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[
1
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.
B
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f
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2
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I
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3
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[
4
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A
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[
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r
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Fil
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l
i
c
i
e
s
b
u
t
a
l
s
o
c
u
r
r
i
c
u
l
a
r
a
p
p
r
o
a
c
h
e
s
t
h
a
t
p
r
o
m
o
t
e
g
e
n
d
e
r
d
i
v
e
r
s
i
t
y
a
w
a
r
e
n
e
s
s
.
T
h
e
t
e
a
c
h
i
n
g
o
f
q
u
e
e
r
l
i
t
e
r
at
u
r
e
o
f
f
e
r
s
a
c
r
it
i
c
al
a
v
e
n
u
e
f
o
r
c
u
l
t
i
v
a
t
i
n
g
t
h
i
s
aw
a
r
e
n
es
s
.
I
t
p
r
o
v
i
d
e
s
o
p
p
o
r
t
u
n
i
t
i
es
f
o
r
s
t
u
d
e
n
t
s
t
o
e
n
g
a
g
e
w
i
t
h
d
i
v
e
r
s
e
e
x
p
r
es
s
i
o
n
s
o
f
g
e
n
d
e
r
a
n
d
s
e
x
u
a
l
i
t
y
a
n
d
t
o
r
e
f
l
e
c
t
o
n
t
h
e
c
o
m
p
l
e
x
i
t
i
es
a
n
d
p
l
u
r
a
l
i
t
y
o
f
i
d
e
n
t
i
t
i
es
r
e
p
r
e
s
e
n
t
e
d
i
n
l
i
t
e
r
a
r
y
t
e
x
ts
.
A
s
P
r
o
j
e
ct
G
r
a
c
e
-
U
n
i
v
e
r
s
it
y
o
f
t
h
e
P
h
i
l
i
p
p
i
n
e
s
[
9
]
n
o
t
e
s
,
s
u
c
h
p
e
d
a
g
o
g
y
i
n
v
i
t
e
s
l
e
a
r
n
e
r
s
t
o
i
n
t
e
r
r
o
g
a
t
e
s
o
c
i
a
li
z
ed
n
o
t
i
o
n
s
o
f
h
e
t
e
r
o
n
o
r
m
a
t
i
v
i
t
y
a
n
d
b
e
c
o
m
e
m
o
r
e
i
n
c
l
u
s
i
v
e
i
n
th
e
i
r
t
h
i
n
k
i
n
g
.
T
ea
ch
in
g
q
u
ee
r
liter
atu
r
e
p
r
o
m
o
tes
cr
itical
en
g
ag
em
en
t
w
ith
th
em
es
o
f
id
en
tity
,
e
x
p
r
e
s
s
io
n
,
an
d
s
o
cial
ju
s
tice,
co
n
tr
ib
u
tin
g
to
s
af
er
an
d
m
o
r
e
eq
u
itab
le
ac
ad
e
m
ic
en
v
ir
o
n
m
e
n
ts
.
Sch
o
lar
s
h
av
e
lo
n
g
a
d
v
o
ca
te
d
f
o
r
q
u
ee
r
liter
atu
r
e
as
a
s
p
ac
e
f
o
r
n
eg
o
tiatin
g
s
u
b
jectiv
ity
,
ch
allen
g
in
g
b
iases
,
an
d
f
o
s
ter
in
g
em
p
ath
y
[
1
0
]
–
[
1
3
]
.
Fo
u
n
d
atio
n
al
q
u
e
er
th
eo
r
y
f
u
r
th
er
illu
m
i
n
ates
th
ese
p
r
o
ce
s
s
es:
B
u
tler
[
1
4
]
em
p
h
asizes
th
e
p
er
f
o
r
m
ativ
ity
o
f
g
en
d
e
r
an
d
th
e
s
u
b
v
er
s
io
n
o
f
n
o
r
m
ativ
e
id
en
titi
es,
wh
ile
Sed
g
wick
[
1
5
]
h
i
g
h
lig
h
ts
th
e
ep
is
tem
o
lo
g
ical
an
d
s
o
cial
co
n
s
tr
ain
ts
o
f
h
eter
o
n
o
r
m
ati
v
e
f
r
am
ewo
r
k
s
,
u
n
d
e
r
s
co
r
in
g
th
e
way
s
q
u
ee
r
n
ar
r
ativ
es
ch
allen
g
e
d
o
m
in
an
t
ass
u
m
p
tio
n
s
.
Day
et
a
l.
[
1
6
]
s
tr
ess
th
e
n
ee
d
to
in
teg
r
ate
g
e
n
d
er
s
en
s
itiv
ity
in
ed
u
ca
tio
n
,
p
a
r
ticu
lar
ly
am
o
n
g
y
o
u
th
,
to
e
n
h
an
ce
u
n
d
er
s
ta
n
d
in
g
o
f
SOGI
an
d
to
p
r
o
m
o
te
eq
u
ality
.
W
h
en
s
tu
d
en
ts
s
tu
d
y
q
u
ee
r
n
a
r
r
ativ
es,
esp
ec
ially
th
o
s
e
r
o
o
ted
in
th
eir
cu
ltu
r
al
co
n
tex
ts
,
th
ey
d
ev
elo
p
n
o
t
o
n
l
y
co
g
n
itiv
e
c
o
m
p
r
e
h
en
s
io
n
b
u
t
also
s
o
cio
-
em
o
tio
n
al
liter
ac
y
th
at
s
u
p
p
o
r
ts
in
clu
s
iv
ity
.
T
o
ac
h
ie
v
e
th
is
,
liter
atu
r
e
ed
u
ca
to
r
s
m
u
s
t
th
o
u
g
h
tf
u
lly
en
g
ag
e
with
th
e
co
r
e
elem
en
ts
o
f
th
eir
in
s
tr
u
ctio
n
al
p
r
ac
tice
—
n
am
ely
,
liter
ar
y
s
elec
tio
n
,
teac
h
i
n
g
m
o
d
els,
lear
n
in
g
ac
tiv
ities
,
an
d
a
s
s
es
s
m
en
t
s
tr
ateg
ies
[
1
7
]
.
T
h
i
s
in
clu
d
es
f
ilter
in
g
tex
ts
f
o
r
r
ele
v
an
ce
a
n
d
a
u
th
en
ticity
[
1
8
]
,
u
tili
zin
g
p
ed
a
g
o
g
ical
m
o
d
els
th
at
s
u
p
p
o
r
t
c
r
itical
th
in
k
in
g
an
d
cu
ltu
r
al
r
esp
o
n
s
iv
en
ess
[
1
9
]
,
[
2
0
]
,
a
n
d
e
m
p
lo
y
i
n
g
lear
n
in
g
a
ctiv
ities
an
d
ass
ess
m
en
ts
th
at
ad
d
r
ess
co
g
n
itiv
e,
af
f
ec
tiv
e,
an
d
p
er
f
o
r
m
ativ
e
d
o
m
ain
s
[
2
1
]
,
[
2
2
]
.
Desp
ite
g
r
o
win
g
s
ch
o
lar
ly
a
n
d
p
o
licy
-
lev
el
r
ec
o
g
n
itio
n
o
f
g
e
n
d
er
d
iv
e
r
s
ity
an
d
th
e
e
d
u
ca
ti
o
n
al
v
alu
e
o
f
q
u
ee
r
liter
atu
r
e,
p
e
d
ag
o
g
ical
g
u
id
an
ce
o
n
h
o
w
q
u
ee
r
tex
ts
ar
e
s
y
s
tem
atica
lly
tau
g
h
t
in
h
ig
h
er
ed
u
ca
tio
n
r
em
ain
s
lim
ited
.
E
x
is
tin
g
s
tu
d
ies
h
av
e
lar
g
ely
e
x
am
in
ed
r
ep
r
esen
tatio
n
,
a
d
v
o
ca
c
y
,
o
r
s
tu
d
en
t
o
u
tco
m
e
s
ass
o
ciate
d
with
in
clu
s
iv
e
cu
r
r
icu
la,
wh
ile
o
f
f
e
r
in
g
r
elativ
ely
litt
le
em
p
ir
ical
in
s
ig
h
t
in
to
th
e
in
s
tr
u
ctio
n
a
l
p
r
o
ce
s
s
es
th
r
o
u
g
h
wh
ich
ed
u
c
ato
r
s
s
elec
t
tex
ts
,
en
ac
t
teac
h
in
g
m
o
d
els,
d
esig
n
lear
n
in
g
ac
tiv
ities
,
an
d
ass
es
s
lear
n
in
g
in
class
r
o
o
m
co
n
te
x
ts
.
T
h
is
g
ap
is
p
ar
ticu
lar
ly
ev
id
en
t
in
cu
ltu
r
ally
c
o
n
s
er
v
ativ
e
an
d
p
o
licy
-
co
n
s
tr
ain
ed
s
ettin
g
s
,
wh
er
e
th
e
tr
an
s
f
er
ab
ilit
y
o
f
q
u
ee
r
p
e
d
ag
o
g
ical
m
o
d
els
d
ev
elo
p
ed
in
W
ester
n
co
n
tex
ts
ca
n
n
o
t b
e
ass
u
m
ed
.
T
h
e
n
o
v
elty
o
f
th
is
s
tu
d
y
lies
in
its
em
p
ir
ical
f
o
cu
s
o
n
th
e
in
s
tr
u
ctio
n
al
p
r
ac
tices
o
f
h
ig
h
e
r
ed
u
ca
tio
n
liter
atu
r
e
ed
u
ca
to
r
s
with
in
a
Ph
ilip
p
in
e
co
n
tex
t,
p
r
o
p
o
s
in
g
a
co
n
tex
t
-
s
en
s
itiv
e
f
r
am
ew
o
r
k
t
h
at
in
teg
r
ates
liter
ar
y
s
elec
tio
n
,
teac
h
in
g
m
o
d
els,
lear
n
in
g
ac
tiv
ities
,
an
d
ass
ess
m
en
t
s
tr
ateg
ies
to
o
p
er
atio
n
alize
q
u
ee
r
p
ed
ag
o
g
y
.
