Pub Date : 2023-12-18DOI: 10.3102/0013189x231198827
Julie Cohen, Vivian C. Wong, A. Krishnamachari, Steffen Erickson
Many novice teachers learn to teach “on the job,” leading to burnout and attrition among teachers and negative outcomes for students in the long term. Preservice teacher education is tasked with optimizing teacher readiness, but there is a lack of causal evidence regarding effective ways to prepare new teachers. In this paper, we use a mixed-reality simulation platform to evaluate the causal effects and robustness of an individualized, brief, and highly directive coaching model for candidates enrolled in a university-based teacher education program as well as for undergraduates considering teaching as a profession. Across five conceptual replication studies, we find that short, targeted, and directive coaching significantly improves candidates’ instructional performance during simulated classroom sessions and that coaching effects are robust across different teaching tasks, study timing, and modes of delivery. However, coaching effects are smaller for a subpopulation of participants not formally enrolled in a teacher preparation program. These participants differed in terms of prior experiences learning about instructional methods, suggesting that coaching in isolation is not as effective without corresponding coursework on targeted practices. Taken together, our five studies provide encouraging evidence that teacher preparation can be an important time for rapid skill development when candidates are given targeted practice opportunities and corresponding support. Although we often think that practice has to happen in real classrooms with real students, we provide robust evidence that “the work of teaching” can be incorporated into teacher education coursework. We highlight implications for research and practice.
{"title":"Experimental Evidence on the Robustness of Coaching Supports in Teacher Education","authors":"Julie Cohen, Vivian C. Wong, A. Krishnamachari, Steffen Erickson","doi":"10.3102/0013189x231198827","DOIUrl":"https://doi.org/10.3102/0013189x231198827","url":null,"abstract":"Many novice teachers learn to teach “on the job,” leading to burnout and attrition among teachers and negative outcomes for students in the long term. Preservice teacher education is tasked with optimizing teacher readiness, but there is a lack of causal evidence regarding effective ways to prepare new teachers. In this paper, we use a mixed-reality simulation platform to evaluate the causal effects and robustness of an individualized, brief, and highly directive coaching model for candidates enrolled in a university-based teacher education program as well as for undergraduates considering teaching as a profession. Across five conceptual replication studies, we find that short, targeted, and directive coaching significantly improves candidates’ instructional performance during simulated classroom sessions and that coaching effects are robust across different teaching tasks, study timing, and modes of delivery. However, coaching effects are smaller for a subpopulation of participants not formally enrolled in a teacher preparation program. These participants differed in terms of prior experiences learning about instructional methods, suggesting that coaching in isolation is not as effective without corresponding coursework on targeted practices. Taken together, our five studies provide encouraging evidence that teacher preparation can be an important time for rapid skill development when candidates are given targeted practice opportunities and corresponding support. Although we often think that practice has to happen in real classrooms with real students, we provide robust evidence that “the work of teaching” can be incorporated into teacher education coursework. We highlight implications for research and practice.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":" 15","pages":""},"PeriodicalIF":8.2,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138995302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.3102/0013189x231215345
Scott E. Grapin
The field of multilingual learner education has become increasingly complex, with longstanding efforts focused on promoting access to multilingual learners being criticized for failing to transform systems responsible for these students’ marginalization. This essay brings clarity to the complex terrain of equity for multilingual learners in K–12 education by highlighting how conceptions of equity as access and as transformation underpin vexing issues in the field related to (a) how learners are categorized, (b) what is being learned, and (c) what instructional arrangements facilitate learning. The essay closes by proposing ways forward across research, policy, and practice toward shaping a field that is mutually engaged yet productively diverse as well as better positioned to foster interdisciplinary dialogue with other fields.
