I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
2
,
A
p
r
il
20
26
,
p
p
.
1
5
6
2
~
1
5
7
4
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
15
i
2
.
3
8
6
5
4
1562
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Professio
na
l deve
lo
pment of E
FL
t
ea
chers th
ro
ug
h
co
nstructivis
t
-
o
ri
ented
training
pr
o
g
ra
ms
P
ha
m
T
hi K
ieu O
a
nh
1
,
Ng
uy
en
Va
n T
ra
o
2
,
Ng
uy
en
T
hi
H
o
ng
Nhun
g
3
1
F
a
c
u
l
t
y
o
f
F
o
r
e
i
g
n
La
n
g
u
a
g
e
s
E
d
u
c
a
t
i
o
n
,
T
h
a
i
N
g
u
y
e
n
U
n
i
v
e
r
s
i
t
y
o
f
E
d
u
c
a
t
i
o
n
,
Th
a
i
N
g
u
y
e
n
c
i
t
y
,
V
i
e
t
n
a
m
2
D
e
p
a
r
t
me
n
t
o
f
P
o
s
t
-
G
r
a
d
u
a
t
e
S
t
u
d
i
e
s
,
H
a
n
o
i
U
n
i
v
e
r
si
t
y
,
H
a
n
o
i
,
V
i
e
t
n
a
m
3
D
e
p
a
r
t
me
n
t
o
f
B
a
si
c
S
c
i
e
n
c
e
,
T
h
a
i
N
g
u
y
e
n
U
n
i
v
e
r
s
i
t
y
o
f
M
e
d
i
c
i
n
e
a
n
d
P
h
a
r
mac
y
,
Th
a
i
N
g
u
y
e
n
c
i
t
y
,
V
i
e
t
n
a
m
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
an
11
,
2
0
2
6
R
ev
is
ed
Mar
2
9
,
2
0
2
6
Acc
ep
ted
Ap
r
9
,
2
0
2
6
De
sp
it
e
in
c
re
a
sin
g
p
o
li
c
y
e
n
d
o
rse
m
e
n
t
o
f
c
o
n
stru
c
ti
v
ist
-
o
r
ien
ted
(CO)
tea
c
h
e
r
train
in
g
,
l
imited
e
m
p
iri
c
a
l
e
v
id
e
n
c
e
h
a
s
c
larified
h
o
w
su
c
h
p
ro
g
ra
m
s
re
sh
a
p
e
En
g
l
ish
a
s
a
fo
re
i
g
n
la
n
g
u
a
g
e
(
EF
L
)
tea
c
h
e
rs’
b
e
li
e
fs
a
n
d
c
las
sro
o
m
e
n
a
c
tme
n
t
u
n
d
e
r
c
u
rricu
l
u
m
re
fo
rm
.
Th
is
stu
d
y
e
x
a
m
in
e
s
th
e
in
f
lu
e
n
c
e
o
f
CO
tea
c
h
e
r
train
in
g
p
ro
g
ra
m
s
o
n
t
h
e
p
r
o
fe
ss
io
n
a
l
d
e
v
e
lo
p
m
e
n
t
(P
D)
o
f
se
c
o
n
d
a
ry
En
g
li
sh
tea
c
h
e
rs
in
V
ietn
a
m
e
se
g
e
n
e
ra
l
e
d
u
c
a
ti
o
n
.
A
se
q
u
e
n
ti
a
l
e
x
p
lan
a
to
r
y
m
ix
e
d
-
m
e
th
o
d
s
d
e
sig
n
wa
s
a
d
o
p
ted
to
c
a
p
t
u
re
b
o
t
h
g
e
n
e
ra
l
p
a
tt
e
r
n
s
a
n
d
n
u
a
n
c
e
d
f
o
rm
s
o
f
c
h
a
n
g
e
.
Q
u
a
n
ti
tati
v
e
d
a
ta
we
re
c
o
ll
e
c
ted
fro
m
1
9
2
se
c
o
n
d
a
ry
E
n
g
l
ish
tea
c
h
e
rs
th
ro
u
g
h
a
q
u
e
stio
n
n
a
ire
su
r
v
e
y
t
o
id
e
n
t
ify
p
a
tt
e
rn
s
i
n
tea
c
h
e
rs’
b
e
li
e
fs,
re
p
o
rted
p
ra
c
ti
c
e
s,
a
n
d
p
e
rc
e
iv
e
d
c
o
n
tex
tu
a
l
c
o
n
stra
in
ts,
w
h
il
e
q
u
a
li
tati
v
e
d
a
t
a
we
re
o
b
tain
e
d
fro
m
2
2
tea
c
h
e
r
s
th
ro
u
g
h
se
m
i
-
stru
c
tu
re
d
in
ter
v
iew
s,
c
las
sro
o
m
o
b
se
rv
a
ti
o
n
s,
les
so
n
p
la
n
a
n
a
ly
sis,
a
n
d
re
flec
ti
v
e
jo
u
rn
a
ls
t
o
p
r
o
v
i
d
e
tri
a
n
g
u
late
d
c
las
sro
o
m
-
b
a
se
d
e
v
id
e
n
c
e
.
F
in
d
in
g
s
re
v
e
a
l
t
h
a
t
b
e
li
e
f
-
lev
e
l
e
n
d
o
rse
m
e
n
t
wa
s
m
o
re
c
o
n
si
ste
n
t
th
a
n
su
sta
in
e
d
p
e
d
a
g
o
g
ica
l
re
stru
c
tu
r
i
n
g
,
p
a
rti
c
u
larl
y
i
n
a
ss
e
ss
m
e
n
t
fo
r
lea
rn
in
g
(A
f
L)
p
ra
c
ti
c
e
s.
Tea
c
h
e
rs
in
c
r
e
a
sin
g
ly
re
c
o
n
c
e
p
t
u
a
li
z
e
d
th
e
ir
ro
les
a
s
fa
c
il
it
a
to
rs
a
n
d
d
e
m
o
n
stra
ted
g
re
a
ter
a
tt
e
n
ti
o
n
to
lea
rn
in
g
tas
k
d
e
si
g
n
,
c
las
sro
o
m
in
tera
c
ti
o
n
,
a
n
d
c
o
m
p
e
ten
c
y
-
a
li
g
n
e
d
a
ss
e
ss
m
e
n
t.
Ho
we
v
e
r,
th
e
e
n
a
c
tme
n
t
o
f
c
o
n
stru
c
ti
v
ist
tea
c
h
in
g
(CT)
re
m
a
in
e
d
u
n
e
v
e
n
a
n
d
w
a
s
sh
a
p
e
d
b
y
c
o
n
te
x
tu
a
l
c
o
n
stra
in
ts
s
u
c
h
a
s
larg
e
c
las
s
siz
e
s,
li
m
it
e
d
in
str
u
c
ti
o
n
a
l
ti
m
e
,
a
n
d
c
u
rr
icu
lu
m
-
re
late
d
p
re
ss
u
re
s.
Th
e
stu
d
y
c
o
n
c
e
p
t
u
a
li
z
e
s
PD
a
s
a
n
o
n
-
li
n
e
a
r
a
n
d
c
o
n
tex
tu
a
ll
y
m
e
d
iate
d
p
r
o
c
e
ss
.
By
i
n
teg
ra
ti
n
g
larg
e
-
sc
a
le
su
rv
e
y
d
a
ta
with
su
sta
i
n
e
d
c
las
sro
o
m
-
b
a
se
d
q
u
a
li
tati
v
e
d
o
c
u
m
e
n
tatio
n
,
t
h
i
s
re
se
a
rc
h
o
ffe
rs
tri
a
n
g
u
late
d
a
n
d
c
o
n
tex
t
-
se
n
siti
v
e
e
m
p
iri
c
a
l
e
v
id
e
n
c
e
fro
m
a
re
fo
rm
-
d
riv
e
n
EF
L
sy
ste
m
,
c
o
n
tri
b
u
ti
n
g
n
u
a
n
c
e
d
in
si
g
h
t
t
o
i
n
tern
a
ti
o
n
a
l
s
c
h
o
lars
h
i
p
o
n
tea
c
h
e
r
PD
.
K
ey
w
o
r
d
s
:
Ass
es
s
m
en
t f
o
r
lear
n
in
g
C
o
n
s
tr
u
ctiv
is
t te
ac
h
in
g
C
o
n
s
tr
u
ctiv
is
t
-
o
r
ien
ted
tr
ain
in
g
C
u
r
r
icu
lu
m
r
ef
o
r
m
E
FL
teac
h
er
s
T
ea
ch
er
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ph
am
T
h
i K
ieu
Oan
h
Facu
lty
o
f
Fo
r
eig
n
L
an
g
u
ag
es
E
d
u
ca
tio
n
,
T
h
ai
Ng
u
y
en
Un
i
v
er
s
ity
o
f
E
d
u
ca
tio
n
T
h
ai
Ng
u
y
e
n
city
,
Vietn
am
E
m
ail:
o
r
io
lep
h
am
.
f
le.
tn
u
e@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
I
n
th
e
co
n
te
x
t
o
f
m
a
n
y
e
d
u
ca
tio
n
s
y
s
tem
s
im
p
lem
en
tin
g
cu
r
r
ic
u
lu
m
r
ef
o
r
m
s
o
r
ie
n
ted
to
war
d
s
co
m
p
eten
cy
d
ev
el
o
p
m
en
t,
th
e
r
o
le
o
f
teac
h
er
s
is
in
c
r
ea
s
in
g
ly
r
ec
o
g
n
ized
n
o
t
o
n
ly
in
co
n
v
ey
in
g
co
n
ten
t
b
u
t
also
in
th
eir
ab
ilit
y
to
o
r
g
an
iz
e
m
ea
n
in
g
f
u
l
lear
n
in
g
ac
tiv
ities
f
o
r
s
tu
d
en
ts
.
I
n
Vietn
am
,
t
h
e
im
p
lem
en
tatio
n
o
f
th
e
2
0
1
8
Gen
er
al
E
d
u
ca
tio
n
Pro
g
r
am
(
GE
P)
h
as
r
esh
ap
e
d
ex
p
ec
tatio
n
s
f
o
r
E
n
g
lis
h
teac
h
er
s
,
p
ar
ticu
lar
ly
in
r
elatio
n
to
class
r
o
o
m
o
r
g
an
iz
atio
n
an
d
lear
n
er
en
g
ag
em
e
n
t.
Ma
n
y
s
tu
d
ies
in
d
icate
th
at
t
ea
ch
er
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
(
PD
)
is
a
k
ey
f
a
cto
r
d
eter
m
i
n
in
g
t
h
e
s
u
cc
ess
o
f
ed
u
ca
tio
n
al
r
e
f
o
r
m
s
;
h
o
we
v
er
,
n
o
t
all
tr
ain
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
r
o
fess
io
n
a
l d
ev
elo
p
men
t o
f E
F
L tea
ch
ers
th
r
o
u
g
h
co
n
s
tr
u
ctivist
-
o
r
ien
ted
tr
a
in
in
g
…
(
P
h
a
m
Th
i Ki
eu
Oa
n
h
)
1563
p
r
o
g
r
a
m
s
p
r
o
d
u
ce
s
u
s
tain
ab
le
ch
an
g
es
in
teac
h
in
g
p
r
a
ctice
s
[
1
]
,
[
2
]
.
T
h
is
ten
s
io
n
b
etwe
en
p
o
lic
y
ex
p
ec
tatio
n
s
an
d
class
r
o
o
m
en
ac
tm
en
t
h
ig
h
lig
h
ts
th
e
n
ee
d
to
ex
am
in
e
h
o
w
r
e
f
o
r
m
-
o
r
ien
ted
tr
ain
i
n
g
in
f
lu
en
ce
s
teac
h
er
s
’
p
r
o
f
ess
io
n
al
lear
n
in
g
i
n
p
r
ac
tice.
I
n
p
r
ac
tice,
tr
ad
itio
n
al
teac
h
e
r
tr
ain
in
g
p
r
o
g
r
a
m
s
o
f
ten
f
o
c
u
s
o
n
t
r
an
s
m
is
s
io
n
o
f
k
n
o
wled
g
e,
wit
h
litt
le
co
n
n
ec
tio
n
to
th
e
s
p
ec
if
ic
class
r
o
o
m
co
n
tex
t,
lead
in
g
to
a
g
ap
b
etwe
en
teac
h
er
s
’
u
n
d
er
s
tan
d
i
n
g
an
d
ac
tio
n
s
[
3
]
,
[
4
]
.
I
n
th
is
co
n
te
x
t,
teac
h
er
tr
ain
in
g
o
r
ie
n
ted
to
w
ar
d
s
co
n
s
tr
u
ctiv
is
t te
ac
h
in
g
(
CT
)
,
with
a
f
o
c
u
s
o
n
ex
p
er
ien
tial
lear
n
in
g
,
p
r
o
f
ess
io
n
al
r
ef
lectio
n
,
an
d
p
r
o
f
e
s
s
io
n
al
lear
n
in
g
co
m
m
u
n
ities
,
is
co
n
s
id
er
ed
a
p
o
ten
tially
ef
f
ec
tiv
e
ap
p
r
o
ac
h
to
h
elp
teac
h
er
s
tr
a
n
s
late
th
e
r
eq
u
ir
e
m
en
ts
o
f
th
e
n
ew
cu
r
r
icu
l
u
m
i
n
to
co
n
cr
ete
teac
h
i
n
g
p
r
ac
tices.
H
o
wev
er
,
t
h
er
e
is
s
till
a
lack
o
f
em
p
ir
ical
r
esear
ch
clar
if
y
in
g
t
h
e
im
p
ac
t
o
f
th
ese
co
n
s
tr
u
ctiv
is
t
-
o
r
ien
ted
(
CO
)
t
r
ain
in
g
p
r
o
g
r
am
s
o
n
t
h
e
PD
an
d
teac
h
i
n
g
p
r
ac
tices
o
f
E
n
g
lis
h
teac
h
er
s
in
t
h
e
co
n
tex
t o
f
ed
u
ca
tio
n
al
r
ef
o
r
m
in
Vietn
am
.