Un
lik
e
p
r
ev
i
o
u
s
s
tu
d
ies,
th
is
r
esear
ch
em
p
h
asiz
es
h
o
w
q
u
ee
r
liter
atu
r
e
f
u
n
cti
o
n
s
as
a
d
is
r
u
p
tiv
e
p
ed
ag
o
g
ical
m
ec
h
an
is
m
f
o
r
c
r
itical
co
n
s
cio
u
s
n
ess
,
r
ef
lex
iv
it
y
,
an
d
i
d
en
tity
n
eg
o
tiatio
n
,
r
at
h
er
th
a
n
as
m
er
ely
s
u
p
p
lem
en
tar
y
c
u
r
r
icu
lar
c
o
n
t
en
t.
Ad
d
r
ess
in
g
th
is
g
ap
,
th
e
p
r
esen
t
s
tu
d
y
ex
am
in
es
th
e
p
e
d
ag
o
g
ical
p
r
ac
tices
o
f
h
i
g
h
er
ed
u
ca
tio
n
liter
atu
r
e
ed
u
ca
to
r
s
in
a
Ph
ilip
p
i
n
e
s
tate
u
n
iv
e
r
s
ity
an
d
p
r
o
p
o
s
es
an
e
m
p
ir
ically
g
r
o
u
n
d
ed
f
r
am
ewo
r
k
th
at
in
teg
r
ates
liter
ar
y
s
elec
tio
n
,
teac
h
in
g
m
o
d
els,
lear
n
in
g
ac
tiv
ities
,
a
n
d
ass
ess
m
en
t
s
tr
ateg
ies
to
s
u
p
p
o
r
t g
e
n
d
er
d
iv
er
s
ity
awa
r
en
ess
.
W
ith
th
ese
co
n
s
id
er
atio
n
s
in
m
in
d
,
th
is
s
tu
d
y
aim
s
to
ex
p
lo
r
e
th
e
co
m
p
o
n
e
n
ts
o
f
a
p
ed
ag
o
g
ical
f
r
am
ewo
r
k
f
o
r
teac
h
i
n
g
q
u
ee
r
liter
atu
r
e
b
y
ex
am
in
in
g
h
o
w
ed
u
ca
to
r
s
s
elec
t
tex
ts
,
a
p
p
ly
teac
h
in
g
m
o
d
els,
im
p
lem
en
t
lear
n
in
g
ac
tiv
ities
,
an
d
ass
ess
s
tu
d
en
t
lear
n
in
g
to
f
o
s
ter
g
en
d
er
d
i
v
er
s
ity
awa
r
en
ess
in
h
ig
h
er
ed
u
ca
tio
n
.
T
o
ac
h
iev
e
th
is
g
o
a
l,
th
e
s
tu
d
y
s
o
u
g
h
t a
n
s
wer
s
to
th
e
f
o
llo
win
g
s
p
ec
if
ic
q
u
esti
o
n
s
:
i)
Ho
w
d
o
ed
u
ca
to
r
s
ap
p
r
o
ac
h
th
e
s
elec
tio
n
o
f
liter
ar
y
te
x
ts
wh
en
teac
h
in
g
q
u
ee
r
liter
atu
r
e?
ii)
W
h
at
teac
h
in
g
m
o
d
els ar
e
u
s
ed
b
y
e
d
u
ca
to
r
s
in
d
eliv
er
in
g
q
u
ee
r
liter
ar
y
c
o
n
ten
t?
iii)
W
h
at
ty
p
es o
f
lear
n
in
g
ac
tiv
ities
d
o
ed
u
ca
to
r
s
im
p
lem
en
t in
t
ea
ch
in
g
q
u
ee
r
liter
atu
r
e?
iv
)
Ho
w
d
o
ed
u
ca
to
r
s
ass
ess
s
tu
d
en
t le
ar
n
in
g
i
n
th
e
co
n
tex
t o
f
q
u
ee
r
liter
atu
r
e
in
s
tr
u
ctio
n
?
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
alitativ
e
r
esear
ch
d
esig
n
to
ex
p
l
o
r
e
h
o
w
liter
atu
r
e
ed
u
ca
to
r
s
d
esig
n
an
d
im
p
lem
en
t
p
e
d
ag
o
g
ical
p
r
a
ctice
s
in
teac
h
in
g
q
u
ee
r
liter
atu
r
e
to
p
r
o
m
o
te
g
e
n
d
er
d
iv
er
s
ity
awa
r
en
ess
in
h
ig
h
er
ed
u
ca
tio
n
.
T
h
r
o
u
g
h
th
is
ap
p
r
o
ac
h
,
th
e
s
tu
d
y
s
o
u
g
h
t
to
g
ain
r
ich
,
d
escr
ip
tiv
e
in
s
ig
h
ts
in
to
t
h
e
ed
u
ca
to
r
s
’
liv
ed
ex
p
er
ien
ce
s
an
d
in
s
tr
u
ctio
n
al
ch
o
ices,
p
ar
ticu
lar
ly
ab
o
u
t
liter
ar
y
tex
t
s
elec
tio
n
,
p
ed
a
g
o
g
ic
al
m
o
d
els,
lear
n
in
g
ac
tiv
ities
,
an
d
ass
ess
m
en
t
m
eth
o
d
s
.
A
q
u
alitativ
e
d
esig
n
was
d
ee
m
ed
ap
p
r
o
p
r
iate
g
i
v
en
th
e
e
x
p
lo
r
at
o
r
y
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
6
1
8
-
1
6
2
8
1620
n
atu
r
e
o
f
th
e
r
esear
ch
an
d
its
f
o
cu
s
o
n
in
ter
p
r
etin
g
th
e
m
e
an
in
g
s
ed
u
ca
to
r
s
ass
ig
n
to
th
eir
p
r
ac
tices
with
in
r
ea
l
-
wo
r
ld
teac
h
in
g
co
n
tex
ts
.
Fo
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
(
FGDs
)
wer
e
ch
o
s
en
o
v
er
in
d
i
v
id
u
al
in
ter
v
iews
to
ca
p
italize
o
n
th
e
in
ter
ac
tiv
e
d
y
n
am
ics
am
o
n
g
p
ar
ticip
an
ts
,
allo
win
g
th
em
to
r
ef
lect
co
llectiv
ely
,
s
h
ar
e
ex
p
er
ien
ce
s
,
an
d
g
e
n
er
ate
id
ea
s
th
r
o
u
g
h
d
ialo
g
u
e.
T
h
is
ap
p
r
o
ac
h
is
p
ar
ticu
lar
ly
s
u
it
ab
le
f
o
r
e
x
p
lo
r
i
n
g
p
ed
ag
o
g
ical
p
r
ac
tices,
wh
er
e
co
llab
o
r
ativ
e
r
e
f
lectio
n
ca
n
s
u
r
f
ac
e
n
u
a
n
ce
d
p
e
r
s
p
ec
tiv
es
o
n
in
s
tr
u
ctio
n
al
d
ec
is
io
n
-
m
ak
in
g
an
d
class
r
o
o
m
en
ac
tm
en
t.
2
.
2
.
Su
bje
ct
s
o
f
t
he
s
t
ud
y
T
h
e
s
tu
d
y
u
tili
ze
d
h
o
m
o
g
en
e
o
u
s
p
u
r
p
o
s
iv
e
s
am
p
lin
g
to
s
elec
t
p
ar
ticip
an
ts
wh
o
p
o
s
s
ess
ed
r
elev
an
t
teac
h
in
g
ex
p
er
ie
n
ce
an
d
wer
e
ac
tiv
ely
en
g
ag
ed
in
liter
atu
r
e
in
s
tr
u
ctio
n
th
at
in
clu
d
ed
q
u
ee
r
liter
ar
y
tex
ts
.
A
to
tal
o
f
2
2
lan
g
u
a
g
e
an
d
liter
atu
r
e
ed
u
ca
to
r
s
f
r
o
m
1
1
ca
m
p
u
s
es
o
f
a
s
tate
u
n
iv
er
s
ity
in
th
e
So
u
th
er
n
T
ag
alo
g
R
eg
io
n
o
f
th
e
Ph
ilip
p
in
es
wer
e
s
elec
ted
.
All
p
ar
ti
cip
an
ts
m
et
th
e
f
o
llo
win
g
in
clu
s
io
n
cr
iter
ia:
th
ey
h
ad
tau
g
h
t
at
least
o
n
e
la
n
g
u
a
g
e
o
r
liter
atu
r
e
co
u
r
s
e,
th
ey
h
a
d
in
teg
r
ated
q
u
ee
r
liter
atu
r
e
in
to
th
eir
in
s
tr
u
ctio
n
,
an
d
th
ey
h
a
d
p
ar
ticip
ated
i
n
s
y
llab
u
s
d
ev
elo
p
m
en
t
o
r
c
u
r
r
icu
lu
m
r
ev
is
io
n
.
T
h
ese
cr
iter
ia
en
s
u
r
ed
th
at
p
ar
ticip
an
ts
h
ad
b
o
t
h
p
r
ac
tical
ex
p
er
ien
ce
an
d
p
ed
a
g
o
g
ical
a
g
en
cy
in
th
eir
teac
h
i
n
g
r
o
les,
wh
ich
ca
n
en
h
a
n
ce
th
e
r
eliab
ilit
y
an
d
d
ep
th
o
f
th
e
d
ata
co
llected
.
