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[
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5
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6
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o
ll
ed
o
u
t
wit
h
o
u
t
p
r
io
r
ad
e
q
u
at
e
p
r
e
p
a
r
at
io
n
a
n
d
c
o
n
s
u
l
tat
io
n
wi
th
te
ac
h
e
r
s
.
T
h
is
m
a
d
e
t
ea
ch
e
r
s
h
esit
a
n
t
t
o
im
p
l
em
en
t
C
B
C
as
t
h
ey
f
ea
r
e
d
i
t
w
o
u
ld
n
e
g
at
iv
el
y
a
f
f
e
ct
t
h
eir
le
ar
n
er
s
’
f
u
t
u
r
e
[
2
2
]
.
Si
m
il
ar
ly
,
t
h
e
im
p
l
em
e
n
ta
ti
o
n
o
f
C
B
C
i
n
T
a
n
za
n
ia
was
c
o
n
s
t
r
ai
n
e
d
b
y
t
h
e
li
m
it
ed
a
d
o
p
ti
o
n
o
f
ap
p
r
o
p
r
ia
te
p
e
d
a
g
o
g
ic
al
a
p
p
r
o
a
ch
es
a
n
d
ass
ess
m
e
n
t
p
r
ac
t
ices
,
la
r
g
el
y
a
tt
r
i
b
u
ta
b
le
to
i
n
s
u
f
f
ic
ie
n
t
t
ea
ch
er
tr
a
in
in
g
a
n
d
p
r
e
p
a
r
e
d
n
ess
[
2
3
]
.
Desp
ite
th
e
r
o
llo
u
t
o
f
C
B
C
i
n
Ken
y
a,
f
ew
s
tu
d
ies
h
av
e
e
x
am
in
ed
teac
h
er
s
’
p
r
ep
ar
e
d
n
e
s
s
p
r
io
r
to
im
p
lem
en
tatio
n
,
p
ar
ticu
lar
l
y
th
e
li
n
k
b
etwe
en
t
r
ain
in
g
an
d
p
e
r
ce
p
tio
n
s
.
B
ased
o
n
th
e
cu
r
r
icu
lu
m
im
p
lem
en
tatio
n
th
eo
r
y
b
y
Gr
o
s
s
et
a
l.
[
2
4
]
,
ef
f
ec
tiv
e
im
p
l
em
en
tatio
n
o
f
an
y
cu
r
r
ic
u
lu
m
r
elies
o
n
m
an
ag
in
g
s
u
p
p
o
r
t
f
ac
ilit
ies,
th
e
co
m
p
eten
ce
o
f
th
e
im
p
lem
en
ter
s
,
th
e
p
r
ep
ar
ed
n
ess
o
f
th
e
teac
h
er
s
,
a
n
d
th
e
clar
ity
o
f
th
e
in
n
o
v
atio
n
s
to
b
e
u
s
ed
.
Acc
o
r
d
in
g
ly
,
th
is
s
tu
d
y
s
o
u
g
h
t
to
in
v
esti
g
ate
th
e
n
atu
r
e
o
f
t
h
e
p
r
e
-
im
p
lem
e
n
tatio
n
tr
ain
in
g
o
f
f
e
r
ed
to
teac
h
er
s
in
p
r
ep
ar
atio
n
f
o
r
C
B
C
a
n
d
to
ex
p
lo
r
e
th
eir
p
e
r
ce
p
t
io
n
s
r
eg
ar
d
in
g
its
im
p
lem
en
tatio
n
.
Mo
m
an
y
i
an
d
R
o
p
[
8
]
ass
er
t
th
at
it
is
cr
u
cial
to
in
v
esti
g
ate
th
e
im
p
lem
en
tatio
n
o
f
C
B
C
at
th
e
p
r
im
ar
y
s
ch
o
o
l le
v
el
as it s
er
v
es a
s
th
e
f
o
u
n
d
atio
n
u
p
o
n
wh
ich
s
u
b
s
eq
u
en
t le
ar
n
in
g
is
b
u
ilt.
C
B
C
is
a
m
u
ltifa
ce
ted
co
n
ce
p
t
[
2
5
]
.
W
ith
th
e
e
d
u
ca
tio
n
s
ec
to
r
co
n
s
tan
tly
ev
o
lv
in
g
,
teac
h
e
r
s
n
ee
d
to
b
e
p
r
o
f
ess
io
n
al,
p
r
o
ac
tiv
e,
a
n
d
eq
u
ip
p
ed
to
n
a
v
ig
ate
an
in
cr
ea
s
in
g
ly
u
n
ce
r
tain
an
d
in
tr
i
ca
te
en
v
ir
o
n
m
e
n
t.
T
h
e
d
r
iv
e
to
d
eliv
er
q
u
ality
e
d
u
ca
tio
n
r
eq
u
ir
es
ca
p
ac
ity
b
u
i
ld
in
g
an
d
teac
h
er
c
o
ac
h
in
g
ac
r
o
s
s
all
cu
r
r
icu
lu
m
ar
ea
s
th
r
o
u
g
h
in
-
s
er
v
ice
t
r
ain
in
g
[
1
6
]
,
[
2
6
]
.
T
h
e
i
n
-
s
er
v
ice
tr
ain
in
g
aim
s
to
e
n
h
an
ce
teac
h
er
s
’
s
k
ills
b
y
e
x
p
an
d
in
g
th
eir
k
n
o
wled
g
e
an
d
h
elp
in
g
th
em
d
e
v
elo
p
a
b
r
o
a
d
er
r
an
g
e
o
f
m
o
r
e
ef
f
ec
tiv
e
teac
h
in
g
s
tr
ateg
ies
[
2
7
]
.
W
h
en
ed
u
ca
to
r
s
ar
e
r
eq
u
ir
ed
to
ch
an
g
e
th
e
co
r
e
o
f
th
eir
wo
r
k
,
th
ey
s
h
o
u
ld
r
ec
eiv
e
co
n
tin
u
o
u
s
r
eto
o
lin
g
to
h
elp
th
em
n
a
v
ig
ate
th
e
ch
allen
g
es
an
d
is
s
u
es
th
at
m
ay
ar
is
e,
esp
ec
ially
in
th
e
ea
r
ly
s
tag
es
o
f
im
p
lem
en
tin
g
a
n
ew
cu
r
r
icu
lu
m
[
2
8
]
.
T
o
p
r
o
v
id
e
p
er
s
o
n
alize
d
s
u
p
p
o
r
t
an
d
m
ax
im
ize
ea
c
h
s
tu
d
en
t’
s
lear
n
in
g
p
o
ten
tial,
a
s
h
if
t
f
r
o
m
p
r
e
d
o
m
in
an
tly
teac
h
e
r
-
ce
n
ter
e
d
m
e
th
o
d
s
to
2
1
s
t
-
ce
n
tu
r
y
s
tu
d
en
t
-
ce
n
ter
ed
p
e
d
ag
o
g
ies
is
ess
en
tial
[
1
8
]
,
[
2
9
]
.
T
h
is
tr
an
s
itio
n
n
ec
ess
itates
th
e
d
ev
elo
p
m
en
t
o
f
teac
h
er
c
o
m
p
eten
cies,
in
clu
d
in
g
team
wo
r
k
,
c
o
m
m
u
n
icatio
n
,
p
l
an
n
in
g
,
an
d
in
f
o
r
m
atio
n
an
d
c
o
m
m
u
n
icatio
n
tech
n
o
lo
g
y
(
I
C
T
)
s
k
ills
.
E
v
id
en
ce
f
r
o
m
t
h
e
Un
ited
States
an
d
o
th
er
co
u
n
tr
ies
th
at
h
a
v
e
s
u
cc
ess
f
u
lly
im
p
lem
en
ted
th
e
C
B
C
s
h
o
ws
th
at
th
ey
in
v
ested
in
tr
ain
in
g
teac
h
er
s
o
n
h
o
w
to
e
f
f
ec
tiv
ely
d
eliv
er
th
e
cu
r
r
icu
lu
m
[
2
]
,
[
1
1
]
.
Stu
d
ies
h
av
e
s
h
o
wn
th
at
wh
en
a
n
ew
cu
r
r
icu
lu
m
is
h
u
r
r
ied
ly
im
p
lem
en
te
d
,
teac
h
e
r
s
m
ay
f
ee
l
co
n
f
u
s
ed
an
d
in
ad
eq
u
ate
to
i
m
p
lem
en
t
it
[
2
7
]
–
[
2
9
]
.
I
n
d
ee
d
,
it
is
u
n
r
ea
lis
tic
to
ex
p
ec
t
te
ac
h
er
s
to
f
u
lly
g
r
asp
all
asp
ec
ts
o
f
a
n
ew
cu
r
r
icu
lu
m
with
in
a
b
r
ief
tim
ef
r
a
m
e
[
2
7
]
.