W
h
ile
p
r
io
r
r
esear
ch
h
as
h
i
g
h
lig
h
ted
th
e
p
o
ten
tial
o
f
C
O
PD
,
f
ew
s
tu
d
ies
h
av
e
s
y
s
tem
atica
lly
ex
am
in
ed
h
o
w
b
elief
ch
a
n
g
e
is
tr
an
s
lated
in
to
en
ac
ted
cl
ass
r
o
o
m
p
r
ac
tices
u
n
d
e
r
lar
g
e
-
s
ca
le
cu
r
r
icu
lu
m
r
ef
o
r
m
in
d
ev
elo
p
in
g
E
n
g
lis
h
as
a
f
o
r
ei
g
n
la
n
g
u
a
g
e
(
E
FL
)
s
ettin
g
s
.
Mo
r
eo
v
er
,
m
u
ch
o
f
th
e
ex
is
tin
g
ev
i
d
en
ce
r
elies
p
r
ed
o
m
in
a
n
tly
o
n
s
el
f
-
r
ep
o
r
ted
d
ata,
p
r
o
v
id
in
g
li
m
ited
in
s
ig
h
t
in
to
class
r
o
o
m
-
lev
el
en
ac
tm
en
t.
B
y
in
teg
r
atin
g
s
u
r
v
ey
tr
e
n
d
s
with
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
less
o
n
p
lan
an
aly
s
is
,
in
ter
v
i
ews,
an
d
r
ef
lectiv
e
jo
u
r
n
als,
th
e
p
r
esen
t
s
tu
d
y
o
f
f
er
s
tr
ian
g
u
lated
ev
id
e
n
ce
o
f
b
elief
-
p
r
ac
tice
d
y
n
am
ics
in
c
o
n
tex
t.
Su
ch
co
m
p
r
eh
e
n
s
iv
e
in
teg
r
atio
n
r
e
m
ain
s
r
elativ
ely
u
n
d
er
-
e
x
p
lo
r
ed
in
r
ef
o
r
m
-
o
r
ien
ted
E
FL
s
y
s
tem
s
,
p
ar
ticu
lar
ly
with
in
d
ev
elo
p
in
g
ed
u
ca
tio
n
a
l
en
v
ir
o
n
m
en
ts
.
Ad
d
r
ess
in
g
t
h
ese
g
ap
s
,
th
is
s
tu
d
y
ad
o
p
ts
a
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
to
ex
am
in
e
b
o
th
co
g
n
itiv
e
r
eo
r
ien
tatio
n
an
d
en
a
cted
p
ed
ag
o
g
ical
tr
an
s
f
o
r
m
ati
o
n
am
o
n
g
E
n
g
lis
h
teac
h
er
s
in
Vietn
am
.
Un
lik
e
ea
r
lier
s
tu
d
ies
th
at
co
n
ce
p
tu
alize
PD
as
a
lin
ea
r
p
r
o
g
r
ess
io
n
f
r
o
m
tr
ain
in
g
to
in
s
tr
u
ctio
n
al
ch
an
g
e,
th
is
r
esear
ch
a
d
v
an
c
es
an
ec
o
lo
g
ical
an
d
n
o
n
-
lin
ea
r
u
n
d
er
s
tan
d
in
g
o
f
teac
h
er
d
ev
elo
p
m
e
n
t
u
n
d
er
cu
r
r
icu
lu
m
r
ef
o
r
m
.
I
ts
n
o
v
elty
lies
in
co
m
b
in
in
g
lar
g
e
-
s
ca
le
s
u
r
v
ey
ev
i
d
en
ce
with
s
u
s
tain
e
d
class
r
o
o
m
-
b
ased
q
u
alitativ
e
d
o
cu
m
en
tatio
n
to
r
ev
ea
l
h
o
w
b
elief
r
eo
r
ien
tatio
n
,
s
elec
tiv
e
en
ac
tm
en
t,
an
d
co
n
tex
tu
al
m
ed
iatio
n
in
ter
ac
t
with
in
a
r
e
f
o
r
m
-
d
r
iv
e
n
E
FL
s
y
s
tem
.
B
y
p
r
o
v
i
d
in
g
em
p
ir
ically
g
r
o
u
n
d
ed
an
d
tr
ia
n
g
u
lated
ev
id
e
n
ce
f
r
o
m
Vietn
am
,
t
h
e
s
tu
d
y
co
n
tr
ib
u
tes
co
n
tex
t
-
s
en
s
itiv
e
in
s
ig
h
t
to
in
ter
n
atio
n
al
s
ch
o
lar
s
h
ip
o
n
teac
h
er
PD.
I
n
lig
h
t
o
f
th
e
r
ef
o
r
m
co
n
tex
t
an
d
th
e
id
en
tifie
d
g
ap
s
in
t
h
e
liter
atu
r
e,
th
is
s
tu
d
y
f
o
cu
s
e
s
o
n
an
s
wer
in
g
t
h
e
f
o
llo
win
g
q
u
esti
o
n
s
:
i)
Ho
w
d
o
E
n
g
lis
h
teac
h
er
tr
ain
i
n
g
p
r
o
g
r
am
s
o
r
ien
ted
t
o
war
d
s
C
T
af
f
ec
t te
ac
h
er
s
’
b
elief
s
?
ii)
W
h
at
ch
an
g
es a
r
e
r
ef
lecte
d
in
teac
h
er
s
’
teac
h
in
g
p
r
ac
tices a
f
ter
p
ar
ticip
atin
g
in
th
ese
tr
ain
i
n
g
p
r
o
g
r
am
s
?
iii)
W
h
at
f
ac
to
r
s
s
u
p
p
o
r
t
o
r
h
i
n
d
er
teac
h
er
s
in
ap
p
l
y
in
g
C
T
to
cla
s
s
r
o
o
m
p
r
ac
tice?
2.
T
H
E
O
R
E
T
I
CA
L
AND
E
M
P
I
RICA
L
F
RA
M
E
WO
RK
2
.
1
.
T
ea
cher
PD
in t
he
co
nte
x
t
o
f
educa
t
i
o
na
l r
ef
o
r
m
R
ec
en
t
s
ch
o
lar
s
h
ip
in
c
r
ea
s
in
g
ly
f
r
am
es
teac
h
er
PD
as
a
n
o
n
g
o
in
g
,
p
r
ac
tice
-
em
b
ed
d
e
d
p
r
o
ce
s
s
in
s
tead
o
f
is
o
lated
s
h
o
r
t
-
ter
m
tr
ain
in
g
ev
en
ts
.
E
f
f
ec
tiv
e
PD
en
g
ag
es
teac
h
er
s
as
ac
tiv
e
lear
n
er
s
,
s
u
p
p
o
r
ts
class
r
o
o
m
-
b
ased
ex
p
er
im
e
n
ta
tio
n
,
an
d
p
r
o
m
o
tes
o
n
g
o
in
g
r
ef
lectio
n
o
n
in
s
tr
u
ctio
n
al
p
r
ac
tice
[
1
]
,
[
2
]
.
I
n
s
tr
u
ctio
n
al
ch
a
n
g
e
is
th
er
ef
o
r
e
u
n
d
er
s
to
o
d
as
g
r
ad
u
al
an
d
cu
m
u
lativ
e,
s
h
ap
ed
b
y
teac
h
er
s
’
b
elief
s
,
p
r
i
o
r
ex
p
er
ien
ce
s
,
an
d
p
r
o
f
ess
io
n
al
co
n
tex
ts
.
Du
r
in
g
p
er
io
d
s
o
f
cu
r
r
icu
l
u
m
r
ef
o
r
m
,
PD
b
ec
o
m
es
p
ar
ticu
la
r
ly
s
ig
n
if
ican
t,
as
teac
h
er
s
ar
e
ex
p
ec
ted
to
tr
an
s
late
p
o
licy
p
r
in
cip
les
in
to
class
r
o
o
m
p
r
ac
tice.
Ho
w
ev
er
,
tr
ad
itio
n
al
tr
ain
in
g
m
o
d
els
th
at
em
p
h
asize
tr
an
s
m
is
s
io
n
o
f
tec
h
n
iq
u
es
with
o
u
t
co
n
tex
tu
al
s
u
p
p
o
r
t
o
f
ten
p
r
o
d
u
ce
lim
ited
p
ed
a
g
o
g
ical
tr
an
s
f
o
r
m
atio
n
[
3
]
,
[
5
]
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
e
s
t
th
at
th
e
ef
f
ec
tiv
en
ess
o
f
r
ef
o
r
m
-
o
r
ien
ted
PD
d
ep
en
d
s
n
o
t
o
n
ly
o
n
co
n
ten
t
b
u
t
also
o
n
h
o
w
lear
n
in
g
is
en
ac
te
d
with
in
teac
h
er
s
’
ev
e
r
y
d
a
y
p
r
o
f
ess
io
n
al
en
v
ir
o
n
m
en
ts
.
2
.
2
.
T
heo
re
t
ica
l f
r
a
m
ew
o
rk
T
h
is
s
tu
d
y
d
r
aws
o
n
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
th
eo
r
y
,
e
x
p
er
ien
tial
lear
n
in
g
th
eo
r
y
,
an
d
r
ef
lectiv
e
p
r
ac
tice
to
co
n
ce
p
t
u
alize
teac
h
er
PD
as
a
s
itu
ated
an
d
d
y
n
am
ic
p
r
o
ce
s
s
[
6
]
–
[
8
]
.
T
h
ese
p
er
s
p
ec
tiv
es
f
o
r
eg
r
o
u
n
d
ac
tiv
e
en
g
a
g
em
e
n
t,
s
o
cial
in
ter
ac
tio
n
,
an
d
r
e
f
lectio
n
as
ce
n
tr
al
m
ec
h
an
is
m
s
o
f
p
r
o
f
ess
io
n
al
lear
n
in
g
.
Fro
m
a
co
n
s
tr
u
ctiv
i
s
t
p
er
s
p
ec
tiv
e,
k
n
o
wled
g
e
is
co
n
s
tr
u
cted
th
r
o
u
g
h
in
ter
ac
ti
o
n
an
d
ex
p
e
r
ien
ce
r
ath
er
th
a
n
p
ass
iv
ely
tr
a
n
s
m
itted
[
6
]
,
[
9
]
.
Ap
p
lied
to
PD,
t
h
is
im
p
lies
th
at
teac
h
er
s
d
e
v
elo
p
p
r
o
f
ess
io
n
ally
th
r
o
u
g
h
co
llab
o
r
ativ
e
in
q
u
ir
y
an
d
r
ef
lectiv
e
r
ei
n
ter
p
r
eta
tio
n
o
f
p
r
ac
tice.
E
x
p
er
ien
tia
l
lear
n
in
g
f
u
r
th
e
r
co
n
ce
p
tu
alize
s
p
r
o
f
ess
io
n
al
g
r
o
wth
as
cy
clica
l
m
o
v
em
e
n
t
b
etwe
en
ac
tio
n
an
d
r
ef
lectio
n
,
en
ab
lin
g
g
r
ad
u
a
l
p
ed
ag
o
g
ical
ad
ju
s
tm
en
t
[
7
]
.
R
ef
lectiv
e
p
r
ac
tice
allo
ws
teac
h
er
s
to
id
en
tify
d
is
cr
ep
an
cies
b
etwe
en
b
elief
s
an
d
class
r
o
o
m
en
ac
tm
en
t,
s
u
p
p
o
r
ti
n
g
in
cr
em
e
n
tal
p
r
o
f
ess
io
n
al
ch
an
g
e
[
8
]
.
T
ak
en
to
g
eth
er
,
th
ese
p
er
s
p
ec
t
iv
es
f
r
am
e
C
O
teac
h
e
r
tr
ain
i
n
g
as
in
f
l
u
en
cin
g
p
r
o
f
ess
io
n
al
awa
r
en
ess
,
wh
ich
m
ay
,
in
tu
r
n
,
s
h
ap
e
cl
ass
r
o
o
m
p
r
ac
tice.
Ho
we
v
er
,
t
h
is
p
r
o
ce
s
s
is
u
n
lik
ely
to
b
e
lin
ea
r
an
d
is
o
f
ten
m
ed
iated
b
y
co
n
te
x
tu
al
co
n
d
itio
n
s
s
u
ch
as
class
s
ize,
in
s
tr
u
ctio
n
al
tim
e,
a
n
d
cu
r
r
icu
l
u
m
d
em
a
n
d
s
[
1
0
]
.
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
.
2
,
Ap
r
il
20
2
6
:
1
5
6
2
-
1
5
7
4
1564
W
ith
in
th
is
f
r
am
ewo
r
k
,
c
o
m
p
eten
cy
-
b
ased
ass
ess
m
en
t
alig
n
s
with
f
o
r
m
ativ
e
ass
ess
m
en
t
p
r
in
cip
les
b
u
t
m
ay
b
e
s
elec
tiv
ely
en
ac
ted
u
n
d
e
r
s
tr
u
ctu
r
al
co
n
s
tr
ain
ts
.
Fig
u
r
e
1
illu
s
tr
ates
th
e
h
y
p
o
t
h
esized
r
elatio
n
s
h
ip
s
am
o
n
g
b
elief
s
,
p
r
ac
tices,
an
d
c
o
n
tex
t
u
al
m
ed
iatio
n
.
Fig
u
r
e
1
.
T
h
eo
r
etica
l f
r
a
m
ewo
r
k
o
f
t
h
e
s
tu
d
y
2
.
3
.