Par
ticip
an
ts
p
r
o
v
id
ed
in
f
o
r
m
ed
co
n
s
en
t
p
r
io
r
to
d
ata
co
llectio
n
,
wer
e
ass
u
r
ed
o
f
c
o
n
f
id
e
n
tiality
an
d
a
n
o
n
y
m
ity
,
a
n
d
wer
e
in
f
o
r
m
ed
o
f
th
eir
r
ig
h
t to
with
d
r
a
w
at
an
y
p
o
i
n
t.
2
.
3
.
Da
t
a
g
a
t
hering
T
h
e
p
r
im
ar
y
d
ata
co
llectio
n
to
o
l
was
a
s
em
i
-
s
tr
u
ctu
r
ed
FGD
g
u
id
e
d
ev
elo
p
e
d
to
ex
p
lo
r
e
f
o
u
r
co
r
e
ar
ea
s
:
liter
ar
y
s
elec
tio
n
p
r
ac
t
ices,
u
s
e
o
f
teac
h
in
g
m
o
d
els,
d
esig
n
o
f
lear
n
in
g
ac
tiv
itie
s
,
an
d
ass
ess
m
en
t
s
tr
ateg
ies.
T
h
e
g
u
id
e
in
clu
d
e
d
o
p
en
-
en
d
e
d
q
u
esti
o
n
s
to
elicit
r
esp
o
n
s
es
an
d
to
p
r
o
m
o
te
d
ialo
g
ic
in
ter
ac
tio
n
am
o
n
g
p
ar
ticip
an
ts
.
B
ef
o
r
e
d
ata
co
llectio
n
,
th
e
g
u
id
e
was
r
ev
iewe
d
b
y
e
x
p
er
ts
in
e
d
u
ca
tio
n
al
r
esear
c
h
,
liter
ar
y
s
tu
d
ies,
an
d
p
s
y
ch
o
m
e
tr
ics to
en
s
u
r
e
co
n
te
n
t v
alid
ity
an
d
alig
n
m
en
t w
ith
th
e
s
tu
d
y
’
s
o
b
jectiv
es.
FGDs
wer
e
co
n
d
u
cted
f
ac
e
-
to
-
f
ac
e
in
a
n
eu
tr
al
s
ettin
g
o
n
e
ac
h
p
ar
ticip
atin
g
ca
m
p
u
s
.
E
ac
h
s
ess
io
n
last
ed
ap
p
r
o
x
im
ately
9
0
m
in
u
tes
an
d
was
au
d
io
-
r
ec
o
r
d
ed
w
ith
th
e
p
ar
ticip
an
ts
’
co
n
s
en
t.
T
r
ain
ed
f
ac
ilit
ato
r
s
m
o
d
er
ated
th
e
d
is
cu
s
s
io
n
s
u
s
in
g
th
e
v
alid
ated
g
u
id
e
q
u
esti
o
n
s
,
en
co
u
r
ag
i
n
g
p
ar
ticip
an
ts
to
s
h
ar
e
ex
am
p
les,
ex
p
lain
th
eir
r
atio
n
ale,
an
d
r
ef
lect
o
n
th
e
ef
f
ec
ts
o
f
th
eir
p
ed
ag
o
g
ical
ch
o
ices.
All
d
is
cu
s
s
io
n
s
wer
e
tr
an
s
cr
ib
ed
v
e
r
b
atim
to
p
r
eser
v
e
th
e
in
teg
r
ity
o
f
t
h
e
d
ata.
T
h
e
n
u
m
b
e
r
o
f
p
ar
ticip
an
ts
in
th
e
FGD
was
d
eter
m
in
ed
wit
h
r
ef
er
en
ce
to
q
u
alitativ
e
d
ata
s
atu
r
atio
n
[
2
3
]
,
wh
ich
is
ac
h
iev
ed
wh
e
n
ad
d
itio
n
al
p
ar
ticip
an
ts
p
r
o
v
id
e
n
o
s
u
b
s
tan
tially
n
ew
in
f
o
r
m
atio
n
.
R
ec
u
r
r
in
g
p
atter
n
s
an
d
th
em
es
wer
e
c
o
n
s
is
ten
tly
o
b
s
er
v
ed
d
u
r
i
n
g
th
e
latter
FGDs
,
in
d
icatin
g
th
at
th
e
co
llected
d
ata
ad
eq
u
ately
ca
p
tu
r
ed
th
e
r
an
g
e
o
f
ed
u
ca
to
r
s
’
ex
p
e
r
ien
ce
s
an
d
in
s
tr
u
ctio
n
al
p
er
s
p
ec
tiv
e
s
.
T
h
e
r
esear
ch
er
s
ac
k
n
o
wled
g
e
th
eir
p
o
s
itio
n
ali
ty
as
ed
u
ca
to
r
s
an
d
r
esear
ch
e
r
s
with
p
r
io
r
ex
p
er
ien
ce
i
n
lit
er
atu
r
e
in
s
tr
u
ctio
n
,
wh
ich
m
ay
h
av
e
i
n
f
lu
en
ce
d
b
o
th
f
ac
ilit
atio
n
an
d
in
ter
p
r
etat
io
n
o
f
d
ata.
R
ef
lex
iv
e
p
r
ac
tic
es,
in
clu
d
in
g
p
ee
r
d
eb
r
ief
in
g
a
n
d
r
ef
lectiv
e
jo
u
r
n
alin
g
,
wer
e
em
p
lo
y
ed
th
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
to
m
itig
ate
p
o
ten
tial
b
ias
an
d
en
h
an
ce
a
n
aly
tical
tr
an
s
p
ar
en
c
y
.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
em
atic
an
aly
s
is
was
u
s
ed
to
an
aly
ze
th
e
FGD
tr
an
s
cr
i
p
ts
.
A
to
p
-
d
o
wn
co
d
in
g
ap
p
r
o
ac
h
was
ap
p
lied
,
b
ased
o
n
th
e
p
r
e
-
id
e
n
tifie
d
th
em
es
alig
n
ed
with
th
e
r
esear
ch
q
u
esti
o
n
s
:
liter
ar
y
s
elec
tio
n
,
teac
h
in
g
m
o
d
el
ap
p
licatio
n
,
lear
n
in
g
a
ctiv
ity
d
esig
n
,
an
d
ass
ess
m
en
t
s
tr
ateg
y
im
p
lem
en
tatio
n
.
T
h
e
co
d
in
g
p
r
o
ce
s
s
in
v
o
lv
ed
t
h
r
ee
s
tag
es:
in
itial
co
d
in
g
b
ased
o
n
e
m
er
g
e
n
t
p
att
er
n
s
;
clu
s
ter
in
g
o
f
c
o
d
es
in
to
t
h
em
atic
ca
teg
o
r
ies;
an
d
cr
o
s
s
-
ca
s
e
an
aly
s
is
to
i
d
en
tify
co
m
m
o
n
alities
an
d
d
iv
er
g
en
ce
s
ac
r
o
s
s
p
ar
ticip
an
t
s
.
T
h
e
r
esear
ch
er
s
em
p
lo
y
ed
iter
ativ
e
r
ef
in
e
m
en
t
o
f
co
d
es to
en
s
u
r
e
a
n
aly
tical
r
ig
o
r
an
d
co
n
s
is
ten
cy
.
W
h
ile
th
e
to
p
-
d
o
wn
th
em
atic
ap
p
r
o
ac
h
allo
wed
f
o
r
s
y
s
tem
atic
alig
n
m
en
t
with
r
esear
ch
q
u
esti
o
n
s
,
it
m
ay
lim
it
th
e
em
er
g
e
n
ce
o
f
u
n
e
x
p
ec
ted
in
s
ig
h
ts
an
d
r
ei
n
f
o
r
ce
p
r
ed
e
f
in
ed
ass
u
m
p
tio
n
s
.
T
o
ad
d
r
ess
th
is
lim
itatio
n
,
th
e
r
esear
ch
er
s
r
em
ain
ed
atten
tiv
e
to
d
ata
th
at
d
id
n
o
t
f
it
in
itial
ca
teg
o
r
ies
an
d
in
clu
d
ed
illu
s
tr
ativ
e
q
u
o
tatio
n
s
r
ef
lectin
g
d
iv
er
g
en
t
p
er
s
p
ec
tiv
es.
T
h
e
u
s
e
o
f
d
a
ta
s
atu
r
atio
n
as
a
g
u
id
in
g
p
r
i
n
cip
le
[
2
4
]
f
u
r
t
h
er
s
tr
en
g
th
en
ed
th
e
r
eliab
ilit
y
o
f
th
e
an
aly
s
is
,
en
s
u
r
in
g
th
at
th
e
th
em
es
r
ef
lecte
d
co
m
p
r
eh
e
n
s
iv
e
p
atter
n
s
ac
r
o
s
s
p
ar
ticip
an
ts
r
ath
er
th
a
n
id
io
s
y
n
cr
atic
r
esp
o
n
s
es.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Appro
a
ches t
o
lite
r
a
ry
s
elec
t
io
n
in
t
ea
ching
qu
ee
r
li
t
er
a
t
ure
L
iter
ar
y
s
elec
tio
n
p
lay
s
a
p
iv
o
tal
r
o
le
in
s
h
ap
in
g
s
tu
d
e
n
ts
’
in
itial
ex
p
o
s
u
r
e
to
g
e
n
d
er
d
iv
er
s
ity
with
in
liter
atu
r
e
class
r
o
o
m
s
.