Ad
d
itio
n
ally
,
it
is
v
er
y
ess
en
tial
to
en
s
u
r
e
th
at
th
e
p
r
e
-
im
p
lem
en
tatio
n
tr
ain
i
n
g
is
o
f
h
ig
h
q
u
ality
an
d
th
a
t
teac
h
er
s
ar
e
p
r
o
v
id
ed
co
n
ti
n
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
d
u
r
i
n
g
th
e
d
eliv
er
y
o
f
th
e
n
ew
p
r
o
g
r
am
s
o
th
at
th
ey
ca
n
lear
n
,
u
n
lear
n
,
an
d
r
elea
r
n
[
3
0
]
,
[
3
1
]
.
T
h
e
r
o
llo
u
t
o
f
t
h
e
C
B
C
in
Ken
y
a
e
n
co
u
n
ter
ed
ch
allen
g
es
co
m
p
ar
ab
le
to
th
o
s
e
h
i
g
h
lig
h
ted
ea
r
lier
.
I
n
d
ee
d
,
m
an
y
teac
h
er
s
h
av
e
n
o
t
b
ee
n
ab
le
to
e
n
tire
ly
s
h
if
t
t
o
C
B
C
d
u
e
to
in
ad
e
q
u
ate
tr
ai
n
in
g
an
d
lim
ited
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t [
8
]
,
[
3
2
]
,
[
3
3
]
.
Ov
er
th
e
p
ast
2
0
y
ea
r
s
,
th
er
e
h
av
e
b
ee
n
ca
lls
f
o
r
cu
r
r
icu
lu
m
r
ef
o
r
m
s
a
n
d
f
o
r
teac
h
er
s
t
o
p
l
ac
e
g
r
ea
ter
em
p
h
asis
o
n
t
h
e
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
u
b
jects
th
ey
teac
h
.
T
h
ese
ch
an
g
es
ar
e
n
ec
ess
ar
y
to
en
h
an
ce
teac
h
in
g
a
n
d
lear
n
in
g
,
th
e
r
e
b
y
im
p
r
o
v
i
n
g
th
e
q
u
ality
o
f
ed
u
ca
tio
n
.
Ho
we
v
er
,
in
s
o
m
e
ca
s
es,
co
u
n
tr
ies
h
u
r
r
ied
l
y
im
p
lem
e
n
t
cu
r
r
icu
lu
m
ch
an
g
es
th
er
eb
y
leav
in
g
te
ac
h
er
s
f
ee
lin
g
u
n
ce
r
tain
an
d
l
ac
k
in
g
c
o
n
f
id
e
n
ce
.
T
h
is
co
n
f
u
s
io
n
ca
n
lea
d
to
s
l
o
w
o
r
in
e
f
f
ec
tiv
e
p
r
o
g
r
am
im
p
lem
en
tatio
n
,
wh
ic
h
n
e
g
ativ
el
y
im
p
ac
ts
lear
n
in
g
o
u
tco
m
es
[
3
4
]
.
T
h
e
d
em
a
n
d
s
o
f
a
n
ew
cu
r
r
icu
lu
m
r
eq
u
ir
e
teac
h
er
s
to
s
ig
n
if
ican
tly
s
h
if
t
th
eir
attitu
d
es
an
d
class
r
o
o
m
p
r
ac
tices.
T
h
is
ca
n
b
e
ac
h
iev
e
d
th
r
o
u
g
h
tar
g
eted
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
,
wh
ich
h
elp
b
o
o
s
t
teac
h
er
s
’
co
n
f
id
e
n
ce
an
d
f
o
s
ter
a
p
o
s
itiv
e
o
u
tlo
o
k
o
n
th
e
r
ef
o
r
m
s
[
3
5
]
.
T
ea
ch
er
s
’
b
elief
s
an
d
p
er
s
p
ec
tiv
es o
n
teac
h
in
g
an
d
l
ea
r
n
in
g
p
lay
a
v
ital r
o
le
in
th
e
s
u
cc
ess
f
u
l d
eliv
er
y
o
f
an
y
c
u
r
r
icu
lu
m
[
3
6
]
,
[
37]
.
I
n
h
is
r
esear
ch
o
n
teac
h
er
s
’
p
er
ce
p
tio
n
s
an
d
c
u
r
r
icu
l
u
m
in
n
o
v
atio
n
,
Her
r
o
n
[
3
8
]
f
o
u
n
d
t
h
at
teac
h
er
s
ar
e
o
f
te
n
e
x
clu
d
e
d
f
r
o
m
cu
r
r
icu
lu
m
d
ev
elo
p
m
en
t,
with
th
ei
r
r
o
le
lim
ited
to
p
r
o
v
id
in
g
f
ee
d
b
ac
k
d
u
r
in
g
ea
r
l
y
test
in
g
s
tag
es.
T
h
is
,
ac
co
r
d
in
g
to
Her
r
o
n
[
3
8
]
,
lead
s
to
d
if
f
e
r
in
g
o
p
in
io
n
s
o
n
t
h
e
v
alu
e
o
f
cu
r
r
icu
lar
c
h
an
g
es,
lead
in
g
to
n
eg
ativ
e
attitu
d
e
a
n
d
,
u
ltima
tely
,
r
esis
tan
ce
to
ch
an
g
e
a
m
o
n
g
teac
h
er
s
.
Fu
ll
an
[
3
1
]
a
g
r
ee
s
with
Her
r
o
n
[
3
8
]
,
s
tatin
g
th
at
ed
u
ca
to
r
s
p
lay
a
cr
itical
r
o
le
in
im
p
lem
en
tin
g
p
r
o
g
r
am
c
h
an
g
es,
an
d
th
eir
v
iews
s
ig
n
if
ican
tly
in
f
l
u
en
ce
t
h
e
s
u
cc
ess
o
f
th
ese
in
n
o
v
atio
n
s
.
T
ea
ch
er
s
wh
o
ar
e
in
v
o
l
v
ed
in
cu
r
r
icu
lu
m
d
ev
elo
p
m
e
n
t
an
d
wh
o
f
ee
l
th
ey
h
av
e
a
s
ay
in
cu
r
r
icu
lu
m
d
ec
is
io
n
s
ar
e
m
o
r
e
lik
ely
to
ad
o
p
t
it,
co
m
p
ar
ed
to
teac
h
er
s
wh
o
ar
e
n
o
t in
v
o
lv
ed
,
as th
ey
m
ay
h
av
e
lim
ited
th
e
o
r
etica
l g
r
asp
o
f
t
h
e
cu
r
r
icu
lu
m
[
3
9
]
–
[
4
2
]
.
Ma
n
y
teac
h
er
s
r
ep
o
r
t
lim
ited
tr
ain
in
g
,
in
ad
e
q
u
ate
s
u
p
p
o
r
t,
an
d
u
n
ce
r
tain
ty
o
n
h
o
w
to
s
h
if
t
f
r
o
m
co
n
ten
t
to
co
m
p
eten
cy
-
b
ased
t
ea
ch
in
g
.
W
ith
o
u
t
u
r
g
en
t
in
ter
v
en
tio
n
s
,
th
ese
g
ap
s
th
r
ea
te
n
th
e
s
u
cc
ess
o
f
C
B
C
.
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
26
:
714
-
724
716
T
h
is
ar
ticle
th
er
ef
o
r
e
p
r
o
p
o
s
es
s
tr
en
g
th
en
in
g
teac
h
er
t
r
ain
in
g
,
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t,
an
d
s
ch
o
o
l
-
lev
el
s
u
p
p
o
r
t
to
b
etter
eq
u
ip
teac
h
er
s
with
th
e
s
k
ills
an
d
co
n
f
id
en
ce
n
ee
d
ed
t
o
d
eli
v
er
lear
n
er
-
ce
n
ter
ed
ed
u
ca
tio
n
.
2.
T
H
E
O
R
E
T
I
CA
L
F
RAM
E
WO
RK
T
h
is
s
tu
d
y
d
r
aws
o
n
t
h
e
th
eo
r
y
o
f
cu
r
r
icu
lu
m
im
p
lem
en
tat
io
n
b
y
Gr
o
s
s
et
a
l.
[
2
4
]
wh
ic
h
p
r
o
v
id
es
f
o
r
th
e
im
p
lem
e
n
tatio
n
o
f
o
r
g
an
izatio
n
al
in
n
o
v
atio
n
s
.
Gr
o
s
s
et
a
l.