P
ri
o
r
re
s
ea
rc
h a
nd
iden
t
if
ied g
a
ps
I
n
ter
n
atio
n
al
r
esear
ch
o
n
C
O
teac
h
er
tr
ain
in
g
r
ep
o
r
ts
g
en
er
ally
p
o
s
itiv
e
ef
f
ec
ts
o
n
teac
h
er
lear
n
in
g
an
d
p
e
d
ag
o
g
ical
in
n
o
v
atio
n
.
E
x
p
er
ien
tial
an
d
r
e
f
lectiv
e
P
D
ac
tiv
ities
h
av
e
b
ee
n
ass
o
ciate
d
with
g
r
ea
ter
p
ed
ag
o
g
ical
f
lex
ib
ilit
y
a
n
d
w
illi
n
g
n
ess
to
ex
p
er
im
e
n
t
with
n
ew
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
[
5
]
,
[
1
1
]
.
Ho
wev
er
,
r
ep
o
r
ted
o
u
tco
m
es a
p
p
ea
r
r
ar
e
ly
u
n
if
o
r
m
an
d
ten
d
to
v
ar
y
ac
r
o
s
s
in
s
titu
tio
n
al
co
n
tex
ts
.
I
n
E
n
g
lis
h
lan
g
u
a
g
e
ed
u
ca
tio
n
,
PD
h
as
b
ee
n
s
h
o
w
n
to
e
n
h
an
ce
teac
h
er
s
’
p
r
o
f
ess
io
n
al
awa
r
en
ess
an
d
lear
n
er
-
ce
n
ter
e
d
o
r
ien
tatio
n
s
[
1
2
]
,
[
1
3
]
.
Nev
er
th
eless
,
a
p
er
s
is
ten
t
g
a
p
r
e
m
ain
s
b
etwe
en
in
cr
ea
s
ed
p
ed
ag
o
g
ical
awa
r
en
ess
a
n
d
s
u
s
tain
ed
class
r
o
o
m
e
n
ac
tm
en
t.
E
FL
teac
h
er
s
f
r
eq
u
e
n
tly
r
ep
o
r
t
co
n
s
tr
ain
ts
r
elate
d
to
cu
r
r
icu
l
u
m
p
r
ess
u
r
e,
ex
am
i
n
atio
n
s
y
s
tem
s
,
an
d
lar
g
e
class
s
izes [
1
4
]
,
[
1
5
]
.
Desp
ite
th
is
g
r
o
win
g
liter
atu
r
e,
im
p
o
r
tan
t
g
ap
s
r
em
ain
.
M
u
ch
o
f
th
e
ex
is
tin
g
em
p
ir
ical
ev
id
en
ce
d
er
iv
es
f
r
o
m
d
e
v
elo
p
e
d
ed
u
ca
tio
n
al
s
y
s
tem
s
an
d
r
elies
h
ea
v
ily
o
n
s
elf
-
r
e
p
o
r
ted
d
at
a,
th
er
eb
y
o
f
f
er
in
g
r
elativ
ely
lim
ited
class
r
o
o
m
-
b
ased
in
s
ig
h
t
in
to
h
o
w
b
elief
d
ev
elo
p
m
e
n
t
tr
a
n
s
lates
in
to
p
r
ac
tice.
Mo
r
eo
v
er
,
r
elativ
ely
f
ew
s
tu
d
ies
ad
o
p
t
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
es
ca
p
ab
le
o
f
ca
p
tu
r
in
g
b
o
t
h
g
e
n
er
al
tr
en
d
s
a
n
d
n
u
a
n
ce
d
en
ac
tm
en
t
p
r
o
ce
s
s
es
in
r
ef
o
r
m
-
o
r
ien
ted
co
n
tex
ts
.
Ad
d
r
ess
in
g
th
ese
g
ap
s
,
th
e
p
r
esen
t
s
tu
d
y
in
v
esti
g
ates
th
e
im
p
ac
t
o
f
C
O
E
n
g
lis
h
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
o
n
b
o
th
p
r
o
f
ess
io
n
al
b
elief
s
an
d
class
r
o
o
m
p
r
ac
tices
with
in
Vietn
am
’
s
2
0
1
8
GE
P r
e
f
o
r
m
.
2
.
4
.
F
r
o
m
pro
f
ess
io
na
l
belie
f
s
t
o
cla
s
s
ro
o
m
pra
c
t
ices in t
ea
cher
PD
R
esear
ch
co
n
s
is
ten
tly
in
d
icate
s
th
at
ch
an
g
es
in
teac
h
e
r
s
’
b
e
lief
s
d
o
n
o
t
au
t
o
m
atica
lly
tr
a
n
s
late
in
to
co
r
r
esp
o
n
d
in
g
ch
an
g
es
in
class
r
o
o
m
p
r
ac
tice,
a
ten
s
io
n
th
at
h
as
b
ee
n
wid
ely
d
o
c
u
m
en
ted
in
teac
h
er
c
o
g
n
itio
n
r
esear
ch
[
3
]
,
[
1
6
]
.
T
ea
ch
in
g
i
s
s
itu
ated
ac
tio
n
s
h
ap
ed
b
y
co
n
tex
tu
al
r
ea
liti
es.
T
ea
c
h
er
s
m
ay
en
d
o
r
s
e
lea
r
n
er
-
ce
n
ter
ed
p
r
in
cip
les
at
a
co
n
ce
p
tu
al
lev
el
y
et
en
co
u
n
ter
ch
allen
g
es
o
p
er
atio
n
alizin
g
th
ese
p
r
in
cip
les
in
p
r
ac
tice.
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
P
r
o
fess
io
n
a
l d
ev
elo
p
men
t o
f E
F
L tea
ch
ers
th
r
o
u
g
h
co
n
s
tr
u
ctivist
-
o
r
ien
ted
tr
a
in
in
g
…
(
P
h
a
m
Th
i Ki
eu
Oa
n
h
)
1565
T
h
e
b
elief
-
p
r
ac
tice
r
elatio
n
s
h
ip
ch
allen
g
es
lin
ea
r
m
o
d
el
s
th
at
ass
u
m
e
d
ir
ec
t
p
r
o
g
r
e
s
s
io
n
f
r
o
m
tr
ain
in
g
to
tr
an
s
f
o
r
m
atio
n
.
I
n
s
tead
,
PD
is
b
etter
u
n
d
er
s
to
o
d
as
r
ec
u
r
s
iv
e
an
d
iter
ativ
e,
i
n
v
o
lv
in
g
cy
cles
o
f
r
ef
lectio
n
an
d
ad
ju
s
tm
en
t.
F
o
r
E
FL
teac
h
er
s
,
s
u
b
ject
-
s
p
ec
if
ic
co
n
s
tr
ain
ts
s
u
ch
as
ex
am
in
atio
n
-
o
r
ien
ted
ass
es
s
m
en
t
f
u
r
th
er
in
ten
s
if
y
t
h
e
co
m
p
lex
ity
o
f
en
ac
tm
en
t.
C
o
n
s
eq
u
en
tly
,
in
v
esti
g
atin
g
P
D
r
eq
u
ir
es
atten
tio
n
to
b
o
th
a
r
ticu
lated
b
elief
s
an
d
o
b
s
er
v
ed
p
r
ac
tices.
2
.
5
.
Co
nte
x
t
ua
l c
o
ns
t
ra
ints
a
nd
t
ea
cher
a
g
ency
in curr
iculu
m
re
f
o
rm
R
ec
en
t
s
ch
o
lar
s
h
ip
em
p
h
asizes
th
e
m
ed
iatin
g
r
o
le
o
f
co
n
tex
t
in
s
h
ap
in
g
PD
o
u
tc
o
m
e
s
[
4
]
,
[
9
]
.
R
ath
er
th
an
v
iewin
g
co
n
te
x
tu
al
f
ac
to
r
s
s
o
lely
as
b
ar
r
ier
s
,
ec
o
lo
g
ical
p
er
s
p
ec
tiv
es
in
v
ite
a
r
ec
o
n
ce
p
tu
aliza
tio
n
o
f
teac
h
er
ag
en
c
y
as
em
er
g
in
g
th
r
o
u
g
h
th
e
in
ter
ac
tio
n
b
etwe
en
p
r
o
f
ess
io
n
al
in
ten
ti
o
n
s
an
d
s
tr
u
ctu
r
al
co
n
d
itio
n
s
.
Facto
r
s
s
u
ch
as
c
lass
s
ize,
in
s
tr
u
ctio
n
al
tim
e,
cu
r
r
icu
lu
m
p
ac
in
g
,
an
d
ass
es
s
m
en
t
r
eq
u
ir
em
e
n
ts
s
ig
n
if
ican
tly
in
f
l
u
en
ce
in
s
tr
u
c
tio
n
al
d
ec
is
io
n
-
m
ak
in
g
.
I
n
r
ef
o
r
m
-
o
r
ien
ted
en
v
ir
o
n
m
e
n
ts
,
t
ea
ch
er
s
o
f
te
n
a
d
ap
t
p
ed
ag
o
g
ical
p
r
in
cip
les
p
r
ag
m
atica
lly
r
ath
er
th
an
f
u
lly
a
d
o
p
tin
g
p
r
escr
ib
ed
in
n
o
v
atio
n
s
.
T
ea
ch
er
ag
e
n
cy
,
th
er
ef
o
r
e,
o
p
e
r
ates
as
n
eg
o
ti
ated
p
r
ac
tice
with
in
in
s
titu
tio
n
al
co
n
s
tr
ain
ts
.
I
n
Vietn
am
’
s
r
ef
o
r
m
co
n
te
x
t,
ex
p
ec
tatio
n
s
f
o
r
lear
n
e
r
-
ce
n
t
er
ed
teac
h
in
g
co
e
x
is
t
with
p
er
s
is
ten
t
s
tr
u
ctu
r
al
lim
itatio
n
s
,
u
n
d
er
s
co
r
in
g
th
e
im
p
o
r
tan
ce
o
f
ex
a
m
in
in
g
PD a
s
a
s
itu
ated
p
r
o
ce
s
s
.
2
.
6
.
Su
mm
a
ry
o
f
lite
r
a
t
ure
re
v
iew
a
nd
co
ncept
ua
l po
s
it
i
o
nin
g
o
f
t
he
s
t
ud
y
T
h
e
r
ev
iewe
d
liter
atu
r
e
h
ig
h
l
ig
h
ts
th
r
ee
k
e
y
in
s
ig
h
ts
.
Firs
t,
teac
h
er
PD
is
a
lo
n
g
-
ter
m
,
p
r
ac
tice
-
o
r
ien
ted
p
r
o
ce
s
s
s
h
ap
e
d
b
y
b
elief
d
ev
elo
p
m
en
t
an
d
co
n
te
x
tu
al
co
n
d
itio
n
s
.
Seco
n
d
,
C
O
tr
ain
in
g
ca
n
f
o
s
ter
r
ef
lectiv
e
an
d
lear
n
e
r
-
ce
n
ter
ed
o
r
ie
n
tatio
n
s
,
y
et
class
r
o
o
m
en
ac
tm
e
n
t
is
o
f
te
n
p
a
r
tial.
T
h
ir
d
,
b
elief
d
ev
elo
p
m
e
n
t
an
d
p
r
ac
tice
ar
e
m
ed
iated
b
y
c
o
n
tex
tu
al
co
n
s
tr
ain
ts
an
d
teac
h
er
ag
en
c
y
.
Desp
ite
th
ese
in
s
ig
h
ts
,
em
p
ir
ical
s
tu
d
ies
co
n
n
ec
tin
g
C
O
tr
ain
in
g
,
b
elief
c
h
an
g
e,
cl
ass
r
o
o
m
en
ac
tm
e
n
t,
an
d
c
o
n
t
ex
tu
al
m
ed
iatio
n
in
r
ef
o
r
m
-
d
r
iv
e
n
E
FL
co
n
tex
ts
r
em
ain
lim
ited
.
Po
s
itio
n
ed
with
in
th
ese
id
en
tifie
d
g
ap
s
,
th
e
p
r
esen
t
s
tu
d
y
d
elib
er
ately
ad
o
p
ts
a
m
ix
ed
-
m
eth
o
d
s
d
esig
n
in
teg
r
atin
g
s
u
r
v
ey
d
ata
with
class
r
o
o
m
-
b
ased
q
u
alitativ
e
ev
id
en
ce
to
p
r
o
v
id
e
a
tr
ian
g
u
l
ated
an
d
c
o
n
tex
t
-
s
en
s
itiv
e
an
a
ly
s
is
o
f
teac
h
er
PD u
n
d
e
r
cu
r
r
icu
lu
m
r
ef
o
r
m
.
3.
RE
S
E
ARCH
M
E
T
H
O
D
3
.
1
.
Resea
rc
h desi
g
n
A
s
eq
u
en
tial
ex
p
lan
ato
r
y
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
was
ad
o
p
ted
to
f
ir
s
t
id
en
tify
s
tatis
tic
al
p
atter
n
s
an
d
s
u
b
s
eq
u
en
tly
in
ter
p
r
et
th
em
th
r
o
u
g
h
q
u
alitativ
e
in
q
u
ir
y
[
1
7
]
.
Qu
an
titativ
e
d
ata
we
r
e
f
ir
s
t
co
llected
to
id
en
tify
p
atter
n
s
in
teac
h
e
r
s
’
b
elief
s
,
r
ep
o
r
ted
p
r
ac
tices,
a
n
d
p
e
r
ce
iv
ed
c
o
n
tex
tu
al
co
n
s
tr
ain
ts
.
Qu
alitativ
e
in
q
u
ir
y
was
s
u
b
s
eq
u
e
n
tly
co
n
d
u
cted
to
ex
p
lain
a
n
d
c
o
n
t
ex
tu
alize
th
ese
tr
en
d
s
th
r
o
u
g
h
class
r
o
o
m
-
b
ased
ev
id
en
ce
an
d
p
r
o
f
ess
io
n
al
r
ea
s
o
n
in
g
.