E
d
u
ca
to
r
s
’
d
ec
is
io
n
s
in
th
is
d
o
m
ain
lay
th
e
g
r
o
u
n
d
wo
r
k
f
o
r
h
o
w
s
tu
d
en
ts
co
m
e
to
u
n
d
er
s
tan
d
,
e
m
p
ath
ize
with
,
an
d
cr
itically
an
aly
ze
th
e
ex
p
er
ien
ce
s
o
f
L
GB
T
QI
A+
in
d
iv
id
u
als.
T
ab
le
1
illu
s
tr
ates h
o
w
ed
u
ca
to
r
s
ap
p
r
o
ac
h
th
e
s
elec
tio
n
o
f
liter
ar
y
t
ex
ts
to
f
o
s
ter
g
en
d
er
d
i
v
er
s
ity
awa
r
en
ess
.
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
-
8
8
2
2
Tea
ch
in
g
q
u
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liter
a
tu
r
e
to
fo
s
ter g
en
d
er d
ivers
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a
w
a
r
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ess
(
R
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a
r
d
M.
B
a
ñ
ez
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1621
T
ab
le
1
.
L
iter
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y
tex
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tio
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s
tr
ateg
ies
to
s
u
p
p
o
r
t
g
en
d
e
r
d
iv
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ity
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m
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P5
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c
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t
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T
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P
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3
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t
e
r
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g
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t
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o
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f
g
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d
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r
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ss
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e
s…
(
P
1
8
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S
t
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d
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t
s
w
h
o
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r
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LG
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mem
b
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sh
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r
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p
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d
…
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P5
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l
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v
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R
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l
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t
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g
t
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t
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p
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…
(
P
1
0
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(
P
1
2
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(
P
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(
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:
(
P
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f
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t
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p
a
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c
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p
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t
n
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mb
e
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ss
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d
t
o
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c
h
i
n
d
i
v
i
d
u
a
l
i
n
t
h
e
s
t
u
d
y
.
E
d
u
ca
to
r
s
r
ep
o
r
ted
a
s
tr
o
n
g
e
m
p
h
asis
o
n
s
elec
tin
g
liter
ar
y
t
ex
ts
th
at
ar
e
b
o
th
a
u
th
en
tic
an
d
r
elev
an
t
to
s
tu
d
en
ts
’
liv
ed
r
ea
liti
es.
Au
th
en
ticity
was
ch
ar
ac
ter
ized
b
y
th
e
in
clu
s
io
n
o
f
tex
ts
th
at
r
e
f
lect
th
e
ev
er
y
d
ay
s
tr
u
g
g
les,
em
o
tio
n
s
,
an
d
cu
lt
u
r
al
d
ep
ictio
n
s
o
f
L
GB
T
QI
A+
in
d
iv
id
u
als.
T
ex
ts
th
at
d
ep
icted
b
iases
,
s
o
cial
in
ju
s
tice,
o
r
in
n
er
c
o
n
f
licts
f
a
ce
d
b
y
q
u
ee
r
ch
a
r
ac
ter
s
wer
e
in
ten
tio
n
ally
u
s
ed
to
c
o
n
f
r
o
n
t
h
eter
o
n
o
r
m
ativ
e
ass
u
m
p
tio
n
s
em
b
ed
d
e
d
in
m
ai
n
s
tr
ea
m
n
ar
r
ativ
es.
B
y
ex
p
o
s
in
g
s
tu
d
en
ts
to
s
to
r
i
es
g
r
o
u
n
d
e
d
in
q
u
ee
r
r
ea
liti
es
—
esp
ec
ially
th
o
s
e
au
th
o
r
ed
b
y
Fil
ip
in
o
wr
iter
s
—
ed
u
ca
to
r
s
f
o
s
ter
an
en
v
ir
o
n
m
en
t
th
at
v
alid
ates
q
u
ee
r
id
en
titi
es
with
in
th
e
lo
c
al
cu
ltu
r
al
co
n
te
x
t.
L
iter
atu
r
e
th
at
m
ir
r
o
r
s
s
tu
d
e
n
ts
’
s
o
cial
wo
r
ld
s
en
ab
les
th
e
m
to
r
elate
m
o
r
e
d
ee
p
ly
to
th
e
tex
t
b
y
p
r
o
m
o
tin
g
em
p
ath
y
,
u
n
d
er
s
tan
d
i
n
g
,
an
d
r
esp
ec
t
f
o
r
d
iv
er
s
e
g
en
d
er
id
en
titi
es.
As
s
tu
d
en
ts
r
ef
lect
o
n
th
ese
n
ar
r
ativ
es,
th
ey
b
e
g
in
to
r
ec
o
g
n
ize
t
h
e
s
tr
u
ctu
r
al
a
n
d
i
n
ter
p
er
s
o
n
al
f
o
r
m
s
o
f
d
is
cr
im
in
atio
n
th
at
L
G
B
T
QI
A+
in
d
iv
id
u
als
ex
p
er
ien
ce
,
wh
ich
ca
n
en
h
an
c
e
th
eir
s
o
cial
co
n
s
cio
u
s
n
ess
.
Mo
r
eo
v
er
,
th
e
i
n
clu
s
io
n
o
f
d
ia
lects
lik
e
Gay
lin
g
o
an
d
o
th
e
r
v
er
n
ac
u
lar
s
was
s
ee
n
n
o
t o
n
ly
as
a
lin
g
u
is
tic
f
ea
tu
r
e
b
u
t
also
as
a
c
u
ltu
r
al
af
f
ir
m
atio
n
.
Su
ch
c
h
o
ices
v
alid
ate
th
e
v
o
ices
o
f
m
a
r
g
in
a
lized
g
r
o
u
p
s
a
n
d
c
h
allen
g
e
lin
g
u
is
tic
p
r
eju
d
ice,
r
ein
f
o
r
cin
g
s
tu
d
en
ts
’
awa
r
en
ess
o
f
h
o
w
la
n
g
u
a
g
e
f
u
n
ctio
n
s
as b
o
th
a
to
o
l o
f
e
x
p
r
ess
io
n
a
n
d
r
esis
tan
ce
with
in
q
u
ee
r
co
m
m
u
n
ities
.
3
.
2
.
T
ea
ching
mo
dels
a
pp
lie
d
in
deliv
er
ing
q
ueer
lite
ra
ry
co
nte
nt
T
ea
ch
in
g
m
o
d
els
s
er
v
e
as
t
h
e
in
s
tr
u
ctio
n
al
f
r
a
m
ewo
r
k
t
h
at
g
u
i
d
es
h
o
w
liter
atu
r
e
is
d
eliv
er
e
d
,
d
is
cu
s
s
ed
,
an
d
in
ter
p
r
eted
in
t
h
e
class
r
o
o
m
.
T
h
e
way
ed
u
ca
to
r
s
s
tr
u
ctu
r
e
class
r
o
o
m
ex
p
er
ien
ce
s
d
eter
m
in
es
h
o
w
s
tu
d
en
ts
c
o
g
n
itiv
ely
,
s
o
cially
,
an
d
em
o
tio
n
ally
p
r
o
ce
s
s
th
e
q
u
ee
r
n
ar
r
ativ
es
th
ey
en
co
u
n
ter
.
T
a
b
le
2
p
r
o
v
id
es th
e
id
en
tifie
d
teac
h
in
g
m
o
d
els as sh
ar
ed
b
y
p
a
r
ticip
an
ts
.
T
h
e
u
s
e
o
f
m
u
ltip
le
teac
h
in
g
m
o
d
els
—
lan
g
u
ag
e,
c
u
ltu
r
al,
an
d
p
er
s
o
n
al
g
r
o
wth
—
d
em
o
n
s
tr
ates
an
in
teg
r
ated
ap
p
r
o
ac
h
to
ad
d
r
ess
in
g
co
g
n
itiv
e,
s
o
cial,
a
n
d
em
o
tio
n
al
asp
ec
ts
o
f
lear
n
in
g
a
b
o
u
t
g
en
d
er
d
i
v
er
s
ity
.
T
h
r
o
u
g
h
th
e
lan
g
u
ag
e
m
o
d
el
,
ed
u
ca
to
r
s
h
elp
s
tu
d
en
ts
d
e
v
elo
p
in
ter
p
r
etativ
e
an
d
ex
p
r
ess
iv
e
co
m
p
eten
ce
.
B
y
an
aly
zin
g
s
ty
lis
tic
an
d
r
h
eto
r
ical
elem
en
ts
o
f
q
u
ee
r
te
x
ts
,
s
tu
d
en
ts
b
ec
o
m
e
ad
e
p
t
a
t
id
en
tify
in
g
h
o
w
g
en
d
er
i
d
en
titi
es a
r
e
co
n
s
tr
u
ct
ed
,
r
ep
r
esen
ted
,
o
r
co
n
test
ed
t
h
r
o
u
g
h
lan
g
u
ag
e.
T
h
e
cu
ltu
r
al
m
o
d
el
s
u
p
p
o
r
ts
g
en
d
er
d
i
v
er
s
ity
awa
r
en
ess
b
y
f
r
am
in
g
q
u
ee
r
liter
atu
r
e
as
a
cu
ltu
r
al
p
r
o
d
u
ct
th
at
r
ev
ea
ls
in
ter
s
ec
tin
g
is
s
u
es
o
f
id
en
tity
,
eq
u
ali
ty
,
an
d
m
ar
g
in
aliza
tio
n
.
