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ttp
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ere.
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esco
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m
Tea
cher
self
-
ef
fic
a
cy
in
mus
ic
teac
hing
:
an
e
x
plo
ra
t
o
ry
study
in
Chile
K
a
rla
Va
ldebeni
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Alej
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Alm
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cid
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a
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Art
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nfo
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T
A
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ticle
his
to
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y:
R
ec
eiv
ed
Dec
22
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2
0
2
5
R
ev
is
ed
Mar
5
,
2
0
2
6
Acc
ep
ted
May
14
,
2
0
2
6
Tea
c
h
in
g
m
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sic
in
p
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e
d
u
c
a
ti
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n
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it
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th
e
ir
li
m
it
e
d
m
u
sic
a
l
train
in
g
,
w
h
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ise
s
imp
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h
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ll
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rd
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c
a
ti
o
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l
q
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a
li
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y
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h
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y
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n
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e
sti
g
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tes
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r
se
lf
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m
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g
a
m
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g
g
e
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e
ra
li
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p
rima
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h
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il
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tex
t
th
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re
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a
in
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n
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x
p
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d
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i
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tern
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ti
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l
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s
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y
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m
p
l
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a
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ix
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-
m
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se
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a
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ti
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se
,
d
a
ta
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o
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ted
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m
61
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e
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li
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g
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d
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p
ted
v
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h
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se
lf
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e
ffica
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a
le
fo
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m
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a
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g
.
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e
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rip
ti
v
e
sta
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ly
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u
c
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e
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ti
f
y
t
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v
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ls
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ime
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sio
n
s
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th
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tea
c
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se
lf
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c
y
.
In
th
e
q
u
a
li
tativ
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h
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se
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m
i
-
stru
c
tu
re
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terv
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s
we
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c
o
n
d
u
c
ted
with
e
ig
h
t
tea
c
h
e
rs
se
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ted
p
u
rp
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si
v
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ly
b
a
se
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ig
h
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n
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n
d
th
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d
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ta
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a
n
a
ly
z
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d
u
si
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g
c
o
n
ten
t
a
n
a
ly
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e
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su
lt
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ica
te
th
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t
a
h
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h
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r
o
p
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n
of
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c
h
e
rs
re
p
o
rt
lo
w
se
lf
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e
ffica
c
y
,
p
a
rti
c
u
larly
in
i
n
st
ru
m
e
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tal
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e
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rm
a
n
c
e
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n
d
sin
g
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g
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wh
ic
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re
c
lo
se
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ss
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iate
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imited
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n
d
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su
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stit
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ti
o
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l
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p
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rt
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th
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se
s
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b
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ts.
C
o
n
v
e
rse
ly
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tea
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h
e
rs
with
h
ig
h
e
r
se
lf
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e
ffica
c
y
d
e
m
o
n
stra
te
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p
ti
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e
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teg
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ti
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d
a
c
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h
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lp
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T
h
e
fin
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in
g
s
h
ig
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h
t
t
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e
n
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stre
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th
e
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stit
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in
sim
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r
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tex
ts.
K
ey
w
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r
d
s
:
Gen
er
alis
t te
ac
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er
s
I
n
itial tea
ch
er
s
tr
ain
in
g
Mu
s
ic
ed
u
ca
tio
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Mu
s
ic
teac
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in
g
co
m
p
eten
cies
T
ea
ch
er
s
elf
-
ef
f
icac
y
T
h
is
is
an
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r
th
e
CC
BY
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Kar
la
Vald
eb
en
ito
Facu
lty
o
f
E
d
u
ca
tio
n
al
Scien
c
es,
Un
iv
er
s
id
ad
C
ató
lica
d
el
Ma
u
le
Av
en
id
a
San
Mig
u
el
3
6
0
5
,
T
a
lca,
C
h
ile
E
m
ail:
k
v
ald
eb
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n
ito
g
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
T
h
er
e
is
a
g
lo
b
al
d
eb
ate
r
eg
a
r
d
in
g
wh
o
s
h
o
u
ld
teac
h
m
u
s
i
c
in
p
r
im
ar
y
s
ch
o
o
ls
.
On
th
e
one
h
an
d
,
th
er
e
ar
e
s
p
ec
ialis
t
m
u
s
ic
teac
h
er
s
,
an
d
on
th
e
o
th
er
,
t
h
er
e
a
r
e
g
en
e
r
alis
t
p
r
im
ar
y
s
ch
o
o
l
t
ea
ch
er
s
r
esp
o
n
s
ib
le
f
o
r
teac
h
in
g
all
s
u
b
jects
in
t
h
e
class
r
o
o
m
,
as
is
th
e
ca
s
e
in
co
u
n
tr
ies
s
u
ch
as
C
h
ile,
Au
s
tr
alia,
E
n
g
lan
d
,
No
r
way
,
T
u
r
k
ey
,
a
n
d
Me
x
ic
o
[1
]
–
[
6
]
.
Acc
o
r
d
in
g
to
th
e
liter
atu
r
e,
g
en
e
r
alis
t
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
f
ac
e
th
e
r
esp
o
n
s
ib
ilit
y
of
teac
h
in
g
m
u
s
ic
an
d
o
f
ten
h
av
e
v
e
r
y
l
o
w
s
elf
-
co
n
f
i
d
en
ce
in
th
eir
ab
ilit
y
to
do
so
ef
f
ec
tiv
ely
,
r
esu
ltin
g
in
teac
h
in
g
th
at
f
alls
s
h
o
r
t
of
th
eir
co
m
p
eten
cies
[
7
]
.
T
h
is
p
er
ce
p
tio
n
is
r
elate
d
to
th
e
co
n
tex
t
of
s
elf
-
ef
f
icac
y
,
wh
ich
,
ac
co
r
d
in
g
to
th
e
liter
atu
r
e,
is
d
ef
in
ed
as
an
in
d
iv
id
u
al
’
s
ab
ilit
y
to
b
eliev
e
in
th
em
s
elv
es
wh
ile
p
er
f
o
r
m
in
g
a
g
iv
en
task
[
2
]
.
In
ad
d
itio
n
,
th
e
liter
atu
r
e
em
p
h
asizes
th
at
if
th
ese
teac
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er
s
p
o
s
s
ess
s
elf
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co
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f
id
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ce
,
alo
n
g
with
th
eir
p
r
io
r
e
x
p
er
ien
ce
s
an
d
s
k
ills
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ey
can
teac
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m
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,
co
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s
eq
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en
tly
,
ac
h
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th
e
d
esire
d
o
p
tim
al
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f
o
r
b
o
th
th
em
s
elv
es
an
d
th
eir
s
tu
d
en
ts
[8
]
–
[
1
0
]
.
W
ith
in
th
e
s
am
e
C
h
ilean
co
n
tex
t,
g
e
n
er
alis
t
teac
h
er
s
ar
e
r
esp
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n
s
ib
le
f
o
r
teac
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in
g
all
p
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im
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s
ch
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o
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s
u
b
jects
to
s
tu
d
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ap
p
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o
x
i
m
ately
6
to
10
y
ea
r
s
of
ag
e.
T
h
is
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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v
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&
R
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d
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I
SS
N:
2252
-
8
8
2
2
Tea
ch
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-
effica
cy
in
mu
s
ic
tea
ch
in
g
:
a
n
ex
p
lo
r
a
to
r
y
s
tu
d
y
in
C
h
ile
(
K
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r
la
V
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)
2281
r
esp
o
n
s
ib
ilit
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in
clu
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u
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ic
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wh
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a
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in
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im
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2
9
6
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by
th
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Min
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tr
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of
E
d
u
ca
tio
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in
2
0
1
3
[
1
1
]
.
Fro
m
an
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ter
n
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p
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s
p
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tiv
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co
u
n
tr
ies
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Ger
m
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n
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C
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im
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tan
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on
m
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as
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v
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d
cu
ltu
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t,
a
v
iew
th
at
is
also
r
ef
lecte
d
in
h
ig
h
e
r
-
ed
u
ca
tio
n
co
n
tex
ts
,
wh
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e
m
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s
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ca
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k
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to
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ltu
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al
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en
tity
an
d
h
o
lis
tic
s
tu
d
en
t
d
ev
elo
p
m
en
t
[
1
2
]
–
[
1
4
]
.
C
o
n
v
er
s
ely
,
o
th
er
c
o
u
n
tr
ies,
s
u
ch
as
C
h
ile,
p
er
ce
iv
e
m
u
s
ic
ed
u
ca
tio
n
as
a
co
m
p
lem
en
tar
y
asp
ec
t
th
a
t
en
h
an
ce
s
s
tu
d
en
ts
’
h
o
lis
tic
d
ev
elo
p
m
en
t
[
1
5
]
.
In
th
is
co
n
te
x
t,
m
u
s
ic
is
u
s
ed
to
en
r
ich
th
e
s
ch
o
o
l
cu
r
r
icu
lu
m
by
o
f
f
er
in
g
ad
d
itio
n
al,
elec
tiv
e,
an
d
ex
p
lo
r
ato
r
y
s
u
b
jects
[
1
6
]
,
[
1
7
]
.
In
C
h
ilea
n
s
ch
o
o
ls
,
m
o
s
t
class
tim
e
is
d
e
d
icate
d
to
ac
ad
em
ic
s
u
b
jects,
p
r
im
ar
ily
m
ath
em
atics,
lan
g
u
a
g
e
ar
ts
,
s
cien
ce
,
an
d
h
is
to
r
y
.
C
o
n
v
er
s
ely
,
s
o
m
e
s
tu
d
ies
r
ef
er
to
s
u
b
jects
s
u
ch
as
m
u
s
ic,
p
h
y
s
ical
ed
u
ca
tio
n
,
ar
t
s
,
an
d
tech
n
o
lo
g
y
as
“
s
u
b
o
r
d
in
ate
”
s
u
b
jects
[
1
8
]
.
T
h
er
e
is
cu
r
r
e
n
tly
an
in
ter
n
a
tio
n
al
d
eb
ate
r
e
g
ar
d
in
g
th
e
i
d
ea
l
teac
h
er
to
teac
h
m
u
s
ic
in
p
r
im
ar
y
s
ch
o
o
ls
:
a
s
p
ec
ialis
t
or
a
g
en
e
r
alis
t?
[
1
9
]
,
[
2
0
]
.
T
h
ese
d
if
f
e
r
en
ce
s
ar
e
p
ar
tly
ex
p
lain
e
d
by
t
h
e
teac
h
in
g
m
o
d
els
ad
o
p
ted
in
co
u
n
tr
ies
s
u
ch
as
Ger
m
an
y
,
Fin
lan
d
,
Sp
ain
,
a
n
d
C
h
in
a,
wh
e
r
e
m
u
s
ic
ed
u
c
atio
n
is
co
m
p
u
ls
o
r
y
f
r
o
m
t
h
e
ag
e
of
s
ix
an
d
is
ty
p
ically
tau
g
h
t
by
s
p
ec
ialis
t
teac
h
er
s
.
In
co
n
tr
ast,
in
co
u
n
tr
ie
s
s
u
ch
as
Au
s
tr
alia,
C
h
ile,
an
d
Me
x
ico
,
g
en
er
alis
t
p
r
im
ar
y
s
ch
o
o
l
teac
h
e
r
s
ar
e
r
esp
o
n
s
ib
le
f
o
r
teac
h
in
g
all
s
u
b
jects
with
in
th
e
s
ch
o
o
l
cu
r
r
icu
lu
m
,
in
cl
u
d
in
g
m
u
s
ic,
as
d
o
cu
m
en
ted
by
Vr
ies
[
2
1
]
.
T
h
e
r
ef
o
r
e,
it
is
e
s
s
en
tial
to
co
n
s
id
er
in
ter
n
atio
n
al
r
esear
ch
ad
d
r
ess
in
g
th
e
s
p
ec
if
ic
co
n
d
itio
n
s
th
at
s
h
ap
e
g
en
er
alis
t
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
’
m
u
s
ic
in
s
tr
u
ctio
n
in
Au
s
tr
alia.
T
h
is
body
of
r
esear
ch
in
d
icate
s
th
at
teac
h
er
s
o
f
ten
r
e
p
o
r
t
lo
w
co
n
f
id
en
ce
in
th
eir
ab
ilit
y
to
ca
r
r
y
out
m
u
s
ic
-
r
ela
ted
p
ed
ag
o
g
ical
task
s
,
a
p
er
ce
p
tio
n
th
at
is
lar
g
ely
ass
o
ciate
d
with
th
eir
in
itial
teac
h
er
ed
u
ca
tio
n
an
d
th
e
lim
ited
d
ev
elo
p
m
e
n
t
of
m
u
s
ical
co
m
p
eten
cies,
s
tr
ateg
ies,
s
k
ill
s
,
an
d
p
ed
ag
o
g
ical
k
n
o
wled
g
e
f
o
r
teac
h
in
g
m
u
s
ic
[2
1
].
Nu
m
er
o
u
s
s
tu
d
ies
h
av
e
r
ev
ea
led
th
at
g
en
er
alis
t
p
r
im
ar
y
s
ch
o
o
l
teac
h
e
r
s
in
v
ar
io
u
s
co
u
n
tr
ies
ten
d
to
h
av
e
lim
ited
m
u
s
ical
tr
ain
in
g
d
u
r
in
g
th
eir
ac
ad
em
ic
p
r
e
p
a
r
atio
n
,
r
esu
ltin
g
in
r
elativ
ely
lo
w
m
u
s
ical
p
r
o
f
icie
n
cy
lev
els.
An
ex
am
p
le
of
th
is
is
th
e
d
iv
e
r
s
e
an
d
v
ar
ied
r
ese
ar
ch
[2
2
]
–
[
2
7
]
th
at
h
as
ex
am
in
ed
th
e
co
m
p
ete
n
cie
s
of
g
en
er
alis
t
p
r
im
a
r
y
s
ch
o
o
l
teac
h
er
s
in
d
eliv
er
in
g
m
u
s
ic
e
d
u
ca
tio
n
.
P
r
ev
io
u
s
r
esear
ch
h
as
ex
am
in
ed
th
e
m
u
s
ical
b
ac
k
g
r
o
u
n
d
s
an
d
p
er
ce
p
tio
n
s
of
p
r
im
ar
y
g
en
er
alis
t
teac
h
er
s
,
h
ig
h
lig
h
tin
g
th
e
d
iv
er
s
ity
of
th
eir
p
r
io
r
m
u
s
ical
ex
p
er
ien
ce
s
an
d
th
eir
s
elf
-
p
e
r
ce
p
tio
n
s
r
eg
ar
d
in
g
m
u
s
ic
teac
h
in
g
[2
8
].