Giv
en
th
at
teac
h
er
PD
is
wid
ely
co
n
ce
p
tu
aliz
ed
as
s
itu
ated
an
d
in
ter
p
r
etiv
e
[
1
1
]
,
[
1
2
]
,
q
u
alitativ
e
d
ata
wer
e
ce
n
tr
al
to
u
n
d
er
s
tan
d
i
n
g
h
o
w
C
O
tr
ain
in
g
in
f
lu
e
n
ce
d
th
e
tr
an
s
latio
n
o
f
p
r
o
f
ess
io
n
al
awa
r
en
ess
in
to
en
ac
ted
p
r
ac
tice.
I
n
teg
r
atio
n
o
cc
u
r
r
e
d
at
th
e
in
ter
p
r
etatio
n
s
tag
e,
wh
er
e
q
u
alitativ
e
th
em
es we
r
e
u
s
ed
to
clar
if
y
an
d
r
ef
in
e
q
u
a
n
titativ
e
p
atter
n
s
.
3
.
2
.
P
a
rt
icipa
nts a
nd
s
a
m
pli
ng
Par
ticip
an
ts
wer
e
r
ec
r
u
ited
u
s
in
g
p
u
r
p
o
s
iv
e
s
am
p
lin
g
t
o
en
s
u
r
e
r
elev
a
n
ce
to
th
e
r
esear
c
h
o
b
jectiv
es.
T
ea
ch
er
s
wer
e
elig
ib
le
to
p
ar
t
icip
ate
if
th
ey
:
i
)
wer
e
cu
r
r
en
t
ly
teac
h
in
g
E
n
g
lis
h
at
lo
wer
o
r
u
p
p
e
r
s
ec
o
n
d
ar
y
lev
el
;
ii
)
h
ad
p
ar
ticip
ated
in
at
least
o
n
e
C
O
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
with
in
th
e
p
ast
two
y
ea
r
s
;
an
d
iii
)
v
o
lu
n
tar
ily
c
o
n
s
en
ted
to
ta
k
e
p
a
r
t
in
th
e
s
tu
d
y
.
T
ea
ch
er
s
wh
o
h
a
d
n
o
t
atten
d
ed
s
u
ch
tr
a
in
in
g
p
r
o
g
r
am
s
o
r
wh
o
d
id
n
o
t
co
m
p
lete
th
e
q
u
e
s
tio
n
n
air
e
wer
e
ex
clu
d
ed
f
r
o
m
th
e
s
am
p
le.
Fo
r
t
h
e
q
u
alitat
iv
e
p
h
ase,
p
u
r
p
o
s
iv
e
s
am
p
lin
g
was
u
s
ed
to
s
elec
t
2
2
teac
h
e
r
s
to
en
s
u
r
e
v
ar
i
atio
n
in
ex
p
er
ien
ce
an
d
r
ep
o
r
ted
co
n
s
tr
u
ctiv
is
t
o
r
ien
tatio
n
[
1
8
]
.
T
h
is
s
tr
ateg
y
was
in
ten
d
ed
to
ca
p
tu
r
e
a
wid
e
r
an
g
e
o
f
p
er
s
p
ec
tiv
es
an
d
cl
ass
r
o
o
m
en
ac
tm
e
n
t
p
atter
n
s
r
elate
d
to
C
O
tr
ain
in
g
.
3
.
3
.
Descript
io
n o
f
t
e
a
cher
t
ra
ini
ng
pro
g
ra
m
s
T
h
e
tr
ain
in
g
p
r
o
g
r
am
s
em
p
h
a
s
ized
ex
p
er
ien
tial
lear
n
in
g
,
c
o
llab
o
r
ativ
e
r
ef
lectio
n
,
co
m
p
eten
cy
-
b
ased
less
o
n
d
esig
n
,
an
d
class
r
o
o
m
ex
p
er
im
en
tatio
n
.
T
ea
ch
er
s
en
g
ag
ed
in
less
o
n
p
lan
n
in
g
,
p
ee
r
d
is
cu
s
s
io
n
,
r
ef
lectiv
e
d
ialo
g
u
e,
an
d
co
n
tex
t
-
s
en
s
itiv
e
ad
ap
tatio
n
o
f
co
n
s
tr
u
ctiv
is
t
p
r
in
cip
les,
co
n
s
is
te
n
t
with
ex
p
er
ien
tial
an
d
r
ef
lectiv
e
lear
n
in
g
f
r
am
e
wo
r
k
s
[
7
]
,
[
8
]
.
T
h
e
p
r
o
g
r
am
s
wer
e
d
eliv
er
ed
th
r
o
u
g
h
a
s
er
ies
o
f
s
tr
u
ctu
r
ed
wo
r
k
s
h
o
p
s
co
m
b
in
ed
with
s
ch
o
o
l
-
b
ased
e
x
p
er
im
en
tatio
n
p
h
ases
,
ty
p
ically
co
n
d
u
cte
d
o
v
e
r
s
ev
er
al
m
o
n
th
s
.
3
.
4
.
Resea
rc
h ins
t
rum
ent
s
All
in
s
tr
u
m
en
ts
wer
e
alig
n
ed
with
th
e
co
n
ce
p
tu
al
f
r
am
ewo
r
k
lin
k
in
g
p
r
o
f
ess
io
n
al
b
elief
s
,
class
r
o
o
m
en
ac
tm
en
t,
an
d
co
n
tex
tu
al
m
ed
iatio
n
.
First,
th
e
q
u
esti
o
n
n
air
e
ex
a
m
in
ed
teac
h
e
r
s
’
p
r
o
f
ess
io
n
al
b
elief
s
,
r
ep
o
r
ted
co
n
s
tr
u
ctiv
is
t
p
r
ac
ti
ce
s
,
an
d
p
er
ce
iv
e
d
co
n
tex
tu
al
co
n
s
tr
ain
ts
.
I
tem
s
wer
e
d
ev
elo
p
ed
b
ased
o
n
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
.
2
,
Ap
r
il
20
2
6
:
1
5
6
2
-
1
5
7
4
1566
estab
lis
h
ed
co
n
s
tr
u
cts
in
teac
h
er
co
g
n
itio
n
a
n
d
PD
r
esear
c
h
[
1
]
,
[
1
2
]
a
n
d
r
e
f
in
ed
t
h
r
o
u
g
h
ex
p
er
t
r
ev
iew
an
d
p
ilo
t
test
in
g
.
Seco
n
d
,
s
em
i
-
s
t
r
u
ctu
r
ed
in
ter
v
iews
e
x
p
lo
r
e
d
b
elief
r
eo
r
ien
tatio
n
,
class
r
o
o
m
en
ac
tm
e
n
t,
a
n
d
co
n
tex
tu
al
n
eg
o
tiatio
n
.
I
n
te
r
v
iews
(
3
0
-
4
5
m
in
u
tes)
wer
e
a
u
d
io
-
r
ec
o
r
d
e
d
with
c
o
n
s
en
t
a
n
d
tr
an
s
lated
with
atten
tio
n
to
s
em
an
tic
eq
u
iv
al
en
ce
.
T
h
ir
d
,
class
r
o
o
m
o
b
s
er
v
atio
n
s
wer
e
co
n
d
u
cte
d
b
y
t
wo
tr
ain
ed
o
b
s
er
v
e
r
s
u
s
in
g
a
s
tr
u
ctu
r
ed
r
u
b
r
ic
co
v
er
in
g
f
o
u
r
d
im
en
s
io
n
s
:
lear
n
i
n
g
task
d
esig
n
,
teac
h
e
r
-
s
tu
d
e
n
t
r
o
les,
class
r
o
o
m
in
ter
ac
tio
n
,
an
d
ass
ess
m
en
t
f
o
r
lear
n
in
g
(A
f
L)
.
E
ac
h
teac
h
er
was
o
b
s
er
v
ed
f
o
r
o
n
e
to
two
less
o
n
s
.
Min
o
r
s
co
r
in
g
d
is
cr
ep
a
n
cies w
er
e
r
eso
lv
ed
th
r
o
u
g
h
d
is
cu
s
s
io
n
to
en
h
an
ce
in
ter
p
r
etiv
e
co
n
s
is
ten
cy
.
Fo
u
r
th
,
less
o
n
p
lan
s
wer
e
an
aly
ze
d
u
s
in
g
a
r
u
b
r
ic
ass
ess
i
n
g
co
m
p
eten
cy
alig
n
m
e
n
t,
co
n
s
tr
u
ctiv
is
t
task
s
eq
u
en
cin
g
,
r
o
le
d
is
tr
ib
u
tio
n
,
an
d
ass
ess
m
en
t
in
teg
r
atio
n
,
allo
win
g
co
m
p
ar
is
o
n
b
et
wee
n
in
ten
d
e
d
an
d
en
ac
ted
p
r
ac
tice.
Fin
ally
,
r
ef
lectiv
e
jo
u
r
n
als
wer
e
e
x
am
in
ed
to
ca
p
t
u
r
e
teac
h
e
r
s
’
ex
p
e
r
ien
tial
r
ea
s
o
n
in
g
,
in
s
tr
u
ctio
n
al
ad
ju
s
tm
en
ts
,
an
d
co
n
tex
t
u
al
awa
r
en
ess
.
T
o
g
eth
er
,
th
ese
in
s
tr
u
m
en
ts
en
ab
led
tr
ian
g
u
lated
ex
am
in
atio
n
o
f
b
elief
ar
ticu
lat
io
n
,
in
s
tr
u
ctio
n
al
in
ten
tio
n
,
en
ac
ted
p
r
ac
tice,
an
d
p
r
o
f
ess
io
n
al
r
ea
s
o
n
in
g
with
in
th
e
r
ef
o
r
m
co
n
te
x
t
.
3
.
5
.
P
r
o
ce
du
re
Data
co
llectio
n
o
cc
u
r
r
e
d
s
eq
u
en
tially
.
First,
s
u
r
v
ey
d
ata
we
r
e
g
ath
er
ed
f
r
o
m
1
9
2
teac
h
er
s
.
Seco
n
d
,
2
2
teac
h
er
s
wer
e
s
elec
ted
f
o
r
q
u
alitativ
e
in
q
u
ir
y
.
C
lass
r
o
o
m
o
b
s
er
v
atio
n
s
,
less
o
n
p
lan
s
,
r
ef
lectiv
e
jo
u
r
n
als,
an
d
in
ter
v
iews
wer
e
co
llecte
d
with
in
a
d
ef
i
n
ed
tim
e
f
r
a
m
e
to
ca
p
tu
r
e
co
n
s
is
ten
t
in
s
tr
u
ctio
n
al
co
n
te
x
ts
.
T
h
e
d
ata
co
llectio
n
p
r
o
ce
s
s
was
co
n
d
u
cted
in
s
eq
u
e
n
tial
p
h
ases
,
as
s
u
m
m
ar
ized
in
T
ab
le
1
.
As
s
h
o
wn
in
T
ab
le
1
,
th
e
s
eq
u
en
tial
s
tr
u
ctu
r
e
en
s
u
r
e
d
lo
g
ical
p
r
o
g
r
ess
io
n
f
r
o
m
b
r
o
ad
q
u
an
titativ
e
p
atte
r
n
id
e
n
tific
atio
n
t
o
in
-
d
ep
th
q
u
alitativ
e
ex
p
lo
r
atio
n
.
T
h
is
s
tag
ed
d
esig
n
s
tr
en
g
th
en
ed
t
h
e
c
o
h
er
en
ce
an
d
in
t
eg
r
atio
n
o
f
m
ix
ed
-
m
eth
o
d
f
i
n
d
in
g
s
.
T
ab
le
1
.
Seq
u
e
n
tial d
ata
co
lle
ctio
n
an
d
i
n
teg
r
atio
n
p
r
o
ce
d
u
r
es
P
h
a
se
M
a
i
n
p
u
r
p
o
s
e
P
a
r
t
i
c
i
p
a
n
t
s
D
a
t
a
so
u
r
c
e
A
n
a
l
y
t
i
c
a
l
r
o
l
e
P
h
a
se
1
I
d
e
n
t
i
f
y
o
v
e
r
a
l
l
b
e
l
i
e
f
a
n
d
p
r
a
c
t
i
c
e
p
a
t
t
e
r
n
s
1
9
2
t
e
a
c
h
e
r
s
S
u
r
v
e
y
q
u
e
s
t
i
o
n
n
a
i
r
e
D
e
scri
p
t
i
v
e
t
r
e
n
d
a
n
a
l
y
s
i
s
P
h
a
se
2
S
e
l
e
c
t
d
i
v
e
r
se
q
u
a
l
i
t
a
t
i
v
e
c
a
ses
1
9
2
→
2
2
t
e
a
c
h
e
r
s
S
u
r
v
e
y
p
r
o
f
i
l
e
s
M
a
x
i
m
u
m
v
a
r
i
a
t
i
o
n
sa
mp
l
i
n
g
P
h
a
se
3
D
o
c
u
me
n
t
e
n
a
c
t
e
d
c
l
a
ssr
o
o
m
p
r
a
c
t
i
c
e
2
2
t
e
a
c
h
e
r
s
C
l
a
s
sr
o
o
m
o
b
serv
a
t
i
o
n
s
En
a
c
t
e
d
p
r
a
c
t
i
c
e
a
n
a
l
y
si
s
P
h
a
se
4
Ex
a
m
i
n
e
p
l
a
n
n
e
d
i
n
st
r
u
c
t
i
o
n
a
l
d
e
si
g
n
2
2
t
e
a
c
h
e
r
s
Le
sso
n
p
l
a
n
s
I
n
t
e
n
d
e
d
p
e
d
a
g
o
g
y
a
n
a
l
y
si
s
P
h
a
se
5
C
a
p
t
u
r
e
r
e
f
l
e
c
t
i
v
e
r
e
a
so
n
i
n
g
2
2
t
e
a
c
h
e
r
s
R
e
f
l
e
c
t
i
v
e
j
o
u
r
n
a
l
s
Ex
p
e
r
i
e
n
t
i
a
l
a
n
d
a
d
a
p
t
i
v
e
r
e
a
so
n
i
n
g
P
h
a
se
6
Ex
p
l
o
r
e
b
e
l
i
e
f
i
n
t
e
r
p
r
e
t
a
t
i
o
n
a
n
d
c
o
n
t
e
x
t
u
a
l
n
e
g
o
t
i
a
t
i
o
n
2
2
t
e
a
c
h
e
r
s
S
e
mi
-
st
r
u
c
t
u
r
e
d
i
n
t
e
r
v
i
e
w
s
I
n
t
e
r
p
r
e
t
i
v
e
d
e
p
t
h
a
n
d
c
o
n
t
e
x
t
u
a
l
med
i
a
t
i
o
n
P
h
a
se
7
I
n
t
e
g
r
a
t
e
f
i
n
d
i
n
g
s
a
c
r
o
ss
d
a
t
a
s
o
u
r
c
e
s
A
l
l
d
a
t
a
s
e
t
s
Tr
i
a
n
g
u
l
a
t
e
d
i
n
t
e
r
p
r
e
t
a
t
i
o
n
3
.
