Research shows that employers play a key role in work-based learning (WBL) programs such as internships but are seldom involved in conversations around the topic (Greenfield & Stevens, 2018). While the benefits of work-based learning are well documented, employers are often unaware of the benefits they would receive from participating in an effort to strategically link education and workforce preparation (Greenfield & Stevens, 2018). This study qualitatively examined the experiences of employers that provide work-based learning opportunities, primarily internships, for postsecondary students. Findings illuminated the importance of developing and maintaining strong community partnerships and establishing recruitment pipelines. The results also indicated that lack of information impedes growth, virtual experiences are essential, and financial constraints impact participation.
{"title":"An Exploration of Employer Participation in Internships and Other\u0000 Work-Based Learning Experiences","authors":"K. Johnson","doi":"10.21061/jtce.v37i1.a1","DOIUrl":"https://doi.org/10.21061/jtce.v37i1.a1","url":null,"abstract":"Research shows that employers play a key role in work-based learning (WBL) programs such as internships but are seldom involved in conversations around the topic (Greenfield & Stevens, 2018). While the benefits of work-based learning are well documented, employers are often unaware of the benefits they would receive from participating in an effort to strategically link education and workforce preparation (Greenfield & Stevens, 2018). This study qualitatively examined the experiences of employers that provide work-based learning opportunities, primarily internships, for postsecondary students. Findings illuminated the importance of developing and maintaining strong community partnerships and establishing recruitment pipelines. The results also indicated that lack of information impedes growth, virtual experiences are essential, and financial constraints impact participation.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115504729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated whether postsecondary automotive technology students’ interests were congruent with their chosen career pathways. One hundred eighty-six students from three institutions completed Holland’s Self-Directed Search assessment. Realistic was the predominant Holland code followed by Enterprising for the participants within this study. A majority of participants had a medium level of congruence between their interests and career choices as measured by the C-index. The findings may be useful for educators, counselors, and career development professionals interested in diversifying instruction and professional development strategies to promote future career success. Keywords: postsecondary career and technical education, automotive technology students, Self-Directed Search assessment, Holland’s theory of vocational personalities and environment.
{"title":"An Application of Holland’s Theory to Career Interests and Selected Careers of Automotive Technology Students","authors":"Laura G. Maldonado, Kyungin Kim, Mark D. Threeton","doi":"10.21061/jcte.v35i1.a3","DOIUrl":"https://doi.org/10.21061/jcte.v35i1.a3","url":null,"abstract":"This study investigated whether postsecondary automotive technology students’ interests were congruent with their chosen career pathways. One hundred eighty-six students from three institutions completed Holland’s Self-Directed Search assessment. Realistic was the predominant Holland code followed by Enterprising for the participants within this study. A majority of participants had a medium level of congruence between their interests and career choices as measured by the C-index. The findings may be useful for educators, counselors, and career development professionals interested in diversifying instruction and professional development strategies to promote future career success. Keywords: postsecondary career and technical education, automotive technology students, Self-Directed Search assessment, Holland’s theory of vocational personalities and environment.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114518137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jobs that pay livable wages increasingly call for educational attainment beyond a high school diploma, but many of these jobs do not need a bachelor's degree. By earning industry certifications in high school, students may be better prepared for life after graduation. In 2007, Florida enacted the Career and Professional Education (CAPE) Act, through which schools receive support to give students the opportunity to earn industry certifications while in high school. Once the state enacted this policy, the number of students earning certifications increased dramatically. Using data from the Florida Department of Education’s Education Data Warehouse, we compared college enrollment and degree attainment for certification earners to non-earners. Then, we compared outcomes for earners within each career cluster (such as Architecture & Construction) to the combined results for earners in all other career clusters. Relative to non-earners, certification earners had higher rates of immediate enrollment at 2-year colleges, and higher rates of earning an associate degree. Among certification earners, few career clusters had positive associations with postsecondary outcomes relative to other career clusters.