{"title":"The Complex Terrain of Equity for Multilingual Learners in K–12 Education","authors":"Scott E. Grapin","doi":"10.3102/0013189x231215345","DOIUrl":"https://doi.org/10.3102/0013189x231215345","url":null,"abstract":"The field of multilingual learner education has become increasingly complex, with longstanding efforts focused on promoting access to multilingual learners being criticized for failing to transform systems responsible for these students’ marginalization. This essay brings clarity to the complex terrain of equity for multilingual learners in K–12 education by highlighting how conceptions of equity as access and as transformation underpin vexing issues in the field related to (a) how learners are categorized, (b) what is being learned, and (c) what instructional arrangements facilitate learning. The essay closes by proposing ways forward across research, policy, and practice toward shaping a field that is mutually engaged yet productively diverse as well as better positioned to foster interdisciplinary dialogue with other fields.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"7 12","pages":""},"PeriodicalIF":8.2,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138977216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.3102/0013189x231216953
Douglas N. Harris
Market-based policies, especially school vouchers, are expanding rapidly and shifting students out of traditional public schools. This article broadens, deepens, and updates prior critiques of the free market logic in five ways. First, although prior articles have pointed to some of the conditions necessary for efficient market functioning, I provide a more comprehensive list. Second, with an up-to-date literature review, I show that all of these conditions fail to hold to an unusual extent in schooling relative to other markets. Third, because of these failures, I argue that the most potent critique of the free market approach to schooling comes from the intellectual home of markets—economics. Fourth, I show that the issues leading to inefficiency are the same ones leading to inequity. Fifth, I argue that the analysis points to specific roles for government that go well beyond those included in new universal school voucher policies but are also narrower than the roles of government encompassed in traditional public education. For these reasons, the current policy direction is off track and apparently inconsistent with the main criteria on which we evaluate education policy and even with the values that voucher advocates profess.
{"title":"How Free Market Logic Fails in Schooling—And What It Means for the Role of Government","authors":"Douglas N. Harris","doi":"10.3102/0013189x231216953","DOIUrl":"https://doi.org/10.3102/0013189x231216953","url":null,"abstract":"Market-based policies, especially school vouchers, are expanding rapidly and shifting students out of traditional public schools. This article broadens, deepens, and updates prior critiques of the free market logic in five ways. First, although prior articles have pointed to some of the conditions necessary for efficient market functioning, I provide a more comprehensive list. Second, with an up-to-date literature review, I show that all of these conditions fail to hold to an unusual extent in schooling relative to other markets. Third, because of these failures, I argue that the most potent critique of the free market approach to schooling comes from the intellectual home of markets—economics. Fourth, I show that the issues leading to inefficiency are the same ones leading to inequity. Fifth, I argue that the analysis points to specific roles for government that go well beyond those included in new universal school voucher policies but are also narrower than the roles of government encompassed in traditional public education. For these reasons, the current policy direction is off track and apparently inconsistent with the main criteria on which we evaluate education policy and even with the values that voucher advocates profess.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"31 19","pages":""},"PeriodicalIF":8.2,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139010511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-07DOI: 10.3102/0013189x231184455
William F. Tate
The Brown decision represents a watershed moment in U.S. history as the remedy served as a guiding light during a pandemic. A pandemic is an epidemic taking place on a scale that spans the globe. A circumstance is not a pandemic merely because it exists in different regions of the world or results in the death of many people; it must also be infectious. For centuries, by way of mutually reinforcing regimes consisting of politicians, intellectuals, religious supporters, business leaders, and others, an ideology of racial biology “infected” the world, causing a disease to spread in global fashion. The disease fed on a rhetoric that assigned biological superiority to certain races. A resulting pandemic of segregation occurred. In the United States, the Brown decision offered hope as a therapeutic. This lecture examines Brown through the lens of a medical model while exploring its various pervasive effects on society and education.
{"title":"17th Annual AERA <i>Brown</i> Lecture in Education Research: The Segregation Pandemic: <i>Brown</i> as Treatment or Placebo?","authors":"William F. Tate","doi":"10.3102/0013189x231184455","DOIUrl":"https://doi.org/10.3102/0013189x231184455","url":null,"abstract":"The Brown decision represents a watershed moment in U.S. history as the remedy served as a guiding light during a pandemic. A pandemic is an epidemic taking place on a scale that spans the globe. A circumstance is not a pandemic merely because it exists in different regions of the world or results in the death of many people; it must also be infectious. For centuries, by way of mutually reinforcing regimes consisting of politicians, intellectuals, religious supporters, business leaders, and others, an ideology of racial biology “infected” the world, causing a disease to spread in global fashion. The disease fed on a rhetoric that assigned biological superiority to certain races. A resulting pandemic of segregation occurred. In the United States, the Brown decision offered hope as a therapeutic. This lecture examines Brown through the lens of a medical model while exploring its various pervasive effects on society and education.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"35 20","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135432649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.3102/0013189x231195345
Nicole M. V. Ross, Steven W. Hemelt
This article studies state-developed courses in career and technical education (CTE) that offer students the opportunity to earn college credit during high school. Using a regression-discontinuity approach, we examine the effects of passing the end-of-course exam necessary to secure college credit on postsecondary enrollment and choice. We find that barely passing a CTE dual-credit exam increases the likelihood of attending a public, in-state, 2-year institution, with at least part of that increased propensity stemming from a reduction in the likelihood of attending a private in-state institution. Furthermore, we find suggestive evidence that the boost in the likelihood of attending a public, in-state, 2-year college is relatively larger for male compared to female students.