T
h
ese
f
i
n
d
in
g
s
s
u
g
g
est
th
at
r
ec
o
g
n
izin
g
an
d
b
u
ild
in
g
u
p
o
n
teac
h
er
s
’
ex
is
tin
g
m
u
s
ical
ex
p
er
ien
ce
s
can
co
n
tr
ib
u
te
to
s
tr
en
g
th
en
in
g
teac
h
er
s
elf
-
ef
f
icac
y
,
wh
ich
is
a
k
ey
f
ac
to
r
in
im
p
r
o
v
in
g
th
e
q
u
ality
of
m
u
s
ic
ed
u
ca
tio
n
d
e
liv
er
ed
by
p
r
im
ar
y
s
ch
o
o
l
g
en
er
alis
t
teac
h
er
s
.
T
ea
ch
er
s
elf
-
ef
f
icac
y
b
elief
s
can
in
f
lu
en
ce
not
o
n
ly
m
u
s
ic
tea
ch
in
g
a
n
d
s
tu
d
e
n
t
p
e
r
f
o
r
m
an
ce
but
also
th
e
s
elec
tio
n
of
a
ctio
n
s
to
tak
e
wh
en
f
ac
ed
with
a
p
r
o
b
lem
a
n
d
th
e
m
an
ag
em
e
n
t
of
its
em
o
tio
n
al
im
p
licatio
n
s
[2
1
]
,
[
29
]
,
[
30
].
T
h
ese
b
elief
s
can
af
f
ec
t
teac
h
er
s
’
th
in
k
in
g
,
f
ee
li
n
g
s
,
m
o
tiv
atio
n
,
an
d
ac
tio
n
s
[
31
]
,
[
32
].
Ho
wev
er
,
in
b
o
t
h
ca
s
es,
teac
h
er
s
s
o
u
g
h
t
d
if
f
er
en
t
way
s
to
teac
h
m
u
s
ic
d
esp
ite
th
e
ch
allen
g
es
th
ey
f
ac
ed
in
th
eir
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
s
u
ch
as
th
e
lo
w
p
r
io
r
ity
g
iv
e
n
to
th
e
d
is
cip
lin
e
with
in
th
e
s
ch
o
o
l
cu
r
r
icu
lu
m
an
d
th
e
lim
ited
m
u
s
ical
tr
ain
in
g
,
th
ey
r
ec
eiv
ed
d
u
r
in
g
th
eir
teac
h
er
e
d
u
ca
tio
n
.
C
o
n
s
eq
u
e
n
tly
,
th
eir
s
elf
-
ef
f
icac
y
is
af
f
ec
ted
by
th
e
ir
p
r
o
f
ess
io
n
al
an
d
p
er
s
o
n
al
ex
p
er
ie
n
ce
s
[
33
].
T
h
er
ef
o
r
e
,
im
p
r
o
v
in
g
th
e
s
elf
-
ef
f
icac
y
of
m
u
s
ic
teac
h
er
s
is
v
ital
f
o
r
p
r
o
v
id
in
g
h
ig
h
-
q
u
ality
m
u
s
ic
ed
u
ca
tio
n
in
s
ch
o
o
ls
.
T
h
is
co
n
ce
p
t
e
x
ten
d
s
b
ey
o
n
d
teac
h
er
r
ec
r
u
itm
e
n
t
an
d
r
eten
tio
n
to
in
clu
d
e
jo
b
s
atis
f
ac
tio
n
an
d
cl
ass
r
o
o
m
p
er
f
o
r
m
an
ce
.
Desp
ite
th
e
g
r
o
win
g
b
o
d
y
of
i
n
ter
n
atio
n
al
r
esear
ch
on
teac
h
er
s
elf
-
ef
f
icac
y
in
m
u
s
ic
ed
u
c
atio
n
,
m
o
s
t
s
tu
d
ies
h
av
e
f
o
cu
s
ed
on
m
ea
s
u
r
in
g
s
elf
-
ef
f
icac
y
lev
els
or
i
d
en
tify
in
g
tr
ain
in
g
d
ef
icien
cie
s
am
o
n
g
g
en
e
r
alis
t
m
u
s
ic
ed
u
ca
tio
n
teac
h
e
r
s
.
T
h
e
p
r
esen
t
s
tu
d
y
ex
ten
d
s
th
is
liter
atu
r
e
by
a
d
o
p
tin
g
a
m
ix
e
d
-
m
eth
o
d
s
s
eq
u
en
tial
d
esig
n
th
at
c
o
n
n
ec
ts
q
u
an
tita
tiv
e
s
elf
-
ef
f
icac
y
d
ata
with
q
u
alitativ
e
in
s
ig
h
ts
in
to
teac
h
e
r
s
’
ex
p
er
ie
n
ce
s
of
teac
h
in
g
e
v
o
lu
tio
n
th
eo
r
y
.
R
ath
er
th
an
lim
itin
g
th
e
a
n
aly
s
is
to
s
elf
-
ef
f
icac
y
s
co
r
es,
th
is
s
tu
d
y
e
x
p
lo
r
e
d
how
s
elf
-
ef
f
icac
y
in
m
u
s
ic
teac
h
in
g
is
co
n
s
tr
u
cte
d
th
r
o
u
g
h
teac
h
er
s
’
p
r
o
f
ess
io
n
al
tr
aj
ec
to
r
ies,
p
er
ce
iv
ed
co
m
p
eten
cies,
an
d
co
n
te
x
tu
a
l
co
n
d
itio
n
s
.
T
h
e
s
tu
d
y
id
e
n
tifie
s
b
o
th
co
n
s
tr
ain
in
g
f
ac
to
r
s
an
d
ad
ap
tiv
e
s
tr
ateg
ies,
s
u
ch
as
in
n
o
v
atio
n
an
d
ac
tiv
e
h
elp
-
s
ee
k
in
g
,
th
at
g
en
er
alis
t
teac
h
er
s
em
p
lo
y
wh
en
f
ac
in
g
lim
ited
m
u
s
ical
tr
ain
in
g
a
n
d
i
n
s
titu
tio
n
al
s
u
p
p
o
r
t
in
teac
h
in
g
m
u
s
ic.
T
h
is
in
teg
r
ativ
e
a
p
p
r
o
ac
h
o
f
f
er
s
a
n
u
an
ce
d
u
n
d
er
s
tan
d
i
n
g
of
teac
h
er
s
elf
-
ef
f
icac
y
in
m
u
s
ic
teac
h
in
g
an
d
c
o
n
tr
ib
u
tes
em
p
ir
ically
an
d
a
n
aly
tically
to
r
esear
ch
on
teac
h
er
d
e
v
elo
p
m
en
t
in
co
m
p
u
ls
o
r
y
e
d
u
ca
tio
n
.
T
h
e
m
ain
o
b
jectiv
e
of
t
h
is
s
tu
d
y
was
to
e
v
alu
ate
g
en
er
alis
t
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
’
s
elf
-
ef
f
icac
y
in
m
u
s
ic
teac
h
in
g
in
r
elatio
n
to
th
eir
m
u
s
ical
co
m
p
eten
cie
s
to
u
n
d
er
s
tan
d
th
eir
p
er
ce
p
tio
n
s
of
class
r
o
o
m
p
r
ac
tice.
Sp
ec
if
ically
,
th
is
s
tu
d
y
aim
s
to
:
i
)
ch
ar
ac
ter
ize
th
e
lev
els
of
teac
h
er
s
elf
-
ef
f
icac
y
in
m
u
s
ic
teac
h
in
g
am
o
n
g
g
e
n
er
alis
t
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
;
ii
)
d
escr
ib
e
th
e
m
u
s
ical
co
m
p
eten
cies
p
er
ce
iv
ed
as
m
o
r
e
d
ev
elo
p
e
d
in
r
elatio
n
to
m
u
s
ic
teac
h
in
g
;
an
d
iii
)
in
ter
p
r
et
how
teac
h
er
s
elf
-
ef
f
icac
y
is
c
o
n
s
tr
u
cted
th
r
o
u
g
h
teac
h
er
s
’
d
is
co
u
r
s
e
on
th
eir
ex
p
er
ien
ce
s
,
tr
ain
in
g
,
an
d
m
u
s
ical
co
m
p
eten
cies.
B
ased
on
th
ese
o
b
jectiv
es,
th
is
s
tu
d
y
was
g
u
id
ed
by
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
−
W
h
at
lev
els
of
s
elf
-
ef
f
icac
y
do
g
en
e
r
alis
t
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
in
C
h
ile
r
ep
o
r
t
in
r
e
latio
n
to
m
u
s
ic
teac
h
in
g
?
−
W
h
ich
m
u
s
ical
co
m
p
eten
cies
do
teac
h
er
s
p
e
r
ce
iv
e
to
be
m
o
r
e
d
ev
elo
p
e
d
in
th
e
co
n
tex
t
of
m
u
s
ic
teac
h
in
g
?
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
.
3
,
J
u
n
e
20
26
:
2
2
8
0
-
2
2
9
1
2282
−
Ho
w
do
g
en
er
alis
t
teac
h
er
s
c
o
n
s
tr
u
ct
th
eir
p
er
ce
p
tio
n
s
of
s
elf
-
ef
f
icac
y
in
m
u
s
ic
teac
h
i
n
g
b
ased
on
th
eir
p
r
o
f
ess
io
n
al
ex
p
er
ien
ce
an
d
tr
ain
in
g
?
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
M
us
ic
educa
t
io
n
in
pri
m
a
ry
s
cho
o
l
Gar
d
n
er
[
34
]
e
m
p
h
asized
th
e
im
p
o
r
tan
ce
of
m
u
s
ical
in
tellig
en
ce
,
co
n
s
id
er
i
n
g
it
eq
u
al
to
lo
g
ical
-
m
ath
em
atica
l,
lin
g
u
is
tic,
s
p
atial,
b
o
d
ily
k
in
esth
etic,
in
ter
p
er
s
o
n
al,
an
d
in
tr
ap
e
r
s
o
n
al
in
tellig
en
ce
s
.
Similar
ly
,
Dib
b
en
[
35
]
n
o
ted
th
at
p
r
im
ar
y
ed
u
ca
tio
n
liter
atu
r
e
o
f
te
n
co
n
s
id
er
s
m
u
s
ic
to
be
a
f
o
r
m
of
k
n
o
wled
g
e.
Acc
o
r
d
in
g
to
E
s
im
o
n
e
[
36
],
m
u
s
ical
s
k
ills
s
u
ch
as
s
in
g
in
g
in
tu
n
e
or
p
e
r
f
o
r
m
in
g
r
h
y
th
m
s
ar
e
f
u
n
d
am
en
tal
s
k
ills
th
at
ev
er
y
o
n
e
h
as
th
e
r
ig
h
t
to
lea
r
n
,
ju
s
t
as
walk
in
g
an
d
talk
in
g
.
L
ik
ewise,
W
elch
et
a
l.
[
37
]
af
f
ir
m
s
t
h
at
m
u
s
ic
m
u
s
t
be
an
ess
en
tial
el
em
en
t
in
s
tu
d
e
n
ts
’
ed
u
ca
tio
n
an
d
s
h
o
u
ld
be
tau
g
h
t
by
c
o
m
p
eten
t
teac
h
er
s
to
p
r
o
v
id
e
a
co
m
p
r
eh
en
s
iv
e
lear
n
in
g
ex
p
e
r
ien
ce
.
Acc
o
r
d
i
n
g
to
Vila
[
38
],
ea
r
ly
ex
p
o
s
u
r
e
to
m
u
s
ic
is
n
ec
es
s
ar
y
f
o
r
lear
n
in
g
.
Ho
wev
er
,
s
tar
tin
g
m
u
s
ic
ed
u
ca
tio
n
at
a
y
o
u
n
g
ag
e
is
im
p
o
r
tan
t
not
o
n
ly
f
o
r
m
u
s
ical
ed
u
ca
tio
n
but
also
f
o
r
ch
ild
r
e
n
’
s
o
v
er
all
d
ev
elo
p
m
e
n
t.
Acc
o
r
d
in
g
to
Pitt
[
39
],
th
e
ef
f
ec
ts
of
m
u
s
ic
on
ch
ild
d
ev
elo
p
m
en
t
can
be
an
aly
ze
d
in
th
r
ee
asp
ec
ts
:
lan
g
u
ag
e,
em
o
tio
n
al
an
d
s
o
cial,
an
d
p
h
y
s
ical
an
d
p
s
y
ch
o
m
o
to
r
.
W
h
ile
s
in
g
in
g
,
ch
ild
r
e
n
d
ev
el
o
p
th
e
ab
ilit
y
to
s
p
ea
k
co
r
r
ec
tly
a
n
d
elo
q
u
e
n
tly
.
W
h
ile
m
ak
in
g
m
u
s
ic
alo
n
e
or
with
f
r
ien
d
s
,
ch
ild
r
en
ac
h
iev
e
p
er
s
o
n
al
s
atis
f
ac
tio
n
,
d
ev
elo
p
em
o
tio
n
ally
,
ac
q
u
ir
e
h
ab
its
,
an
d
s
o
cialize
with
o
th
er
s
.
Var
io
u
s
m
u
s
ical
ac
tiv
ities
al
s
o
p
o
s
itiv
ely
af
f
ec
t
s
tu
d
en
ts
’
p
h
y
s
ical
an
d
p
s
y
ch
o
m
o
to
r
d
e
v
elo
p
m
en
t
[
40
].
Mu
s
ic
teac
h
er
s
f
ac
e
m
a
n
y
ch
allen
g
e
s
in
en
s
u
r
in
g
th
at
all
s
tu
d
en
ts
h
av
e
ac
ce
s
s
to
q
u
ality
m
u
s
ic
ed
u
ca
tio
n
d
u
r
in
g
th
eir
p
r
im
ar
y
-
s
ch
o
o
l
y
ea
r
s
.
T
h
e
b
en
e
f
its
of
a
s
o
lid
f
o
u
n
d
at
io
n
in
m
u
s
ic
ed
u
ca
tio
n
ar
e
well
-
k
n
o
wn
a
n
d
h
av
e
b
ee
n
co
n
f
i
r
m
ed
by
r
esear
ch
.
Mo
r
e
g
en
er
ally
,
s
tu
d
e
n
ts
with
h
ig
h
lev
els
of
in
v
o
lv
e
m
en
t
in
m
u
s
ic
o
u
tp
er
f
o
r
m
s
tu
d
en
ts
with
little
m
u
s
ica
l
b
ac
k
g
r
o
u
n
d
in
v
ir
tu
ally
e
v
er
y
asp
ec
t
(
s
o
cial,
p
s
y
ch
o
lo
g
i
ca
l,
co
g
n
itiv
e,
an
d
em
o
tio
n
al)
,
a
n
d
i
n
v
o
lv
e
m
en
t
in
m
u
s
ic
m
ak
es
a
more
s
ig
n
if
i
ca
n
t
d
if
f
er
e
n
ce
f
o
r
lo
w
-
in
co
m
e
s
tu
d
en
ts
th
an
f
o
r
th
eir
h
ig
h
-
in
co
m
e
p
ee
r
s
[
41
].