[
2
4
]
ass
er
t
th
at
s
u
c
ce
s
s
f
u
l
cu
r
r
icu
lu
m
im
p
lem
en
tatio
n
h
in
g
es
o
n
s
ev
er
al
k
ey
f
ac
to
r
s
,
n
a
m
ely
:
im
p
lem
en
ter
s
m
u
s
t
p
o
s
s
ess
th
e
n
ec
ess
ar
y
s
k
ills
an
d
co
m
p
eten
cies,
h
av
e
a
clea
r
g
r
asp
o
f
th
e
cu
r
r
icu
l
u
m
’
s
s
co
p
e
an
d
co
n
te
n
t,
ac
ce
s
s
s
u
f
f
icien
t
r
eso
u
r
ce
s
,
an
d
m
ain
tain
a
p
o
s
itiv
e
p
er
ce
p
tio
n
to
war
d
its
ex
ec
u
tio
n
.
T
h
is
s
tu
d
y
f
o
cu
s
ed
s
p
ec
if
ically
o
n
two
f
ac
to
r
s
o
f
Gr
o
s
s
et
a
l
.
[
2
4
]
th
eo
r
y
:
th
e
tr
ain
in
g
o
f
teac
h
er
s
an
d
t
h
eir
p
er
ce
p
tio
n
s
,
as
b
o
th
ar
e
cr
itical
f
o
r
C
B
C
im
p
lem
en
tatio
n
.
C
h
an
g
e
in
attitu
d
e
an
d
g
ain
in
g
ac
ce
p
tan
ce
am
o
n
g
th
o
s
e
r
esp
o
n
s
ib
le
f
o
r
im
p
lem
en
tatio
n
ar
e
ess
en
tial
p
r
e
-
r
eq
u
is
ites
b
ef
o
r
e
th
e
cu
r
r
icu
lu
m
is
in
tr
o
d
u
ce
d
.
T
h
e
s
u
cc
ess
o
f
a
n
ew
cu
r
r
i
cu
lu
m
is
p
r
im
ar
ily
d
eter
m
in
ed
b
y
th
e
in
s
tr
u
cto
r
s
’
ab
ilit
y
to
lear
n
,
e
x
p
er
im
e
n
t,
an
d
a
d
ap
t
i
d
ea
s
to
th
eir
s
p
ec
if
ic
co
n
tex
ts
[
4
3
]
,
[
4
4
]
.
Fig
u
r
e
1
s
h
o
ws
th
e
co
n
ce
p
tu
al
f
r
a
m
ewo
r
k
wh
er
e
th
e
s
u
cc
ess
o
f
C
B
C
im
p
lem
e
n
tatio
n
d
ep
e
n
d
s
o
n
teac
h
er
s
’
p
er
ce
p
tio
n
s
wh
ich
c
an
b
e
en
h
an
ce
d
b
y
a
d
eq
u
ate
tr
ain
in
g
o
f
teac
h
er
s
.
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
3.
M
E
T
H
O
D
T
h
e
s
tu
d
y
was
ca
r
r
ied
o
u
t
i
n
E
m
b
u
W
est
Su
b
-
C
o
u
n
ty
,
s
elec
ted
r
an
d
o
m
ly
f
r
o
m
th
e
f
iv
e
s
u
b
-
co
u
n
ties
in
E
m
b
u
C
o
u
n
ty
(
E
m
b
u
W
est,
E
m
b
u
E
ast,
E
m
b
u
No
r
th
,
M
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e
So
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th
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d
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ee
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e
No
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th
)
.
E
m
b
u
C
o
u
n
t
y
was
ch
o
s
en
b
ec
au
s
e
th
e
Nati
o
n
al
Ass
ess
m
en
t
Sy
s
tem
f
o
r
Mo
n
ito
r
i
n
g
L
ea
r
n
e
r
Ach
ie
v
em
en
t
(
NASML
A)
r
ep
o
r
ted
a
s
h
ar
p
d
ec
lin
e
in
g
r
ad
e
th
r
ee
n
u
m
er
ac
y
p
er
f
o
r
m
an
ce
ju
s
t
two
y
ea
r
s
af
ter
th
e
r
o
llo
u
t
o
f
C
B
C
,
with
th
e
av
er
ag
e
s
co
r
e
d
r
o
p
p
in
g
f
r
o
m
5
8
3
.
3
in
2
0
1
6
to
4
7
3
.
9
in
2
0
1
9
[
4
5
]
.
T
h
is
wo
r
r
y
in
g
tr
en
d
h
ig
h
lig
h
ted
th
e
u
r
g
en
t n
ee
d
to
ex
am
in
e
tea
ch
er
s
’
r
ea
d
in
ess
to
im
p
lem
en
t th
e
C
B
C
as
a
p
o
ten
tial f
ac
to
r
in
f
lu
en
cin
g
lear
n
er
o
u
tco
m
es.
T
h
is
s
tu
d
y
ad
o
p
te
d
a
s
eq
u
e
n
tial
ex
p
lan
at
o
r
y
m
ix
ed
-
m
eth
o
d
s
d
esig
n
,
b
e
g
in
n
in
g
with
q
u
a
n
titativ
e
d
ata
co
llectio
n
an
d
f
o
llo
wed
b
y
q
u
alitativ
e
in
q
u
ir
y
to
p
r
o
v
id
e
d
ee
p
er
ex
p
lan
atio
n
s
.
Data
f
r
o
m
teac
h
er
s
wer
e
co
llected
th
r
o
u
g
h
s
u
r
v
e
y
s
an
d
class
r
o
o
m
o
b
s
er
v
atio
n
s
.
T
o
co
m
p
lem
en
t
th
ese
f
in
d
i
n
g
s
,
in
-
d
ep
th
in
te
r
v
iews
wer
e
co
n
d
u
cted
with
s
ch
o
o
l
h
ea
d
s
.
T
h
e
u
s
e
o
f
t
h
ese
co
m
p
le
m
en
tar
y
m
eth
o
d
s
en
s
u
r
e
d
a
m
o
r
e
c
o
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
teac
h
er
p
r
ep
ar
ed
n
ess
f
o
r
C
B
C
im
p
lem
en
tatio
n
[
4
6
]
,
[
4
7
]
.
T
h
e
s
tu
d
y
e
n
g
ag
e
d
2
6
3
teac
h
er
s
,
alig
n
in
g
with
I
s
r
ae
l
[
4
8
]
th
at
r
ec
o
m
m
e
n
d
ed
s
am
p
le
s
ize
o
f
2
0
0
–
5
0
0
,
with
an
ad
d
itio
n
al
3
0
%
t
o
ac
co
u
n
t
f
o
r
p
o
ten
tial
n
o
n
-
r
e
s
p
o
n
s
es,
en
s
u
r
in
g
s
u
f
f
icien
t
p
o
wer
f
o
r
s
tatis
tical
an
aly
s
is
.
Stra
tifie
d
r
an
d
o
m
s
am
p
lin
g
was
u
s
ed
to
p
r
o
p
o
r
tio
n
ally
s
elec
t
b
o
th
u
r
b
an
an
d
r
u
r
al
s
ch
o
o
ls
,
m
in
im
izin
g
b
ias
an
d
en
s
u
r
i
n
g
th
at
th
e
f
in
d
in
g
s
r
ef
lecte
d
d
iv
er
s
e
teac
h
er
ex
p
er
ie
n
ce
s
.
W
h
ile
p
u
r
p
o
s
iv
e
s
am
p
lin
g
was
ap
p
lied
to
s
ele
ct
1
0
s
ch
o
o
l
h
ea
d
s
f
o
r
in
ter
v
iews,
f
r
o
m
th
e
o
u
tlier
ca
s
es
i
d
en
tifie
d
f
r
o
m
th
e
q
u
an
titativ
e
an
aly
s
is
o
f
th
e
d
at
a
co
llected
.
A
p
ilo
t
s
tu
d
y
was
co
n
d
u
cted
in
a
p
u
r
p
o
s
iv
ely
s
elec
ted
p
u
b
l
ic
p
r
im
ar
y
s
ch
o
o
l
in
E
m
b
u
C
o
u
n
ty
th
at
was
ex
clu
d
ed
f
r
o
m
th
e
m
ai
n
s
tu
d
y
.
T
h
r
ee
cu
r
r
icu
lu
m
im
p
l
em
en
tatio
n
ex
p
er
ts
wer
e
in
v
o
lv
ed
in
estab
lis
h
in
g
co
n
ten
t
v
alid
ity
.
T
h
e
r
eliab
ilit
y
o
f
th
e
q
u
esti
o
n
n
air
e
item
s
was
an
aly
ze
d
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a
p
r
o
ce
d
u
r
e.
T
h
e
ev
alu
atio
n
o
f
m
eth
o
d
o
lo
g
y
f
o
r
h
i
g
h
-
q
u
ality
r
esear
c
h
h
ea
v
ily
em
p
h
asizes
th
e
cr
u
ci
al
s
ig
n
if
ican
ce
o
f
v
alid
ity
an
d
r
eliab
ilit
y
.