6
.
D
a
t
a
a
na
ly
s
is
Qu
an
titativ
e
d
ata
wer
e
an
aly
z
ed
u
s
in
g
d
escr
ip
tiv
e
s
tatis
tics
to
id
en
tify
o
v
er
all
p
atter
n
s
in
teac
h
er
s
’
b
elief
s
,
r
ep
o
r
ted
p
r
ac
tices,
an
d
p
er
ce
iv
e
d
co
n
te
x
tu
al
co
n
s
tr
a
in
ts
.
Giv
en
th
e
ex
p
lo
r
ato
r
y
f
o
cu
s
o
f
th
e
s
tu
d
y
,
th
e
an
aly
s
is
em
p
h
asized
tr
en
d
id
en
tific
atio
n
r
ath
er
th
an
p
r
ed
ic
tiv
e
m
o
d
elin
g
.
T
h
e
q
u
esti
o
n
n
air
e
was
d
ev
elo
p
e
d
b
ased
o
n
estab
lis
h
ed
co
n
s
tr
u
cts
in
teac
h
er
PD
an
d
C
T
liter
atu
r
e
an
d
was
r
ev
iewe
d
b
y
two
s
p
ec
ialis
ts
to
en
s
u
r
e
co
n
te
n
t v
alid
ity
.
Min
o
r
r
ev
is
io
n
s
wer
e
m
ad
e
t
o
en
h
a
n
ce
clar
ity
an
d
c
o
n
tex
tu
al
a
p
p
r
o
p
r
iaten
ess
.
Qu
alitativ
e
d
ata
wer
e
an
aly
ze
d
u
s
in
g
r
ef
lex
iv
e
th
e
m
atic
an
aly
s
is
[
19
]
.
C
o
d
in
g
was
co
n
d
u
cte
d
iter
ativ
ely
ac
r
o
s
s
in
ter
v
iews,
class
r
o
o
m
o
b
s
er
v
ati
o
n
s
,
less
o
n
p
lan
s
,
an
d
r
ef
lectiv
e
jo
u
r
n
a
ls
to
ca
p
tu
r
e
b
o
th
ar
ticu
lated
b
elief
s
an
d
en
ac
ted
p
r
ac
tices.
I
n
itial
co
d
es
wer
e
g
en
er
ated
in
d
u
ctiv
ely
an
d
s
u
b
s
eq
u
en
tly
o
r
g
an
ize
d
in
to
b
r
o
ad
e
r
th
em
es
in
f
o
r
m
e
d
b
y
th
e
s
tu
d
y
’
s
co
n
ce
p
t
u
al
f
r
am
ewo
r
k
,
in
clu
d
in
g
r
ef
le
ctiv
e
r
eo
r
ien
tatio
n
,
s
elec
tiv
e
en
ac
tm
en
t o
f
co
n
s
tr
u
ctiv
is
t p
r
ac
tices,
ass
e
s
s
m
en
t
-
r
elate
d
ten
s
io
n
s
,
an
d
c
o
n
tex
tu
al
m
ed
iatio
n
.
T
o
en
h
an
ce
a
n
aly
tic
r
ig
o
r
,
a
co
d
in
g
f
r
a
m
ewo
r
k
was
p
r
o
g
r
ess
iv
ely
r
ef
in
ed
d
u
r
in
g
a
n
aly
s
is
.
T
h
e
p
r
im
ar
y
r
esear
ch
er
c
o
n
d
u
cted
th
e
in
itial
co
d
in
g
,
an
d
a
s
ec
o
n
d
r
esear
ch
er
r
ev
iewe
d
a
s
u
b
s
et
o
f
d
ata
to
en
s
u
r
e
ca
teg
o
r
y
clar
ity
an
d
th
em
at
ic
co
h
er
en
ce
.
Dis
cr
ep
an
cies
wer
e
r
eso
lv
ed
th
r
o
u
g
h
d
i
s
cu
s
s
io
n
.
C
o
n
s
tan
t
co
m
p
ar
is
o
n
was
em
p
lo
y
ed
t
o
ex
am
in
e
co
n
v
er
g
en
ce
a
n
d
d
iv
er
g
en
ce
ac
r
o
s
s
d
ata
s
o
u
r
ce
s
,
s
u
p
p
o
r
ted
b
y
MA
XQDA
f
o
r
s
y
s
tem
atic
d
ata
m
an
ag
em
e
n
t.
Me
th
o
d
o
lo
g
ical
tr
ian
g
u
latio
n
ac
r
o
s
s
s
u
r
v
ey
s
,
in
ter
v
iews,
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
less
o
n
p
lan
s
,
an
d
r
ef
lectiv
e
jo
u
r
n
als
s
tr
en
g
th
en
e
d
cr
e
d
ib
ilit
y
.
An
a
u
d
it
tr
ail
an
d
r
ef
lex
iv
e
m
em
o
s
wer
e
m
ain
tain
ed
to
d
o
cu
m
e
n
t
an
aly
tic
d
ec
is
io
n
s
an
d
s
u
p
p
o
r
t
d
ep
en
d
a
b
ilit
y
an
d
co
n
f
ir
m
a
b
ilit
y
[
2
0
].
Selecte
d
co
d
in
g
s
am
p
les
ar
e
p
r
esen
ted
in
Fig
u
r
es
2
an
d
3
.
Fig
u
r
e
2
s
h
o
ws
ex
ce
r
p
ts
f
r
o
m
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
wh
ile
Fig
u
r
e
3
p
r
esen
ts
an
ex
ce
r
p
t
f
r
o
m
in
ter
v
iew
co
d
in
g
.
T
h
r
o
u
g
h
o
u
t
th
ese
an
aly
s
es,
r
ef
lex
iv
e
m
em
o
s
wer
e
m
ain
tain
ed
to
d
o
cu
m
en
t
a
n
aly
tic
d
ec
is
io
n
s
an
d
r
ed
u
ce
p
o
ten
tial
r
e
s
ea
r
ch
er
b
ias.
T
h
e
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
P
r
o
fess
io
n
a
l d
ev
elo
p
men
t o
f E
F
L tea
ch
ers
th
r
o
u
g
h
co
n
s
tr
u
ctivist
-
o
r
ien
ted
tr
a
in
in
g
…
(
P
h
a
m
Th
i Ki
eu
Oa
n
h
)
1567
h
ier
ar
ch
ical
s
tr
u
ctu
r
e
o
f
th
e
m
es
p
r
esen
ted
in
Fig
u
r
e
4
illu
s
tr
ates
th
e
s
y
s
tem
atic
d
er
iv
atio
n
o
f
s
u
b
-
th
em
es
a
n
d
co
d
es
f
r
o
m
r
aw
d
ata,
r
ef
lectin
g
th
e
lay
e
r
ed
a
n
d
r
ec
u
r
s
iv
e
n
a
tu
r
e
o
f
q
u
alitativ
e
i
n
ter
p
r
etati
o
n
.
Fig
u
r
e
4
d
ep
icts
th
e
h
ier
ar
ch
ical
s
tr
u
ctu
r
e
o
f
th
em
es,
s
u
b
-
th
em
es,
an
d
co
d
es
d
er
iv
ed
f
r
o
m
t
h
e
q
u
alitativ
e
a
n
aly
s
is
.
Fig
u
r
e
2
.
A
c
o
d
in
g
ex
ce
r
p
t
f
r
o
m
class
r
o
o
m
o
b
s
er
v
atio
n
Fig
u
r
e
3
.
A
c
o
d
in
g
ex
ce
r
p
t
f
r
o
m
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
Fig
u
r
e
4
.
Hier
ar
c
h
ical
s
tr
u
ctu
r
e
o
f
th
em
es,
s
u
b
-
th
em
es,
an
d
co
d
es
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
.
2
,
Ap
r
il
20
2
6
:
1
5
6
2
-
1
5
7
4
1568
4.
RE
SU
L
T
S
4
.
1
.
O
v
er
v
iew
o
f
m
i
x
ed
-
m
et
ho
ds
f
ind
i
ng
s
T
h
is
ch
ap
ter
r
ep
o
r
ts
th
e
r
esu
lt
s
o
f
th
e
s
tu
d
y
in
r
elatio
n
to
t
h
e
th
r
ee
r
esear
ch
q
u
esti
o
n
s
.
Qu
an
titativ
e
s
u
r
v
ey
d
ata
ar
e
p
r
esen
ted
f
i
r
s
t
to
id
en
tify
o
v
er
all
p
atter
n
s
in
teac
h
er
s
’
b
elief
s
an
d
p
r
ac
tices.
Qu
alitativ
e
ev
id
en
ce
f
r
o
m
in
te
r
v
iews,
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
less
o
n
p
lan
s
,
an
d
r
ef
lectiv
e
jo
u
r
n
a
ls
is
th
en
u
s
ed
to
illu
s
tr
ate
an
d
s
u
b
s
tan
tiate
th
ese
p
atter
n
s
.
T
h
e
in
teg
r
atio
n
o
f
m
u
ltip
le
d
ata
s
o
u
r
c
es
allo
ws
f
o
r
a
c
o
m
p
r
e
h
en
s
iv
e
ex
am
in
atio
n
o
f
teac
h
e
r
s
’
PD
th
r
o
u
g
h
C
O
tr
ain
in
g
p
r
o
g
r
am
s
.
T
h
e
in
teg
r
atio
n
o
f
s
u
r
v
ey
tr
e
n
d
s
with
class
r
o
o
m
-
b
ased
q
u
alitativ
e
ev
id
en
ce
en
ab
les
a
tr
ian
g
u
lated
ex
a
m
in
atio
n
o
f
b
elief
-
p
r
ac
tice
r
elatio
n
s
h
ip
s
u
n
d
er
cu
r
r
icu
lu
m
r
ef
o
r
m
.
4
.
2
.
Q
ua
ntit
a
t
iv
e
f
ind
ing
s
Ov
er
all,
th
e
q
u
a
n
titativ
e
p
atte
r
n
s
in
d
icate
s
tr
o
n
g
en
d
o
r
s
em
e
n
t
o
f
C
O
b
elief
s
at
th
e
d
ec
lar
a
tiv
e
lev
el.
Ho
wev
er
,
s
u
ch
en
d
o
r
s
em
en
t
alo
n
e
d
o
es
n
o
t
n
ec
ess
ar
ily
im
p
ly
s
u
s
tain
ed
p
ed
ag
o
g
ical
tr
an
s
f
o
r
m
atio
n
,
th
er
eb
y
war
r
an
tin
g
clo
s
er
e
x
am
in
atio
n
th
r
o
u
g
h
class
r
o
o
m
-
b
ased
ev
id
en
ce
.
4
.
2
.
1
.
T
ea
cher
s
’
pro
f
ess
io
na
l
belief
s
T
ab
le
2
s
h
o
ws
teac
h
er
s
’
b
e
lief
s
ab
o
u
t
CT
.
As
p
r
esen
ted
in
T
ab
le
2
,
teac
h
er
s
d
em
o
n
s
tr
ated
co
n
s
is
ten
tly
h
ig
h
en
d
o
r
s
em
en
t
o
f
co
n
s
tr
u
ctiv
is
t
b
elief
s
,
p
a
r
ticu
lar
ly
r
e
g
ar
d
in
g
th
ei
r
f
ac
ili
tativ
e
r
o
le
an
d
th
e
im
p
o
r
tan
ce
o
f
class
r
o
o
m
in
ter
ac
tio
n
.
Me
an
s
co
r
es
f
o
r
item
s
r
elate
d
to
r
ef
lectiv
e
p
r
ac
tice
wer
e
s
lig
h
tly
lo
we
r
an
d
s
h
o
wed
g
r
ea
ter
v
ar
iab
ilit
y
,
s
u
g
g
esti
n
g
d
if
f
er
en
ce
s
i
n
th
e
ex
ten
t
to
w
h
ich
r
ef
lectiv
e
o
r
i
en
tatio
n
s
h
ad
b
ee
n
in
ter
n
alize
d
ac
r
o
s
s
p
ar
ticip
an
t
s
.
Ov
er
all,
th
e
f
in
d
i
n
g
s
in
d
icat
e
s
tr
o
n
g
d
ec
lar
ativ
e
alig
n
m
en
t
with
co
n
s
tr
u
ctiv
is
t
p
r
in
cip
les at
th
e
b
elief
le
v
el.
T
ab
le
2
.
T
ea
c
h
er
s
’
b
elief
s
ab
o
u
t CT
(
n
=1
9
2
)
I
t
e
m
S
t
a
t
e
me
n
t
(
a
b
b
r
e
v
i
a
t
e
d
)
M
e
a
n
SD
B1
Te
a
c
h
e
r
a
s f
a
c
i
l
i
t
a
t
o
r
4
.