T
h
e
liter
atu
r
e
h
as
s
h
o
wn
th
at
m
u
s
ic
ed
u
ca
tio
n
is
cr
u
cial
f
o
r
s
tu
d
en
ts
’
h
o
lis
tic
d
ev
elo
p
m
en
t
,
as
m
u
s
ic
is
co
n
s
id
er
ed
a
f
u
n
d
a
m
en
tal
f
o
r
m
of
k
n
o
wled
g
e
co
m
p
a
r
ab
le
to
o
th
er
in
tellig
en
ce
s
,
s
u
ch
as
lo
g
ical
-
m
ath
em
atica
l
an
d
lin
g
u
is
tic
in
tellig
en
ce
.
T
h
e
r
ef
o
r
e
,
in
teg
r
atin
g
m
u
s
ic
ed
u
ca
tio
n
at
an
ea
r
ly
ag
e
not
o
n
ly
p
r
o
m
o
tes
m
u
s
ical
lear
n
in
g
but
also
co
n
tr
ib
u
tes
to
ch
ild
r
e
n
’
s
em
o
tio
n
al,
s
o
cial,
co
m
m
u
n
ica
tiv
e,
p
h
y
s
ical,
an
d
p
s
y
ch
o
m
o
t
o
r
d
ev
elo
p
m
en
t.
P
ar
ticip
atin
g
in
m
u
s
ical
ac
tiv
i
ties
h
elp
s
d
ev
elo
p
cr
itical
t
h
in
k
in
g
s
k
ills
an
d
co
m
p
eten
cies,
h
ig
h
lig
h
ti
n
g
t
h
e
im
p
o
r
tan
ce
of
in
c
o
r
p
o
r
a
tin
g
m
u
s
ic
in
to
b
asic
ed
u
c
atio
n
to
p
r
o
v
id
e
co
m
p
r
eh
e
n
s
iv
e
lear
n
in
g
ex
p
e
r
ien
ce
s
.
2
.
2
.
Co
m
pet
ency
-
ba
s
ed
m
us
ic
educa
t
io
n
R
eg
ar
d
in
g
m
u
s
ical
co
m
p
eten
c
ies,
th
e
in
ter
n
atio
n
al
liter
atu
r
e
ag
r
ee
s
on
r
ec
o
m
m
en
d
i
n
g
p
e
r
f
o
r
m
an
ce
an
d
v
o
ca
l
tr
ain
in
g
as
ess
en
tial
m
u
s
ical
s
k
ills
in
th
e
p
r
im
ar
y
s
ch
o
o
l
class
r
o
o
m
[
42
].
I
n
ter
n
a
tio
n
al
s
tu
d
ies
h
a
v
e
d
em
o
n
s
tr
ated
th
at
g
en
er
alis
t
p
r
im
ar
y
s
ch
o
o
l
teac
h
e
r
s
ar
e
not
p
r
ep
ar
ed
to
u
s
e
m
u
s
ic
in
th
eir
class
es,
as
th
ey
co
n
s
id
er
th
eir
u
n
iv
er
s
ity
tr
ain
i
n
g
to
be
lim
ited
an
d
in
s
u
f
f
icie
n
t
[2
]
,
[
1
9
]
.
As
a
r
esu
lt,
g
en
e
r
alis
t
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
f
ee
l
in
ca
p
ab
le
of
tea
ch
in
g
m
u
s
ic
ac
co
r
d
in
g
to
th
ei
r
co
n
ten
t,
s
k
ills
,
an
d
co
m
p
ete
n
cies,
an
d
th
e
y
f
ee
l
in
s
ec
u
r
e
wh
en
teac
h
in
g
th
e
c
u
r
r
icu
lu
m
.
A
s
et
of
co
m
p
ete
n
cies
th
at
all
g
en
e
r
alis
t
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
s
h
o
u
ld
d
ev
elo
p
in
cl
u
d
es
m
u
s
ical
co
m
p
ete
n
cies
[
1
]
.
Ma
n
y
p
eo
p
le
b
eliev
e
th
at
th
ey
lack
a
s
en
s
e
of
r
h
y
th
m
or
m
u
s
ical
talen
t,
im
p
ly
in
g
th
at
m
u
s
ical
talen
t
is
an
in
n
ate
ab
ilit
y
th
at
s
o
m
e
p
o
s
s
ess
an
d
o
t
h
er
s
do
n
o
t.
E
h
r
lin
an
d
W
aller
s
ted
t
[
43
]
f
o
u
n
d
t
h
at
m
o
s
t
g
en
er
alis
t
p
r
im
a
r
y
s
ch
o
o
l
teac
h
e
r
s
b
eliev
e
th
at
m
u
s
ical
an
d
ar
tis
tic
ab
ilit
ies
ar
e
in
n
ate
an
d
can
be
im
p
r
o
v
e
d
to
s
o
m
e
ex
ten
t
u
n
d
er
ce
r
tain
c
o
n
d
itio
n
s
.
Ho
w
ev
er
,
ac
co
r
d
in
g
to
Ag
r
awa
l
et
a
l.
[
44
],
m
u
s
icality
is
ass
o
ciate
d
with
b
r
o
ad
er
p
er
ce
p
tio
n
s
o
f
i
n
tellig
en
ce
,
em
o
tio
n
al
s
en
s
itiv
ity
,
an
d
s
o
cial
v
alu
e,
s
u
g
g
esti
n
g
th
at
m
u
s
ical
ab
ilit
ie
s
ar
e
n
o
t
f
ix
ed
ca
teg
o
r
ies
th
at
d
iv
i
d
e
in
d
iv
id
u
als
in
to
“m
u
s
ical”
o
r
“
n
o
n
-
m
u
s
ical,
”
g
r
o
u
p
s
,
b
u
t
r
ath
er
s
o
cially
in
t
er
p
r
eted
c
h
ar
ac
ter
is
tics
th
at
in
f
lu
en
ce
h
o
w
p
eo
p
le
p
er
ce
iv
e
an
d
r
elate
to
o
th
er
s
.
T
h
ese
s
tu
d
ies
co
n
s
is
ten
tly
r
ev
ea
l
a
k
e
y
f
in
d
in
g
:
in
s
u
f
f
icien
t
in
itial
m
u
s
ic
tr
ain
in
g
n
eg
ati
v
e
ly
im
p
ac
ts
teac
h
er
s
’
s
elf
-
ef
f
icac
y
,
a
f
f
ec
ti
n
g
th
eir
a
b
ilit
y
to
teac
h
th
e
s
u
b
ject
ef
f
ec
tiv
ely
.
R
u
s
s
ell
-
B
o
wie
[
45
]
in
v
esti
g
ated
th
e
ch
allen
g
es
f
ac
ed
by
g
en
er
a
lis
t
teac
h
er
s
in
p
r
im
ar
y
s
ch
o
o
ls
in
Au
s
tr
alia,
So
u
th
Af
r
ica,
N
am
ib
ia,
th
e
Un
ited
States
(
I
llin
o
is
)
,
an
d
I
r
elan
d
.
A
to
tal
of
9
3
6
s
tu
d
e
n
t
teac
h
e
r
s
p
ar
ticip
ated
.
T
h
e
f
in
d
in
g
s
h
i
g
h
lig
h
ted
th
at
a
lack
of
m
u
s
ical
ex
p
er
ien
ce
,
lo
w
p
r
io
r
ity
g
iv
en
to
m
u
s
ic
ed
u
ca
tio
n
,
tim
e
co
n
s
tr
ain
ts
,
an
d
in
s
u
f
f
icien
t
r
eso
u
r
ce
s
ar
e
th
e
m
ain
o
b
s
tacle
s
to
teac
h
in
g
m
u
s
ic.
T
h
is
r
ef
lects
a
s
tr
u
ctu
r
al
p
r
o
b
lem
th
at
tr
an
s
ce
n
d
s
b
o
r
d
er
s
:
ed
u
ca
tio
n
al
p
o
licies
ten
d
to
p
r
io
r
itize
s
u
b
j
ec
ts
co
n
s
id
er
ed
“
p
r
o
d
u
ctiv
e
”
in
ec
o
n
o
m
ic
ter
m
s
,
r
ele
g
atin
g
s
u
b
jects
lik
e
m
u
s
ic
to
a
s
ec
o
n
d
ar
y
p
o
s
itio
n
[
46
].
T
h
is
s
tu
d
y
u
n
d
er
s
co
r
es
th
e
n
e
ed
f
o
r
g
r
ea
ter
s
u
p
p
o
r
t
an
d
r
eso
u
r
ce
s
to
im
p
r
o
v
e
m
u
s
ic
ed
u
ca
tio
n
in
th
ese
co
u
n
tr
ies.
In
t
h
is
co
n
tex
t,
Hall
am
an
d
Ma
cDo
n
ald
[
47
]
co
n
clu
d
ed
t
h
at
m
an
y
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
f
ee
l
th
at
th
ey
h
av
e
n
o
t
ac
q
u
ir
ed
th
e
n
ec
ess
ar
y
s
k
ills
to
teac
h
m
u
s
ic.
Fo
r
ex
am
p
le,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
er self
-
effica
cy
in
mu
s
ic
tea
ch
in
g
:
a
n
ex
p
lo
r
a
to
r
y
s
tu
d
y
in
C
h
ile
(
K
a
r
la
V
a
ld
eb
en
ito
)
2283
Har
g
r
ea
v
es
et
a
l.
[
48
]
n
o
ted
t
h
at
teac
h
in
g
m
u
s
ic
g
en
er
ated
th
e
h
ig
h
est
lev
el
of
s
tr
ess
am
o
n
g
B
r
itis
h
teac
h
er
s
,
m
ain
ly
due
to
a
lack
of
co
n
f
id
en
ce
in
th
eir
a
b
ilit
y
to
teac
h
m
u
s
ic.
R
esear
ch
by
B
eg
ic
et
a
l.
[
49
]
in
C
r
o
atia,
wh
ich
i
n
clu
d
e
d
s
u
r
v
e
y
s
an
d
in
ter
v
iews
with
ex
p
er
ts
,
u
n
d
er
s
co
r
e
d
th
e
cr
itical
n
ee
d
f
o
r
m
o
r
e
p
r
ac
tical
tr
ain
in
g
,
esp
ec
ially
in
in
s
tr
u
m
e
n
tal
p
er
f
o
r
m
an
ce
an
d
s
in
g
in
g
.
T
h
is
co
n
f
ir
m
s
th
e
r
elev
an
ce
of
p
r
ac
tical
ex
p
er
ien
ce
s
in
te
ac
h
er
tr
ain
in
g
as
a
m
ea
n
s
of
s
tr
en
g
th
en
in
g
s
elf
-
ef
f
icac
y
,
as
p
r
o
p
o
s
ed
by
B
an
d
u
r
a
[
50
]
in
h
is
th
eo
r
y
of
lear
n
in
g
th
r
o
u
g
h
d
ir
ec
t
e
x
p
er
ien
ce
.
T
h
ese
r
esear
ch
er
s
em
p
h
asized
th
at
th
e
s
u
b
ject
“
m
eth
o
d
s
o
f
m
u
s
ic
teac
h
in
g
”
is
of
p
a
r
am
o
u
n
t
im
p
o
r
tan
ce
in
t
h
e
tr
ain
in
g
of
f
u
tu
r
e
teac
h
er
s
.
Fu
r
th
e
r
m
o
r
e,
th
e
y
p
r
o
p
o
s
ed
a
r
ev
is
io
n
of
th
e
s
u
b
j
ec
t
’
s
co
n
ten
t,
s
u
g
g
esti
n
g
an
i
n
cr
ea
s
e
in
p
r
ac
tical
class
es
an
d
a
r
ed
u
ctio
n
in
th
e
em
p
h
asis
on
th
eo
r
etica
l
cla
s
s
es.
T
h
ey
also
r
ec
o
m
m
e
n
d
e
d
in
clu
d
i
n
g
m
u
s
ical
ap
titu
d
e
test
s
in
en
tr
an
ce
ex
a
m
in
atio
n
s
f
o
r
teac
h
er
tr
ain
i
n
g
p
r
o
g
r
a
m
s
.
R
eg
ar
d
in
g
m
u
s
ical
co
m
p
eten
c
ies,
th
e
in
ter
n
atio
n
al
liter
atu
r
e
ag
r
ee
s
on
r
ec
o
m
m
en
d
i
n
g
p
e
r
f
o
r
m
an
ce
an
d
v
o
ca
l
wo
r
k
as
ess
en
tial
m
u
s
ical
co
m
p
eten
cies
in
th
e
p
r
im
ar
y
s
ch
o
o
l
class
r
o
o
m
[
42
].
Fro
m
B
an
d
u
r
a
’
s
p
er
s
p
ec
tiv
e
[
50
]
,
teac
h
er
s
elf
-
ef
f
icac
y
in
th
ese
c
o
m
p
eten
cie
s
is
in
f
lu
en
ce
d
n
o
t
o
n
ly
by
in
i
tial
tr
ain
in
g
but
also
by
ac
ce
s
s
to
r
eso
u
r
ce
s
a
n
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
C
o
n
s
eq
u
en
t
ly
,
teac
h
er
s
m
u
s
t
ac
q
u
i
r
e
co
m
p
eten
cies
r
elate
d
to
m
u
s
ic
ed
u
ca
tio
n
to
b
ec
o
m
e
a
war
e
of
th
e
v
ar
iety
of
p
o
s
s
ib
ilit
ies
th
at
m
u
s
ic
o
f
f
er
s
.
T
h
is
wo
u
ld
r
ed
u
ce
th
e
lim
ited
u
n
d
er
s
tan
d
in
g
of
th
e
n
atu
r
e
of
m
u
s
ic
an
d
th
e
d
e
f
icien
cies
in
tr
ain
in
g
p
r
o
ce
d
u
r
es
an
d
s
k
ills
th
a
t
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
h
av
e
in
th
is
ar
ea
.
I
n
ter
n
atio
n
al
s
tu
d
ies
h
av
e
d
em
o
n
s
tr
ated
th
at
g
en
er
alis
t
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
ar
e
n
o
t
p
r
e
p
ar
ed
to
u
s
e
m
u
s
ic
in
t
h
eir
class
es,
as
th
ey
co
n
s
id
er
th
eir
u
n
i
v
e
r
s
ity
tr
ain
in
g
to
be
s
ca
r
ce
an
d
in
s
u
f
f
icien
t
[2
]
,
[
1
9
]
.
