Pub Date : 2024-06-12DOI: 10.3102/0013189x241256963
Julia Burdick-Will, Marc L. Stein
In this study, we use estimated public transit routes for high school students in Baltimore City to predict the number of days they are late during the school year. We find that after adjusting for individual and school characteristics, school preferences, and neighborhood fixed effects, total travel time and transit use are not predictive of tardiness, but requiring a bus transfer is. These estimates do not vary by student or school characteristics, indicating that this is a general phenomenon that has more to do with system-level reliability than individual motivation or school climate. These findings highlight the hidden costs imposed on some students who wish to leave their neighborhood and travel across town for better educational opportunities.
{"title":"Running Late: Student Commutes and High School Tardiness in Baltimore City","authors":"Julia Burdick-Will, Marc L. Stein","doi":"10.3102/0013189x241256963","DOIUrl":"https://doi.org/10.3102/0013189x241256963","url":null,"abstract":"In this study, we use estimated public transit routes for high school students in Baltimore City to predict the number of days they are late during the school year. We find that after adjusting for individual and school characteristics, school preferences, and neighborhood fixed effects, total travel time and transit use are not predictive of tardiness, but requiring a bus transfer is. These estimates do not vary by student or school characteristics, indicating that this is a general phenomenon that has more to do with system-level reliability than individual motivation or school climate. These findings highlight the hidden costs imposed on some students who wish to leave their neighborhood and travel across town for better educational opportunities.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":null,"pages":null},"PeriodicalIF":8.2,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141352808","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 : 2024-06-05DOI: 10.3102/0013189x241256935
Christopher Redding, Tiffany S. Tan, Seth B. Hunter
We present data from the Schools and Staffing Survey and the National Teacher and Principal Survey to document the prevalence of instructional coaching programs (ICPs) and consider how ICPs are distributed by school level, urbanicity, new teachers in a school, student enrollment, school poverty levels, student achievement levels, and state. We show that ICPs are most common in elementary schools, schools located in cities, schools with larger proportions of new teachers, larger schools, schools enrolling larger fractions of economically disadvantaged students, and schools with lower student achievement levels. Additionally, more affluent and higher achieving schools experienced the sharpest increase in ICPs over time.
{"title":"Documenting the Distribution of Instructional Coaching Programs","authors":"Christopher Redding, Tiffany S. Tan, Seth B. Hunter","doi":"10.3102/0013189x241256935","DOIUrl":"https://doi.org/10.3102/0013189x241256935","url":null,"abstract":"We present data from the Schools and Staffing Survey and the National Teacher and Principal Survey to document the prevalence of instructional coaching programs (ICPs) and consider how ICPs are distributed by school level, urbanicity, new teachers in a school, student enrollment, school poverty levels, student achievement levels, and state. We show that ICPs are most common in elementary schools, schools located in cities, schools with larger proportions of new teachers, larger schools, schools enrolling larger fractions of economically disadvantaged students, and schools with lower student achievement levels. Additionally, more affluent and higher achieving schools experienced the sharpest increase in ICPs over time.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":null,"pages":null},"PeriodicalIF":8.2,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141384092","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 : 2024-05-24DOI: 10.3102/0013189x241242393
Susana Claro, S. Loeb
Previous research provides evidence that developing a growth mindset—believing that one’s capabilities can improve—promotes academic achievement. Although this phenomenon has undergone prior study in a representative sample of ninth graders in the United States, it has not been studied in representative samples of other grade levels or with standardized assessment measures of achievement rather than more subjective grades. Using a rich longitudinal data set of more than 200,000 students in Grades 4 through 7 in California who we followed for a year until they were in Grades 5 through 8, this article describes growth mindset gaps across student groups and confirms, at a large scale, the predictive power of growth mindset for achievement gains. We estimate that a student with growth mindset who is in the same school and grade level and has the same background and achievement characteristics as a student with a fixed mindset learns 0.066 SD more annually in English language arts, approximately 18% of the average annual growth or 33 days of learning if we assume learning growth as uniform across the 180 days of the academic year. For mathematics, the corresponding estimates are 0.039 SD, approximately 17% of average annual growth or 31 days of learning.