3
2
0
.
5
4
B3
I
mp
o
r
t
a
n
c
e
o
f
i
n
t
e
r
a
c
t
i
o
n
4
.
2
8
0
.
5
7
B7
V
a
l
u
e
o
f
c
o
l
l
a
b
o
r
a
t
i
o
n
4
.
2
5
0
.
5
9
B8
R
e
f
l
e
c
t
i
n
g
o
n
t
e
a
c
h
i
n
g
4
.
0
1
0
.
6
8
B9
Ev
a
l
u
a
t
i
n
g
l
e
ss
o
n
e
f
f
e
c
t
i
v
e
n
e
ss
3
.
9
7
0
.
7
2
B
1
0
R
e
f
l
e
c
t
i
o
n
a
s
p
r
o
f
e
ssi
o
n
a
l
p
r
a
c
t
i
c
e
3
.
9
4
0
.
7
5
4
.
2
.
2
.
Cla
s
s
ro
o
m
t
e
a
ching
pra
ct
ices
T
ab
le
3
d
ep
icts
teac
h
er
s
’
s
elf
-
r
ep
o
r
ted
u
s
in
g
i
n
ter
ac
tiv
e
a
n
d
ac
tiv
ity
-
b
ased
p
r
ac
tices.
T
h
e
tab
le
in
d
icate
s
th
at
in
ter
ac
tiv
e
in
s
t
r
u
ctio
n
al
s
tr
ateg
ies,
s
u
ch
as
g
r
o
u
p
wo
r
k
an
d
ac
tiv
ity
-
b
as
ed
lear
n
in
g
,
wer
e
f
r
eq
u
e
n
tly
r
ep
o
r
te
d
.
I
n
co
n
t
r
ast,
ass
e
s
s
m
en
t
-
r
elate
d
p
r
ac
tices,
p
ar
ticu
lar
ly
s
tu
d
en
t
s
e
lf
-
ass
ess
m
en
t
an
d
s
y
s
tem
atic
f
o
r
m
ativ
e
ass
e
s
s
m
en
t,
r
ec
eiv
ed
co
m
p
a
r
ativ
ely
lo
wer
m
ea
n
s
co
r
es.
T
h
ese
p
atter
n
s
s
u
g
g
est
th
at
wh
ile
in
ter
ac
tio
n
-
o
r
ien
ted
s
tr
ateg
ies
wer
e
m
o
r
e
r
ea
d
ily
en
ac
ted
,
s
tr
u
ctu
r
ally
d
em
an
d
in
g
co
m
p
o
n
en
ts
o
f
C
T
wer
e
im
p
lem
en
ted
less
co
n
s
is
ten
tly
.
T
ab
le
3
.
Self
-
r
e
p
o
r
ted
C
T
p
r
a
ctice
s
(
n
=1
9
2
)
I
t
e
m g
r
o
u
p
F
o
c
u
s
M
e
a
n
SD
C1
-
C3
G
r
o
u
p
w
o
r
k
a
n
d
i
n
t
e
r
a
c
t
i
o
n
4
.
1
0
0
.
6
1
C4
-
C6
A
c
t
i
v
i
t
y
d
e
si
g
n
a
n
d
a
d
j
u
s
t
me
n
t
3
.
9
8
0
.
6
6
C7
-
11
U
se
o
f
f
o
r
ma
t
i
v
e
a
ss
e
ssm
e
n
t
3
.
6
2
0
.
7
1
C
1
2
-
13
S
t
u
d
e
n
t
se
l
f
-
a
ssessm
e
n
t
3
.
4
1
0
.
7
8
C
1
4
-
15
U
si
n
g
a
ssessm
e
n
t
t
o
a
d
j
u
st
t
e
a
c
h
i
n
g
3
.
5
5
0
.
7
4
4
.
2
.
3
.
Co
nte
x
t
ua
l
f
a
ct
o
rs
As
p
r
esen
ted
in
T
a
b
le
4
,
t
ea
ch
er
s
p
er
ce
iv
e
d
co
n
tex
tu
al
f
ac
to
r
s
as
s
ig
n
if
ican
t
c
o
n
s
tr
ain
ts
o
n
class
r
o
o
m
p
r
ac
tice,
with
lar
g
e
class
s
ize
an
d
lim
ited
in
s
t
r
u
ctio
n
al
tim
e
r
ep
o
r
ted
as
th
e
m
o
s
t
in
f
lu
en
tial.
As
s
h
o
wn
in
T
a
b
le
4
,
teac
h
e
r
s
p
er
ce
iv
ed
co
n
te
x
tu
al
co
n
s
tr
ain
ts
as
h
ig
h
ly
in
f
lu
e
n
tial,
p
ar
ticu
lar
ly
lar
g
e
class
s
ize
an
d
lim
ited
in
s
tr
u
ctio
n
al
tim
e.
T
h
ese
elev
ated
m
ea
n
s
co
r
es
h
ig
h
lig
h
t
t
h
e
s
tr
u
ctu
r
a
l
p
r
ess
u
r
es
s
h
ap
in
g
class
r
o
o
m
im
p
lem
en
tatio
n
u
n
d
er
cu
r
r
icu
lu
m
r
ef
o
r
m
.
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
P
r
o
fess
io
n
a
l d
ev
elo
p
men
t o
f E
F
L tea
ch
ers
th
r
o
u
g
h
co
n
s
tr
u
ctivist
-
o
r
ien
ted
tr
a
in
in
g
…
(
P
h
a
m
Th
i Ki
eu
Oa
n
h
)
1569
T
ab
le
4
.
T
ea
c
h
er
s
’
b
elief
s
ab
o
u
t c
o
n
tex
tu
al
c
o
n
s
tr
ain
ts
(
N=
1
9
2
)
I
t
e
m
C
o
n
t
e
x
t
u
a
l
f
a
c
t
o
r
M
e
a
n
SD
D1
Li
mi
t
e
d
i
n
s
t
r
u
c
t
i
o
n
a
l
t
i
m
e
4
.
2
6
0
.
5
8
D2
La
r
g
e
c
l
a
ss
si
z
e
4
.
3
1
0
.
5
5
D3
C
u
r
r
i
c
u
l
u
m
p
r
e
ss
u
r
e
4
.
0
8
0
.
6
3
4
.
3
.
Q
ua
ntit
a
t
iv
e
-
qu
a
lita
t
iv
e
co
nn
ec
t
io
n
Qu
an
titativ
e
f
in
d
in
g
s
id
en
tifi
ed
b
r
o
ad
p
atter
n
s
o
f
b
elief
e
n
d
o
r
s
em
en
t
an
d
r
ep
o
r
ted
co
n
s
tr
u
ctiv
is
t
p
r
ac
tices.
Ho
wev
er
,
q
u
alitativ
e
ev
id
en
ce
p
r
o
v
id
ed
d
ee
p
er
in
s
ig
h
t
in
to
h
o
w
th
ese
o
r
ien
tatio
n
s
wer
e
n
eg
o
tiated
in
class
r
o
o
m
co
n
te
x
ts
.
R
ath
er
th
an
m
er
el
y
co
n
f
ir
m
in
g
s
u
r
v
ey
tr
en
d
s
,
q
u
alitativ
e
d
ata
r
e
v
ea
led
v
ar
iatio
n
in
en
ac
tm
en
t a
cr
o
s
s
d
if
f
e
r
en
t d
i
m
en
s
io
n
s
o
f
C
T
,
p
ar
tic
u
lar
ly
i
n
Af
L
.
Acr
o
s
s
d
ata
s
o
u
r
ce
s
,
b
elief
r
eo
r
ien
tatio
n
ap
p
ea
r
ed
m
o
r
e
c
o
n
s
is
ten
tly
th
an
s
u
s
tain
ed
p
e
d
ag
o
g
ical
r
estru
ctu
r
in
g
.
O
b
s
er
v
atio
n
al
a
n
d
less
o
n
p
lan
an
aly
s
es in
d
icate
d
s
tr
o
n
g
er
alig
n
m
en
t a
t th
e
l
ev
el
o
f
in
s
tr
u
ctio
n
al
in
ten
tio
n
th
an
in
f
u
lly
r
ea
lize
d
class
r
o
o
m
p
r
ac
tice.
R
ef
lectiv
e
jo
u
r
n
als
f
u
r
th
er
illu
s
tr
ated
teac
h
er
s
’
awa
r
en
ess
o
f
th
is
p
ar
tial e
n
ac
tm
e
n
t,
o
f
ten
f
r
am
ed
as p
r
ag
m
atic
ad
a
p
tatio
n
r
ath
e
r
th
an
r
esis
tan
ce
.
T
o
s
y
n
th
esize
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
f
in
d
in
g
s
,
T
a
b
le
5
s
u
m
m
ar
izes
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tatis
t
ical
p
atter
n
s
an
d
class
r
o
o
m
-
b
ased
ev
id
en
c
e.
As
illu
s
tr
ated
in
T
a
b
le
5
,
q
u
an
titativ
e
tr
en
d
s
co
r
r
esp
o
n
d
clo
s
ely
with
q
u
alitativ
e
th
em
es,
r
ein
f
o
r
cin
g
t
h
e
in
ter
p
r
etat
io
n
th
at
b
elief
en
d
o
r
s
em
en
t
i
s
m
o
r
e
s
tab
le
th
an
co
m
p
r
eh
e
n
s
iv
e
p
ed
a
g
o
g
ical
r
estru
ctu
r
in
g
.
T
h
e
co
n
v
er
g
e
n
ce
o
b
s
er
v
e
d
ac
r
o
s
s
d
atasets
len
d
s
ad
d
itio
n
al
cr
ed
ib
ilit
y
to
th
e
m
ix
ed
-
m
eth
o
d
in
ter
p
r
etatio
n
o
f
th
e
f
in
d
in
g
s
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
C
O
tr
ain
in
g
co
n
tr
ib
u
ted
to
a
s
h
if
t
in
p
r
o
f
ess
io
n
al
s
elf
-
co
n
ce
p
tio
n
,
p
ar
ticu
lar
ly
in
h
o
w
teac
h
er
s
ar
ticu
lated
th
eir
in
s
tr
u
ctio
n
al
r
o
les.
T
h
ese
s
h
if
ts
wer
e
m
o
r
e
v
is
ib
le
at
th
e
le
v
el
o
f
p
e
d
ag
o
g
ical
o
r
ien
tatio
n
th
an
in
s
tr
u
ctu
r
al
class
r
o
o
m
r
eo
r
g
a
n
izatio
n
.
T
ab
le
5
.
L
in
k
in
g
q
u
an
titativ
e
p
atter
n
s
with
q
u
alitativ
e
ev
id
e
n
ce
Q
u
a
n
t
i
t
a
t
i
v
e
p
a
t
t
e
r
n
S
u
r
v
e
y
e
v
i
d
e
n
c
e
Q
u
a
l
i
t
a
t
i
v
e
f
o
c
u
s
H
i
g
h
b
e
l
i
e
f
e
n
d
o
r
sem
e
n
t
H
i
g
h
m
e
a
n
s (B
1
,
B
3
,
B
7
)
R
e
f
l
e
c
t
i
v
e
r
e
o
r
i
e
n
t
a
t
i
o
n
U
n
e
v
e
n
p
r
a
c
t
i
c
e
Lo
w
e
r
m
e
a
n
s (
C
1
1
–
C
1
4
)
P
a
r
t
i
a
l
e
n
a
c
t
me
n
t
S
t
r
o
n
g
c
o
n
s
t
r
a
i
n
t
s
H
i
g
h
m
e
a
n
s (D
1
–
D
3
)
C
o
n
t
e
x
t
u
a
l
me
d
i
a
t
i
o
n
4
.
4
.
Q
ua
lit
a
t
iv
e
re
s
ults
Qu
alitativ
e
an
aly
s
is
d
r
ew
u
p
o
n
in
ter
v
iews,
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
less
o
n
p
lan
s
,
an
d
r
ef
lectiv
e
jo
u
r
n
als to
ex
am
in
e
en
ac
te
d
p
r
ac
tice,
in
s
tr
u
ctio
n
al
in
ten
tio
n
,
an
d
p
r
o
f
ess
io
n
al
r
ea
s
o
n
in
g
ac
r
o
s
s
ca
s
es.
T
h
em
es
wer
e
o
r
g
an
ize
d
ac
co
r
d
i
n
g
to
t
h
e
s
tu
d
y
’
s
co
n
ce
p
tu
al
d
im
en
s
i
o
n
s
o
f
r
ef
lectiv
e
r
e
o
r
ien
tatio
n
,
p
ar
tial
en
ac
tm
en
t,
an
d
co
n
tex
tu
al
m
ed
iatio
n
.
4
.
4
.
1
.
Ref
lect
iv
e
re
o
rient
a
t
io
n
T
h
e
f
ir
s
t
q
u
alitativ
e
th
em
e
r
ef
lects
a
g
r
ad
u
al
r
eo
r
ien
tatio
n
o
f
teac
h
er
s
’
p
r
o
f
ess
io
n
al
b
elief
s
th
r
o
u
g
h
r
ef
lectio
n
r
ath
er
t
h
an
a
co
m
p
lete
r
ep
lace
m
en
t
o
f
e
x
is
tin
g
p
ed
ag
o
g
ical
v
iews.
Acr
o
s
s
in
ter
v
iews,
teac
h
er
s
d
escr
ib
ed
b
ec
o
m
in
g
m
o
r
e
awa
r
e
o
f
h
o
w
th
eir
in
s
tr
u
ctio
n
al
ch
o
ices
af
f
ec
ted
s
tu
d
en
ts
’
lear
n
in
g
p
r
o
ce
s
s
es.