As
a
r
esu
lt
of
th
e
af
o
r
em
e
n
tio
n
ed
f
ac
to
r
s
,
g
e
n
er
alis
t
p
r
i
m
ar
y
s
ch
o
o
l
teac
h
er
s
f
ee
l
in
ca
p
ab
le
of
teac
h
in
g
m
u
s
ic
ac
co
r
d
in
g
to
th
eir
c
o
n
ten
t,
s
k
ills
,
an
d
co
m
p
eten
cies,
an
d
f
ee
l
in
s
ec
u
r
e
wh
en
teac
h
in
g
th
e
cu
r
r
ic
u
lu
m
.
In
t
h
is
s
en
s
e,
teac
h
er
s
’
n
eg
ativ
e
s
e
lf
-
ef
f
icac
y
b
elief
s
in
m
u
s
ic
co
u
ld
be
th
e
r
esu
lt
of
s
ev
er
al
in
ter
n
al
an
d
ex
ter
n
al
f
ac
to
r
s
[
33
].
T
h
e
more
c
o
m
p
et
en
t
th
e
teac
h
er
,
th
e
g
r
ea
te
r
th
e
s
tu
d
en
ts
’
lear
n
in
g
an
d
r
eten
tio
n
.
Fu
r
th
e
r
m
o
r
e
,
co
n
s
id
er
in
g
its
co
n
tr
ib
u
tio
n
to
s
t
u
d
en
ts
’
h
o
lis
tic
d
ev
elo
p
m
en
t,
m
u
s
ic
s
h
o
u
ld
be
an
in
teg
r
al
p
ar
t
of
ed
u
ca
tio
n
in
s
ch
o
o
ls
,
wh
er
e
ch
ild
r
e
n
ty
p
ica
lly
s
p
en
d
more
tim
e
th
an
th
e
y
do
at
h
o
m
e
with
th
eir
p
ar
en
ts
.
E
ar
ly
ch
ild
h
o
o
d
is
ch
ar
ac
ter
ized
by
r
ap
id
d
ev
e
lo
p
m
en
t,
an
d
ex
p
o
s
u
r
e
to
m
u
s
ic
can
en
h
an
ce
th
is
p
r
o
ce
s
s
.
T
h
e
d
ev
elo
p
m
en
t
of
b
asic
m
u
s
ical
s
k
ills
s
h
o
u
ld
tak
e
p
lace
in
ea
r
ly
c
h
ild
h
o
o
d
,
as
ch
ild
r
e
n
’
s
ex
p
er
ien
ce
s
with
m
u
s
ic
b
etwe
en
th
e
ag
es
of
3
an
d
5
h
a
v
e
a
s
ig
n
if
ican
t
im
p
ac
t
on
th
eir
lat
er
m
u
s
ical
ab
ilit
ies
[
51
].
Similar
ly
,
th
e
p
r
o
f
ess
io
n
al
co
m
p
eten
cies
of
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
ar
e
d
ef
in
ed
by
th
eir
ab
ilit
y
to
id
en
tify
an
d
f
o
s
ter
th
e
d
ev
el
o
p
m
en
t
of
c
h
ild
r
en
’
s
m
u
s
ical
p
o
ten
tial
an
d
u
n
iq
u
e
talen
ts
.
T
h
e
liter
atu
r
e
also
h
ig
h
lig
h
ts
th
at
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
can
eith
er
f
o
s
ter
or
in
h
i
b
it
ch
ild
r
e
n
’
s
d
ev
el
o
p
m
en
t
by
em
p
lo
y
in
g
ap
p
r
o
p
r
iate
or
in
a
p
p
r
o
p
r
iate
teac
h
in
g
p
r
ac
tices
[
52
].
T
h
er
ef
o
r
e,
teac
h
er
s
n
ee
d
to
d
e
v
elo
p
a
v
ar
iet
y
of
co
m
p
eten
cies
in
d
if
f
e
r
en
t
ar
ea
s
,
an
d
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
s
h
o
u
ld
s
u
p
p
o
r
t
s
tu
d
e
n
ts
in
b
asic
ed
u
ca
tio
n
in
d
ev
elo
p
in
g
a
b
r
o
a
d
r
an
g
e
of
co
m
p
eten
cies.
In
co
n
cl
u
s
io
n
,
p
r
im
ar
y
teac
h
e
r
tr
ain
in
g
m
u
s
t
be
ca
r
ef
u
lly
d
e
s
ig
n
ed
to
ad
d
r
ess
m
u
s
ical
co
m
p
eten
cies
h
o
lis
tically
.
T
h
e
k
ey
q
u
esti
o
n
is
how
to
im
p
r
o
v
e
th
is
tr
ain
in
g
:
th
r
o
u
g
h
an
em
p
h
asis
on
p
r
o
g
r
am
s
th
at
d
ev
elo
p
p
r
ac
tical
s
k
ills
or
th
r
o
u
g
h
g
r
ea
ter
in
teg
r
atio
n
of
m
u
s
ic
in
to
th
e
ac
ad
em
ic
cu
r
r
icu
l
u
m
.
Fu
r
th
er
m
o
r
e,
th
e
d
is
cu
s
s
io
n
f
o
cu
s
es
on
th
e
u
s
e
of
tech
n
o
lo
g
ical
ad
v
a
n
c
em
en
ts
to
e
n
r
ich
m
u
s
ic
teac
h
in
g
an
d
how
th
ese
asp
ec
ts
can
be
co
n
s
id
er
ed
in
ed
u
ca
tio
n
al
p
o
licy
-
m
ak
i
n
g
.
T
h
e
q
u
ality
of
m
u
s
ic
ed
u
ca
tio
n
in
p
r
im
ar
y
s
ch
o
o
ls
h
as
a
last
in
g
im
p
ac
t
on
s
tu
d
e
n
ts
’
co
g
n
itiv
e,
e
m
o
tio
n
al,
an
d
c
u
ltu
r
al
d
ev
el
o
p
m
e
n
t
an
d
is
a
v
alu
ab
le
co
m
p
o
n
e
n
t
of
a
well
-
r
o
u
n
d
e
d
ed
u
ca
tio
n
th
at
d
eser
v
es
o
n
g
o
in
g
a
n
d
th
o
u
g
h
tf
u
l
atten
tio
n
.
2
.
3
.
T
ea
cher
s
elf
-
ef
f
ic
a
cy
T
h
e
ter
m
“
s
elf
-
ef
f
icac
y
”
r
ef
e
r
s
to
an
in
d
iv
id
u
al
’
s
b
elief
in
th
eir
co
m
p
eten
ce
to
ac
h
iev
e
a
s
p
ec
if
ic
g
o
al.
T
h
is
co
n
ce
p
t
is
clo
s
ely
r
elate
d
to
s
elf
-
co
n
f
id
en
ce
,
w
h
ich
is
th
e
b
elief
in
o
n
e
’
s
ab
ilit
y
to
s
u
cc
ee
d
in
a
g
iv
en
s
itu
atio
n
.
Dev
elo
p
in
g
s
elf
-
ef
f
icac
y
is
a
f
u
n
d
am
en
tal
asp
ec
t
of
p
o
s
itiv
e
p
s
y
ch
o
lo
g
y
b
ec
au
s
e
it
can
in
cr
ea
s
e
p
r
o
d
u
ctiv
ity
an
d
o
v
e
r
all
well
-
b
ein
g
[
53
].
W
ith
in
B
an
d
u
r
a
[
50
]
s
o
cial
c
o
g
n
itiv
e
t
h
eo
r
y
,
s
elf
-
ef
f
icac
y
is
ess
en
tial
in
p
er
s
o
n
ality
d
ev
elo
p
m
en
t,
as
th
is
th
eo
r
y
em
p
h
asizes
th
e
im
p
o
r
tan
ce
of
lear
n
i
n
g
th
r
o
u
g
h
o
b
s
er
v
atio
n
,
s
o
cial
ex
p
er
ie
n
c
es,
an
d
d
eter
m
in
is
m
in
th
e
f
o
r
m
atio
n
of
a
p
er
s
o
n
’
s
b
eli
ef
s
an
d
b
eh
av
io
r
s
.
Acc
o
r
d
in
g
to
B
an
d
u
r
a
[
50
]
,
th
e
s
elf
-
s
y
s
tem
,
wh
ich
is
a
s
et
of
attitu
d
es,
s
k
ills
,
an
d
c
o
g
n
itiv
e
ab
ilit
ies,
is
cr
u
cial
f
o
r
p
e
r
ce
iv
in
g
s
itu
atio
n
s
an
d
r
esp
o
n
d
in
g
ap
p
r
o
p
r
iat
ely
.
T
h
er
ef
o
r
e,
s
elf
-
ef
f
icac
y
is
v
ital
with
in
th
is
s
y
s
tem
.
T
h
er
ef
o
r
e,
s
elf
-
ef
f
ica
cy
is
th
e
b
elief
in
o
n
e
’
s
ab
ilit
y
to
s
u
cc
ee
d
in
ce
r
tain
c
ir
cu
m
s
tan
ce
s
[
54
].
B
an
d
u
r
a
[
50
]
p
o
in
ted
out
th
at
th
ese
b
elief
s
r
ef
lect
how
p
e
o
p
l
e
th
in
k
,
b
eh
av
e,
an
d
f
ee
l.
Similar
ly
,
teac
h
er
s
elf
-
ef
f
icac
y
,
a
co
n
ce
p
t
p
r
o
p
o
s
ed
by
B
an
d
u
r
a
[
50
]
,
r
e
f
er
s
to
a
teac
h
er
’
s
b
elief
in
th
eir
o
wn
ab
ilit
ies
to
ca
r
r
y
o
u
t
s
p
ec
if
ic
task
s
in
th
e
ed
u
ca
tio
n
al
co
n
tex
t
an
d
ef
f
ec
tiv
ely
in
f
lu
en
ce
s
tu
d
en
t
lear
n
in
g
an
d
class
r
o
o
m
p
r
o
c
ess
es
[
55
].
T
h
is
ess
en
tia
l
co
m
p
o
n
e
n
t
of
teac
h
er
m
o
tiv
atio
n
an
d
p
e
r
f
o
r
m
an
ce
en
co
m
p
ass
es
v
ar
io
u
s
asp
ec
ts
of
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t.
It
i
n
clu
d
es
teac
h
er
s
’
c
o
n
f
id
e
n
ce
in
th
eir
p
ed
ag
o
g
ical
s
k
ills
,
ab
ilit
y
to
m
o
tiv
ate
t
h
em
s
elv
es
an
d
p
er
s
is
t
in
th
e
f
ac
e
of
ch
allen
g
es,
m
an
a
g
em
en
t
of
s
tr
ess
an
d
p
r
ess
u
r
e
in
h
er
en
t
in
teac
h
in
g
,
an
d
ad
ap
tab
ilit
y
an
d
r
esil
ien
ce
in
th
e
f
a
ce
of
ch
an
g
in
g
s
itu
atio
n
s
.
In
th
e
co
n
tex
t
of
m
u
s
ic
ed
u
ca
tio
n
,
th
ese
b
elief
s
ar
e
p
ar
ticu
lar
ly
cr
itical,
as
teac
h
er
s
f
ac
e
ch
allen
g
es
r
elate
d
to
th
eir
lim
ited
in
itial
tr
ain
in
g
an
d
th
e
s
ca
r
city
of
r
e
s
o
u
r
ce
s
in
m
an
y
C
h
ilean
s
ch
o
o
ls
.
T
h
is
d
ir
ec
tly
af
f
ec
ts
th
eir
ab
ilit
y
to
p
lan
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
26
:
2
2
8
0
-
2
2
9
1
2284
ex
ec
u
te
ef
f
ec
tiv
e
m
u
s
ical
ac
tiv
ities
in
th
e
f
u
tu
r
e.
T
ea
ch
er
s
elf
-
ef
f
icac
y
also
in
f
lu
e
n
ce
s
s
t
u
d
en
t
lear
n
in
g
,
as
teac
h
er
s
with
s
tr
o
n
g
s
elf
-
ef
f
ic
ac
y
ten
d
to
c
r
ea
te
a
m
o
r
e
ef
f
ec
tiv
e
class
r
o
o
m
en
v
ir
o
n
m
en
t
.
Fu
r
th
er
m
o
r
e,
th
is
p
er
ce
p
tio
n
of
s
elf
-
ef
f
icac
y
is
lin
k
ed
to
th
e
c
o
n
s
tan
t
p
u
r
s
u
it
of
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
an
d
its
im
p
ac
t
ex
ten
d
s
to
t
h
e
teac
h
er
’
s
in
ter
ac
tio
n
with
co
lleag
u
es
an
d
p
ar
en
ts
[
56
].
Fo
s
ter
in
g
teac
h
er
s
elf
-
ef
f
icac
y
is
a
cr
u
cial
co
m
p
o
n
en
t
of
teac
h
er
well
-
b
ein
g
an
d
p
e
r
f
o
r
m
a
n
ce
,
co
n
tr
ib
u
tin
g
s
ig
n
if
ican
t
ly
to
co
n
tin
u
o
u
s
im
p
r
o
v
em
e
n
t
in
th
e
e
d
u
ca
tio
n
al
f
ield
.
T
h
er
ef
o
r
e,
im
p
r
o
v
in
g
th
e
s
elf
-
ef
f
icac
y
of
m
u
s
ic
teac
h
er
s
is
v
ital
f
o
r
p
r
o
v
i
d
in
g
h
ig
h
-
q
u
ality
m
u
s
ic
ed
u
ca
tio
n
in
s
ch
o
o
ls
.
T
h
is
co
n
ce
p
t
ex
ten
d
s
b
ey
o
n
d
tea
ch
er
r
ec
r
u
itm
e
n
t
an
d
r
ete
n
tio
n
to
in
clu
d
e
j
o
b
s
atis
f
ac
tio
n
an
d
class
r
o
o
m
p
e
r
f
o
r
m
a
n
ce
.