{"title":"Banking on Dual Credit: Broadening Opportunities to Earn College Credit in High School and the Transition to College","authors":"Nicole M. V. Ross, Steven W. Hemelt","doi":"10.3102/0013189x231195345","DOIUrl":"https://doi.org/10.3102/0013189x231195345","url":null,"abstract":"This article studies state-developed courses in career and technical education (CTE) that offer students the opportunity to earn college credit during high school. Using a regression-discontinuity approach, we examine the effects of passing the end-of-course exam necessary to secure college credit on postsecondary enrollment and choice. We find that barely passing a CTE dual-credit exam increases the likelihood of attending a public, in-state, 2-year institution, with at least part of that increased propensity stemming from a reduction in the likelihood of attending a private in-state institution. Furthermore, we find suggestive evidence that the boost in the likelihood of attending a public, in-state, 2-year college is relatively larger for male compared to female students.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"41 1.2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136261837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.3102/0013189x231206172
María González-Howard, Sage Andersen, Karina Méndez Pérez, Enrique Suárez
This synthesis examines recent science education research on multilingual students’ experiences with language-rich science practices. Adopting a translanguaging lens, we explore how researchers’ language conceptualizations impact the science practices they study and the ways multilingual students are positioned. This analysis helps us understand the extent to which recent research is disrupting, or sustaining, minoritizing narratives about multilingual students and how they sensemake in science. Based on our findings, we suggest researchers: (1) reflect upon and expand their views of language, which will enable the field to develop more nuanced understandings of how language use across linguistic and multimodal resources permeates all science practices, and (2) consider how to expand multilingual students’ language repertoires for sensemaking while also valuing students’ existing language resources and practices.
{"title":"Language Views for Scientific Sensemaking Matter: A Synthesis of Research on Multilingual Students’ Experiences with Science Practices Through a Translanguaging Lens","authors":"María González-Howard, Sage Andersen, Karina Méndez Pérez, Enrique Suárez","doi":"10.3102/0013189x231206172","DOIUrl":"https://doi.org/10.3102/0013189x231206172","url":null,"abstract":"This synthesis examines recent science education research on multilingual students’ experiences with language-rich science practices. Adopting a translanguaging lens, we explore how researchers’ language conceptualizations impact the science practices they study and the ways multilingual students are positioned. This analysis helps us understand the extent to which recent research is disrupting, or sustaining, minoritizing narratives about multilingual students and how they sensemake in science. Based on our findings, we suggest researchers: (1) reflect upon and expand their views of language, which will enable the field to develop more nuanced understandings of how language use across linguistic and multimodal resources permeates all science practices, and (2) consider how to expand multilingual students’ language repertoires for sensemaking while also valuing students’ existing language resources and practices.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136261976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.3102/0013189x231203646
Michael J. Kieffer, Andrew W. Weaver
In this brief, we use a nationally representative sample of ever-English learners (ELs; N = 783) to examine relations between EL concentration within classrooms and reading growth between kindergarten and Grade 5. Piecewise growth models were used to estimate relations for four developmental periods (K–1, Grades 1–2, Grades 2–3, and Grades 3–5). Results indicate nonsignificant, trivially sized relations for classroom EL concentration across periods, with and without controls for school concentration and student characteristics. Results were robust across multiple specifications. Findings call into doubt the academic benefits of the common practice of grouping ELs together in particular classrooms.
{"title":"Classroom Concentration of English Learners and Their Reading Growth","authors":"Michael J. Kieffer, Andrew W. Weaver","doi":"10.3102/0013189x231203646","DOIUrl":"https://doi.org/10.3102/0013189x231203646","url":null,"abstract":"In this brief, we use a nationally representative sample of ever-English learners (ELs; N = 783) to examine relations between EL concentration within classrooms and reading growth between kindergarten and Grade 5. Piecewise growth models were used to estimate relations for four developmental periods (K–1, Grades 1–2, Grades 2–3, and Grades 3–5). Results indicate nonsignificant, trivially sized relations for classroom EL concentration across periods, with and without controls for school concentration and student characteristics. Results were robust across multiple specifications. Findings call into doubt the academic benefits of the common practice of grouping ELs together in particular classrooms.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135730934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.3102/0013189x231203696
Luis A. Rodriguez, Richard O. Welsh
Inequities in exclusionary discipline result from a complex process involving students, families, and school personnel. However, little research has explored the topic from parent perspectives. This study used parent survey data from New York City to investigate the link between school-family relationships and students experiencing exclusionary discipline. Results indicate that stronger parental trust toward teachers is connected to a reduced probability that a student receives an office discipline referral, while greater trust in principals is associated with a lower chance of suspension. Several aspects of school-family relationships, such as parent-principal trust, parental involvement, and school outreach and communication, heterogeneously predict a lower likelihood of experiencing exclusionary discipline by student race and special education status. These findings demonstrate the interdependent role of families and school staff in child development and highlight the need to cultivate positive school-family relationships as a potential strategy for addressing exclusionary discipline disparities.