B
y
ask
in
g
s
tu
d
en
ts
to
co
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I
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J
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2252
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8
8
2
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Tea
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Ass
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ssessme
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l
s…
(
P2
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I
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t
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C
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b
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h
a
s v
l
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st
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f
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ses
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d
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si
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y
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w
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Le
g
e
n
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(
P
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f
o
l
l
o
w
e
d
b
y
a
n
u
m
b
e
r
r
e
p
r
e
sen
t
s
t
h
e
p
a
r
t
i
c
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p
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n
t
n
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mb
e
r
a
s
si
g
n
e
d
t
o
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a
c
h
i
n
d
i
v
i
d
u
a
l
i
n
t
h
e
s
t
u
d
y
.
Ps
y
ch
o
m
o
to
r
ass
ess
m
en
ts
e
m
p
h
asize
r
ea
l
-
wo
r
ld
ap
p
licatio
n
th
r
o
u
g
h
task
s
lik
e
co
n
d
u
ctin
g
in
ter
v
iews
with
L
GB
T
QI
A+
in
d
iv
id
u
als
o
r
p
r
o
d
u
cin
g
a
d
v
o
ca
cy
p
ap
e
r
s
.
T
h
ese
ass
ig
n
m
en
ts
b
r
id
g
e
th
e
class
r
o
o
m
an
d
th
e
co
m
m
u
n
it
y
,
en
co
u
r
ag
i
n
g
s
tu
d
en
ts
to
tr
an
s
late
awa
r
en
ess
in
to
ac
tio
n
.
B
y
en
g
ag
in
g
d
ir
ec
tly
with
liv
ed
ex
p
er
ien
ce
s
,
s
tu
d
en
ts
en
h
an
ce
th
eir
em
p
ath
y
an
d
d
ev
elo
p
a
m
o
r
e
n
u
an
ce
d
u
n
d
er
s
tan
d
i
n
g
o
f
s
o
cieta
l g
en
d
er
is
s
u
es.
Af
f
ec
tiv
e
ass
ess
m
en
ts
s
u
ch
as
r
ef
lectio
n
jo
u
r
n
als,
p
o
d
ca
s
ts
,
an
d
d
ig
ital
v
lo
g
s
allo
w
s
tu
d
en
ts
to
ar
ticu
late
th
eir
ev
o
lv
in
g
p
er
s
p
ec
tiv
es
o
n
g
en
d
er
a
n
d
id
e
n
tity
.
T
h
ese
to
o
ls
p
r
o
m
o
te
m
etac
o
g
n
itiv
e
awa
r
en
ess
an
d
em
o
tio
n
al
in
tellig
en
ce
,
b
o
th
o
f
wh
ich
ar
e
ce
n
tr
al
to
cu
ltiv
atin
g
s
u
s
tain
ed
g
en
d
er
s
en
s
itiv
ity
.
Stu
d
en
ts
wh
o
r
ef
lect
o
n
th
eir
lear
n
in
g
jo
u
r
n
ey
s
ar
e
m
o
r
e
lik
ely
to
in
te
r
n
alize
in
clu
s
iv
e
v
alu
es
an
d
c
h
allen
g
e
p
r
eju
d
ice
d
attitu
d
es in
ev
er
y
d
a
y
in
ter
ac
ti
o
n
s
.
3
.
5
.
Dis
cus
s
io
n
T
h
is
s
tu
d
y
ex
p
l
o
r
ed
h
o
w
lite
r
atu
r
e
ed
u
ca
to
r
s
d
esig
n
a
n
d
i
m
p
lem
en
t
a
p
ed
ag
o
g
ical
f
r
a
m
ewo
r
k
f
o
r
teac
h
in
g
q
u
ee
r
liter
atu
r
e
to
f
o
s
ter
g
en
d
er
d
iv
e
r
s
ity
awa
r
en
ess
in
h
ig
h
er
ed
u
ca
tio
n
.
T
h
e
f
in
d
in
g
s
r
ev
ea
l
a
co
h
er
en
t
a
n
d
in
ten
tio
n
al
in
teg
r
atio
n
o
f
f
o
u
r
in
ter
d
e
p
en
d
en
t
d
o
m
ain
s
:
liter
ar
y
s
elec
tio
n
,
teac
h
in
g
m
o
d
el
in
teg
r
atio
n
,
lear
n
in
g
ac
tiv
ities
,
an
d
ass
ess
m
en
t stra
teg
ies.
T
o
g
eth
er
,
th
ese
d
o
m
ain
s
f
o
r
m
a
p
ed
ag
o
g
ical
s
y
s
tem
th
at
aim
s
n
o
t
o
n
ly
to
im
p
r
o
v
e
s
tu
d
en
ts
’
liter
ar
y
co
m
p
eten
ce
b
u
t
also
to
cu
ltiv
ate
in
clu
s
iv
e
v
alu
es
an
d
cr
itical
s
o
cial
co
n
s
cio
u
s
n
ess
.
T
h
is
f
r
a
m
ewo
r
k
is
e
x
p
licitly
g
r
o
u
n
d
e
d
in
q
u
ee
r
th
eo
r
y
,
d
r
awin
g
o
n
k
ey
co
n
ce
p
ts
s
u
ch
as
th
e
in
ter
r
o
g
atio
n
o
f
h
eter
o
n
o
r
m
ativ
ity
,
t
h
e
p
er
f
o
r
m
ativ
it
y
o
f
g
en
d
e
r
an
d
s
ex
u
ality
,
an
d
th
e
in
ter
lo
c
k
in
g
d
y
n
am
ics
o
f
p
o
we
r
,
r
e
g
u
latio
n
,
an
d
n
o
r
m
ativ
e
k
n
o
wled
g
e
alig
n
ed
with
t
h
e
n
o
tio
n
s
o
f
B
u
tler
[
1
4
]
a
n
d
Sed
g
wick
[
1
5
]
.
B
y
f
o
r
eg
r
o
u
n
d
in
g
th
ese
co
n
ce
p
ts
,
th
e
f
r
am
ewo
r
k
p
o
s
itio
n
s
teac
h
in
g
q
u
ee
r
liter
atu
r
e
as
a
d
is
r
u
p
tiv
e
p
e
d
ag
o
g
ical
p
r
ac
t
ice
r
ath
er
th
an
a
m
er
e
a
d
d
itiv
e
en
r
ich
m
en
t t
o
tr
ad
itio
n
al
liter
ar
y
in
s
tr
u
ctio
n
.
As
illu
s
tr
ated
in
Fig
u
r
e
1
,
th
e
f
r
am
ewo
r
k
b
eg
in
s
with
l
iter
ar
y
s
elec
tio
n
,
wh
ich
s
er
v
es
as
th
e
f
o
u
n
d
atio
n
f
o
r
i
n
clu
s
iv
e
in
s
tr
u
ctio
n
.
E
d
u
ca
to
r
s
em
p
h
asized
t
h
e
im
p
o
r
tan
ce
o
f
b
o
th
a
u
th
en
t
icity
an
d
r
elev
an
ce
wh
en
ch
o
o
s
in
g
tex
ts
.
Au
th
en
ti
city
in
v
o
lv
es th
e
p
o
r
tr
ay
al
o
f
a
cc
u
r
ate
an
d
m
u
ltid
im
en
s
io
n
al
q
u
ee
r
ex
p
er
ien
ce
s
,
in
clu
d
in
g
th
e
in
te
g
r
atio
n
o
f
v
er
n
ac
u
lar
s
p
ee
ch
an
d
cu
ltu
r
al
m
ar
k
er
s
s
u
c
h
as
g
a
y
lin
g
o
.
T
h
is
alig
n
s
with
p
r
ev
io
u
s
s
tu
d
ies
[
2
5
]
,
[
2
6
]
,
wh
o
ar
g
u
e
th
at
a
u
th
en
tic
tex
ts
allo
w
m
ar
g
in
alize
d
v
o
ices
to
b
e
h
ea
r
d
,
em
p
o
wer
in
g
s
tu
d
en
ts
to
en
g
a
g
e
with
liv
ed
r
ea
liti
es
b
ey
o
n
d
d
o
m
in
a
n
t
d
is
co
u
r
s
es.
R
elev
an
ce
,
o
n
t
h
e
o
th
e
r
h
an
d
,
is
g
r
o
u
n
d
e
d
in
s
tu
d
en
t
s
’
cu
ltu
r
al
f
am
iliar
ity
an
d
lo
ca
l
co
n
tex
ts
.
T
ea
ch
er
s
’
p
r
ef
e
r
en
ce
f
o
r
wo
r
k
s
b
y
Fil
ip
in
o
au
th
o
r
s
s
u
p
p
o
r
ts
th
e
c
all
o
f
Pin
o
liad
[
2
7
]
to
lo
ca
lize
liter
ar
y
co
n
ten
t
to
f
o
s
ter
s
tu
d
en
t
co
n
n
ec
tio
n
a
n
d
co
m
p
r
eh
e
n
s
io
n
.
Fr
o
m
a
q
u
ee
r
th
eo
r
etica
l
p
e
r
s
p
ec
tiv
e,
liter
a
r
y
s
elec
tio
n
in
ten
tio
n
ally
d
is
r
u
p
ts
ca
n
o
n
ical
a
n
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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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
6
1
8
-
1
6
2
8
1624
h
eter
o
n
o
r
m
ativ
e
tex
ts
,
ch
all
en
g
in
g
th
e
p
r
ed
o
m
in
an
ce
o
f
cis
-
h
eter
o
n
o
r
m
ativ
e
n
ar
r
ativ
es.
B
y
in
clu
d
in
g
co
u
n
ter
-
n
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m
ativ
e
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s
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ec
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u
ca
to
r
s
n
o
t
o
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ly
p
r
o
v
id
e
r
ep
r
esen
tatio
n
b
u
t
also
p
r
o
v
o
k
e
cr
itical
r
ef
lectio
n
o
n
d
o
m
in
an
t
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o
wer
s
tr
u
ctu
r
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n
d
n
o
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m
ativ
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ass
u
m
p
tio
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s
a
b
o
u
t g
en
d
er
an
d
s
ex
u
ality
.