On
e
teac
h
er
ex
p
lain
e
d
:
“
A
fter
th
e
tr
a
in
in
g
,
I
r
ea
liz
ed
t
h
a
t e
xp
la
in
i
n
g
to
o
mu
ch
d
o
es
n
o
t n
ec
ess
a
r
ily
h
elp
s
tu
d
en
ts
lea
r
n
b
etter.
”
(
I
n
ter
v
iew,
T
0
7
)
T
h
is
r
ef
lectiv
e
awa
r
en
ess
was
also
ev
id
en
t
in
teac
h
er
s
’
jo
u
r
n
als,
wh
er
e
p
ar
ticip
an
ts
cr
itically
ev
alu
ated
th
eir
less
o
n
s
.
On
e
jo
u
r
n
al
en
tr
y
n
o
ted
:
“
I
felt th
a
t stu
d
en
ts
w
ere
mo
r
e
en
g
a
g
ed
w
h
en
I
let
th
em
ex
p
l
o
r
e
id
ea
s
in
s
tea
d
o
f g
ivin
g
d
et
a
iled
ex
p
la
n
a
tio
n
s
.
”
(
R
ef
lectiv
e
jo
u
r
n
al,
J
0
7
)
C
las
s
r
o
o
m
o
b
s
er
v
atio
n
s
s
u
p
p
o
r
ted
th
ese
ac
co
u
n
ts
.
I
n
s
ev
er
al
o
b
s
er
v
ed
less
o
n
s
,
teac
h
er
s
r
ed
u
ce
d
ex
ten
d
ed
ex
p
lan
atio
n
s
an
d
f
ac
ilit
ated
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
in
d
icatin
g
th
at
r
ef
lectiv
e
ch
an
g
es
in
b
elief
wer
e
b
eg
in
n
in
g
to
s
h
ap
e
in
s
tr
u
ctio
n
al
b
eh
a
v
io
r
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
C
O
tr
ain
in
g
co
n
tr
i
b
u
ted
to
a
s
h
if
t
in
p
r
o
f
ess
io
n
al
s
elf
-
co
n
ce
p
tio
n
,
p
ar
ticu
lar
l
y
in
h
o
w
teac
h
e
r
s
ar
ticu
lated
t
h
eir
in
s
tr
u
ctio
n
al
r
o
les.
T
h
e
o
b
s
er
v
ed
ch
an
g
es
ap
p
ea
r
m
o
r
e
p
r
o
n
o
u
n
ce
d
at
th
e
lev
el
o
f
p
ed
ag
o
g
ical
o
r
ie
n
tatio
n
th
an
at
th
e
lev
el
o
f
s
tr
u
ctu
r
al
class
r
o
o
m
r
eo
r
g
a
n
izatio
n
.
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
.
2
,
Ap
r
il
20
2
6
:
1
5
6
2
-
1
5
7
4
1570
R
ef
lectiv
e
jo
u
r
n
als
co
n
s
is
te
n
tly
d
em
o
n
s
tr
ated
teac
h
er
s
’
g
r
o
win
g
awa
r
e
n
ess
o
f
b
elief
-
p
r
ac
tice
ten
s
io
n
s
.
E
n
tr
ies
f
r
eq
u
en
tly
d
o
cu
m
en
ted
i
n
s
tr
u
ctio
n
al
ad
ju
s
tm
en
ts
,
tim
e
-
r
elate
d
co
m
p
r
o
m
is
es,
an
d
p
r
ag
m
atic
d
ec
is
io
n
-
m
ak
in
g
.
R
ath
er
th
a
n
ex
p
r
ess
in
g
r
esis
tan
ce
to
co
n
s
tr
u
ctiv
is
t
p
r
in
cip
les,
tea
ch
er
s
’
r
ef
lectio
n
s
s
u
g
g
ested
ad
ap
tiv
e
r
ea
s
o
n
in
g
s
h
ap
ed
b
y
co
n
tex
t
u
al
co
n
s
tr
ai
n
ts
.
4
.
4
.
2
.
P
a
rt
i
a
l e
na
ct
m
ent
o
f
c
o
ns
t
ruct
iv
is
t
pra
ct
ices
A
s
ec
o
n
d
th
em
e
co
n
ce
r
n
s
th
e
p
ar
tial
en
ac
tm
en
t
o
f
C
T
p
r
ac
tices.
W
h
ile
teac
h
er
s
ex
p
r
es
s
ed
s
tr
o
n
g
in
ten
tio
n
s
to
ap
p
ly
lear
n
er
-
ce
n
ter
ed
m
eth
o
d
s
,
th
e
im
p
lem
e
n
tatio
n
o
f
th
ese
p
r
ac
tices
was
o
f
ten
s
elec
tiv
e
an
d
u
n
ev
en
.
I
n
ter
v
iew
d
ata
in
d
icat
e
th
at
g
r
o
u
p
wo
r
k
was
wid
ely
ad
o
p
ted
b
u
t
f
r
eq
u
e
n
tly
co
n
s
tr
ain
ed
.
On
e
teac
h
e
r
co
m
m
en
ted
:
“
I
t
r
y
t
o
u
s
e
g
r
o
u
p
d
i
s
c
u
s
s
i
o
n
,
b
u
t
s
o
m
e
t
i
m
e
s
I
h
a
v
e
t
o
s
t
o
p
e
a
r
l
y
b
e
c
a
u
s
e
o
f
t
i
m
e
.
”
(
I
n
t
e
r
v
i
e
w
,
T
1
2
)
C
las
s
r
o
o
m
o
b
s
er
v
atio
n
s
r
ev
ea
led
th
at
g
r
o
u
p
ac
tiv
ities
wer
e
o
f
ten
s
h
o
r
te
n
ed
,
wi
th
lim
ited
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
e
n
t
r
ef
l
ec
tio
n
o
r
wh
o
le
-
class
s
h
ar
in
g
.
R
ef
lectiv
e
jo
u
r
n
als
ec
h
o
ed
th
ese
f
in
d
in
g
s
,
as
teac
h
er
s
r
ep
o
r
te
d
d
if
f
ic
u
lties
in
co
m
p
letin
g
p
lan
n
ed
ac
tiv
itie
s
:
“
I
co
u
ld
n
o
t
fin
is
h
th
e
a
ctiv
ity
a
s
d
esig
n
ed
,
s
o
I
s
u
mma
r
iz
ed
th
e
ke
y
id
ea
s
fo
r
s
tu
d
en
ts
.
”
(
R
e
f
l
e
ct
i
v
e
j
o
u
r
n
a
l
,
J
1
2
)
T
h
ese
p
atter
n
s
s
u
g
g
est th
at
co
n
s
tr
u
ctiv
is
t p
r
ac
tices we
r
e
en
ac
ted
s
elec
tiv
ely
r
ath
er
th
a
n
co
m
p
r
eh
en
s
iv
ely
.
Mo
r
eo
v
er
,
less
o
n
p
lan
an
a
ly
s
is
r
ev
ea
led
a
co
n
s
is
ten
t
alig
n
m
e
n
t
b
etwe
en
teac
h
e
r
s
’
s
tated
co
n
s
tr
u
ctiv
is
t
in
ten
tio
n
s
a
n
d
th
eir
p
lan
n
ed
in
s
tr
u
ctio
n
al
s
eq
u
en
ce
s
.
M
o
s
t
less
o
n
p
lan
s
in
co
r
p
o
r
ated
co
llab
o
r
ativ
e
task
s
,
s
tu
d
en
t
i
n
ter
ac
tio
n
p
h
ases
,
an
d
co
m
p
eten
cy
-
alig
n
ed
o
b
jectiv
es.
H
o
wev
er
,
f
o
r
m
ativ
e
ass
es
s
m
en
t
co
m
p
o
n
en
ts
wer
e
f
r
eq
u
en
tly
lim
ited
to
b
r
ief
f
ee
d
b
ac
k
s
tag
es
r
at
h
er
th
a
n
e
m
b
ed
d
e
d
r
ef
lectiv
e
cy
cles.
T
h
is
d
is
cr
ep
an
cy
b
etwe
en
in
ten
d
ed
an
d
e
n
ac
ted
p
r
ac
tice
f
u
r
th
er
s
u
p
p
o
r
ts
th
e
in
ter
p
r
etatio
n
o
f
s
elec
tiv
e
p
ed
ag
o
g
ical
r
estru
ct
u
r
in
g
.
4
.
4
.
3
.
Select
iv
e
ena
ct
m
ent
o
f
a
s
s
ess
m
ent
f
o
r
lea
rning
Acr
o
s
s
o
b
s
er
v
atio
n
al
a
n
d
less
o
n
p
la
n
d
ata,
Af
L
was
th
e
lea
s
t
co
n
s
is
ten
tly
en
ac
ted
d
im
e
n
s
io
n
o
f
C
T
.
W
h
ile
teac
h
er
s
f
r
eq
u
en
tly
a
r
ticu
lated
awa
r
en
ess
o
f
f
o
r
m
ativ
e
ass
es
s
m
en
t
p
r
in
cip
les
d
u
r
in
g
in
te
r
v
iews,
class
r
o
o
m
o
b
s
er
v
atio
n
s
in
d
ic
ated
th
at
ass
ess
m
en
t
cy
cles
o
f
ten
r
em
ai
n
ed
lim
ited
to
im
m
ed
iate
co
r
r
ec
tiv
e
f
ee
d
b
ac
k
r
ath
er
th
a
n
s
u
s
tain
ed
f
o
r
m
ativ
e
s
ca
f
f
o
ld
in
g
.
R
ef
l
ec
tiv
e
jo
u
r
n
als
r
ev
e
aled
th
at
t
im
e
co
n
s
tr
ain
ts
an
d
cu
r
r
icu
lu
m
p
ac
in
g
p
r
ess
u
r
es
wer
e
f
r
eq
u
e
n
tly
cited
as
r
ea
s
o
n
s
f
o
r
lim
itin
g
m
o
r
e
el
ab
o
r
ate
ass
ess
m
en
t
p
r
ac
tices.
On
e
in
ter
v
iew
p
a
r
ticip
an
t stated
:
“
I
u
s
u
a
lly
g
ive
feed
b
a
ck
d
u
r
i
n
g
a
ctivities,
b
u
t
d
o
in
g
fo
r
ma
tive
a
s
s
ess
men
t
p
r
o
p
erly
is
d
iffi
cu
lt
.
”
(
I
n
ter
v
iew,
T
0
9
)
C
las
s
r
o
o
m
o
b
s
er
v
atio
n
s
co
n
f
i
r
m
ed
th
at
f
ee
d
b
ac
k
was
co
m
m
o
n
ly
p
r
o
v
id
e
d
in
b
r
ief
o
r
al
f
o
r
m
,
wh
ile
o
p
p
o
r
tu
n
ities
f
o
r
s
tu
d
en
t
s
elf
-
ass
es
s
m
en
t
o
r
r
ef
lectio
n
wer
e
lim
ited
.
R
ef
lectiv
e
jo
u
r
n
als
f
u
r
th
er
h
i
g
h
lig
h
ted
tim
e
-
r
elate
d
ch
allen
g
es:
“
Th
ere
w
a
s
n
o
t e
n
o
u
g
h
time
fo
r
s
tu
d
en
ts
to
r
eflec
t o
n
th
e
fe
ed
b
a
ck
.
”
(
R
ef
lectiv
e
jo
u
r
n
al,
J
0
9
)
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
A
f
L
was p
r
esen
t in
p
r
a
ctice
b
u
t
im
p
lem
en
ted
in
a
lim
ited
an
d
s
elec
tiv
e
m
an
n
er
.
4
.
4
.
4
.
Co
nte
x
t
ua
l
m
edia
t
io
n
o
f
t
ea
ching
pra
ct
ices
T
h
e
th
ir
d
o
v
e
r
ar
ch
in
g
th
e
m
e
h
ig
h
lig
h
ts
th
e
m
ed
iatin
g
r
o
le
o
f
co
n
tex
tu
al
f
ac
t
o
r
s
in
s
h
a
p
in
g
teac
h
er
s
’
p
r
ac
tices.
T
ea
ch
er
s
co
n
s
is
ten
tly
id
en
tifie
d
lar
g
e
class
s
ize,
li
m
ited
in
s
tr
u
ctio
n
al
tim
e,
an
d
c
u
r
r
icu
lu
m
p
r
ess
u
r
e
as k
ey
in
f
lu
e
n
ce
s
o
n
th
eir
in
s
tr
u
ctio
n
al
d
ec
is
io
n
s
.
On
e
teac
h
e
r
n
o
ted
:
“
Wit
h
mo
r
e
th
a
n
40
s
tu
d
en
ts
,
it is
ve
r
y
h
a
r
d
to
ma
n
a
g
e
g
r
o
u
p
d
is
cu
s
s
io
n
.
”
(
I
n
ter
v
iew,
T
1
4
)
Ob
s
er
v
atio
n
s
co
r
r
o
b
o
r
ated
th
ese
ac
co
u
n
ts
,
d
o
cu
m
en
tin
g
f
r
eq
u
en
t
teac
h
er
in
ter
v
e
n
tio
n
s
t
o
m
an
a
g
e
class
r
o
o
m
b
eh
av
io
r
a
n
d
m
ai
n
tain
less
o
n
p
ac
in
g
.
R
ef
lectiv
e
jo
u
r
n
als
f
u
r
t
h
er
illu
s
tr
ated
h
o
w
co
n
tex
t
u
al
p
r
ess
u
r
es in
f
lu
en
ce
d
teac
h
in
g
ch
o
ices:
“
Time
p
r
es
s
u
r
e
fo
r
ce
d
me
to
s
h
o
r
ten
a
ctivities
a
n
d
fo
cu
s
o
n
fin
is
h
in
g
th
e
less
o
n
.