Desp
ite
its
im
p
o
r
t
an
ce
,
m
o
r
e
r
esear
ch
is
n
ee
d
e
d
,
esp
ec
ially
am
o
n
g
g
en
er
alis
t
teac
h
er
s
an
d
f
r
o
m
a
L
atin
Am
er
ican
p
er
s
p
ec
ti
v
e,
s
in
ce
teac
h
er
s
’
p
er
ce
p
tio
n
s
of
th
eir
m
u
s
ical
ab
ilit
ies
s
ig
n
if
ican
tly
im
p
ac
t
th
eir
p
r
o
f
ess
io
n
al
id
en
tity
,
wh
i
ch
can
lim
it
th
eir
s
elf
-
ef
f
icac
y
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
was
d
ev
elo
p
ed
f
r
o
m
th
e
ep
is
tem
o
lo
g
ical
p
er
s
p
ec
tiv
e
of
m
ix
ed
m
eth
o
d
s
r
esear
ch
,
u
tili
zin
g
th
e
d
ialec
tical
r
ep
r
esen
tatio
n
of
C
r
eswell
an
d
C
lar
k
[
57
]
,
wh
o
em
p
h
asized
th
e
p
o
ten
tial
of
m
u
ltip
le
p
ar
ad
ig
m
s
to
p
r
o
v
id
e
d
iv
er
s
e
in
s
ig
h
ts
in
to
th
e
s
o
cial
wo
r
ld
.
T
h
e
s
tu
d
y
em
p
lo
y
s
a
p
o
s
t
-
p
o
s
itiv
is
t
wo
r
ld
v
iew
f
o
r
th
e
q
u
a
n
titativ
e
p
h
ase,
w
h
ich
tr
an
s
f
o
r
m
s
in
to
a
co
n
s
tr
u
ct
iv
is
t
p
er
s
p
ec
tiv
e
f
o
r
th
e
q
u
alit
ativ
e
p
h
ase
to
g
ain
a
d
ee
p
er
u
n
d
e
r
s
tan
d
in
g
of
th
e
r
esu
lts
.
C
o
n
v
en
ien
ce
an
d
s
n
o
w
b
all
s
am
p
lin
g
tech
n
iq
u
es
wer
e
em
p
lo
y
ed
to
o
b
tai
n
r
esp
o
n
s
es
f
r
o
m
teac
h
er
s
u
s
in
g
th
e
s
elf
-
ef
f
icac
y
s
ca
le.
T
h
e
s
am
p
le
co
n
s
is
ted
of
61
g
en
er
alis
t
teac
h
er
s
f
r
o
m
m
u
n
icip
al,
p
r
iv
ate,
an
d
s
u
b
s
id
ized
s
ch
o
o
ls
.
As
m
en
tio
n
ed
p
r
e
v
io
u
s
ly
,
a
c
o
n
v
e
n
ien
ce
an
d
s
n
o
wb
all
s
am
p
lin
g
m
eth
o
d
[
58
]
was
u
s
ed
to
r
ea
ch
th
ese
teac
h
er
s
b
ased
on
ea
s
e
of
ac
ce
s
s
,
av
ailab
ilit
y
to
p
ar
ticip
ate,
an
d
t
h
eir
co
o
p
er
a
tio
n
in
f
o
r
wa
r
d
in
g
th
e
em
ail
an
d
m
ee
tin
g
t
h
e
s
tu
d
y
’
s
d
ea
d
lin
e.
T
ea
ch
er
s
wer
e
s
elec
ted
f
o
r
in
ter
v
iews
b
ased
on
th
eir
s
co
r
es
on
th
e
s
elf
-
ef
f
icac
y
s
ca
le,
wh
ich
ca
teg
o
r
izes
th
em
as
h
av
in
g
h
ig
h
or
lo
w
s
elf
-
ef
f
icac
y
ac
c
o
r
d
in
g
to
th
e
s
u
r
v
ey
d
esig
n
ed
by
Özm
en
teş
[
59
].
T
h
e
class
if
icatio
n
is
b
a
s
ed
on
th
e
s
co
r
es
o
b
tain
ed
on
th
is
s
ca
le,
wh
er
e
teac
h
er
s
with
h
ig
h
s
elf
-
ef
f
icac
y
ar
e
th
o
s
e
wh
o
o
b
tain
ed
h
ig
h
s
co
r
es
on
th
e
s
elf
-
ef
f
icac
y
s
ca
le
(
6
9
p
o
in
ts
an
d
ab
o
v
e)
,
in
d
icatin
g
s
tr
o
n
g
co
n
f
id
en
ce
in
th
eir
s
k
ills
an
d
co
m
p
eten
cies
in
t
ea
ch
in
g
m
u
s
ic.
C
o
n
v
er
s
ely
,
teac
h
er
s
with
lo
w
s
elf
-
ef
f
icac
y
ar
e
th
o
s
e
wh
o
o
b
tain
ed
lo
w
s
co
r
es
on
th
e
s
elf
-
e
f
f
icac
y
s
ca
le
(
less
th
an
68
p
o
i
n
ts
)
,
in
d
icatin
g
less
co
n
f
id
en
ce
in
th
eir
s
k
ills
an
d
co
m
p
eten
cies
in
teac
h
i
n
g
m
u
s
ic.
C
o
n
s
eq
u
en
tly
,
t
h
e
s
am
p
le
f
o
r
th
is
s
tu
d
y
was
a
non
-
p
r
o
b
a
b
ilis
tic
an
d
p
u
r
p
o
s
iv
e
s
elec
tio
n
of
v
o
lu
n
tee
r
s
[
60
]
u
n
til
t
h
e
p
o
in
t
of
s
atu
r
atio
n
was
r
ea
ch
ed
(
eig
h
t
teac
h
er
s
in
to
tal;
f
o
u
r
p
er
s
elf
-
ef
f
icac
y
lev
el:
h
ig
h
or
lo
w)
.
T
ab
le
1
p
r
esen
ts
th
e
m
ain
ch
ar
ac
ter
is
tics
of
th
e
s
tu
d
y
s
am
p
le,
in
clu
d
in
g
ac
ad
e
m
ic
b
ac
k
g
r
o
u
n
d
,
d
e
g
r
ee
or
s
p
ec
ializatio
n
,
m
u
s
ic
tr
ain
in
g
d
u
r
in
g
in
itial
teac
h
er
ed
u
ca
tio
n
,
a
n
d
in
s
titu
tio
n
t
y
p
e
.
T
ab
le
1.
Sam
p
le
c
h
ar
ac
ter
is
tics
V
a
r
i
a
b
l
e
C
a
t
e
g
o
r
y
F
r
e
q
u
e
n
c
y
(f)
P
e
r
c
e
n
t
a
g
e
(
%)
A
c
a
d
e
mi
c
b
a
c
k
g
r
o
u
n
d
U
n
d
e
r
g
r
a
d
u
a
t
e
53
86
.
9
G
r
a
d
u
a
t
e
8
1
3
.
1
D
e
g
r
e
e
or
sp
e
c
i
a
l
i
z
a
t
i
o
n
N
o
me
n
t
i
o
n
23
3
7
.
7
La
n
g
u
a
g
e
a
n
d
c
o
mm
u
n
i
c
a
t
i
o
n
15
2
4
.
6
M
a
t
h
e
ma
t
i
c
s
10
1
6
.
4
N
a
t
u
r
a
l
s
c
i
e
n
c
e
s
3
4.
9
M
u
s
i
c
2
3.
3
H
i
st
o
r
y
2
3.
3
S
p
e
c
i
a
l
e
d
u
c
a
t
i
o
n
2
3.
3
R
e
l
i
g
i
o
n
1
1.
6
Te
c
h
n
o
l
o
g
y
1
1.
6
En
g
l
i
sh
1
1
.
6
C
o
m
p
u
t
i
n
g
1
1.
6
M
u
s
i
c
c
o
u
r
s
e
s
d
u
r
i
n
g
i
n
i
t
i
a
l
t
r
a
i
n
i
n
g
Y
e
s
26
4
2
.
6
No
35
5
7
.
4
Ty
p
e
of
i
n
s
t
i
t
u
t
i
o
n
w
h
e
r
e
y
o
u
w
o
r
k
P
u
b
l
i
c
37
6
0
.
7
P
r
i
v
a
t
e
10
1
6
.
4
S
u
b
s
i
d
i
z
e
d
8
1
3
.
1
V
a
r
i
o
u
s
5
8.
2
O
t
h
e
r
s
1
1.
6
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
er self
-
effica
cy
in
mu
s
ic
tea
ch
in
g
:
a
n
ex
p
lo
r
a
to
r
y
s
tu
d
y
in
C
h
ile
(
K
a
r
la
V
a
ld
eb
en
ito
)
2285
Of
th
e
p
ar
ticip
an
ts
,
8
6
.
9
% h
ad
u
n
d
er
g
r
ad
u
ate
d
e
g
r
ee
s
an
d
1
3
% h
ad
p
o
s
tg
r
ad
u
ate
d
e
g
r
ee
s
.
R
eg
ar
d
in
g
s
p
ec
ializatio
n
s
,
3
7
.
7
%
h
ad
n
o
s
p
ec
ializatio
n
,
2
4
%
s
p
ec
ializ
ed
in
lan
g
u
ag
e
an
d
c
o
m
m
u
n
i
ca
tio
n
,
an
d
3
7
.
7
%
s
p
ec
ialized
in
m
ath
e
m
atics.
R
eg
ar
d
in
g
m
u
s
ic
at
u
n
iv
er
s
it
y
,
5
7
%
s
tated
th
at
th
ey
d
id
n
o
t
tak
e
a
n
y
co
u
r
s
es
r
elate
d
to
th
is
s
u
b
ject
d
u
r
in
g
th
eir
teac
h
er
tr
ai
n
in
g
.
Fin
ally
,
6
0
%
o
f
th
e
teac
h
e
r
s
wo
r
k
e
d
in
p
u
b
lic
s
ch
o
o
ls
,
1
6
% in
p
r
iv
ate
s
ch
o
o
ls
,
an
d
1
3
% in
m
ix
ed
s
ch
o
o
ls
.
3
.2
.
Resea
rc
h
ins
t
rum
ent
s
T
h
e
s
elf
-
ef
f
icac
y
s
ca
le
f
o
r
m
u
s
ic
teac
h
in
g
f
o
r
g
en
e
r
alis
t
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
,
c
r
ea
ted
by
Özm
en
teş
[
59
]
,
estab
lis
h
es
d
im
en
s
io
n
s
co
n
ce
p
tu
ally
o
r
ien
ted
to
war
d
s
in
s
tr
u
m
en
ta
l
ed
u
ca
tio
n
,
v
o
ca
l
ed
u
ca
tio
n
,
t
h
e
teac
h
in
g
of
m
u
s
ic
th
eo
r
ies,
th
e
ap
p
licatio
n
of
m
u
s
ic
teac
h
in
g
m
eth
o
d
s
,
in
d
ep
en
d
en
ce
in
ac
q
u
ir
in
g
m
u
s
ical
k
n
o
wled
g
e
,
th
e
u
s
e
of
in
s
tr
u
m
e
n
ts
an
d
v
o
ice,
an
d
s
elf
-
ef
f
icac
y
in
en
s
u
r
in
g
s
tu
d
en
ts
’
af
f
ec
tiv
e
d
ev
el
o
p
m
en
t.
T
h
e
s
c
ale
item
s
wer
e
d
ev
elo
p
ed
u
s
in
g
a
5
-
p
o
in
t
L
ik
er
t
-
t
y
p
e
r
atin
g
s
ca
le
an
d
s
co
r
ed
as
:
5
p
o
in
ts
=
s
tr
o
n
g
ly
ag
r
ee
,
4
p
o
i
n
ts
=
ag
r
ee
,
3
p
o
in
ts
=
s
o
m
ewh
a
t
ag
r
ee
,
2
p
o
in
ts
=
d
is
ag
r
ee
,
a
n
d
1
p
o
in
t
=
s
tr
o
n
g
ly
d
is
ag
r
ee
.
T
h
e
h
i
g
h
est
p
o
s
s
ib
le
s
co
r
e
on
th
e
s
ca
le
was
1
1
5
.
0
0
,
w
h
ile
th
e
lo
west
was
2
3
.
0
0
.
Sco
r
es
ab
o
v
e
69
in
d
icate
h
ig
h
lev
els
of
s
elf
-
ef
f
icac
y
in
m
u
s
ic
teac
h
in
g
,
wh
ile
s
co
r
es
b
elo
w
68
in
d
icate
lo
w
s
elf
-
ef
f
icac
y
(
t
h
er
e
is
no
m
ea
n
s
co
r
e)
.
T
h
e
s
ca
le
co
n
s
is
ts
of
23
item
s
.
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
r
eliab
ilit
y
co
ef
f
icien
t
f
o
r
th
e
s
ca
le
was
0
.
9
2
4
.
T
h
e
in
ter
v
iew
was
d
ev
elo
p
ed
as:
i
)
an
o
p
en
-
en
d
ed
in
ter
v
iew
g
u
id
e
was
cr
ea
ted
b
ased
on
q
u
alitativ
e
s
elf
-
ef
f
icac
y
s
tu
d
ies;
ii
)
q
u
esti
o
n
s
wer
e
d
esig
n
ed
to
ex
p
lo
r
e
o
p
in
io
n
s
,
e
x
p
er
ien
ce
s
,
tr
ai
n
in
g
,
an
d
p
er
ce
p
tio
n
s
r
eg
ar
d
in
g
m
u
s
ic
an
d
ac
tiv
ities
r
elate
d
to
teac
h
er
s
elf
-
ef
f
icac
y
;
iii
)
two
ty
p
es
of
in
ter
v
iews
wer
e
co
n
d
u
cted
:
one
f
o
r
teac
h
er
s
with
h
ig
h
s
elf
-
ef
f
icac
y
an
d
o
n
e
f
o
r
teac
h
er
s
with
lo
w
s
elf
-
ef
f
icac
y
;
iv
)
th
e
in
s
tr
u
m
e
n
t
’
s
v
alid
ity
was
estab
lis
h
ed
th
r
o
u
g
h
ex
p
e
r
t
v
alid
atio
n
;
an
d
v
)
af
ter
th
e
s
u
g
g
esti
o
n
co
r
r
ec
tio
n
p
r
o
ce
s
s
,
th
e
f
in
al
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
s
cr
i
p
t
was
ad
ju
s
ted
,
allo
win
g
not
o
n
ly
in
-
d
ep
th
i
n
f
o
r
m
atio
n
on
im
p
o
r
ta
n
t
to
p
ics,
but
also
q
u
esti
o
n
s
or
th
em
es
to
em
er
g
e
in
th
e
d
is
co
u
r
s
e
f
r
o
m
th
e
p
ar
ticip
an
ts
.
3
.3
.
Resea
rc
h
pro
ce
du
re
s
a
nd
da
t
a
a
na
ly
s
is
T
h
e
s
elf
-
ef
f
icac
y
s
ca
le
allo
ws
f
o
r
th
e
c
o
llectio
n
of
q
u
a
n
titativ
e
d
ata
th
at
can
be
g
en
e
r
alize
d
to
th
e
lev
els
of
s
elf
-
ef
f
icac
y
am
o
n
g
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
.