{"title":"Students With Growth Mindset Learn More in School: Evidence From California’s CORE School Districts","authors":"Susana Claro, S. Loeb","doi":"10.3102/0013189x241242393","DOIUrl":"https://doi.org/10.3102/0013189x241242393","url":null,"abstract":"Previous research provides evidence that developing a growth mindset—believing that one’s capabilities can improve—promotes academic achievement. Although this phenomenon has undergone prior study in a representative sample of ninth graders in the United States, it has not been studied in representative samples of other grade levels or with standardized assessment measures of achievement rather than more subjective grades. Using a rich longitudinal data set of more than 200,000 students in Grades 4 through 7 in California who we followed for a year until they were in Grades 5 through 8, this article describes growth mindset gaps across student groups and confirms, at a large scale, the predictive power of growth mindset for achievement gains. We estimate that a student with growth mindset who is in the same school and grade level and has the same background and achievement characteristics as a student with a fixed mindset learns 0.066 SD more annually in English language arts, approximately 18% of the average annual growth or 33 days of learning if we assume learning growth as uniform across the 180 days of the academic year. For mathematics, the corresponding estimates are 0.039 SD, approximately 17% of average annual growth or 31 days of learning.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":null,"pages":null},"PeriodicalIF":8.2,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141098905","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 : 2024-05-06DOI: 10.3102/0013189x241246747
Ben Le, Kristin E. Black, Coleen Carlson, Jeremy Miciak, Lindsay E. Romano, David J Francis, Michael J. Kieffer
This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013–2014 and 2014–2015 ( N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential predicted probabilities depending on the student’s ever-EL status, race/ethnicity, and neighborhood income. These findings reveal important intersectional disparities in this diverse group of ELs—nuances that are lost when analyzing across a single social dimension and that push us to adopt an intersectional lens in quantitative research on ELs.
{"title":"Ever English Learner 4-Year Graduation: Toward an Intersectional Approach","authors":"Ben Le, Kristin E. Black, Coleen Carlson, Jeremy Miciak, Lindsay E. Romano, David J Francis, Michael J. Kieffer","doi":"10.3102/0013189x241246747","DOIUrl":"https://doi.org/10.3102/0013189x241246747","url":null,"abstract":"This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013–2014 and 2014–2015 ( N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential predicted probabilities depending on the student’s ever-EL status, race/ethnicity, and neighborhood income. These findings reveal important intersectional disparities in this diverse group of ELs—nuances that are lost when analyzing across a single social dimension and that push us to adopt an intersectional lens in quantitative research on ELs.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":null,"pages":null},"PeriodicalIF":8.2,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141009705","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 : 2024-05-06DOI: 10.3102/0013189x241247848
Dan Goldhaber, John Krieg, Stephanie Liddle, Roddy Theobald
Nationally, more than 75% of individuals who are credentialed to teach are prepared in traditional college- or university-based teacher education programs (TEPs). But the college and employment pathways that prospective teachers take to TEP enrollment and completion have not been comprehensively examined. A better understanding of how credentialed individuals find their way into TEPs helps us understand the sources of new teacher supply early in the prospective teacher pipeline. With that in mind, we analyze pathways into and through TEPs using historical postsecondary and unemployment insurance data from Washington State. We find that the pathways are quite varied, with around 40% of bachelor’s-level TEP completers spending at least some time in community colleges and fewer than 40% enrolling and finishing at the same university directly after high school. Pathways to master’s TEP completion are even more varied, with almost half of the completers having prior employment experience. For researchers, this varied landscape raises important questions about the relationship between pathways, candidate persistence, and eventual job performance. For policymakers, the results suggest that efforts to recruit the next generation of teachers need to look beyond the pool of students already enrolled at a 4-year university to include students at 2-year colleges or in the labor force who might be interested in entering a TEP.
{"title":"The Long and Winding Road: Mapping the College and Employment Pathways to Teacher Education Program Completion in Washington State","authors":"Dan Goldhaber, John Krieg, Stephanie Liddle, Roddy Theobald","doi":"10.3102/0013189x241247848","DOIUrl":"https://doi.org/10.3102/0013189x241247848","url":null,"abstract":"Nationally, more than 75% of individuals who are credentialed to teach are prepared in traditional college- or university-based teacher education programs (TEPs). But the college and employment pathways that prospective teachers take to TEP enrollment and completion have not been comprehensively examined. A better understanding of how credentialed individuals find their way into TEPs helps us understand the sources of new teacher supply early in the prospective teacher pipeline. With that in mind, we analyze pathways into and through TEPs using historical postsecondary and unemployment insurance data from Washington State. We find that the pathways are quite varied, with around 40% of bachelor’s-level TEP completers spending at least some time in community colleges and fewer than 40% enrolling and finishing at the same university directly after high school. Pathways to master’s TEP completion are even more varied, with almost half of the completers having prior employment experience. For researchers, this varied landscape raises important questions about the relationship between pathways, candidate persistence, and eventual job performance. For policymakers, the results suggest that efforts to recruit the next generation of teachers need to look beyond the pool of students already enrolled at a 4-year university to include students at 2-year colleges or in the labor force who might be interested in entering a TEP.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":null,"pages":null},"PeriodicalIF":8.2,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141010120","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 : 2024-04-04DOI: 10.3102/0013189x241238651
C. A. Asher, Ethan Scherer, James S. Kim, J. N. Tvedt
We leverage log data from an educational app and two-way text message records from over 3,500 students during the summers of 2019 and 2020 and in-depth interviews in Spanish and English to identify patterns of family engagement with educational technology. Based on the type and timing of technology use, we identify several distinct profiles of engagement, which we group into two categories: independent users who engage with technology-based educational software independently and interaction-supported users who use two-way communications to support their engagement. We also find that as the demands of families from schools increased during the COVID-19 pandemic, Spanish-speaking families were significantly more likely than English-speaking families to engage with educational technology across all categories of families, particularly as interaction-supported users.