T
h
e
r
el
iab
ilit
y
co
ef
f
icien
t
o
f
th
e
q
u
esti
o
n
n
air
e
was 0
.
9
9
7
,
in
d
icatin
g
h
ig
h
r
eliab
ilit
y
as
it e
x
ce
ed
ed
th
e
0
.
7
t
h
r
esh
o
ld
[
4
9
]
.
Data
wer
e
clea
n
ed
an
d
co
d
e
d
b
ef
o
r
e
b
ein
g
an
aly
ze
d
.
Var
i
o
u
s
s
tatis
tical
p
r
o
ce
d
u
r
es
wer
e
c
ar
r
ied
o
u
t,
in
clu
d
in
g
d
escr
ip
tiv
e
s
tatis
tics
s
u
ch
as
f
r
eq
u
en
cies
an
d
p
er
c
en
tag
es,
an
d
i
n
f
er
en
tial
s
tatis
ti
cs
lik
e
Sp
ea
r
m
an
’
s
co
r
r
elatio
n
c
o
ef
f
icien
t
t
o
ex
am
in
e
th
e
r
elatio
n
s
h
ip
b
etw
ee
n
p
r
e
-
im
p
lem
en
tatio
n
tr
ain
in
g
an
d
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
C
B
C
im
p
lem
en
tatio
n
,
an
d
in
d
ep
e
n
d
en
t
s
am
p
l
e
t
-
test
to
ex
am
in
e
g
en
d
er
d
if
f
er
en
ce
in
teac
h
er
s
’
p
er
ce
p
tio
n
s
.
Alth
o
u
g
h
L
ik
er
t
-
s
ca
le
d
ata
ar
e
o
r
d
in
al,
p
ar
am
e
tr
ic
m
eth
o
d
s
wer
e
u
s
ed
b
ec
au
s
e
ag
g
r
eg
ated
item
s
ap
p
r
o
x
im
ate
in
ter
v
al
-
lev
el
d
a
ta,
a
p
r
ac
tice
s
u
p
p
o
r
ted
in
e
d
u
ca
tio
n
al
r
esear
ch
[
5
0
]
–
[
5
2
]
.
Giv
en
o
u
r
s
am
p
le
Ad
e
q
u
a
te t
e
a
c
h
e
r
train
in
g
P
o
siti
v
e
tea
c
h
e
rs’
p
e
rc
e
p
ti
o
n
s
Eff
e
c
ti
v
e
CBC
imp
lem
e
n
tatio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
er p
r
ep
a
r
ed
n
ess
fo
r
co
mp
eten
cy
-
b
a
s
ed
cu
r
r
icu
lu
m
in
K
en
ya
n
s
ch
o
o
ls
:
… (
N
a
th
a
n
Ma
in
a
Mw
a
n
g
i
)
717
s
ize
o
f
2
1
3
r
esp
o
n
d
e
n
ts
,
th
e
u
s
e
o
f
Sp
ea
r
m
an
’
s
co
r
r
elatio
n
an
d
in
d
ep
en
d
en
t
s
am
p
le
t
-
test
s
was
s
tati
s
tically
ap
p
r
o
p
r
iate
an
d
p
r
o
v
id
e
d
m
o
r
e
r
o
b
u
s
t
in
f
er
en
ce
s
.
Qu
alitativ
e
d
ata
wer
e
d
er
iv
ed
f
r
o
m
o
p
e
n
-
en
d
e
d
q
u
esti
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n
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air
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d
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io
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ec
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d
in
g
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f
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m
in
ter
v
iews,
wh
ich
wer
e
th
en
u
s
ed
to
d
er
iv
e
co
d
es
,
ca
teg
o
r
ies,
an
d
th
em
es.
T
h
es
e
th
em
es
wer
e
cr
o
s
s
-
ch
ec
k
ed
with
th
e
q
u
an
titativ
e
d
ata,
p
r
o
v
id
in
g
ad
d
itio
n
al
s
u
p
p
o
r
t
f
o
r
th
e
r
esu
lts
.
R
esp
o
n
d
en
ts
’
ex
ce
r
p
ts
wer
e
i
n
clu
d
ed
as
n
ar
r
ate
d
,
with
s
o
m
e
q
u
alitativ
e
q
u
o
tes
r
ep
o
r
ted
v
er
b
atim
.
An
ap
p
r
o
v
al
to
co
n
d
u
ct
t
h
e
r
e
s
ea
r
ch
was
is
s
u
ed
b
y
th
e
Un
i
v
er
s
ity
o
f
E
m
b
u
,
af
te
r
wh
ich
a
r
esear
ch
p
er
m
it
with
licen
s
e
No
.
N
AC
OSTI
/2
3
/2
3
3
9
9
was
o
b
ta
in
ed
f
r
o
m
th
e
Ken
y
an
g
o
v
er
n
m
en
t
f
o
llo
win
g
a
th
o
r
o
u
g
h
r
ev
iew
o
f
th
e
r
ese
ar
ch
’
s
ad
h
e
r
en
ce
to
et
h
ical
r
e
q
u
ir
em
en
ts
.
T
o
g
ain
ac
ce
s
s
to
s
ch
o
o
ls
,
p
er
m
is
s
io
n
f
r
o
m
th
e
o
f
f
ice
o
f
th
e
C
o
u
n
ty
Dir
ec
to
r
o
f
E
d
u
ca
tio
n
in
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
,
State
Dep
ar
tm
en
t
o
f
E
ar
ly
L
ea
r
n
in
g
a
n
d
B
asic
E
d
u
ca
tio
n
was
g
r
an
ted
with
a
n
au
th
o
r
i
za
tio
n
letter
.
Ad
d
itio
n
ally
,
to
ac
ce
s
s
th
e
s
elec
ted
s
ch
o
o
ls
,
th
e
s
ch
o
o
l
h
ea
d
s
g
a
v
e
au
th
o
r
izatio
n
f
o
r
in
ter
ac
ti
o
n
with
t
h
e
teac
h
er
s
.
Prio
r
t
o
d
ata
c
o
llectio
n
,
teac
h
er
s
’
co
n
s
en
t to
p
ar
ticip
at
e
was so
u
g
h
t a
n
d
o
b
tain
ed
.
4.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
All
r
esp
o
n
s
e
r
ates
ex
ce
e
d
ed
6
0
%,
alig
n
in
g
with
Mu
g
e
n
d
a
an
d
Mu
g
en
d
a
[
4
9
]
g
u
i
d
elin
e
th
at
a
r
esp
o
n
s
e
r
ate
of
6
0
%
is
s
u
itab
le
f
o
r
a
n
aly
s
is
.
Ou
t
o
f
th
e
2
6
3
q
u
esti
o
n
n
ai
r
es
d
is
tr
ib
u
ted
,
2
1
3
wer
e
co
m
p
lete
d
an
d
r
etu
r
n
e
d
.
Ad
d
itio
n
ally
,
6
o
u
t
o
f
th
e
1
0
p
lan
n
e
d
in
ter
v
iews
with
s
ch
o
o
l
h
ea
d
s
wer
e
s
u
cc
es
s
f
u
lly
co
n
d
u
cte
d
,
alo
n
g
with
1
3
less
o
n
o
b
s
er
v
atio
n
s
at
g
r
a
d
e
t
h
r
ee
.
T
ab
le
1
s
h
o
ws
s
o
m
e
o
f
th
e
d
em
o
g
r
ap
h
ic
f
o
r
th
e
teac
h
er
s
.
Am
o
n
g
t
h
e
teac
h
er
s
,
7
5
%
wer
e
f
em
ale
an
d
2
5
%
wer
e
m
ale.
I
n
ter
m
s
o
f
a
g
e,
3
8
%
wer
e
4
0
y
ea
r
s
an
d
b
elo
w,
wh
ile
62
%
wer
e
o
v
er
4
1
y
ea
r
s
o
ld
.
Mo
s
t
teac
h
er
s
(
7
1
%)
h
ad
ce
r
tific
ates
an
d
d
i
p
lo
m
as
in
ed
u
ca
tio
n
,
with
2
6
%
h
av
in
g
d
e
g
r
ee
s
an
d
3
%
h
o
ld
in
g
m
aster
’
s
d
eg
r
ee
s
.
T
h
e
teac
h
in
g
ex
p
er
ien
ce
was
d
is
tr
ib
u
ted
as:
2
7
%
h
ad
1
-
9
y
ea
r
s
,
2
5
%
h
a
d
1
0
-
1
9
y
ea
r
s
,
3
5
%
h
ad
2
0
-
2
9
y
ea
r
s
,
wh
ile
1
3
%
h
a
d
o
v
er
2
9
y
e
ar
s
.