Statis
tical
s
o
f
twar
e
(
SP
SS
21)
w
as
u
s
ed
to
p
er
f
o
r
m
d
escr
ip
tiv
e
an
d
f
r
eq
u
e
n
cy
an
aly
s
es
f
o
r
each
item
on
th
e
s
ca
le.
T
h
e
in
ter
v
iew
r
esp
o
n
s
es
wer
e
s
u
b
jecte
d
to
co
n
ten
t
an
aly
s
is
[
61
].
C
o
n
te
n
t
an
aly
s
is
v
er
if
ies
th
e
p
r
esen
ce
of
th
em
es,
w
o
r
d
s
,
or
co
n
ce
p
t
s
with
in
th
e
co
n
ten
t
an
d
th
eir
m
ea
n
i
n
g
s
in
co
n
te
x
t.
T
h
e
in
itial
co
d
e
b
o
o
k
co
n
s
is
ted
of
d
ef
i
n
itio
n
s
by
Özm
en
te
ş
[
59
],
wh
ich
wer
e
b
ased
on
th
o
s
e
of
B
an
d
u
r
a
[
50
],
alo
n
g
with
s
p
ec
if
ic
g
u
id
an
ce
f
r
o
m
th
e
s
elf
-
ef
f
icac
y
liter
atu
r
e
r
eg
ar
d
in
g
th
e
ty
p
es
of
r
esp
o
n
s
es
to
be
co
d
ed
f
o
r
ea
c
h
s
o
u
r
ce
.
To
id
en
tif
y
ca
s
es
r
elate
d
to
in
cr
ea
s
es
or
d
ec
r
ea
s
es
in
s
elf
-
ef
f
icac
y
,
t
h
e
co
d
eb
o
o
k
in
clu
d
ed
p
o
s
itiv
e
an
d
n
eg
ativ
e
co
d
es
f
o
r
each
s
o
u
r
ce
.
Ad
d
itio
n
al
co
d
es
wer
e
ad
d
ed
an
d
r
e
d
ef
in
e
d
to
co
d
e
o
th
er
ex
p
er
ie
n
ce
s
th
at
teac
h
er
s
d
escr
ib
ed
as
in
c
r
ea
s
in
g
or
d
ec
r
ea
s
in
g
th
eir
c
o
n
f
id
en
ce
d
u
r
in
g
th
e
in
ter
v
iew
.
Usi
n
g
NVI
VO
14
s
o
f
twar
e,
th
e
co
d
e
r
s
m
et
af
ter
co
d
in
g
a
s
u
b
s
et
of
th
e
d
ata
to
r
ef
in
e
th
e
co
d
eb
o
o
k
an
d
estab
lis
h
r
eliab
ilit
y
[
62
].
In
th
e
f
in
al
r
esu
lts
an
d
d
is
cu
s
s
io
n
s
tag
e,
th
e
two
co
n
n
ec
ted
s
ets
of
r
esu
lts
(
q
u
an
titativ
e
an
d
q
u
alitativ
e)
wer
e
in
teg
r
ated
,
a
n
d
c
o
n
clu
s
io
n
s
w
er
e
d
r
awn
r
eg
a
r
d
in
g
how
t
h
e
q
u
alitativ
e
r
esu
lts
ex
p
lain
ed
a
n
d
ex
p
an
d
e
d
u
p
o
n
th
e
s
p
ec
if
ic
q
u
an
titativ
e
r
esu
lt
s
.
4.
RE
SU
L
T
S
T
h
e
q
u
an
titativ
e
d
ata
f
r
o
m
th
e
s
elf
-
ef
f
icac
y
s
ca
le
p
r
o
v
id
ed
a
s
tati
s
tical
u
n
d
er
s
tan
d
in
g
of
teac
h
er
s
’
s
elf
-
ef
f
icac
y
in
m
u
s
ic
teac
h
in
g
.
W
h
ile
th
is
q
u
an
titativ
e
d
ata
is
v
alu
ab
le,
it
ca
n
n
o
t
f
u
lly
ca
p
tu
r
e
teac
h
er
s
’
in
d
iv
id
u
al
ex
p
e
r
ien
ce
s
.
T
h
e
q
u
alitativ
e
p
h
ase,
u
s
in
g
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews,
ex
p
l
o
r
ed
how
teac
h
er
s
p
er
ce
iv
ed
th
eir
s
elf
-
ef
f
icac
y
in
m
u
s
ic
teac
h
in
g
,
co
n
s
id
er
in
g
th
eir
t
r
ain
in
g
an
d
ed
u
ca
tio
n
al
co
n
tex
t.
B
ased
on
co
n
s
tr
u
ctiv
is
t
th
eo
r
y
[
58
],
th
e
in
ter
v
iews
r
ev
ea
led
how
teac
h
er
s
’
ex
p
e
r
ien
ce
s
an
d
m
u
s
ical
tr
ain
in
g
in
f
lu
en
ce
d
th
eir
p
er
ce
p
tio
n
s
of
s
elf
-
ef
f
ic
ac
y
.
T
h
is
m
eth
o
d
q
u
an
titativ
e
ly
id
en
tifie
s
le
v
els
of
s
elf
-
ef
f
icac
y
an
d
p
r
o
v
i
d
es
co
n
tex
tu
al
u
n
d
er
s
tan
d
i
n
g
.
T
h
e
in
teg
r
atio
n
of
b
o
th
a
p
p
r
o
a
ch
es
lead
s
to
more
r
o
b
u
s
t
c
o
n
clu
s
io
n
s
.
T
ab
le
2
p
r
esen
ts
th
e
s
u
r
v
ey
r
esu
lts
r
eg
ar
d
in
g
th
e
s
elf
-
ef
f
icac
y
lev
e
ls
of
th
e
teac
h
er
s
wh
o
p
ar
tici
p
ated
in
th
is
s
tu
d
y
.
It
also
in
clu
d
es
ac
co
u
n
ts
f
r
o
m
th
e
in
ter
v
iews
r
elate
d
to
th
e
d
i
m
en
s
io
n
s
d
ev
elo
p
ed
by
th
e
s
c
ale.
T
h
is
d
em
o
n
s
tr
ates
a
clea
r
d
if
f
er
en
ce
in
th
e
p
er
ce
p
tio
n
s
o
f
teac
h
er
s
with
h
ig
h
s
elf
-
ef
f
icac
y
.
W
h
ile
th
ese
teac
h
er
s
ar
e
q
u
ite
cr
itical
o
f
th
eir
teac
h
in
g
an
d
th
eir
o
wn
ab
ilit
ies,
th
ey
ten
d
to
b
e
m
o
r
e
m
o
tiv
atin
g
,
p
o
s
itiv
e,
an
d
in
n
o
v
ativ
e;
th
ey
s
ee
k
h
elp
an
d
ar
e
s
elf
-
d
ir
ec
te
d
in
th
eir
class
es.
C
o
n
v
er
s
ely
,
teac
h
er
s
with
lo
w
s
elf
-
ef
f
icac
y
ten
d
to
b
e
m
o
r
e
p
ess
im
is
tic
ab
o
u
t
th
eir
k
n
o
wl
ed
g
e
an
d
s
k
ills
,
h
av
e
less
in
it
iativ
e,
an
d
ten
d
to
b
lam
e
th
eir
e
n
v
ir
o
n
m
en
t
o
r
in
s
titu
tio
n
s
.
B
o
th
ty
p
es
o
f
teac
h
er
s
s
tr
o
n
g
ly
c
r
iticized
th
eir
li
m
ited
o
r
n
o
n
e
x
is
ten
t
in
itial
teac
h
er
tr
ain
in
g
in
m
u
s
ic,
with
litt
le
in
s
tr
u
m
en
tal/v
o
ca
l
p
r
ac
tice,
wh
ich
was
o
n
l
y
p
r
o
v
id
ed
in
o
n
e
s
em
ester
,
an
d
co
n
s
id
er
e
d
in
s
u
f
f
icien
t f
o
r
all
th
e
y
h
a
v
e
to
d
o
i
n
th
e
class
r
o
o
m
.
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
.
3
,
J
u
n
e
20
26
:
2
2
8
0
-
2
2
9
1
2286
T
ab
le
2.
Su
m
m
a
r
y
of
r
esu
lts
by
d
im
en
s
io
n
of
teac
h
e
r
s
elf
-
ef
f
icac
y
in
m
u
s
ic
teac
h
in
g
(
N=
6
1
)
D
i
me
n
si
o
n
M
H
i
g
h
s
e
l
f
-
e
f
f
i
c
a
c
y
M
L
o
w
s
e
l
f
-
e
f
f
i
c
a
c
y
Q
u
a
l
i
t
a
t
i
v
e
n
a
r
r
a
t
i
v
e
I
n
st
r
u
me
n
t
a
l
e
d
u
c
a
t
i
o
n
I
n
st
r
u
me
n
t
u
s
e
4
.
5
2
.
2
“I
d
o
n
’
t
k
n
o
w
a
n
y
of
t
h
e
i
n
st
r
u
me
n
t
s
b
e
c
a
u
se,
to
be
h
o
n
e
st
,
I
o
n
l
y
l
e
a
r
n
e
d
t
h
e
m
f
o
r
t
h
e
c
o
m
p
e
t
i
t
i
o
n
at
u
n
i
v
e
r
si
t
y
;
t
h
e
so
n
g
t
h
e
y
t
o
l
d
me
to
p
l
a
y
,
a
n
d
t
h
a
t
w
o
u
l
d
be
i
t
,
b
e
c
a
u
s
e
on
t
o
p
of
t
h
a
t
,
I
f
e
e
l
l
i
k
e
I
d
o
n
’
t
h
a
v
e
t
h
a
t
a
b
i
l
i
t
y
”
(
P
G
5
)
“
I
f
you
g
i
v
e
me
an
i
n
st
r
u
me
n
t
,
I
’
l
l
p
l
a
y
t
h
e
n
o
t
e
s,
b
u
t
if
y
o
u
t
e
l
l
me
to
do
a
G
sca
l
e
…
I
w
o
n
’
t
be
a
b
l
e
to
f
i
n
d
t
h
e
c
h
o
r
d
”
(
P
G
6
)
.
Te
a
c
h
i
n
g
a
n
i
n
s
t
r
u
m
e
n
t
4
.
7
2
.
8
A
c
c
o
m
p
a
n
y
i
n
g
so
n
g
s
3
.
8
2
.
9
V
o
c
a
l
e
d
u
c
a
t
i
o
n
V
o
i
c
e
t
r
a
i
n
i
n
g
4
.
1
3
.
2
“
I
don
’
t
s
i
n
g
,
so
I
c
o
u
l
d
n
’
t
be
s
o
m
e
o
n
e
w
h
o
t
e
a
c
h
e
s
si
n
g
i
n
g
or
h
o
w
to
a
p
p
r
e
c
i
a
t
e
m
u
s
i
c
”
(
P
G
1
)
“
I
’
ve
a
l
w
a
y
s
sa
i
d
t
h
a
t
I
si
n
g
b
a
d
l
y
”
(
P
G
2
)
.
S
o
n
g
i
n
s
t
r
u
c
t
i
o
n
3.
0
1.
5
V
o
i
c
e
t
e
c
h
n
i
q
u
e
s
3.
8
2.
1
R
h
y
t
h
m
i
c
a
c
c
o
m
p
a
n
i
m
e
n
t
3.
4
1.
8
M
u
s
i
c
t
h
e
o
r
y
M
u
s
i
c
a
l
r
e
a
d
i
n
g
4.
4
3
“I
a
l
so
f
o
u
n
d
my
o
w
n
m
e
t
h
o
d
s
f
o
r
t
e
a
c
h
i
n
g
f
l
u
t
e
…
I
w
o
u
l
d
a
ssi
g
n
t
h
e
n
o
t
e
,
f
o
r
e
x
a
m
p
l
e
,
to
t
h
e
met
a
l
l
o
p
h
o
n
e
,
a
n
d
t
h
a
t
w
a
y
t
h
e
y
k
n
e
w
h
o
w
to
p
l
a
y
i
t
”
(
P
G
3
)
.
“
Th
e
f
l
u
t
e
w
a
s
t
h
e
o
n
l
y
i
n
st
r
u
me
n
t
u
se
d
to
a
ss
e
ss
t
h
e
su
b
j
e
c
t
.
T
h
e
y
t
a
u
g
h
t
us
t
h
e
b
a
si
c
s
of
t
h
e
s
u
b
j
e
c
t
.
(
P
G
8
)
.
M
u
s
i
c
a
l
c
o
n
c
e
p
t
s
2.
9
2.
4
M
u
s
i
c
e
d
u
c
a
t
i
o
n
C
o
m
p
e
t
e
n
t
t
o
t
e
a
c
h
mu
si
c
3.
2
2.
8
“I
t
h
i
n
k
o
n
e
m
a
k
e
s
an
e
f
f
o
r
t
to
t
r
y
to
i
n
n
o
v
a
t
e
w
i
t
h
mo
r
e
mu
si
c
a
l
me
t
h
o
d
s,
e
s
p
e
c
i
a
l
l
y
at
t
h
e
b
e
g
i
n
n
i
n
g
;
o
n
e
t
r
i
e
s
to
do
mea
n
i
n
g
f
u
l
w
o
r
k
f
o
r
t
h
e
c
h
i
l
d
r
e
n
t
h
a
t
mo
t
i
v
a
t
e
s
t
h
e
m
”
(
P
G
4
)
.
“
W
h
e
n
I
w
a
s
t
o
l
d
t
h
a
t
I
w
o
u
l
d
be
t
e
a
c
h
i
n
g
f
i
f
t
h
a
n
d
s
i
x
t
h
g
r
a
d
e
s,
I
c
o
n
s
u
l
t
e
d
w
i
t
h
a
c
o
l
l
e
a
g
u
e
.
I
t
o
l
d
h
i
m,
‘
H
e
y
,
I
k
n
o
w
you
a
r
e
a
m
u
si
c
t
e
a
c
h
e
r
[
…]
,
I
n
e
e
d
y
o
u
to
g
u
i
d
e
me
on
mu
si
c
a
l
me
t
h
o
d
s
’
”
(
P
G
3
)
.
M
a
n
a
g
i
n
g
m
u
si
c
4.
5
2.
8
M
u
s
i
c
a
l
e
v
e
n
t
s
3
2.
6
I
mp
r
o
v
i
n
g
m
u
si
c
e
d
u
c
a
t
i
o
n
3.
6
2.
1
A
c
q
u
i
r
i
n
g
mu
si
c
a
l
k
n
o
w
l
e
d
g
e
U
si
n
g
i
n
s
t
r
u
m
e
n
t
s
i
n
c
l
a
ss
4.