Fig
u
r
e
1
.
A
q
u
ee
r
p
ed
ag
o
g
ical
f
r
am
ewo
r
k
f
o
r
teac
h
in
g
liter
atu
r
e:
f
r
o
m
th
eo
r
y
to
class
r
o
o
m
en
ac
tm
en
t
B
u
ild
in
g
o
n
liter
ar
y
s
elec
tio
n
,
th
e
f
r
a
m
ewo
r
k
i
n
co
r
p
o
r
at
es
teac
h
in
g
m
o
d
el
in
te
g
r
atio
n
,
wh
er
ein
ed
u
ca
to
r
s
ap
p
ly
a
co
m
b
i
n
atio
n
o
f
th
e
lan
g
u
ag
e,
cu
ltu
r
al,
an
d
p
er
s
o
n
al
g
r
o
wth
m
o
d
els.
T
h
e
lan
g
u
ag
e
m
o
d
el
ce
n
ter
s
o
n
th
e
tech
n
ical
an
d
ex
p
r
ess
iv
e
asp
ec
ts
o
f
liter
atu
r
e,
h
elp
in
g
s
tu
d
e
n
ts
d
ec
o
d
e
s
t
y
lis
tic
f
ea
tu
r
es
an
d
n
ar
r
ativ
e
f
o
r
m
s
.
T
h
is
ap
p
r
o
a
ch
r
ef
lects
Dea
n
e
[
2
8
]
,
wh
o
n
o
tes
th
at
liter
ar
y
in
s
tr
u
ctio
n
g
r
o
u
n
d
e
d
i
n
f
o
r
m
s
u
p
p
o
r
ts
an
aly
tical
r
i
g
o
r
.
T
h
e
cu
ltu
r
al
m
o
d
el
p
r
o
v
id
es
a
c
r
itical
len
s
f
o
r
s
tu
d
en
ts
to
in
te
r
r
o
g
ate
s
y
s
tem
s
o
f
in
eq
u
ality
,
g
en
d
er
n
o
r
m
s
,
an
d
id
en
tity
p
o
liti
cs
em
b
ed
d
ed
w
ith
in
q
u
ee
r
tex
ts
.
As
Day
et
a
l.
[
1
6
]
ass
er
t,
s
u
ch
a
m
o
d
el
p
r
o
m
o
tes
th
e
u
n
d
er
s
tan
d
in
g
o
f
s
ex
u
al
o
r
ien
tatio
n
,
g
en
d
e
r
id
en
tity
,
a
n
d
ex
p
r
e
s
s
io
n
(
SOGI
E
)
an
d
s
u
p
p
o
r
ts
th
e
in
teg
r
atio
n
o
f
g
en
d
er
s
en
s
itiv
ity
in
to
ac
ad
e
m
ic
d
is
co
u
r
s
e.
L
astl
y
,
th
e
p
er
s
o
n
al
g
r
o
wth
m
o
d
el
f
o
s
ter
s
af
f
ec
tiv
e
en
g
a
g
em
en
t
b
y
en
c
o
u
r
ag
i
n
g
in
tr
o
s
p
ec
tio
n
an
d
eth
ical
r
ea
s
o
n
i
n
g
.
T
h
is
m
o
d
el
d
r
aws
o
n
th
e
wo
r
k
o
f
An
to
n
io
[
2
9
]
,
wh
o
ad
v
o
ca
tes
f
o
r
r
e
f
lectiv
e
p
r
a
ctice
s
th
at
p
r
o
m
o
te
in
clu
s
iv
e
th
in
k
in
g
an
d
v
alu
e
f
o
r
m
atio
n
a
m
o
n
g
s
tu
d
en
ts
.
B
y
ce
n
ter
in
g
q
u
ee
r
th
e
o
r
y
,
te
ac
h
in
g
m
o
d
els
o
p
er
ate
d
is
r
u
p
tiv
ely
:
th
ey
m
o
v
e
b
ey
o
n
d
a
d
d
itiv
e
c
u
ltu
r
al
awa
r
en
ess
to
ac
tiv
ely
ch
allen
g
e
h
eter
o
n
o
r
m
ati
v
ity
in
class
r
o
o
m
in
ter
ac
tio
n
s
.
C
r
itical,
d
ialo
g
ic,
an
d
r
ef
lex
iv
e
ap
p
r
o
ac
h
es
en
co
u
r
ag
e
s
tu
d
e
n
ts
to
q
u
esti
o
n
n
o
r
m
ativ
e
ass
u
m
p
tio
n
s
em
b
ed
d
e
d
in
tex
ts
an
d
th
eir
o
wn
s
o
cial
e
n
v
ir
o
n
m
en
ts
,
allo
win
g
th
em
to
ac
tiv
ely
n
eg
o
tiate
id
en
tity
an
d
d
if
f
er
e
n
ce
wh
ile
d
ev
elo
p
in
g
th
eir
o
wn
cr
itical
v
o
ice.
T
h
e
en
ac
tm
en
t
o
f
th
ese
m
o
d
els
is
o
p
er
atio
n
alize
d
th
r
o
u
g
h
lear
n
in
g
ac
tiv
ities
,
wh
ich
f
al
l
in
to
two
m
ajo
r
ca
teg
o
r
ies:
ae
s
th
etic
r
ep
r
esen
tatio
n
s
an
d
co
n
ce
p
tu
al
an
aly
s
es.
Aesth
etic
r
ep
r
esen
tatio
n
s
,
s
u
ch
as
d
r
am
atiza
tio
n
s
,
ar
t
p
r
o
jects,
an
d
m
u
ltime
d
ia
p
r
esen
tatio
n
s
,
allo
w
s
tu
d
en
ts
to
cr
ea
ti
v
ely
em
b
o
d
y
q
u
ee
r
id
en
titi
es
an
d
n
ar
r
ativ
es.
T
h
e
s
e
ac
tiv
ities
en
g
ag
e
s
tu
d
en
ts
em
o
tio
n
ally
a
n
d
p
r
o
m
o
te
em
p
ath
y
—
an
o
u
tco
m
e
s
u
p
p
o
r
ted
b
y
Sto
r
m
a
n
d
J
o
n
e
s
[
3
0
]
,
wh
o
e
m
p
h
asized
th
e
r
o
le
o
f
q
u
e
er
liter
atu
r
e
in
f
o
s
ter
in
g
d
ee
p
e
r
h
u
m
an
co
n
n
ec
tio
n
s
th
r
o
u
g
h
s
to
r
y
tel
lin
g
.
Me
an
wh
ile,
co
n
ce
p
tu
al
an
aly
s
es
s
u
ch
as
wr
itin
g
wo
r
k
s
h
o
p
s
,
g
r
ap
h
ic
o
r
g
an
izer
s
,
an
d
r
esear
ch
-
b
ase
d
p
r
esen
tatio
n
s
eq
u
ip
s
tu
d
en
ts
with
to
o
ls
f
o
r
cr
itical
in
q
u
ir
y
an
d
ar
g
u
m
en
tatio
n
.
T
h
ese
ac
tiv
ities
s
u
p
p
o
r
t
Me
is
an
i
[
3
1
]
r
ec
o
m
m
en
d
atio
n
th
at
s
tu
d
en
ts
m
o
v
e
b
ey
o
n
d
p
ass
iv
e
co
n
s
u
m
p
tio
n
to
ac
tiv
ely
q
u
esti
o
n
,
th
e
o
r
ize,
an
d
ch
allen
g
e
t
h
e
s
tatu
s
q
u
o
th
r
o
u
g
h
q
u
ee
r
tex
ts
.
L
ea
r
n
in
g
ac
tiv
ities
ar
e
d
elib
er
ately
af
f
ec
tiv
e,
em
b
o
d
ied
,
an
d
co
u
n
ter
-
n
o
r
m
ativ
e.
T
h
r
o
u
g
h
th
ese
p
r
ac
tices,
s
tu
d
en
ts
en
g
ag
e
in
r
ef
lex
iv
e
m
ea
n
in
g
-
m
ak
in
g
,
co
n
n
ec
tin
g
th
e
tex
ts
’
n
a
r
r
ativ
es
to
th
eir
o
w
n
s
o
cial
an
d
eth
ica
l
f
r
am
ewo
r
k
s
.
T
h
is
ap
p
r
o
ac
h
allo
ws
q
u
ee
r
p
ed
ag
o
g
ical
p
r
ac
tices
to
m
an
if
est
c
o
g
n
itiv
ely
,
s
o
cially
,
a
n
d
em
o
tio
n
ally
,
r
ein
f
o
r
cin
g
th
e
f
r
am
ewo
r
k
’
s
d
is
r
u
p
tiv
e
im
p
ac
t.
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
in
g
q
u
ee
r
liter
a
tu
r
e
to
fo
s
ter g
en
d
er d
ivers
ity
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w
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ess
(
R
ich
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r
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M.
B
a
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ez
)
1625
T
o
en
s
u
r
e
th
at
s
tu
d
en
ts
’
lear
n
i
n
g
o
u
tco
m
es
r
ef
lect
b
o
th
co
g
n
itiv
e
an
d
s
o
cio
-
em
o
tio
n
al
d
ev
elo
p
m
en
t,
th
e
f
r
am
ewo
r
k
in
c
o
r
p
o
r
ates
a
d
iv
er
s
e
r
an
g
e
o
f
ass
ess
m
en
t
s
tr
ateg
ies
ac
r
o
s
s
th
r
ee
d
o
m
ain
s
:
co
g
n
itiv
e,
p
s
y
ch
o
m
o
t
o
r
,
an
d
af
f
ec
ti
v
e.