T
h
r
ee
m
ale
an
d
th
r
ee
f
em
ale
s
ch
o
o
l
h
ea
d
s
wer
e
in
ter
v
iewe
d
.
Fo
u
r
wer
e
a
g
ed
5
0
-
5
9
y
ea
r
s
,
an
d
two
wer
e
4
0
-
4
9
y
ea
r
s
,
with
all
h
av
in
g
s
er
v
ed
in
t
h
eir
cu
r
r
en
t
p
o
s
itio
n
s
f
o
r
2
-
4
y
ea
r
s
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
d
ata
f
o
r
th
e
teac
h
er
s
(
N=
2
1
3
)
A
t
t
r
i
b
u
t
e
s
C
a
t
e
g
o
r
y
F
r
e
q
u
e
n
c
y
(
F
)
P
e
r
c
e
n
t
a
g
e
(
%)
A
g
e
(
y
e
a
r
s)
B
e
l
o
w
3
0
28
13
30
–
40
53
25
41
–
50
55
26
A
b
o
v
e
5
0
77
36
To
t
a
l
2
1
3
1
0
0
Q
u
a
l
i
f
i
c
a
t
i
o
n
C
e
r
t
i
f
i
c
a
t
e
58
27
D
i
p
l
o
m
a
94
44
D
e
g
r
e
e
55
26
M
a
s
t
e
r
s
6
3
To
t
a
l
2
1
3
1
0
0
Ex
p
e
r
i
e
n
c
e
(
y
e
a
r
s)
0
-
9
58
27
10
–
19
53
25
20
–
29
75
35
A
b
o
v
e
2
9
27
13
To
t
a
l
2
1
3
1
0
0
4
.
1
.
P
re
-
im
plem
ent
a
t
io
n t
ra
ini
ng
o
n CBC
As
s
h
o
wn
in
T
ab
le
2
,
7
3
%
o
f
teac
h
er
s
atten
d
ed
at
least
two
tr
ain
in
g
s
ess
io
n
s
,
wh
ile
5
%
r
ec
eiv
ed
n
o
n
e.
T
h
is
in
d
icate
d
an
im
p
r
o
v
em
en
t
co
m
p
a
r
ed
to
On
d
im
u
[
3
2
]
f
in
d
in
g
s
wh
er
e
o
n
ly
3
6
%
o
f
th
e
teac
h
er
s
h
ad
atten
d
ed
at
least
o
n
e
tr
ain
in
g
s
ess
io
n
.
T
h
is
f
in
d
in
g
alig
n
s
with
Ken
y
a
Natio
n
al
E
x
am
in
atio
n
s
C
o
u
n
cil
(
KNE
C
)
[
4
5
]
,
th
at
3
6
%
o
f
teac
h
er
s
h
ad
n
o
t
en
g
ag
ed
in
r
et
o
o
lin
g
tr
ain
in
g
,
alth
o
u
g
h
m
o
s
t
d
o
s
o
to
en
h
a
n
ce
th
eir
s
k
ills
an
d
k
n
o
wled
g
e
[
5
3
]
.
On
th
e
ex
p
ec
tatio
n
o
f
f
u
r
t
h
er
tr
ain
i
n
g
o
n
C
B
C
,
m
ajo
r
it
y
(
6
8
%)
o
f
teac
h
e
r
s
wer
e
ex
p
ec
tin
g
ad
d
itio
n
al
tr
ain
in
g
,
wh
ile
3
2
%
wer
e
n
o
t.
T
h
is
s
u
g
g
ests
th
at
m
an
y
teac
h
er
s
r
eq
u
ir
e
ad
d
itio
n
al
tr
ain
in
g
to
en
h
a
n
ce
th
eir
s
k
ills
in
im
p
lem
en
tin
g
C
B
C
.
T
h
e
s
tu
d
y
in
v
esti
g
ated
w
h
eth
er
te
ac
h
er
s
wer
e
tr
ain
e
d
in
th
e
f
o
llo
win
g
ar
ea
s
:
less
o
n
p
r
ep
a
r
atio
n
,
teac
h
in
g
an
d
lear
n
in
g
ac
tiv
ities
,
class
r
o
o
m
m
an
ag
e
m
en
t,
ass
es
s
m
en
t
an
d
ev
al
u
atio
n
,
a
n
d
p
r
o
f
ess
io
n
al
d
o
cu
m
e
n
tatio
n
.
T
h
e
r
esu
lts
in
d
icate
d
t
h
at
8
0
%
o
f
th
e
teac
h
e
r
s
h
ad
b
ee
n
tr
ain
ed
o
n
all
th
e
tr
ain
in
g
ar
ea
s
,
as sh
o
wn
i
n
T
ab
le
3
.
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
26
:
714
-
724
718
T
ab
le
2
.
T
r
ai
n
in
g
s
ess
io
n
s
atten
d
ed
b
y
teac
h
er
s
(
N=
2
1
3
)
N
u
mb
e
r
o
f
t
r
a
i
n
i
n
g
sess
i
o
n
s
F
r
e
q
u
e
n
c
y
(
F
)
P
e
r
c
e
n
t
a
g
e
(
%)
0
11
5
1
45
22
2
62
30
3
49
24
4
38
18
5
2
1
T
ab
le
3
.
T
r
ai
n
in
g
a
r
ea
s
(
N=
2
1
3
)
A
r
e
a
s c
o
v
e
r
e
d
d
u
r
i
n
g
t
h
e
t
r
a
i
n
i
n
g
o
n
C
B
C
F
r
e
q
u
e
n
c
y
(
F
)
P
e
r
c
e
n
t
a
g
e
(
%)
Le
sso
n
p
r
e
p
a
r
a
t
i
o
n
1
9
4
91
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
a
c
t
i
v
i
t
i
e
s
1
9
5
92
C
l
a
s
sr
o
o
m m
a
n
a
g
e
me
n
t
1
7
0
80
A
ssessme
n
t
a
n
d
e
v
a
l
u
a
t
i
o
n
1
8
9
89
P
r
o
f
e
ssi
o
n
a
l
d
o
c
u
m
e
n
t
s
1
8
9
89
I
n
ad
d
itio
n
to
th
e
tr
ain
in
g
ar
e
a
s
h
o
wn
in
T
ab
le
3
,
th
e
tr
ain
in
g
also
ad
d
r
ess
ed
th
e
in
teg
r
atio
n
o
f
I
C
T
,
im
p
r
o
v
is
in
g
teac
h
in
g
m
ater
ials
,
teac
h
in
g
m
eth
o
d
o
lo
g
ies,
co
r
e
co
m
p
eten
cies,
an
d
co
r
e
v
alu
es
ac
co
r
d
in
g
to
th
e
s
ch
o
o
l
h
ea
d
s
.
Alth
o
u
g
h
o
v
er
8
8
%
o
f
teac
h
er
s
r
e
p
o
r
ted
t
h
a
t
p
r
o
f
ess
io
n
al
d
o
c
u
m
en
ts
wer
e
co
v
er
ed
i
n
th
eir
tr
ain
in
g
,
m
o
s
t
teac
h
er
s
s
tr
u
g
g
led
to
c
r
ea
te
less
o
n
p
la
n
s
an
d
s
ch
em
es
o
f
wo
r
k
th
at
m
et
C
B
C
r
eq
u
ir
em
en
ts
.
Fu
r
th
er
m
o
r
e
,
n
o
n
e
o
f
th
e
tea
ch
er
s
r
ef
er
r
ed
t
o
th
ese
p
r
o
f
e
s
s
io
n
al
d
o
cu
m
en
ts
d
u
r
in
g
th
e
ir
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o
n
s
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esp
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h
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in
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e
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h
is
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ests
th
at
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er
s
wer
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t
s
u
f
f
icien
tly
tr
ain
ed
i
n
cr
itical
ar
ea
s
o
f
cu
r
r
icu
lu
m
im
p
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en
tatio
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alig
n
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d
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M
o
m
an
y
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a
n
d
R
o
p
[
8
]
,
On
d
im
u
[
3
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]
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a
n
d
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awe
r
u
[
3
3
]
o
n
C
B
C
im
p
lem
en
tatio
n
in
Ken
y
a.
T
h
e
teac
h
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s
’
r
esp
o
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es
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eg
ar
d
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e
ar
ea
s
in
wh
ich
th
ey
wo
u
ld
lik
e
ad
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itio
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p
r
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ed
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le
4
.