4
2.
5
“I
d
o
n
’
t
k
n
o
w
,
b
u
t
if
I
c
a
n
f
i
n
d
t
h
e
a
n
sw
e
r
,
I
w
i
l
l
,
”
a
n
d
t
h
e
y
t
h
e
mse
l
v
e
s
t
e
l
l
m
e
,
“
L
e
t
’
s
go
to
G
o
o
g
l
e
a
n
d
s
e
a
r
c
h
”
(
P
G
5
)
.
“I
h
a
v
e
a
mu
s
i
c
c
o
l
l
e
a
g
u
e
I
c
a
n
a
sk
,
so
i
t
’
s
n
o
t
l
i
k
e
I
do
not
k
n
o
w
t
h
i
s
a
n
d
I
do
n
o
t
t
e
a
c
h
i
t
.
I
g
e
n
e
r
a
l
l
y
f
i
n
d
o
u
t
,
I
a
sk
,
I
l
o
o
k
f
o
r
i
n
f
o
r
ma
t
i
o
n
”
(
P
G
5
)
.
Te
a
c
h
i
n
g
a
n
i
n
s
t
r
u
m
e
n
t
4.
5
2.
9
A
c
c
o
m
p
a
n
y
i
n
g
a
so
n
g
w
i
t
h
a
n
i
n
s
t
r
u
m
e
n
t
3.
5
2.
9
U
se
of
i
n
s
t
r
u
m
e
n
t
a
n
d
v
o
i
c
e
R
h
y
t
h
m
i
c
a
c
t
i
v
i
t
i
e
s
3.
6
1.
8
“
I
d
o
n
’
t
si
n
g
,
ma
y
b
e
I
’
m
n
o
t
t
h
e
b
e
s
t
r
o
l
e
m
o
d
e
l
f
o
r
g
i
r
l
s
”
(
P
G
6
)
.
“
I
t
h
i
n
k
t
h
a
t
a
l
l
t
h
e
sh
o
r
t
c
o
mi
n
g
s
of
a
l
mo
s
t
a
l
l
s
c
h
o
o
l
s
a
r
e
r
e
l
a
t
e
d
to
t
h
e
i
n
st
r
u
me
n
t
s
”
(
P
G
1
0
)
.
Le
a
d
i
n
g
t
h
e
n
a
t
i
o
n
a
l
a
n
t
h
e
m
3.
6
1.
8
S
e
l
f
-
e
f
f
i
c
a
c
y
f
o
r
st
u
d
e
n
t
d
e
v
e
l
o
p
me
n
t
M
o
t
i
v
a
t
i
o
n
3
1.
7
“
I
f
t
h
e
r
e
is
so
m
e
t
h
i
n
g
I
do
n
o
t
k
n
o
w
,
I,
as
a
p
e
r
s
o
n
,
do
not
w
a
n
t
to
r
e
ma
i
n
in
d
o
u
b
t
.
I
k
n
o
w
I
h
a
v
e
t
h
e
a
b
i
l
i
t
y
to
i
n
v
e
s
t
i
g
a
t
e
w
i
t
h
my
st
u
d
e
n
t
s
at
t
h
a
t
m
o
m
e
n
t
a
n
d
r
e
s
o
l
v
e
t
h
e
i
r
d
o
u
b
t
s
”
(
PG
7
)
.
“I
b
e
l
i
e
v
e
t
h
a
t
o
n
e
m
a
k
e
s
an
e
f
f
o
r
t
to
t
r
y
to
i
n
n
o
v
a
t
e
in
so
m
e
t
h
i
n
g
s,
e
s
p
e
c
i
a
l
l
y
at
t
h
e
b
e
g
i
n
n
i
n
g
of
t
h
e
sem
e
st
e
r
.
O
n
e
t
r
i
e
s
to
do
m
e
a
n
i
n
g
f
u
l
w
o
r
k
f
o
r
t
h
e
c
h
i
l
d
r
e
n
t
h
a
t
m
o
t
i
v
a
t
e
s
t
h
e
m
”
(
PG
4
).
C
r
e
a
t
i
v
i
t
y
3
2
Lo
v
i
n
g
m
u
si
c
3.
6
2
A
n
sw
e
r
i
n
g
q
u
e
st
i
o
n
s
5
2.
3
Te
a
c
h
i
n
g
m
u
s
i
c
3.
1
2.
8
5.
DIS
CU
SS
I
O
N
I
n
teg
r
atin
g
th
ese
d
ata
allo
w
s
u
s
to
co
r
r
o
b
o
r
ate
a
n
d
co
m
p
ar
e
th
e
r
esu
lts
o
b
tain
e
d
b
y
ea
ch
m
eth
o
d
o
l
o
g
ical
ap
p
r
o
ac
h
,
m
a
k
in
g
it
p
o
s
s
ib
le
to
id
en
tify
d
e
ep
er
p
atter
n
s
an
d
r
elatio
n
s
h
ip
s
b
etwe
en
teac
h
er
s
’
p
er
ce
p
tio
n
s
,
th
eir
ed
u
ca
tio
n
al
p
r
ac
tices,
an
d
th
eir
p
er
ce
iv
e
d
im
p
ac
t
o
n
s
tu
d
en
t
d
ev
el
o
p
m
e
n
t.
T
h
e
in
teg
r
atio
n
o
f
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
f
in
d
in
g
s
also
p
r
o
v
i
d
es
a
b
r
o
ad
e
r
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
s
elf
-
ef
f
icac
y
is
co
n
s
tr
u
cted
a
n
d
m
an
if
ested
in
th
e
c
o
n
tex
t
o
f
m
u
s
ic
teac
h
in
g
in
C
h
ile’
s
p
r
im
a
r
y
e
d
u
ca
tio
n
.
I
n
t
h
is
s
en
s
e,
th
e
m
ix
ed
-
m
eth
o
d
s
ap
p
r
o
ac
h
m
a
d
e
it
p
o
s
s
ib
le
to
c
o
n
tr
ast
th
e
s
tatis
t
ical
tr
en
d
s
id
en
tifie
d
in
th
e
q
u
esti
o
n
n
air
es
with
th
e
n
ar
r
ativ
es
ex
p
r
ess
ed
d
u
r
in
g
th
e
in
ter
v
iews
an
d
to
r
ev
ea
l
ten
s
io
n
s
,
ch
allen
g
es,
an
d
co
n
tex
tu
al
f
ac
to
r
s
th
at
in
f
lu
en
ce
teac
h
er
s
’
c
o
n
f
i
d
en
ce
in
teac
h
in
g
m
u
s
ic.
Fig
u
r
e
1
p
r
esen
ts
th
e
in
teg
r
ated
f
in
d
in
g
s
to
p
r
o
v
id
e
a
h
o
lis
tic
v
iew
o
f
teac
h
er
s
elf
-
ef
f
icac
y
in
p
r
im
ar
y
m
u
s
ic
ed
u
ca
tio
n
in
C
h
ile.
T
h
e
f
ir
s
t
ca
teg
o
r
y
,
in
s
ec
u
r
ity
in
m
u
s
ical
co
m
p
eten
ce
in
in
s
tr
u
m
en
tal
an
d
v
o
ca
l
u
s
e
an
d
ed
u
ca
tio
n
,
r
ef
er
s
to
th
e
im
p
ac
t
o
f
lim
ited
ac
ad
em
ic
tr
ain
in
g
a
n
d
a
lack
o
f
r
eso
u
r
ce
s
.
T
ea
ch
e
r
s
ex
p
r
ess
ed
p
er
s
o
n
al
in
s
ec
u
r
ity
r
eg
a
r
d
in
g
th
eir
m
u
s
ical
co
m
p
eten
ce
.
Fu
r
th
er
m
o
r
e,
th
e
y
lack
th
e
ab
ilit
y
to
teac
h
in
s
tr
u
m
e
n
ts
,
p
r
im
ar
ily
b
ec
a
u
s
e
o
f
in
ad
e
q
u
ate
tr
ain
in
g
an
d
lim
ited
r
eso
u
r
ce
s
[
6
3
]
.
T
h
is
lack
o
f
p
r
ep
ar
atio
n
an
d
ac
ce
s
s
to
in
s
tr
u
m
en
ts
m
ak
es
teac
h
er
s
f
ee
l
u
n
d
er
q
u
alif
ied
[
6
4
]
.
I
n
s
e
cu
r
ity
in
v
o
ca
l
co
m
p
eten
ce
a
ls
o
lim
its
teac
h
in
g
ef
f
ec
tiv
en
ess
,
wh
ich
is
af
f
ec
t
ed
b
y
in
s
u
f
f
icien
t
r
eso
u
r
ce
s
a
n
d
tr
ain
i
n
g
[
6
5
]
.
R
eso
u
r
ce
s
ca
r
city
af
f
ec
ts
b
o
th
in
s
tr
u
m
en
tal
an
d
v
o
ca
l
in
s
tr
u
ctio
n
,
lim
itin
g
s
tu
d
en
ts
’
lear
n
in
g
o
p
p
o
r
tu
n
ities
.
T
h
is
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
g
r
ea
ter
in
v
estme
n
t
in
teac
h
er
t
r
ain
in
g
a
n
d
s
ch
o
o
l
eq
u
ip
m
en
t
to
im
p
r
o
v
e
s
elf
-
ef
f
icac
y
in
m
u
s
ic
teac
h
in
g
.
On
ly
b
y
s
tr
en
g
th
e
n
in
g
t
h
ese
ar
ea
s
will tea
ch
er
s
b
e
ab
le
to
ef
f
ec
tiv
e
ly
d
ev
elo
p
s
tu
d
en
ts
’
m
u
s
ical
c
o
m
p
eten
ce
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
er self
-
effica
cy
in
mu
s
ic
tea
ch
in
g
:
a
n
ex
p
lo
r
a
to
r
y
s
tu
d
y
in
C
h
ile
(
K
a
r
la
V
a
ld
eb
en
ito
)
2287
Fig
u
r
e
1.
E
m
er
g
in
g
ca
teg
o
r
ies
f
r
o
m
t
h
e
in
teg
r
ated
f
in
d
i
n
g
s
T
h
e
s
ec
o
n
d
ca
teg
o
r
y
,
ch
alle
n
g
es
in
ac
a
d
em
ic
tr
ain
i
n
g
a
n
d
th
e
s
ea
r
ch
f
o
r
s
u
p
p
o
r
t:
o
b
s
tacle
s
in
teac
h
in
g
m
u
s
ic
th
eo
r
y
an
d
a
u
to
n
o
m
y
in
k
n
o
wled
g
e
ac
q
u
is
itio
n
,
m
u
s
ic
th
eo
r
y
teac
h
er
s
f
ac
e
ch
allen
g
es
due
to
in
s
u
f
f
icien
t
ac
ad
em
ic
t
r
ain
in
g
,
wh
ich
g
en
er
ates
in
s
ec
u
r
it
y
wh
en
teac
h
in
g
f
u
n
d
am
en
ta
l
co
n
ce
p
ts
s
u
ch
as
s
o
lf
èg
e
an
d
c
h
o
r
d
t
h
eo
r
y
[
66
].
Desp
ite
b
ar
r
ier
s
th
at
p
r
ev
e
n
t
th
em
f
r
o
m
co
n
tin
u
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
,
m
an
y
teac
h
er
s
s
ee
k
s
u
p
p
o
r
t
f
r
o
m
co
lleag
u
es
an
d
ex
ter
n
al
r
eso
u
r
ce
s
to
im
p
r
o
v
e
th
eir
t
ea
ch
in
g
p
r
ac
tices.
Fu
r
th
er
m
o
r
e
,
teac
h
er
s
’
lack
of
co
n
f
id
e
n
ce
in
lear
n
in
g
n
ew
co
n
ce
p
ts
af
f
ec
ts
th
eir
s
elf
-
ef
f
i
ca
cy
[
67
]
a
n
d
th
eir
ab
ilit
y
to
f
o
s
ter
s
tu
d
en
t
au
to
n
o
m
y
in
d
e
v
elo
p
in
g
m
u
s
ical
s
k
ills
.
T
h
ese
ch
allen
g
es
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
s
tr
o
n
g
er
in
itial
tr
ain
in
g
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
to
im
p
r
o
v
e
teac
h
er
s
’
s
elf
-
ef
f
icac
y
.
T
h
e
th
ir
d
ca
teg
o
r
y
h
ig
h
lig
h
ts
th
e
ch
allen
g
es
in
im
p
le
m
en
tin
g
m
u
s
ical
p
ed
ag
o
g
ica
l
m
eth
o
d
s
:
r
eso
u
r
ce
s
ca
r
city
,
i
n
ad
eq
u
ate
tr
ain
in
g
,
a
n
d
lack
of
co
n
f
id
en
ce
in
co
m
p
eten
cies.
T
h
is
r
ef
e
r
s
to
th
e
o
b
s
tacle
s
f
ac
ed
in
im
p
lem
en
tin
g
m
u
s
ic
teac
h
in
g
m
eth
o
d
o
lo
g
ies
d
u
e
to
in
s
u
f
f
icien
t
u
n
i
v
er
s
ity
tr
ai
n
in
g
f
o
r
g
en
er
alis
t
teac
h
er
s
.
L
im
ited
tr
ain
in
g
a
f
f
ec
ts
th
eir
co
m
p
eten
ce
in
m
u
s
ic
teac
h
in
g
,
h
in
d
e
r
in
g
t
h
e
d
ev
el
o
p
m
en
t
of
in
n
o
v
ativ
e
p
ed
a
g
o
g
ical
tech
n
i
q
u
es
an
d
ef
f
ec
tiv
e,
s
tu
d
en
t
tr
ain
in
g
.
R
eso
u
r
ce
an
d
tim
e
co
n
s
tr
ain
ts
in
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
lead
to
tr
a
d
itio
n
al
teac
h
in
g
m
eth
o
d
s
,
w
h
ich
n
eg
ativ
ely
im
p
ac
t
s
tu
d
e
n
t
m
o
tiv
atio
n
an
d
lear
n
in
g
[
68
].
T
ea
c
h
er
s
’
in
s
ec
u
r
ity
r
eg
ar
d
in
g
th
eir
m
u
s
ical
co
m
p
eten
cies
f
u
r
th
e
r
lim
its
th
e
im
p
lem
en
tatio
n
of
n
ew
s
tr
ateg
ies,
wh
ile
r
eso
u
r
c
e
s
ca
r
city
r
estricts
ex
p
e
r
im
e
n
tatio
n
with
en
g
a
g
in
g
m
eth
o
d
s
[
69
].