C
o
g
n
itiv
e
ass
ess
m
en
ts
,
s
u
ch
as
co
m
p
r
eh
e
n
s
io
n
test
s
an
d
liter
a
r
y
cr
itiq
u
es,
f
o
cu
s
o
n
an
aly
tical
u
n
d
er
s
tan
d
in
g
.
Ps
y
ch
o
m
o
to
r
ass
ess
m
en
ts
ev
alu
ate
s
tu
d
en
ts
’
ab
ilit
y
to
tr
an
s
late
k
n
o
wled
g
e
in
t
o
r
ea
l
-
wo
r
ld
a
p
p
licatio
n
s
,
in
cl
u
d
in
g
in
ter
v
iews
an
d
ad
v
o
c
ac
y
wr
itin
g
,
r
ein
f
o
r
cin
g
Ko
n
g
[
3
2
]
n
o
tio
n
o
f
ex
p
er
ien
tial
lear
n
in
g
.
Af
f
ec
tiv
e
ass
es
s
m
en
ts
—
s
u
ch
as
jo
u
r
n
alin
g
,
v
lo
g
s
,
an
d
o
th
er
I
C
T
-
m
ed
iated
p
r
o
jects
—
ca
p
tu
r
e
p
er
s
o
n
al
g
r
o
wth
an
d
ev
o
lv
in
g
p
er
s
p
ec
tiv
es.
T
h
ese
r
ef
lectiv
e
to
o
ls
alig
n
with
s
ev
er
al
r
ec
o
m
m
en
d
atio
n
s
[
2
3
]
,
[
3
3
]
t
o
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
af
f
ir
m
i
n
g
i
d
en
tity
an
d
r
e
d
u
c
in
g
s
tig
m
a
th
r
o
u
g
h
s
elf
-
ex
p
r
ess
io
n
.
Ass
ess
m
en
t
s
tr
ateg
ies
ar
e
d
esig
n
e
d
to
b
e
r
ef
lectiv
e,
cr
itical,
a
n
d
id
e
n
tity
-
awa
r
e,
f
o
s
ter
in
g
s
tu
d
en
ts
’
cr
itical
in
ter
r
o
g
atio
n
o
f
n
o
r
m
s
an
d
th
eir
o
n
g
o
i
n
g
n
eg
o
tiatio
n
o
f
id
en
tity
an
d
d
i
f
f
er
en
ce
.
E
d
u
ca
to
r
s
f
ac
e
ten
s
io
n
s
i
n
th
is
p
r
o
ce
s
s
,
n
av
ig
atin
g
in
s
titu
tio
n
al
c
o
n
s
tr
ain
ts
,
s
tu
d
en
t
d
is
co
m
f
o
r
t,
an
d
cu
ltu
r
al
o
r
r
elig
io
u
s
co
n
s
er
v
atis
m
,
wh
ich
m
ay
li
m
it
o
p
en
e
n
g
ag
e
m
en
t
with
q
u
ee
r
co
n
ten
t.
B
y
ex
p
licitly
a
ck
n
o
wled
g
i
n
g
th
ese
ch
allen
g
es,
th
e
f
r
am
ewo
r
k
e
m
p
h
asizes
th
at
d
is
r
u
p
tio
n
—
r
a
th
er
th
an
m
er
e
co
m
p
lian
ce
w
ith
p
o
licy
—
r
eq
u
ir
es
ca
r
ef
u
l n
e
g
o
tiatio
n
an
d
p
e
d
ag
o
g
ical
co
u
r
a
g
e.
At
its
co
r
e,
th
is
p
ed
ag
o
g
ical
f
r
am
ewo
r
k
n
o
t
o
n
ly
p
r
o
m
o
tes
ac
ad
em
ic
m
aster
y
o
f
liter
atu
r
e
b
u
t
also
s
tr
ateg
ically
n
u
r
tu
r
es
g
en
d
er
d
iv
er
s
ity
awa
r
en
ess
.
T
h
r
o
u
g
h
p
u
r
p
o
s
ef
u
l
liter
ar
y
s
elec
tio
n
,
in
clu
s
iv
e
p
ed
ag
o
g
y
,
m
u
ltimo
d
al
e
n
g
ag
em
e
n
t,
a
n
d
h
o
lis
tic
ass
ess
m
en
t,
ed
u
ca
to
r
s
eq
u
ip
s
tu
d
en
ts
with
th
e
co
g
n
itiv
e
in
s
ig
h
t,
em
o
tio
n
al
liter
ac
y
,
a
n
d
cr
itica
l
v
o
ice
n
ee
d
e
d
to
ex
p
lo
r
e
a
n
d
ad
v
o
ca
te
with
in
in
c
r
ea
s
in
g
ly
p
lu
r
alis
tic
s
o
cieties.
I
n
p
r
ac
tice,
th
is
r
esu
lts
in
s
t
u
d
en
ts
wh
o
ca
n
in
ter
r
o
g
ate
s
o
cial
n
o
r
m
s
,
r
ef
lectiv
ely
m
ak
e
m
ea
n
i
n
g
f
r
o
m
co
m
p
lex
i
d
en
titi
es
an
d
n
ar
r
at
iv
es,
an
d
ac
tiv
el
y
n
e
g
o
tiate
t
h
e
in
ter
p
la
y
o
f
id
en
tity
an
d
d
if
f
er
en
ce
in
th
ei
r
lear
n
in
g
an
d
co
m
m
u
n
ities
.
I
n
d
o
in
g
s
o
,
th
is
f
r
am
ewo
r
k
r
es
p
o
n
d
s
t
o
th
e
b
r
o
ad
e
r
ca
lls
o
f
UNE
SC
O
[
6
]
a
n
d
Hu
m
an
R
ig
h
ts
W
atch
[
5
]
f
o
r
ed
u
ca
tio
n
al
s
y
s
tem
s
to
p
r
o
v
id
e
s
af
er
,
m
o
r
e
e
q
u
itab
le
en
v
ir
o
n
m
en
ts
f
o
r
L
GB
T
QI
A+
y
o
u
th
.
I
t
also
co
m
p
lem
en
ts
n
atio
n
al
p
o
licy
d
i
r
ec
tio
n
s
,
s
u
ch
as
th
e
C
h
ild
Pro
tectio
n
Po
licy
[
3
]
an
d
R
A
No
.
1
0
6
2
7
(
An
ti
-
B
u
lly
in
g
L
aw)
,
b
y
em
b
ed
d
in
g
i
n
clu
s
io
n
in
to
in
s
tr
u
ctio
n
al
p
r
ac
tice
r
ath
er
th
an
tr
ea
tin
g
it a
s
an
ex
ter
n
al
m
an
d
ate.
W
h
ile
th
is
f
r
am
ewo
r
k
s
y
n
th
e
s
izes
estab
li
s
h
ed
p
ed
ag
o
g
ical
m
o
d
els,
its
o
r
i
g
in
ality
lies
in
ex
p
licitly
tr
an
s
latin
g
q
u
ee
r
th
eo
r
y
in
to
c
lass
r
o
o
m
p
r
ac
tice.
Un
lik
e
t
r
ad
itio
n
al
m
o
d
els
th
at
m
a
y
o
n
ly
i
n
co
r
p
o
r
ate
co
n
ten
t
d
iv
er
s
ity
,
th
is
f
r
am
ewo
r
k
o
p
er
atio
n
alize
s
q
u
ee
r
th
e
o
r
eti
ca
l
co
n
ce
p
ts
—
in
ter
r
o
g
atin
g
h
eter
o
n
o
r
m
ativ
ity
,
ce
n
ter
in
g
p
er
f
o
r
m
ativ
e
id
e
n
titi
es,
an
d
ch
allen
g
i
n
g
n
o
r
m
ati
v
e
p
o
wer
s
tr
u
ct
u
r
es
—
ac
r
o
s
s
s
elec
tio
n
,
teac
h
in
g
,
ac
tiv
ity
,
an
d
ass
ess
m
en
t
d
o
m
ain
s
.
B
y
d
o
in
g
s
o
,
it
estab
lis
h
e
s
a
u
n
iq
u
el
y
“
q
u
ee
r
”
p
e
d
ag
o
g
i
ca
l
o
r
ien
tatio
n
t
h
at
d
is
r
u
p
ts
co
n
v
en
tio
n
al
liter
atu
r
e
e
d
u
ca
tio
n
r
ath
er
th
a
n
m
er
ely
s
u
p
p
lem
en
tin
g
it,
f
o
s
ter
in
g
th
e
cr
itical,
r
ef
lex
iv
e,
an
d
id
e
n
tity
-
co
n
s
c
io
u
s
ca
p
ac
ities
o
f
s
tu
d
en
ts
.
T
h
u
s
,
teac
h
in
g
q
u
ee
r
liter
atu
r
e
th
r
o
u
g
h
th
is
p
ed
ag
o
g
ical
f
r
a
m
ewo
r
k
b
ec
o
m
es
n
o
t
m
e
r
ely
a
n
ac
a
d
em
i
c
ex
er
cise,
b
u
t
a
tr
an
s
f
o
r
m
a
tiv
e
ac
t
—
o
n
e
th
at
ch
allen
g
es
h
eter
o
n
o
r
m
ativ
e
ass
u
m
p
tio
n
s
,
af
f
ir
m
s
d
iv
er
s
e
id
en
titi
es,
an
d
em
p
o
wer
s
s
tu
d
en
ts
to
b
ec
o
m
e
ad
v
o
ca
tes f
o
r
eq
u
ity
a
n
d
in
cl
u
s
io
n
in
th
eir
co
m
m
u
n
ities
an
d
b
ey
o
n
d
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
ex
p
lo
r
ed
th
e
p
ed
a
g
o
g
ical
f
r
am
ewo
r
k
em
p
l
o
y
ed
b
y
liter
atu
r
e
ed
u
ca
t
o
r
s
in
teac
h
in
g
q
u
ee
r
liter
atu
r
e
to
f
o
s
ter
g
en
d
er
d
iv
er
s
ity
awa
r
en
ess
in
h
ig
h
er
ed
u
ca
tio
n
.