Alth
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0
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tr
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all
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lier
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a
s
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m
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till
ex
p
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d
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r
f
u
r
th
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tr
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g
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th
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s
am
e
ar
ea
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ad
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itio
n
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o
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C
T
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n
te
r
v
iews
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h
s
ch
o
o
l h
ea
d
s
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ea
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h
at
m
an
y
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e
d
t
h
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r
t
ea
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h
er
s
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ce
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d
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iti
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l
t
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n
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o
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ess
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t
a
n
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at
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C
T
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n
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g
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ati
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t
ea
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h
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n
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m
e
th
o
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o
lo
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l
ess
o
n
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la
n
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i
n
g
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a
n
d
p
r
o
f
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i
o
n
al
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o
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u
m
en
tat
io
n
.
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h
is
s
u
g
g
ests
t
h
at
e
v
e
n
a
f
te
r
att
en
d
i
n
g
s
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er
a
l t
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ai
n
i
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s
c
o
v
e
r
i
n
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v
a
r
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s
t
o
p
ics
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h
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ad
s
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ill
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elt
t
h
e
n
e
ed
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o
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m
o
r
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tr
ai
n
i
n
g
f
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r
t
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ch
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s
t
o
d
eli
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e
r
t
h
e
C
B
C
as
e
x
p
e
ct
ed
e
f
f
ec
ti
v
el
y
.
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h
e
n
e
ce
s
s
i
ty
f
o
r
a
d
d
it
io
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tr
ai
n
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n
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i
n
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h
i
n
g
m
et
h
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o
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s
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u
p
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te
d
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y
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b
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er
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ati
o
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s
m
a
d
e
d
u
r
i
n
g
less
o
n
s
in
t
h
e
t
h
ir
te
en
s
ch
o
o
ls
.
T
h
e
u
s
e
o
f
l
ea
r
n
er
-
ce
n
te
r
ed
m
e
th
o
d
o
l
o
g
ies
,
w
h
ic
h
ar
e
h
i
g
h
ly
a
d
v
o
c
ate
d
i
n
t
h
e
C
B
C
,
was
m
o
s
tl
y
li
m
i
te
d
t
o
th
e
q
u
e
s
tio
n
-
a
n
d
-
an
s
we
r
m
et
h
o
d
a
n
d
g
r
o
u
p
d
is
c
u
s
s
i
o
n
s
.
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o
n
e
o
f
t
h
e
o
b
s
er
v
ed
less
o
n
s
in
c
o
r
p
o
r
a
te
d
ac
ti
v
e
,
in
q
u
i
r
y
-
b
as
ed
,
p
r
o
b
le
m
-
b
ase
d
,
p
r
o
je
ct
-
b
ase
d
,
d
is
c
o
v
e
r
y
-
o
r
i
en
te
d
,
o
r
s
o
ci
o
-
s
ci
e
n
ti
f
ic
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n
i
n
g
ap
p
r
o
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es
.
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v
e
n
t
h
o
u
g
h
t
h
e
t
wo
le
ar
n
e
r
-
c
en
te
r
e
d
m
et
h
o
d
s
-
q
u
esti
o
n
a
n
d
a
n
s
we
r
an
d
g
r
o
u
p
d
is
c
u
s
s
i
o
n
s
-
d
o
m
i
n
at
e
d
m
o
s
t
l
ess
o
n
s
,
t
h
e
y
w
er
e
n
o
t
e
f
f
e
cti
v
el
y
u
t
ili
ze
d
,
as
m
a
n
y
q
u
esti
o
n
s
a
n
d
d
is
c
u
s
s
i
o
n
to
p
ics
o
n
l
y
r
e
q
u
ir
ed
l
ea
r
n
e
r
s
t
o
r
ec
all
i
n
f
o
r
m
at
io
n
r
at
h
er
t
h
a
n
s
ti
m
u
la
ti
n
g
th
ei
r
t
h
i
n
k
in
g
,
cr
ea
t
iv
it
y
,
o
r
im
a
g
i
n
a
ti
o
n
.
T
o
e
n
h
a
n
ce
e
f
f
e
cti
v
e
cu
r
r
ic
u
l
u
m
i
m
p
le
m
e
n
t
at
io
n
,
th
e
g
o
v
er
n
m
e
n
t
n
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ed
s
t
o
i
n
v
es
t
i
n
te
ac
h
e
r
tr
a
in
in
g
an
d
co
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t
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u
o
u
s
p
r
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f
e
s
s
io
n
al
d
ev
el
o
p
m
en
t
[8
]
,
[
5
4
]
,
[
5
5
]
.
Fr
o
m
t
h
e
q
u
al
ita
ti
v
e
d
a
ta,
tw
o
k
e
y
t
h
e
m
es
em
e
r
g
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d
:
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h
e
a
d
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a
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r
ai
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n
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t
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o
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ab
le
4
.
T
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39
18
C
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a
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m m
a
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me
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4
2
A
ssessme
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68
32
P
r
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12
6
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C
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r
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t
e
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c
h
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g
15
7
4
.
1
.
1
.
Adequa
cy
o
f
t
r
a
ini
ng
So
m
e
s
ch
o
o
l
h
ea
d
s
r
ev
ea
led
th
at
th
eir
teac
h
er
s
h
ad
atte
n
d
ed
at
least
th
r
ee
tr
ain
in
g
s
es
s
io
n
s
.
Ho
wev
er
,
s
o
m
e
ex
p
r
ess
ed
d
is
s
atis
f
ac
tio
n
,
n
o
tin
g
th
at
a
f
ew
teac
h
er
s
h
ad
o
n
l
y
r
ec
eiv
ed
t
r
ain
in
g
o
n
ce
.
T
wo
h
ea
d
teac
h
er
s
r
em
a
r
k
ed
d
u
r
i
n
g
th
e
in
ter
v
iew
:
“
Ou
r
tea
ch
ers
h
a
ve
a
tten
d
ed
ma
n
y
tr
a
in
in
g
s
.
I
ma
y
n
o
t
b
e
a
b
le
to
co
u
n
t
th
em
.
”
(
I
n
f
o
r
m
an
t
3
,
2
0
2
3
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
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N:
2252
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2
Tea
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… (
N
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th
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Ma
in
a
Mw
a
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i
)
719
“
Th
e
g
o
ve
r
n
men
t
h
a
s
tr
ied
b
e
ca
u
s
e
ma
n
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b
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t so
me
h
a
ve
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n
ly
a
tten
d
ed
o
n
ce
.”
(
I
n
f
o
r
m
an
t 1
,
2
0
2
3
)
T
h
is
alig
n
s
with
th
e
q
u
an
tit
ativ
e
d
ata
o
n
th
e
n
u
m
b
er
o
f
tr
ain
in
g
s
ess
io
n
s
teac
h
er
s
atten
d
ed
,
wh
e
r
e
th
e
m
ajo
r
ity
(
7
3
%)
h
ad
p
ar
ticip
at
ed
in
at
least two
s
ess
io
n
s
,
as s
h
o
wn
in
T
a
b
le
2
.
T
h
e
s
tu
d
y
also
r
ev
ea
le
d
th
at
wh
ile
m
an
y
teac
h
er
s
h
a
d
atten
d
ed
m
u
ltip
le
p
r
e
-
im
p
lem
e
n
tatio
n
tr
ain
in
g
s
ess
io
n
s
,
th
er
e
was
a
s
en
s
e
t
h
at
th
e
tr
ain
in
g
was
in
s
u
f
f
icien
t
an
d
th
at
ad
d
itio
n
al
s
ess
io
n
s
wer
e
n
ec
ess
ar
y
.
Du
r
in
g
t
h
e
in
ter
v
iews,
s
ev
er
al
s
ch
o
o
l
h
ea
d
s
ex
p
r
ess
ed
a
n
ticip
atio
n
f
o
r
f
u
r
th
e
r
tr
ai
n
in
g
to
s
u
p
p
o
r
t
C
B
C
im
p
lem
en
tatio
n
.
On
e
h
ea
d
tea
ch
er
r
em
ar
k
ed
:
“
I
a
m
n
o
t
co
n
ten
ted
w
ith
th
e
tr
a
in
in
g
th
a
t
h
a
s
b
ee
n
o
ffer
ed
to
o
u
r
tea
ch
ers
.
Mo
r
e
tr
a
i
n
in
g
is
r
eq
u
ir
ed
.”
(
I
n
f
o
r
m
an
t
2
,
2
0
2
3
)
T
h
is
r
ein
f
o
r
ce
s
th
e
q
u
an
titati
v
e
d
ata
f
in
d
in
g
s
r
e
g
ar
d
in
g
te
ac
h
er
s
’
ex
p
ec
tatio
n
s
o
f
ad
d
itio
n
al
C
B
C
tr
ain
in
g
.
Ma
jo
r
ity
(
6
8
%)
o
f
t
ea
ch
er
s
ex
p
ec
ted
ad
d
itio
n
al
tr
ain
in
g
o
n
C
B
C
im
p
lem
en
tatio
n
.