{"title":"Understanding Heterogeneous Patterns of Family Engagement With Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities","authors":"C. A. Asher, Ethan Scherer, James S. Kim, J. N. Tvedt","doi":"10.3102/0013189x241238651","DOIUrl":"https://doi.org/10.3102/0013189x241238651","url":null,"abstract":"We leverage log data from an educational app and two-way text message records from over 3,500 students during the summers of 2019 and 2020 and in-depth interviews in Spanish and English to identify patterns of family engagement with educational technology. Based on the type and timing of technology use, we identify several distinct profiles of engagement, which we group into two categories: independent users who engage with technology-based educational software independently and interaction-supported users who use two-way communications to support their engagement. We also find that as the demands of families from schools increased during the COVID-19 pandemic, Spanish-speaking families were significantly more likely than English-speaking families to engage with educational technology across all categories of families, particularly as interaction-supported users.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":null,"pages":null},"PeriodicalIF":8.2,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140744749","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 : 2024-04-04DOI: 10.3102/0013189x241238679
Jennifer R. Cowhy, Quinn Mulroy, Tabitha Bonilla
Existing research on the implementation of special education (SE) has consistently documented racial inequities in the law’s implementation. We present a new theoretical framework to guide future research. SE law requires parents to act as initiators, developers, and enforcers in the implementation of SE policy. Drawing from law and society research, we demonstrate how the law’s design contributes to structural inequalities because it conscripts parents to work as policy agents. Parents may not be adequately resourced for their role, which contributes to inequalities and makes structural changes difficult. We argue that this framework may shift approaches to research within and beyond SE, helping to reorient approaches to understanding parents’ roles and the reproduction of inequities within educational policy implementation.
{"title":"Reconceptualizing Parents as Policy Agents Within Special Education","authors":"Jennifer R. Cowhy, Quinn Mulroy, Tabitha Bonilla","doi":"10.3102/0013189x241238679","DOIUrl":"https://doi.org/10.3102/0013189x241238679","url":null,"abstract":"Existing research on the implementation of special education (SE) has consistently documented racial inequities in the law’s implementation. We present a new theoretical framework to guide future research. SE law requires parents to act as initiators, developers, and enforcers in the implementation of SE policy. Drawing from law and society research, we demonstrate how the law’s design contributes to structural inequalities because it conscripts parents to work as policy agents. Parents may not be adequately resourced for their role, which contributes to inequalities and makes structural changes difficult. We argue that this framework may shift approaches to research within and beyond SE, helping to reorient approaches to understanding parents’ roles and the reproduction of inequities within educational policy implementation.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":null,"pages":null},"PeriodicalIF":8.2,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140742943","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 : 2024-03-19DOI: 10.3102/0013189x241231548
Masatoshi Sato, Benjamín Cárcamo
Educational researchers are increasingly expected to focus on their research productivity as per their professional performance. Such a trend may have influenced their professional identities and activities, especially in the Global South, where researchers have not been immersed in the new research culture and where their assumed primary role may be to increase teaching efficacy instead. The pervasive focus on research productivity is detrimental to the equitable research-practice relationship whereby two groups of professionals—practitioners and researchers—collaboratively work to achieve the common goal of student learning. This teacher-researcher epistemological clash may exist within individual researchers when they have abundant teaching experience prior to becoming educational researchers. Through the lens of activity theory, we report on a case study of educational researchers’ lived experiences and struggles of navigating teacher-researcher identities in Chile, entailing their boundary-crossing of teacher-researcher identities, internal and external identity conflicts, and beliefs and actions related to the ideal research-practice relationship. In conclusion, we call for changes at the institutional level to promote an equitable and manageable research-practice relationship as well as at the individual level to reflect the ultimate purpose of educational research.