T
h
e
f
in
d
in
g
s
r
e
v
ea
l
th
at
ef
f
ec
tiv
e
in
s
tr
u
ctio
n
in
t
h
is
ar
ea
in
v
o
lv
es
in
ten
tio
n
al
d
ec
is
io
n
s
ac
r
o
s
s
f
o
u
r
i
n
ter
co
n
n
ec
ted
d
o
m
ain
s
:
liter
ar
y
s
elec
tio
n
,
teac
h
in
g
m
o
d
el
in
teg
r
atio
n
,
l
ea
r
n
in
g
ac
tiv
ities
,
an
d
ass
ess
m
en
t
s
tr
ateg
ies.
E
d
u
ca
to
r
s
d
elib
er
ately
s
elec
ted
tex
ts
th
at
wer
e
b
o
th
au
th
e
n
tic
—
f
ea
tu
r
in
g
ac
cu
r
ate
d
e
p
ictio
n
s
o
f
q
u
ee
r
ex
p
e
r
ien
ce
s
an
d
lin
g
u
is
tic
ex
p
r
ess
io
n
s
—
an
d
r
elev
an
t
to
s
tu
d
en
ts
’
s
o
cio
cu
ltu
r
al
co
n
tex
ts
.
T
h
e
in
teg
r
atio
n
o
f
th
e
lan
g
u
ag
e,
cu
ltu
r
al,
an
d
p
er
s
o
n
al
g
r
o
wth
m
o
d
els
en
ab
led
s
tu
d
en
ts
to
an
aly
ze
liter
ar
y
f
o
r
m
s
,
in
ter
r
o
g
ate
s
o
cial
n
o
r
m
s
,
an
d
r
ef
lect
o
n
th
eir
v
alu
es.
L
ea
r
n
in
g
ac
tiv
ities
r
an
g
ed
f
r
o
m
ae
s
th
etic
r
ep
r
esen
tatio
n
s
to
co
n
ce
p
t
u
al
an
aly
s
es,
wh
ile
ass
es
s
m
en
t
s
tr
ateg
ies
ca
p
tu
r
ed
co
g
n
itiv
e,
p
s
y
ch
o
m
o
to
r
,
an
d
af
f
ec
tiv
e
d
im
en
s
io
n
s
o
f
s
tu
d
en
t
lear
n
in
g
.
T
h
e
p
ed
a
g
o
g
ical
f
r
am
ewo
r
k
ar
ticu
lated
in
th
is
s
tu
d
y
p
o
s
itio
n
s
q
u
ee
r
liter
atu
r
e
as
m
o
r
e
th
an
ju
s
t
co
n
te
n
t;
it
b
ec
o
m
es
a
tr
an
s
f
o
r
m
ativ
e
to
o
l
f
o
r
cu
ltiv
atin
g
em
p
ath
y
,
in
clu
s
iv
ity
,
an
d
cr
itical
s
o
cial
co
n
s
cio
u
s
n
ess
.
B
y
en
g
ag
i
n
g
with
d
i
v
er
s
e
q
u
ee
r
n
ar
r
ativ
es
th
r
o
u
g
h
r
e
f
lectiv
e
an
d
cr
ea
tiv
e
ap
p
r
o
a
ch
es,
s
tu
d
en
ts
ar
e
en
co
u
r
a
g
ed
to
co
n
f
r
o
n
t
b
iases
,
em
b
r
ac
e
co
m
p
lex
ity
,
a
n
d
d
ev
elo
p
in
f
o
r
m
ed
p
e
r
s
p
ec
tiv
es
o
n
g
en
d
e
r
id
en
tity
an
d
ex
p
r
ess
io
n
.
T
h
ese
p
r
ac
tices
s
u
p
p
o
r
t
s
tu
d
en
ts
’
cr
itical
in
ter
r
o
g
atio
n
o
f
n
o
r
m
s
,
r
ef
lex
iv
e
m
ea
n
in
g
-
m
a
k
in
g
,
an
d
n
eg
o
tiatio
n
o
f
id
en
tity
a
n
d
d
if
f
er
e
n
ce
,
h
ig
h
lig
h
tin
g
th
e
f
r
am
ewo
r
k
’
s
u
n
iq
u
e
ca
p
ac
it
y
to
o
p
er
atio
n
alize
q
u
ee
r
th
e
o
r
y
i
n
class
r
o
o
m
co
n
tex
ts
.
I
n
lig
h
t
o
f
th
ese
f
in
d
in
g
s
,
it
is
r
ec
o
m
m
en
d
e
d
th
at
liter
atu
r
e
ed
u
ca
to
r
s
co
n
tin
u
e
to
a
d
o
p
t
an
d
ad
ap
t
th
is
f
r
am
ewo
r
k
in
th
eir
teac
h
i
n
g
p
r
ac
tices
an
d
cu
r
r
icu
lu
m
d
esig
n
.
E
d
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
p
o
licy
-
m
a
k
er
s
s
h
o
u
ld
p
r
o
v
id
e
s
tr
u
ctu
r
al
a
n
d
cu
r
r
icu
lar
s
u
p
p
o
r
t
f
o
r
in
teg
r
at
in
g
q
u
ee
r
liter
atu
r
e
an
d
g
en
d
e
r
s
en
s
itiv
ity
ac
r
o
s
s
d
is
cip
lin
es.
T
ea
ch
er
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
m
u
s
t
in
clu
d
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
n
in
clu
s
iv
e
p
ed
ag
o
g
ies
an
d
q
u
ee
r
th
eo
r
y
to
em
p
o
wer
ed
u
ca
to
r
s
with
th
e
c
o
n
f
id
e
n
ce
an
d
co
m
p
eten
ce
to
lea
d
s
u
ch
i
n
s
tr
u
ctio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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ich
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p
r
ac
ti
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s
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d
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tio
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s
o
f
ed
u
c
ato
r
s
,
wh
ich
m
ay
n
o
t
f
u
lly
ca
p
tu
r
e
class
r
o
o
m
en
ac
tm
en
ts
o
r
s
tu
d
en
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ex
p
er
i
en
ce
s
.
Fu
tu
r
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r
esear
ch
s
h
o
u
ld
aim
to
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ess
th
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itatio
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s
b
y
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co
r
p
o
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atin
g
o
b
s
er
v
atio
n
al
d
ata,
s
tu
d
e
n
t
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er
s
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tiv
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r
o
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d
tr
an
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o
f
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h
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f
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r
k
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Su
ch
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f
o
r
ts
will
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h
a
n
c
e
th
e
f
r
am
ewo
r
k
’
s
r
elev
an
ce
,
ap
p
licab
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y
,
an
d
p
o
ten
tial to
in
f
o
r
m
in
cl
u
s
iv
e
p
ed
ag
o
g
ical
p
r
ac
tices b
ey
o
n
d
t
h
e
im
m
ed
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s
tu
d
y
c
o
n
tex
t.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
r
esear
ch
er
s
e
x
ten
d
t
h
eir
s
in
ce
r
e
ap
p
r
ec
iatio
n
to
th
e
p
a
r
t
icip
atin
g
liter
atu
r
e
e
d
u
ca
to
r
s
f
o
r
s
h
ar
in
g
th
eir
in
s
ig
h
ts
,
an
d
to
t
h
e
ac
a
d
em
ic
lead
er
s
h
ip
an
d
r
esear
c
h
o
f
f
ice
o
f
B
atan
g
as
State
Un
iv
er
s
ity
f
o
r
th
eir
in
s
titu
tio
n
al
s
u
p
p
o
r
t th
r
o
u
g
h
o
u
t th
e
s
tu
d
y
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
was f
u
n
d
ed
b
y
B
atan
g
as State
Un
iv
er
s
ity
–
T
h
e
Natio
n
al
E
n
g
in
ee
r
in
g
Un
iv
e
r
s
ity
as p
ar
t
o
f
its
in
s
titu
tio
n
al
s
u
p
p
o
r
t
f
o
r
f
ac
u
lty
-
led
r
esear
c
h
in
itiativ
es.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT
)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
R
ich
ar
d
M.
B
añ
ez
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Aim
ee
M.
Gu
ia
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
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t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
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P
:
P
r
o
j
e
c
t
a
d
mi
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st
r
a
t
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Fu
:
Fu
n
d
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c
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t
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CO
NF
L
I
C
T
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N
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R
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S
T
ST
A
T
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M
E
NT
T
h
e
au
th
o
r
s
d
ec
lar
e
n
o
co
n
f
lict o
f
in
ter
est r
elate
d
to
t
h
e
co
n
d
u
ct
o
r
p
u
b
licatio
n
o
f
th
is
s
tu
d
y
.
I
NF
O
RM
E
D
CO
NS
E
N
T
All
p
ar
ticip
an
ts
wer
e
f
u
lly
in
f
o
r
m
ed
ab
o
u
t
th
e
o
b
jectiv
es,
s
co
p
e,
an
d
v
o
lu
n
tar
y
n
atu
r
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[
2
8
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[
2
9
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