T
h
er
e
was
also
co
n
ce
r
n
s
ab
o
u
t th
e
q
u
ality
o
f
t
h
e
tr
ain
in
g
,
as o
n
e
h
ea
d
teac
h
e
r
n
o
ted
.
T
wo
s
ch
o
o
l h
ea
d
s
s
tated
:
“
Ma
yb
e,
th
ey
w
ill
b
e
ca
lled
o
n
ce
a
g
a
in
fo
r
th
e
tr
a
in
in
g
s
o
th
ey
ca
n
b
e
g
u
id
ed
m
o
r
e
o
n
a
s
s
ess
men
t
.”
(
I
n
f
o
r
m
an
t 1
,
2
0
2
3
)
“
Th
ey
d
o
n
o
t
h
a
ve
g
o
o
d
f
a
cilita
to
r
s
.
Tea
ch
ers
a
r
e
n
o
t
m
o
tiva
ted
in
th
o
s
e
tr
a
in
in
g
s
.
Y
o
u
a
r
e
g
a
th
ered
in
a
cla
s
s
r
o
o
m
w
ith
p
o
o
r
fa
cilities
a
n
d
th
e
tr
a
in
e
r
s
ju
s
t
th
e
r
e
r
ea
d
in
g
th
e
ma
n
u
a
ls
to
yo
u
.”
(
I
n
f
o
r
m
an
t
5
,
2
0
2
3
)
T
h
is
in
d
icate
s
th
at
d
esp
ite
atten
d
in
g
m
u
ltip
le
C
B
C
tr
ai
n
in
g
s
ess
io
n
s
,
b
o
th
teac
h
er
s
an
d
s
ch
o
o
l
h
ea
d
s
p
er
ce
iv
ed
th
e
tr
ain
i
n
g
as
in
ad
e
q
u
ate
an
d
ca
lled
f
o
r
ad
d
itio
n
al
s
ess
io
n
s
.
T
h
e
tr
ain
in
g
p
r
o
v
id
ed
was
in
s
u
f
f
icien
t
f
o
r
teac
h
er
s
to
u
n
d
er
s
tan
d
an
d
im
p
lem
en
t th
e
C
B
C
as f
u
lly
ex
p
ec
ted
.
4
.
1
.
2
.
Sco
pe
o
f
t
r
a
ini
ng
T
h
e
s
ec
o
n
d
th
em
e
em
er
g
in
g
f
r
o
m
th
e
q
u
alitativ
e
d
ata
was
th
e
s
co
p
e
o
f
tr
ain
in
g
,
wh
ich
r
e
f
er
s
to
th
e
to
p
ics
co
v
er
ed
d
u
r
in
g
th
e
s
ess
io
n
s
an
d
th
e
ar
ea
s
teac
h
er
s
f
elt
n
ee
d
ed
m
o
r
e
tr
ain
in
g
.
I
n
te
r
v
iews
with
s
ch
o
o
l
h
ea
d
s
r
ev
ea
led
th
at
ed
u
ca
t
o
r
s
h
ad
r
ec
eiv
ed
tr
ain
i
n
g
o
n
s
ev
er
al
cr
itical
asp
ec
ts
o
f
cu
r
r
icu
lu
m
im
p
lem
en
tatio
n
,
as o
n
e
h
ea
d
h
ig
h
lig
h
ted
:
“
Ou
r
tea
ch
ers
h
a
ve
b
ee
n
tr
a
in
ed
o
n
co
r
e
co
mp
eten
cies,
th
e
cu
r
r
icu
lu
m
d
esig
n
,
s
ch
eme
s
o
f
w
o
r
k
(
a
b
o
u
t
s
tr
a
n
d
s
,
s
u
b
-
s
tr
a
n
d
s
,
lea
r
n
in
g
o
u
tco
mes)
,
h
o
w
to
i
n
co
r
p
o
r
a
te
co
r
e
co
mp
eten
cies a
n
d
co
r
e
va
lu
es in
a
less
o
n
.
”
(
I
n
f
o
r
m
an
t 4
,
2
0
2
3
)
T
h
is
alig
n
s
with
t
h
e
f
i
n
d
in
g
s
o
n
th
e
to
p
ics
co
v
e
r
ed
d
u
r
i
n
g
th
e
tr
ain
in
g
,
as
s
h
o
wn
in
T
ab
le
4
,
an
d
was
f
u
r
th
er
co
n
f
ir
m
e
d
b
y
an
o
th
e
r
h
ea
d
teac
h
er
wh
o
s
tated
:
“
I
n
th
o
s
e
tr
a
in
in
g
s
,
a
s
s
ess
men
t
w
a
s
co
ve
r
ed
,
p
r
ep
a
r
in
g
o
f
p
r
o
fess
io
n
a
l
d
o
cu
me
n
ts
w
a
s
a
ls
o
co
ve
r
ed
,
tea
ch
in
g
meth
o
d
o
lo
g
y
w
a
s
a
ls
o
co
ve
r
ed
.
Yea
h
,
th
o
s
e
a
r
ea
s
w
ere
co
v
ered
.”
(
I
n
f
o
r
m
an
t
3
,
2
0
2
3
)
Desp
ite
h
av
in
g
co
v
er
ed
s
ev
e
r
al
k
ey
ar
ea
s
o
f
cu
r
r
icu
lu
m
i
m
p
lem
en
tatio
n
,
teac
h
er
s
n
ee
d
ed
m
o
r
e
t
r
ain
in
g
o
n
th
e
s
am
e
ar
ea
s
an
d
o
t
h
er
s
th
at
h
ad
n
o
t
b
ee
n
c
o
v
er
e
d
.
As n
o
te
d
b
y
s
ch
o
o
l h
ea
d
s
:
“
Th
ere
is
a
n
ee
d
fo
r
mo
r
e
t
r
a
in
in
g
.
A
ll
th
e
a
r
ea
s
o
f
cu
r
r
icu
lu
m
imp
leme
n
ta
tio
n
s
h
o
u
ld
b
e
co
ve
r
ed
in
fu
tu
r
e
tr
a
in
in
g
s
.”
(
I
n
f
o
r
m
an
t 3
,
2
0
2
3
)
“
Of
co
u
r
s
e,
I
a
m
a
n
ticip
a
tin
g
a
n
o
th
er
tr
a
in
in
g
w
h
ere
th
ey
w
ill
co
ve
r
I
C
T
in
teg
r
a
tio
n
in
te
a
ch
in
g
a
n
d
lea
r
n
in
g
.”
(
I
n
f
o
r
m
an
t
4
,
2
0
2
3
)
T
h
is
s
u
p
p
o
r
ts
t
h
e
f
i
n
d
in
g
s
o
n
th
e
ar
ea
s
teac
h
e
r
s
wis
h
ed
to
b
e
tr
ain
ed
o
n
as
s
h
o
wn
in
T
ab
l
e
4
.
T
h
is
in
d
icate
s
th
at
th
e
tr
ai
n
in
g
co
v
er
ag
e
was
b
r
o
a
d
b
u
t
s
h
allo
w,
an
d
f
o
r
te
ac
h
er
s
to
b
e
a
b
le
to
im
p
lem
en
t
C
B
C
as
r
eq
u
ir
ed
,
th
ey
n
ee
d
to
b
e
tr
ai
n
ed
an
d
r
et
r
ain
ed
o
n
all
ar
ea
s
o
f
c
u
r
r
icu
l
u
m
im
p
lem
en
tatio
n
.
4
.
2
.
T
ea
cher
s
’
perc
ept
io
ns
o
n CBC
T
h
e
1
1
%
o
f
teac
h
er
s
ex
p
r
ess
ed
s
atis
f
ac
tio
n
with
t
h
e
im
p
lem
en
tatio
n
o
f
C
B
C
,
citin
g
r
ea
s
o
n
s
s
u
ch
as
th
e
cu
r
r
icu
lu
m
b
ein
g
h
ig
h
ly
ed
u
ca
tio
n
al
an
d
en
g
a
g
in
g
,
ch
ild
-
f
r
ien
d
ly
,
an
d
m
a
k
in
g
l
ea
r
n
in
g
en
jo
y
ab
le.
Ho
wev
er
,
th
e
m
ajo
r
ity
(
8
9
%)
wh
o
h
eld
o
p
p
o
s
in
g
v
iews p
o
in
ted
o
u
t iss
u
es l
ik
e
th
e
p
r
o
g
r
am
b
ein
g
u
n
clea
r
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
714
-
724
720
co
n
f
u
s
in
g
,
a
lack
o
f
n
ec
ess
ar
y
r
eso
u
r
ce
s
,
in
a
d
eq
u
ate
teac
h
er
tr
ain
in
g
,
h
ig
h
teac
h
er
-
to
-
s
tu
d
en
t
r
atio
s
,
a
n
d
th
e
p
er
ce
p
tio
n
th
at
C
B
C
is
b
o
th
c
o
s
tly
an
d
tim
e
-
co
n
s
u
m
in
g
.