{"title":"Be(com)ing an Educational Researcher in the Global South (and Beyond): A Focus on the Research-Practice Relationship","authors":"Masatoshi Sato, Benjamín Cárcamo","doi":"10.3102/0013189x241231548","DOIUrl":"https://doi.org/10.3102/0013189x241231548","url":null,"abstract":"Educational researchers are increasingly expected to focus on their research productivity as per their professional performance. Such a trend may have influenced their professional identities and activities, especially in the Global South, where researchers have not been immersed in the new research culture and where their assumed primary role may be to increase teaching efficacy instead. The pervasive focus on research productivity is detrimental to the equitable research-practice relationship whereby two groups of professionals—practitioners and researchers—collaboratively work to achieve the common goal of student learning. This teacher-researcher epistemological clash may exist within individual researchers when they have abundant teaching experience prior to becoming educational researchers. Through the lens of activity theory, we report on a case study of educational researchers’ lived experiences and struggles of navigating teacher-researcher identities in Chile, entailing their boundary-crossing of teacher-researcher identities, internal and external identity conflicts, and beliefs and actions related to the ideal research-practice relationship. In conclusion, we call for changes at the institutional level to promote an equitable and manageable research-practice relationship as well as at the individual level to reflect the ultimate purpose of educational research.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":null,"pages":null},"PeriodicalIF":8.2,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140230493","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 : 2024-03-13DOI: 10.3102/0013189x241227887
Mica Pollock, Susan Yonezawa, Monica Sweet, Nan Renner, Minhtuyen Mai, Alberto “Beto” Vasquez
This article shares our university center’s efforts to act as a boundary spanner supporting colleagues across our university to contribute collectively to more equitable educational opportunities for local K–12 students and their teachers. We focus here on the ongoing critical reflection and collaboration needed to tap such university resources to support K–12 students typically underresourced and underserved in K–12 systems. We consider examples and challenges of our work through five equity-oriented principles. We seek to highlight the role of research-practice teams on campuses that help (or could help) university partners contribute to local K–12 schools, programs, and systems with equity in mind. Finally, we hope to convince other higher education institutions to leverage their resources more to grow K–12 education opportunities locally where needs are greatest.
{"title":"Leveraging a University to Create Local Equity-Oriented K–12 Learning Opportunities: A Conversation Starter","authors":"Mica Pollock, Susan Yonezawa, Monica Sweet, Nan Renner, Minhtuyen Mai, Alberto “Beto” Vasquez","doi":"10.3102/0013189x241227887","DOIUrl":"https://doi.org/10.3102/0013189x241227887","url":null,"abstract":"This article shares our university center’s efforts to act as a boundary spanner supporting colleagues across our university to contribute collectively to more equitable educational opportunities for local K–12 students and their teachers. We focus here on the ongoing critical reflection and collaboration needed to tap such university resources to support K–12 students typically underresourced and underserved in K–12 systems. We consider examples and challenges of our work through five equity-oriented principles. We seek to highlight the role of research-practice teams on campuses that help (or could help) university partners contribute to local K–12 schools, programs, and systems with equity in mind. Finally, we hope to convince other higher education institutions to leverage their resources more to grow K–12 education opportunities locally where needs are greatest.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":null,"pages":null},"PeriodicalIF":8.2,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140245212","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 : 2024-03-13DOI: 10.3102/0013189x231216450
John B. Diamond
Building on W. E. B. Du Bois’s color line concept, I argue that white supremacy is deeply embedded in U.S. educational organizations and that White racial actors, opportunity hoarding, and the cultivation of racial ideology and racial ignorance help sustain it. In doing this, I seek to move away from the aspirational progress narratives often associated with Brown to the racial hierarchies and various forms of harm that schools reproduce, even when they are racially diverse. Taking the recent attacks against critical race theory as a backdrop, I argue that educational institutions not only contribute to educational inequity but also socialize people into relations of racial domination and subordination through organizational practices and individual actions. In the article’s conclusion, I highlight my efforts to disrupt these patterns and work toward the creation of more liberatory education spaces.
{"title":"Defending the Color Line: White Supremacy and the Legacy of Brown","authors":"John B. Diamond","doi":"10.3102/0013189x231216450","DOIUrl":"https://doi.org/10.3102/0013189x231216450","url":null,"abstract":"Building on W. E. B. Du Bois’s color line concept, I argue that white supremacy is deeply embedded in U.S. educational organizations and that White racial actors, opportunity hoarding, and the cultivation of racial ideology and racial ignorance help sustain it. In doing this, I seek to move away from the aspirational progress narratives often associated with Brown to the racial hierarchies and various forms of harm that schools reproduce, even when they are racially diverse. Taking the recent attacks against critical race theory as a backdrop, I argue that educational institutions not only contribute to educational inequity but also socialize people into relations of racial domination and subordination through organizational practices and individual actions. In the article’s conclusion, I highlight my efforts to disrupt these patterns and work toward the creation of more liberatory education spaces.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":null,"pages":null},"PeriodicalIF":8.2,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140245337","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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