
7
6
2
)
em
p
ir
ically
d
em
o
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ate
wh
at
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s
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ic
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u
ca
tio
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al
p
h
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o
p
h
y
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as
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n
g
ass
er
ted
—
th
e
in
s
ep
ar
ab
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y
o
f
p
e
d
ag
o
g
ical
co
m
p
eten
ce
f
r
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m
r
elig
i
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s
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en
tity
in
PAI
co
n
tex
ts
.
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h
is
f
in
d
in
g
co
n
tr
a
d
icts
W
es
t
e
r
n
f
r
a
m
e
w
o
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k
s
a
r
t
i
f
i
c
i
al
ly
c
o
m
p
a
r
t
m
e
n
t
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z
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g
p
r
o
f
e
s
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io
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l
k
n
o
w
l
e
d
g
e
,
p
e
d
ag
o
g
ical
s
k
ills
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an
d
p
e
r
s
o
n
al
b
elief
s
as
d
is
cr
ete
d
o
m
ain
s
.
Pra
ctica
lly
,
th
is
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teg
r
atio
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ea
tes
ass
e
s
s
m
en
t
ch
allen
g
es
ac
k
n
o
wled
g
ed
b
y
s
u
p
er
v
is
o
r
s
,
“
w
e
h
a
v
e
d
i
f
f
i
c
u
l
ty
a
s
s
es
s
i
n
g
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t
u
d
e
n
t
s
'
s
p
i
r
i
t
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a
l
a
s
p
e
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ts
.
C
l
e
a
r
a
n
d
o
b
j
e
c
t
i
v
e
r
u
b
r
i
c
s
a
r
e
n
e
e
d
e
d
.
”
T
h
is
ten
s
io
n
b
etwe
en
h
o
lis
tic
d
ev
elo
p
m
e
n
t
an
d
ev
alu
ativ
e
a
cc
o
u
n
tab
ilit
y
r
e
p
r
esen
ts
a
f
u
n
d
am
en
tal
p
ar
a
d
o
x
in
r
elig
io
u
s
teac
h
er
ed
u
ca
tio
n
r
e
q
u
ir
in
g
in
n
o
v
ativ
e
ass
ess
m
en
t a
p
p
r
o
ac
h
es th
at
h
o
n
o
r
s
p
ir
itu
al
au
th
en
ticity
wh
ile
m
ain
tain
in
g
p
r
o
f
ess
io
n
al
s
tan
d
ar
d
s
.
T
h
e
s
p
ir
itu
al
r
e
f
lectio
n
f
ac
to
r
f
in
d
s
in
s
tr
u
ctiv
e
p
ar
allels
with
o
th
er
r
elig
io
u
s
ed
u
ca
tio
n
t
r
ad
itio
n
s
.
C
h
r
is
tian
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
a
m
s
in
co
r
p
o
r
ate
s
p
ir
itu
al
f
o
r
m
atio
n
t
h
r
o
u
g
h
co
n
tem
p
lativ
e
r
etr
ea
ts
an
d
th
eo
lo
g
ical
r
e
f
lectio
n
s
em
in
a
r
s
,
th
o
u
g
h
o
f
ten
as
co
-
cu
r
r
ic
u
lar
en
r
ic
h
m
en
t
r
ath
e
r
th
an
in
teg
r
ate
d
in
ter
n
s
h
ip
ass
ess
m
en
t.
J
ewish
teac
h
er
ed
u
c
atio
n
em
p
h
asizes
ch
av
r
u
ta
le
ar
n
in
g
p
ar
tn
er
s
h
ip
s
g
r
o
u
n
d
ed
in
T
alm
u
d
ic
d
ialo
g
u
e
tr
ad
itio
n
s
,
y
et
th
e
co
m
m
u
n
al
in
ter
p
r
etatio
n
f
o
cu
s
d
if
f
er
s
f
r
o
m
I
s
lam
ic
em
p
h
asis
o
n
in
d
iv
id
u
al
s
p
ir
i
tu
al
ac
co
u
n
tab
ilit
y
.
B
u
d
d
h
is
t
ed
u
ca
tio
n
al
f
r
a
m
ewo
r
k
s
i
n
teg
r
ate
m
in
d
f
u
ln
ess
p
r
ac
tices,
s
h
ar
in
g
with
I
s
lam
ic
m
o
d
els
th
e
v
iew
th
at
teac
h
in
g
r
eq
u
ir
es
in
n
er
c
u
ltiv
atio
n
,
th
o
u
g
h
B
u
d
d
h
is
t
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