”
(
R
ef
lectiv
e
jo
u
r
n
al,
J
0
2
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
P
r
o
fess
io
n
a
l d
ev
elo
p
men
t o
f E
F
L tea
ch
ers
th
r
o
u
g
h
co
n
s
tr
u
ctivist
-
o
r
ien
ted
tr
a
in
in
g
…
(
P
h
a
m
Th
i Ki
eu
Oa
n
h
)
1571
T
h
e
ev
id
en
ce
in
d
icate
s
s
elec
tiv
e
r
ath
er
th
a
n
co
m
p
r
eh
e
n
s
iv
e
en
ac
tm
en
t
o
f
co
n
s
tr
u
ctiv
is
t
p
r
ac
tices.
T
ea
ch
er
s
ap
p
ea
r
ed
t
o
ad
ap
t
ce
r
tain
le
ar
n
er
-
ce
n
te
r
ed
s
tr
ateg
ies
wh
i
le
m
ain
tain
in
g
co
n
v
en
tio
n
al
s
tr
u
ctu
r
es
in
ar
ea
s
co
n
s
tr
ain
ed
b
y
tim
e,
cu
r
r
icu
lu
m
p
ac
in
g
,
o
r
ass
ess
m
en
t d
em
a
n
d
s
.
4
.
5
.
Su
mm
a
ry
o
f
inte
g
r
a
t
ed
re
s
ults
T
ak
en
to
g
eth
er
,
th
e
f
in
d
in
g
s
in
d
icate
th
at
p
r
o
f
ess
io
n
al
b
elief
ch
a
n
g
e
p
r
ec
e
d
ed
b
u
t
d
id
n
o
t
au
to
m
atica
lly
en
s
u
r
e
co
m
p
r
eh
en
s
iv
e
p
ed
ag
o
g
ical
tr
an
s
f
o
r
m
atio
n
.
T
r
ian
g
u
lated
ev
id
en
ce
ac
r
o
s
s
d
ata
s
o
u
r
ce
s
d
em
o
n
s
tr
ates
th
at
e
n
ac
tm
en
t
u
n
f
o
ld
e
d
as
n
eg
o
tiated
p
r
o
f
ess
io
n
alis
m
s
h
ap
ed
b
y
c
o
n
tex
tu
al
m
ed
iatio
n
r
ath
e
r
th
an
lin
ea
r
r
e
f
o
r
m
co
m
p
lian
ce
.
5.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
e
x
am
in
ed
th
e
im
p
ac
t
o
f
C
O
teac
h
e
r
tr
ain
i
n
g
p
r
o
g
r
am
s
o
n
t
h
e
PD
o
f
s
ec
o
n
d
a
r
y
E
n
g
lis
h
teac
h
er
s
in
Vietn
am
.
B
y
in
teg
r
atin
g
q
u
a
n
titativ
e
an
d
q
u
alita
tiv
e
f
in
d
in
g
s
,
t
h
is
d
is
cu
s
s
io
n
in
ter
p
r
ets
th
e
r
esu
lts
in
r
elatio
n
to
p
r
ev
io
u
s
r
esear
c
h
an
d
a
d
d
r
ess
es th
e
th
r
ee
r
ese
ar
ch
q
u
esti
o
n
s
.
5
.
1
.
Cha
ng
es in t
ea
cher
s
’
pro
f
ess
io
na
l belief
s
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
C
O
tr
ain
in
g
was
ass
o
ciate
d
with
s
tr
o
n
g
en
d
o
r
s
em
en
t
o
f
lear
n
e
r
-
ce
n
ter
ed
b
elief
s
an
d
a
r
ec
o
n
ce
p
tu
aliz
atio
n
o
f
th
e
teac
h
er
’
s
r
o
le
a
s
f
ac
ilit
ato
r
.
T
h
is
p
atter
n
ali
g
n
s
with
r
esear
ch
s
u
g
g
esti
n
g
th
at
C
O
PD
ca
n
p
r
o
m
o
te
p
o
s
itiv
e
s
h
if
ts
in
tea
ch
er
s
’
p
ed
ag
o
g
ical
o
r
ien
tatio
n
s
[
1
]
,
[
3
]
.
Similar
tr
en
d
s
h
a
v
e
b
ee
n
r
ep
o
r
ted
i
n
E
n
g
lis
h
lan
g
u
ag
e
ed
u
ca
tio
n
,
wh
er
e
PD
en
h
an
ce
s
teac
h
e
r
s
’
awa
r
en
ess
o
f
lear
n
er
-
ce
n
ter
ed
p
r
in
cip
les [
1
2
]
,
[
1
3
]
.
Ho
wev
er
,
th
e
p
r
esen
t
s
tu
d
y
ex
ten
d
s
th
is
liter
atu
r
e
b
y
s
h
o
win
g
th
at
b
elief
d
ev
elo
p
m
e
n
t
o
cc
u
r
r
ed
p
r
im
ar
ily
as
r
ef
lectiv
e
r
eo
r
ien
tatio
n
r
ath
er
th
an
a
b
r
u
p
t
tr
an
s
f
o
r
m
atio
n
.
T
ea
ch
er
s
g
r
a
d
u
ally
r
ec
o
n
s
id
er
ed
th
ei
r
in
s
tr
u
ctio
n
al
r
o
les
th
r
o
u
g
h
r
ef
lectio
n
o
n
class
r
o
o
m
ex
p
e
r
ien
ce
s
,
s
u
p
p
o
r
tin
g
ex
p
er
ien
t
ial
an
d
cu
m
u
lativ
e
m
o
d
els
o
f
p
r
o
f
ess
io
n
al
lear
n
in
g
[
2
]
,
[
7
]
.
I
n
th
e
Vietn
am
ese
r
ef
o
r
m
c
o
n
tex
t,
s
u
ch
in
cr
em
e
n
tal
b
elie
f
ad
ju
s
tm
en
t
ap
p
ea
r
s
m
o
r
e
r
ea
lis
tic
th
an
im
m
ed
iate
p
ed
ag
o
g
ical
o
v
er
h
a
u
l.
T
h
is
p
atter
n
is
co
n
s
is
ten
t
with
r
esear
ch
id
en
tify
i
n
g
ac
tiv
e
lea
r
n
in
g
a
n
d
co
h
er
en
ce
as c
o
r
e
f
e
atu
r
es o
f
ef
f
ec
tiv
e
PD [
2
1
].
5
.
2
.
P
a
rt
ia
l e
na
ct
m
ent
o
f
t
ea
ching
pra
ct
ices
Alth
o
u
g
h
s
u
r
v
ey
r
esu
lts
s
u
g
g
ested
f
r
eq
u
en
t
u
s
e
o
f
in
ter
ac
tiv
e
s
tr
ateg
ies,
q
u
alitativ
e
ev
id
en
ce
r
ev
ea
led
s
elec
tiv
e
en
ac
tm
en
t
o
f
co
n
s
tr
u
ctiv
is
t
p
r
ac
tices.
T
h
is
d
iv
er
g
en
ce
ec
h
o
es
p
r
io
r
r
es
ea
r
ch
d
o
c
u
m
en
tin
g
b
elief
-
p
r
ac
tice
g
a
p
s
in
b
o
th
g
e
n
er
al
an
d
lan
g
u
ag
e
ed
u
ca
tio
n
[
5
]
,
[
1
4
]
.
T
ea
c
h
er
s
ad
o
p
ted
v
is
ib
le
s
tr
ateg
ies s
u
ch
as
g
r
o
u
p
wo
r
k
m
o
r
e
r
ea
d
ily
th
an
s
tr
u
ctu
r
ally
d
em
a
n
d
in
g
p
r
ac
tices
lik
e
f
o
r
m
ativ
e
a
s
s
es
s
m
en
t.
Similar
in
co
n
s
is
ten
cies
b
etwe
en
ar
ticu
lated
b
elief
s
an
d
en
ac
ted
p
r
ac
t
ices
h
av
e
b
ee
n
d
o
c
u
m
en
ted
in
lan
g
u
ag
e
teac
h
in
g
co
n
tex
ts
[
2
2
].
T
h
is
p
atter
n
ap
p
ea
r
s
co
n
s
is
ten
t
with
th
e
ar
g
u
m
en
t
ad
v
an
c
ed
in
Sims
an
d
Fletch
er
-
W
o
o
d
[
1
1
]
th
at
s
u
r
f
ac
e
-
lev
el
in
s
tr
u
ctio
n
al
ad
ju
s
tm
en
ts
ar
e
o
f
ten
im
p
lem
en
ted
b
ef
o
r
e
d
ee
p
er
p
e
d
ag
o
g
ical
r
estru
ctu
r
in
g
.
R
ath
er
th
an
in
d
icatin
g
r
esis
tan
ce
,
s
elec
tiv
e
en
ac
tm
en
t
m
ay
r
ef
lect
p
r
ag
m
atic
p
r
o
f
ess
io
n
al
ju
d
g
m
en
t
i
n
co
n
tex
tu
ally
c
o
n
s
tr
ain
ed
e
n
v
ir
o
n
m
en
ts
,
co
n
s
is
ten
t
with
ec
o
lo
g
ical
p
er
s
p
ec
tiv
es
o
n
te
ac
h
er
ag
e
n
cy
[
9
].
Alth
o
u
g
h
r
e
p
o
r
ted
f
r
eq
u
en
cie
s
s
u
g
g
ested
r
eg
u
lar
u
s
e
o
f
in
t
er
ac
tiv
e
s
tr
ateg
ies,
q
u
alitativ
e
ev
id
en
ce
in
d
icate
s
th
at
th
e
d
ep
th
an
d
s
y
s
tem
atic
in
teg
r
atio
n
o
f
co
n
s
tr
u
ctiv
is
t
p
r
in
cip
les
v
ar
ied
ac
r
o
s
s
in
s
tr
u
ctio
n
al
d
im
en
s
io
n
s
,
r
ein
f
o
r
cin
g
th
e
d
is
tin
ctio
n
b
et
wee
n
s
u
r
f
ac
e
-
lev
el
a
d
o
p
tio
n
a
n
d
s
u
s
tain
ed
p
ed
ag
o
g
ical
r
estru
ctu
r
in
g
.
5
.
3
.
Co
nte
x
t
ua
l c
o
ns
t
ra
ints
T
h
e
f
in
d
in
g
s
co
n
f
ir
m
th
at
co
n
tex
tu
al
f
ac
to
r
s
-
p
ar
ticu
lar
l
y
class
s
ize,
in
s
tr
u
ctio
n
al
tim
e,
an
d
cu
r
r
icu
lu
m
p
r
ess
u
r
e
-
s
u
b
s
tan
tially
m
ed
iated
class
r
o
o
m
e
n
ac
tm
en
t.
T
h
is
r
eso
n
ates
with
r
es
ea
r
ch
em
p
h
asizin
g
th
e
s
tr
u
ctu
r
al
m
e
d
iatio
n
o
f
p
r
o
f
ess
io
n
al
lear
n
in
g
[
3
]
,
[
9
],
[2
3
]
.
Similar
co
n
s
tr
ain
ts
h
av
e
b
ee
n
d
o
c
u
m
en
ted
in
Vietn
am
ese
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
,
wh
er
e
ex
am
in
atio
n
-
o
r
ie
n
ted
s
y
s
tem
s
lim
it
o
p
p
o
r
tu
n
ities
f
o
r
s
u
s
tain
ed
lear
n
er
-
ce
n
ter
e
d
im
p
lem
e
n
tatio
n
[
1
4
]
,
[
1
5
]
.
I
m
p
o
r
ta
n
tly
,
th
e
q
u
alitativ
e
e
v
id
en
ce
s
u
g
g
ests
th
at
co
n
tex
tu
al
co
n
d
itio
n
s
d
id
n
o
t
m
e
r
e
ly
r
estrict
in
n
o
v
atio
n
b
u
t
ac
tiv
ely
s
h
ap
e
d
teac
h
er
s
’
p
e
d
ag
o
g
ical
d
ec
is
io
n
s
.
T
h
is
in
ter
p
r
etatio
n
alig
n
s
with
ec
o
lo
g
ical
m
o
d
els
o
f
a
g
en
cy
,
wh
ich
c
o
n
c
ep
tu
alize
p
r
ac
tice
as
th
e
o
u
tco
m
e
o
f
o
n
g
o
in
g
n
eg
o
tiatio
n
b
et
wee
n
p
r
o
f
ess
io
n
al
in
ten
tio
n
s
an
d
s
tr
u
ctu
r
al
af
f
o
r
d
an
ce
s
[
9
]
.
R
ef
o
r
m
im
p
lem
en
tatio
n
is
in
h
e
r
en
tly
co
m
p
l
ex
an
d
s
h
ap
e
d
b
y
s
y
s
tem
ic
f
ac
to
r
s
b
ey
o
n
d
in
d
iv
i
d
u
al
teac
h
er
in
te
n
tio
n
[
2
4
].
5
.
4
.
Ass
ess
m
ent
f
o
r
lea
rning
a
s
a
persis
t
ent
cha
lleng
e
Alth
o
u
g
h
f
o
r
m
ativ
e
ass
ess
m
e
n
t
is
wid
ely
ac
k
n
o
wled
g
ed
as
ce
n
tr
al
to
lear
n
in
g
im
p
r
o
v
e
m
en
t
[
2
5
]
.
H
o
wev
er
,
th
e
y
r
e
m
ain
a
m
o
n
g
th
e
m
o
s
t
d
if
f
icu
lt
d
im
en
s
io
n
s
o
f
p
ed
a
g
o
g
ical
r
ef
o
r
m
to
in
s
titu
tio
n
alize
.
I
n
th
e
p
r
esen
t
s
tu
d
y
,
Af
L
e
m
er
g
e
d
as
th
e
m
o
s
t
co
n
s
tr
ain
ed
co
m
p
o
n
en
t
o
f
co
n
s
tr
u
ctiv
i
s
t
im
p
lem
en
tatio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.