H
o
wev
er
,
teac
h
er
s
ac
tiv
ely
s
ee
k
s
u
p
p
o
r
t
an
d
u
s
e
tech
n
o
lo
g
y
to
im
p
r
o
v
e
th
eir
p
r
ac
tice.
T
h
is
s
u
g
g
ests
th
at
g
r
ea
ter
ac
ce
s
s
to
tr
ain
in
g
c
o
u
ld
lead
to
m
o
r
e
ef
f
ec
tiv
e
ap
p
r
o
ac
h
es
to
m
u
s
ic
ed
u
ca
tio
n
.
T
h
e
f
o
u
r
th
ca
teg
o
r
y
co
n
ce
r
n
s
teac
h
er
s
elf
-
ef
f
icac
y
in
ef
f
ec
tiv
e
s
tu
d
en
t
d
ev
elo
p
m
en
t:
th
e
r
o
le
of
in
n
o
v
atio
n
in
m
u
s
ic
teac
h
in
g
an
d
ac
tiv
el
y
s
ee
k
in
g
h
elp
f
r
o
m
o
t
h
er
s
.
In
th
is
r
eg
a
r
d
,
th
e
s
elf
-
ef
f
icac
y
of
g
en
er
alis
t
m
u
s
ic
teac
h
er
s
s
ig
n
if
ican
tly
in
f
l
u
en
ce
s
th
eir
ab
i
lity
to
f
o
s
ter
s
tu
d
en
t
d
ev
elo
p
m
en
t
[
29
].
T
ea
ch
er
s
co
n
f
id
en
t
in
im
p
lem
en
tin
g
in
n
o
v
ativ
e
m
eth
o
d
s
d
em
o
n
s
tr
ate
g
r
ea
ter
cr
ea
tiv
ity
in
t
h
eir
ap
p
r
o
ac
h
es
to
ed
u
ca
tin
g
an
d
m
o
tiv
atin
g
s
tu
d
e
n
ts
.
T
h
ese
in
n
o
v
ativ
e
tech
n
iq
u
es
en
h
a
n
ce
th
e
ed
u
ca
tio
n
al
ex
p
e
r
ien
c
e
an
d
r
elev
an
ce
of
teac
h
in
g
.
T
ea
c
h
er
s
’
ca
p
ac
ity
f
o
r
i
n
n
o
v
atio
n
d
ep
en
d
s
on
s
ee
k
in
g
s
u
p
p
o
r
t
th
r
o
u
g
h
co
llab
o
r
atio
n
with
co
lleag
u
es,
tech
n
o
lo
g
y
,
an
d
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
o
p
p
o
r
tu
n
ities
.
Acc
ess
to
t
h
e
s
e
s
u
p
p
o
r
t
s
y
s
tem
s
im
p
r
o
v
es
teac
h
er
s
’
s
elf
-
ef
f
ica
cy
an
d
th
eir
ab
ilit
y
to
ad
d
r
es
s
teac
h
in
g
ch
allen
g
es
[
70
].
T
ea
ch
er
s
with
h
ig
h
co
n
f
id
en
ce
in
in
n
o
v
atio
n
im
p
r
o
v
e
th
eir
p
ed
a
g
o
g
ical
p
r
ac
tice
s
,
co
n
tr
ib
u
tin
g
to
s
tu
d
en
ts
’
h
o
lis
tic
d
ev
elo
p
m
en
t.
T
h
ey
p
r
o
m
o
te
cr
itical
th
in
k
in
g
an
d
cr
ea
tiv
ity
wh
ile
d
ev
elo
p
in
g
s
tu
d
e
n
ts
’
m
u
s
ical
co
m
p
e
ten
ce
,
wh
ich
a
f
f
ec
ts
b
o
th
af
f
ec
tiv
e
an
d
co
g
n
itiv
e
g
r
o
wth
.
Ov
er
all,
th
e
f
in
d
in
g
s
of
th
is
s
tu
d
y
h
ig
h
lig
h
t
th
r
ee
ce
n
tr
al
asp
ec
ts
of
teac
h
er
s
elf
-
ef
f
icac
y
in
m
u
s
ic
teac
h
in
g
am
o
n
g
p
r
im
ar
y
g
e
n
e
r
alis
t
teac
h
er
s
.
First,
lo
w
s
elf
-
ef
f
icac
y
in
i
n
s
tr
u
m
en
tal
a
n
d
v
o
ca
l
co
m
p
ete
n
cies
was
s
tr
o
n
g
ly
ass
o
ciate
d
with
lim
ited
in
itial
tr
ain
in
g
an
d
in
s
u
f
f
icien
t
in
s
titu
tio
n
al
r
eso
u
r
ce
s
,
co
n
s
is
ten
t
w
ith
p
r
ev
io
u
s
in
ter
n
atio
n
al
s
tu
d
ies
[2
]
,
[
7
]
,
[
21
]
,
[
45
]
,
[
47
]
,
[
49
].
Seco
n
d
,
th
e
r
esu
lts
s
h
o
w
th
at
d
esp
ite
th
ese
co
n
s
tr
ain
ts
,
teac
h
er
s
with
h
ig
h
er
s
elf
-
ef
f
icac
y
te
n
d
ed
to
d
ev
elo
p
ad
a
p
tiv
e
s
tr
ateg
ies
s
u
ch
as
p
ed
ag
o
g
ical
in
n
o
v
atio
n
,
u
s
e
of
tech
n
o
lo
g
y
,
an
d
ac
tiv
e
h
elp
-
s
ee
k
in
g
[
33
].
T
h
ir
d
,
t
h
is
s
tu
d
y
co
n
t
r
ib
u
tes
to
t
h
e
liter
atu
r
e
by
in
teg
r
atin
g
q
u
a
n
titativ
e
s
elf
-
ef
f
icac
y
lev
els
with
q
u
alitativ
e
teac
h
er
n
ar
r
ativ
es,
o
f
f
e
r
in
g
a
more
n
u
an
ce
d
u
n
d
er
s
tan
d
i
n
g
of
how
s
elf
-
ef
f
icac
y
in
m
u
s
ic
teac
h
in
g
is
c
o
n
s
tr
u
cted
th
r
o
u
g
h
p
r
o
f
ess
io
n
al
ex
p
e
r
ien
ce
a
n
d
co
n
tex
t.
Fro
m
a
th
e
o
r
etica
l
p
er
s
p
ec
tiv
e,
th
ese
f
in
d
in
g
s
ex
ten
d
B
an
d
u
r
a
’
s
co
n
ce
p
t
of
s
elf
-
ef
f
icac
y
by
illu
s
tr
atin
g
th
e
in
ter
ac
tio
n
b
e
twee
n
in
ter
n
al
b
elief
s
a
n
d
e
x
ter
n
al
f
ac
to
r
s
in
a
s
u
b
ject
-
s
p
ec
if
ic
ed
u
ca
tio
n
al
co
n
tex
t.
Me
th
o
d
o
lo
g
ically
,
t
h
e
m
ix
ed
-
m
eth
o
d
s
s
eq
u
en
tial
d
esig
n
s
tr
en
g
th
en
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T
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co
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h
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im
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tan
ce
of
e
n
h
an
cin
g
m
u
s
ical
ab
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ies,
esp
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in
p
la
y
in
g
in
s
tr
u
m
en
ts
an
d
s
in
g
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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15
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3
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26
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1
2288
p
r
im
ar
y
s
ch
o
o
l
ed
u
ca
to
r
s
.
Of
f
er
in
g
more
h
an
d
s
-
on
an
d
p
r
a
ctice
-
f
o
cu
s
ed
m
u
s
ic
tr
ain
in
g
co
u
ld
h
elp
allev
iate
teac
h
er
s
’
in
s
ec
u
r
ities
an
d
b
o
o
s
t
th
eir
co
n
f
id
en
ce
in
d
eliv
er
i
n
g
m
u
s
ic
less
o
n
s
.
Fu
r
th
er
m
o
r
e,
s
ch
o
o
ls
s
h
o
u
ld
f
o
s
ter
in
s
titu
tio
n
al
s
u
p
p
o
r
t
by
p
r
o
v
id
in
g
ac
ce
s
s
to
m
u
s
ical
r
eso
u
r
ce
s
,
o
p
p
o
r
t
u
n
ities
f
o
r
p
r
o
f
ess
io
n
al
g
r
o
wth
,
an
d
co
llab
o
r
ativ
e
en
v
ir
o
n
m
e
n
ts
th
at
in
s
p
ir
e
in
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
s
.
Fro
m
a
p
o
licy
s
tan
d
p
o
in
t,
th
e
f
in
d
in
g
s
in
d
icate
th
at
m
u
s
ic
ed
u
ca
tio
n
s
h
o
u
ld
be
p
r
i
o
r
itized
in
th
e
c
u
r
r
icu
la
of
co
m
p
u
l
s
o
r
y
ed
u
ca
tio
n
an
d
in
teac
h
er
-
tr
ain
in
g
f
r
am
ewo
r
k
s
.
E
d
u
ca
tio
n
al
p
o
licies
th
at
ac
k
n
o
wled
g
e
th
e
im
p
ac
t
of
teac
h
er
s
elf
-
ef
f
icac
y
on
teac
h
in
g
q
u
ality
co
u
ld
lead
to
more
en
d
u
r
in
g
im
p
r
o
v
em
e
n
ts
in
m
u
s
ic
in
s
tr
u
ctio
n
,
p
ar
ticu
lar
ly
in
s
ettin
g
s
wh
er
e
s
p
ec
ialis
t
m
u
s
ic
teac
h
er
s
ar
e
u
n
av
ailab
le
to
teac
h
m
u
s
ic.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
co
n
clu
d
es
th
at
g
e
n
er
alis
t
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
’
s
elf
-
ef
f
icac
y
is
a
d
ec
is
iv
e
f
ac
to
r
in
u
n
d
er
s
tan
d
i
n
g
how
th
ey
a
p
p
r
o
ac
h
teac
h
in
g
m
u
s
ic
an
d
,
at
t
h
e
s
am
e
tim
e,
in
f
lu
en
ce
s
how
th
ey
p
er
ce
iv
e
th
eir
o
wn
ab
ilit
ies.
T
h
e
f
in
d
in
g
s
c
o
n
f
ir
m
th
at
h
i
g
h
lev
els
of
s
elf
-
ef
f
icac
y
f
o
s
ter
m
o
r
e
i
n
n
o
v
ativ
e
an
d
d
iv
e
r
s
e
p
r
ac
tices,
wh
er
ea
s
lo
w
lev
els
ar
e
ass
o
ciate
d
with
th
e
p
r
ed
o
m
in
an
t
u
s
e
of
tr
ad
itio
n
al
s
tr
ateg
ies.
I
n
itial
teac
h
er
tr
ain
in
g
em
e
r
g
es
as
th
e
cr
itic
al
p
o
in
t
f
o
r
th
ese
d
if
f
er
en
ce
s
:
th
e
lim
ited
m
u
s
ical
p
r
ep
ar
ati
o
n
m
a
n
y
teac
h
er
s
r
ec
eiv
e
r
estricts
th
eir
co
n
f
id
en
ce
an
d
p
er
f
o
r
m
an
ce
,
f
o
r
cin
g
th
em
to
ap
p
r
o
ac
h
m
u
s
ic
teac
h
in
g
with
in
s
ec
u
r
ity
an
d
in
s
ec
u
r
ity
.
C
o
n
tin
u
in
g
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
an
d
co
llab
o
r
ativ
e
wo
r
k
,
on
th
e
o
th
er
h
a
n
d
,
ap
p
ea
r
as
ef
f
ec
tiv
e
way
s
to
s
tr
en
g
th
e
n
m
u
s
ical
co
m
p
eten
cies
an
d
ex
p
an
d
th
e
a
v
ailab
le
p
ed
ag
o
g
ical
r
ep
er
to
ir
e
.
B
ey
o
n
d
in
d
iv
i
d
u
al
p
er
f
o
r
m
an
ce
,
th
e
r
esu
lts
r
ea
f
f
ir
m
th
e
im
p
o
r
tan
ce
of
m
u
s
ic
in
th
e
h
o
lis
tic
d
ev
elo
p
m
en
t
of
ch
ild
r
en
,
n
o
t
o
n
l
y
f
o
r
its
co
g
n
itiv
e
a
n
d
em
o
tio
n
al
b
en
e
f
its
but
also
f
o
r
its
co
n
tr
ib
u
tio
n
to
cr
ea
tiv
ity
,
in
clu
s
io
n
,
an
d
s
o
cial
in
ter
ac
tio
n
.
Ho
wev
e
r
,
its
m
ar
g
in
al
p
lace
in
th
e
n
atio
n
al
c
u
r
r
icu
lu
m
lim
its
b
o
th
teac
h
e
r
s
an
d
s
tu
d
en
ts
’
ac
ce
s
s
to
m
ea
n
in
g
f
u
l
a
r
tis
tic
ex
p
er
ie
n
ce
s
.
Fin
ally
,
it
is
co
n
cl
u
d
ed
th
at
teac
h
er
s
elf
-
ef
f
icac
y
an
d
m
u
s
ic
ed
u
ca
tio
n
m
u
s
t
be
ad
d
r
ess
ed
to
g
eth
er
in
in
itial
teac
h
er
tr
ain
in
g
an
d
co
n
tin
u
in
g
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t,
s
u
p
p
o
r
ted
by
p
o
licies
th
at
g
iv
e
m
u
s
ic
a
ce
n
tr
al
r
o
le
in
b
asic
ed
u
ca
tio
n
.
Fu
tu
r
e
s
tu
d
ies
co
u
ld
ex
p
lo
r
e
how
s
p
ec
if
i
c
in
s
titu
tio
n
al
co
n
tex
ts
in
f
lu
en
ce
th
e
d
ev
elo
p
m
en
t
of
s
elf
-
ef
f
icac
y
an
d
teac
h
er
s
’
ab
ilit
y
to
o
f
f
er
en
r
ich
i
n
g
m
u
s
ical
ex
p
er
ien
ce
s
in
th
e
C
h
ilean
class
r
o
o
m
.
F
UNDING
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NF
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M
A
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N
Au
th
o
r
s
s
tate
no
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AUTHO
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C
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Alejan
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ittee
(
Un
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Ma
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le,
Nº
7
7
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0
2
3
)
.
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
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2289
DATA
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[
1
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.
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.
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L.
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5
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.
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[
6
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.
A
.
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[
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[
9
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D
.
Jo
s
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,
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[
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7
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[
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9
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[
21
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.
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V
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[
22
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M
.
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[
23
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H
.
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[
24
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S
.
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.
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[
25
]
L.
H
e
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[
26
]
C
.
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[
27
]
G
.
S
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[
28
]
J.
H
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