T
e
ac
h
er
s
wer
e
also
g
iv
en
a
lis
t
o
f
item
s
(
lear
n
in
g
to
lear
n
,
s
elf
-
ef
f
icac
y
,
h
ar
d
wo
r
k
,
a
n
d
d
ig
ital
liter
ac
y
)
an
d
ask
ed
to
id
e
n
tify
wh
ic
h
o
n
e
was
n
o
t
a
co
r
e
co
m
p
eten
cy
in
C
B
C
.
T
h
e
m
ajo
r
ity
o
f
teac
h
er
s
(
5
5
%)
c
o
r
r
e
ctly
id
en
tifie
d
th
at
“
h
a
r
d
wo
r
k
”
is
n
o
t
o
n
e
o
f
th
e
co
r
e
co
m
p
eten
cies
in
C
B
C
.
H
o
wev
er
,
a
s
ig
n
if
ican
t
p
o
r
tio
n
(
3
9
%)
f
ailed
to
r
ec
o
g
n
ize
th
is
,
in
d
icatin
g
a
lim
ited
u
n
d
er
s
tan
d
i
n
g
o
f
C
B
C
’
s
co
r
e
co
m
p
eten
cies.
T
h
is
co
n
f
ir
m
s
t
h
e
s
ch
o
o
l
h
ea
d
s
’
ex
p
r
ess
io
n
o
f
a
d
esire
f
o
r
th
eir
teac
h
er
s
to
r
ec
eiv
e
f
u
r
t
h
er
tr
ain
in
g
o
n
c
o
r
e
co
m
p
eten
cies.
T
h
is
in
d
icate
s
th
at
m
an
y
teac
h
er
s
h
ad
n
o
t
y
et
r
ec
eiv
ed
ad
e
q
u
ate
tr
ain
in
g
in
C
B
C
’
s
co
r
e
co
m
p
eten
cies,
co
n
tr
ib
u
tin
g
to
n
e
g
ativ
e
p
e
r
c
ep
tio
n
s
o
f
th
e
n
ew
cu
r
r
icu
lu
m
.
T
ea
ch
er
s
r
esp
o
n
d
ed
to
th
e
p
r
o
v
i
d
ed
L
ik
e
r
t scale
as sh
o
wn
in
T
ab
le
5
.
T
ab
le
5
.
T
ea
c
h
er
s
’
p
er
ce
p
tio
n
s
o
f
C
B
C
(
N=
2
1
3
)
S
t
a
t
e
me
n
t
S
D
(
%)
D
(
%)
U
(
%)
A
(
%)
S
A
(
%)
M
e
a
n
sc
o
r
e
C
B
C
i
s
b
e
t
t
e
r
t
h
a
n
c
o
n
t
e
n
t
-
b
a
se
d
26
21
18
26
9
2
.
7
C
B
C
w
i
l
l
h
e
l
p
l
e
a
r
n
e
r
s
d
e
v
e
l
o
p
c
o
m
p
e
t
e
n
c
i
e
s
15
9
15
50
11
3
.
3
I
a
m h
a
p
p
y
w
i
t
h
t
h
e
i
mp
l
e
m
e
n
t
a
t
i
o
n
o
f
C
B
C
27
28
23
18
5
2
.
4
C
B
C
w
a
s
h
u
r
r
i
e
d
l
y
r
o
l
l
e
d
o
u
t
7
5
7
24
57
4
.
2
Th
e
c
o
r
e
c
o
mp
e
t
e
n
c
i
e
s
a
r
e
n
o
t
r
e
l
a
t
e
d
t
o
ma
t
h
e
ma
t
i
c
s
13
38
22
16
11
2
.
7
C
B
C
i
s
t
i
me
c
o
n
s
u
m
i
n
g
12
9
8
36
36
3
.
7
I
t
i
s t
i
r
e
so
m
e
t
o
p
r
e
p
a
r
e
a
C
B
C
l
e
sso
n
p
l
a
n
s
11
6
10
30
43
3
.
8
SD
=
st
r
o
n
g
l
y
d
i
s
a
g
r
e
e
,
D
=
d
i
sa
g
r
e
e
,
U
=
u
n
d
e
c
i
d
e
d
,
A
=
a
g
r
e
e
,
S
A
=
st
r
o
n
g
l
y
a
g
r
e
e
T
h
e
s
tu
d
y
u
s
ed
th
e
f
o
llo
win
g
s
ca
le
to
in
ter
p
r
et
p
er
ce
p
tio
n
s
:
a
m
ea
n
s
co
r
e
o
f
1
.
0
-
2
.
4
in
d
icate
d
a
n
eg
ativ
e
p
er
ce
p
tio
n
,
2
.
5
-
3
.
4
was
co
n
s
id
er
ed
n
eu
t
r
al,
a
n
d
3
.
5
-
5
.
0
r
e
f
lecte
d
a
p
o
s
itiv
e
p
er
ce
p
tio
n
f
o
r
f
av
o
r
a
b
le
s
tatem
en
ts
,
with
th
e
r
ev
er
s
e
a
p
p
lied
to
u
n
f
av
o
r
ab
l
e
s
tatem
en
ts
.
No
n
e
o
f
th
e
m
e
an
s
co
r
es
in
d
icate
d
a
p
o
s
itiv
e
p
er
ce
p
tio
n
,
s
u
g
g
esti
n
g
th
at
teac
h
er
s
h
ad
an
o
v
er
al
l
n
eg
ativ
e
v
iew
o
f
C
B
C
d
eliv
er
y
.
T
h
e
s
tu
d
y
als
o
s
o
u
g
h
t
to
d
eter
m
in
e
if
th
er
e
w
as
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
teac
h
er
s
’
p
er
ce
p
tio
n
s
b
ased
o
n
g
en
d
er
.
T
h
e
o
u
tp
u
t
o
f
th
e
an
aly
s
is
was
as
s
h
o
wn
in
T
ab
le
6
,
in
d
icatin
g
a
s
ig
n
if
ican
t
g
en
d
er
d
if
f
er
en
c
e
in
p
er
ce
p
tio
n
s
o
n
C
B
C
b
ein
g
h
u
r
r
ied
ly
r
o
lled
o
u
t
(
t
=2
.
2
6
7
,
p
<0
.
0
5
)
,
with
f
em
ale
teac
h
er
s
h
av
in
g
a
n
o
tab
ly
m
o
r
e
n
eg
ativ
e
v
iew
co
m
p
ar
ed
to
m
ale
in
s
tr
u
cto
r
s
.
Ho
wev
er
,
n
o
s
ig
n
if
ican
t
g
e
n
d
er
d
if
f
er
en
ce
s
wer
e
f
o
u
n
d
in
r
elatio
n
to
th
e
o
th
er
s
tatem
en
ts
.
T
ab
le
6
.
I
n
d
ep
e
n
d
en
t sam
p
les
t
-
test
f
o
r
g
en
d
er
d
if
f
er
en
ce
s
in
p
er
ce
p
tio
n
s
(
N=
2
1
1
)
V
a
r
i
a
b
l
e
s
M
a
l
e
s (
n
=
5
3
)
S
t
d
.
Er
r
o
r
d
i
f
f
e
r
e
n
c
e
F
e
mal
e
(
n
=
1
5
8
)
t
S
i
g
(
2
-
t
a
i
l
e
d
)
M
e
a
n
SD
M
e
a
n
SD
C
B
C
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4
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3
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Rela
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en
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[
5
6
]
–
[
5
8
]
.
R
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s
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in
T
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Ug
a
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ased
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[
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[
6
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[
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p
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.
5.
CO
NCLU
SI
O
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T
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s
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h
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ican
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ld
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e
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d
r
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r
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g
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q
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r
ain
in
g
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ac
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v
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n
g
o
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g
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a
n
d
d
ev
elo
p
m
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t
o
f
C
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t.
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th
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d
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ce
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s
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p
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s
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T
h
e
Min
is
tr
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f
E
d
u
ca
tio
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d
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e
T
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ch
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s
Ser
v
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C
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m
is
s
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s
h
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u
ld
in
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titu
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s
tr
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in
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tr
ain
in
g
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c
h
ter
m
,
with
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f
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less
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C
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in
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ass
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Min
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in
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f
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w
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s
to
co
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is
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.
T
h
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a
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s
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ce
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tim
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to
d
o
th
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r
esear
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.
F
UNDING
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Au
th
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tate
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v
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1
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