{"title":"The Ties That Bind: An Examination of School-Family Relationships and Middle School Discipline in New York City","authors":"Luis A. Rodriguez, Richard O. Welsh","doi":"10.3102/0013189x231203696","DOIUrl":"https://doi.org/10.3102/0013189x231203696","url":null,"abstract":"Inequities in exclusionary discipline result from a complex process involving students, families, and school personnel. However, little research has explored the topic from parent perspectives. This study used parent survey data from New York City to investigate the link between school-family relationships and students experiencing exclusionary discipline. Results indicate that stronger parental trust toward teachers is connected to a reduced probability that a student receives an office discipline referral, while greater trust in principals is associated with a lower chance of suspension. Several aspects of school-family relationships, such as parent-principal trust, parental involvement, and school outreach and communication, heterogeneously predict a lower likelihood of experiencing exclusionary discipline by student race and special education status. These findings demonstrate the interdependent role of families and school staff in child development and highlight the need to cultivate positive school-family relationships as a potential strategy for addressing exclusionary discipline disparities.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135992804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.3102/0013189x231204587
Scott A. Pattison, Gina Svarovsky, Smirla Ramos Montañez, Viviana López Burgos, Alicia Santiago, Sabrina De Los Santos
Although schools are a primary focus of education research, we have long known that families are equally critical in supporting children’s learning. However, many existing studies put families in situations that share little resemblance to what family learning looks like outside of school. These limitations undermine both the quality of the research and our commitments to equity. Based on our experiences during the global health pandemic, we reflect on these limitations and offer thoughts to motivate a new vision of family learning research. Among other things, the process revealed the power of allowing families to choose how and when they engage in learning experiences together and finding ways to capture more authentic family configurations beyond the parent-child dyad.
{"title":"Family-Centered Research: Reflections From a Zoom-Based Recording Method of Families Learning Together at Home","authors":"Scott A. Pattison, Gina Svarovsky, Smirla Ramos Montañez, Viviana López Burgos, Alicia Santiago, Sabrina De Los Santos","doi":"10.3102/0013189x231204587","DOIUrl":"https://doi.org/10.3102/0013189x231204587","url":null,"abstract":"Although schools are a primary focus of education research, we have long known that families are equally critical in supporting children’s learning. However, many existing studies put families in situations that share little resemblance to what family learning looks like outside of school. These limitations undermine both the quality of the research and our commitments to equity. Based on our experiences during the global health pandemic, we reflect on these limitations and offer thoughts to motivate a new vision of family learning research. Among other things, the process revealed the power of allowing families to choose how and when they engage in learning experiences together and finding ways to capture more authentic family configurations beyond the parent-child dyad.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-06DOI: 10.3102/0013189x231204011
Anthony E. Healy
Race at the Top addresses topical subjects about parental anxiety, racial discrimination, and migrant assimilation in an upper-middle-class suburb where White and Asian-origin families monopolize a high achieving public high school, Woodcrest. Behind the town’s progressive façade and without overt racialization, White parents mobilize to advantage their children through school policies that curtail the academics stressed by Asian-origin parents. By seeing this clash through the frame of American assimilation theories, this otherwise novel and well-written book does not address it as biopolitical clash of class created by the expansion of the global upper-middle-class, a plausible alternative hypothesis.
{"title":"Race at the Top","authors":"Anthony E. Healy","doi":"10.3102/0013189x231204011","DOIUrl":"https://doi.org/10.3102/0013189x231204011","url":null,"abstract":"Race at the Top addresses topical subjects about parental anxiety, racial discrimination, and migrant assimilation in an upper-middle-class suburb where White and Asian-origin families monopolize a high achieving public high school, Woodcrest. Behind the town’s progressive façade and without overt racialization, White parents mobilize to advantage their children through school policies that curtail the academics stressed by Asian-origin parents. By seeing this clash through the frame of American assimilation theories, this otherwise novel and well-written book does not address it as biopolitical clash of class created by the expansion of the global upper-middle-class, a plausible alternative hypothesis.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135352387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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