{"title":"The Influence of Earning an Industry Certification in High School on Going to College: The Florida CAPE Act","authors":"E. Glennie, Randolph Ottem, Erich Lauff","doi":"10.21061/JCTE.V35I1.A2","DOIUrl":"https://doi.org/10.21061/JCTE.V35I1.A2","url":null,"abstract":"Jobs that pay livable wages increasingly call for educational attainment beyond a high school diploma, but many of these jobs do not need a bachelor's degree. By earning industry certifications in high school, students may be better prepared for life after graduation. In 2007, Florida enacted the Career and Professional Education (CAPE) Act, through which schools receive support to give students the opportunity to earn industry certifications while in high school. Once the state enacted this policy, the number of students earning certifications increased dramatically. Using data from the Florida Department of Education’s Education Data Warehouse, we compared college enrollment and degree attainment for certification earners to non-earners. Then, we compared outcomes for earners within each career cluster (such as Architecture & Construction) to the combined results for earners in all other career clusters. Relative to non-earners, certification earners had higher rates of immediate enrollment at 2-year colleges, and higher rates of earning an associate degree. Among certification earners, few career clusters had positive associations with postsecondary outcomes relative to other career clusters.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134474361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Laboratory exercises are a crucial component for many science education courses. Hands-on activities provide valuable contextualized learning experiences and allow for increased engagement between students and technical knowledge. The present study examined the efficacy of a virtual-type laboratory activity compared to a traditional hands-on activity. Food science undergraduates (N=35) were randomly assigned to two groups: (1) performing a virtual lab exercise and (2) performing a traditional hands-on exercise producing mozzarella cheese. The virtual lab exercise consisted of interactive infographics highlighting the chemistry of the mozzarella making process, incorporating clickable animation, audio voiceovers, and minimal narrative text. The virtual lab group demonstrated a significantly larger increase in cheesemaking knowledge (p<0.0001; d=1.49) than the traditional lab group (p=0.41; d=0.26). Both groups exhibited significant increases in cheesemaking self-efficacy. These data suggest that interactive infographics can function as effective learning tools in technical education.
{"title":"Interactive Infographics Improve Learning Outcomes in a Food Science Laboratory Exercise Environment","authors":"P. Polowsky, Christian C. Steciuch","doi":"10.21061/JCTE.V35I1.A1","DOIUrl":"https://doi.org/10.21061/JCTE.V35I1.A1","url":null,"abstract":"Laboratory exercises are a crucial component for many science education courses. Hands-on activities provide valuable contextualized learning experiences and allow for increased engagement between students and technical knowledge. The present study examined the efficacy of a virtual-type laboratory activity compared to a traditional hands-on activity. Food science undergraduates (N=35) were randomly assigned to two groups: (1) performing a virtual lab exercise and (2) performing a traditional hands-on exercise producing mozzarella cheese. The virtual lab exercise consisted of interactive infographics highlighting the chemistry of the mozzarella making process, incorporating clickable animation, audio voiceovers, and minimal narrative text. The virtual lab group demonstrated a significantly larger increase in cheesemaking knowledge (p<0.0001; d=1.49) than the traditional lab group (p=0.41; d=0.26). Both groups exhibited significant increases in cheesemaking self-efficacy. These data suggest that interactive infographics can function as effective learning tools in technical education.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116338548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of the stated goals of career and technical education (CTE) is to improve the labor market outcomes of participants. One population of students for which concentration CTE may be particularly beneficial is those who determine they will not pursue postsecondary education. By exploring how occupational concentration—defined as earning three or more credits in a specific CTE cluster—relates to labor market outcomes for non-college participants, this study adds to a growing body of research on the benefits of CTE participation. In an effort to gain a more nuanced understanding of these labor market benefits, the current study further disaggregates these potential benefits across different CTE categories. Using a nationally representative dataset to explore the CTE concentration association with eventual earnings, results indicated that occupational concentration in general links to increased wages. However, these benefits are limited to a few specific CTE categories: health sciences, trades, and agriculture and natural resources. Implications for individual students, practitioners, and policymakers are discussed.
{"title":"Linking Occupational Concentration to Hourly Wages for Non-College Going Individuals","authors":"J. Plasman","doi":"10.21061/jcte.v34i1.a2","DOIUrl":"https://doi.org/10.21061/jcte.v34i1.a2","url":null,"abstract":"One of the stated goals of career and technical education (CTE) is to improve the labor market outcomes of participants. One population of students for which concentration CTE may be particularly beneficial is those who determine they will not pursue postsecondary education. By exploring how occupational concentration—defined as earning three or more credits in a specific CTE cluster—relates to labor market outcomes for non-college participants, this study adds to a growing body of research on the benefits of CTE participation. In an effort to gain a more nuanced understanding of these labor market benefits, the current study further disaggregates these potential benefits across different CTE categories. Using a nationally representative dataset to explore the CTE concentration association with eventual earnings, results indicated that occupational concentration in general links to increased wages. However, these benefits are limited to a few specific CTE categories: health sciences, trades, and agriculture and natural resources. Implications for individual students, practitioners, and policymakers are discussed.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131854133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined students’ participation in college and career preparation activities in high school, and the relationship between participation in these activities and students’ education and work attainment within one year of high school graduation. This study used the High School Longitudinal Study of 2009 (HSLS:2009) dataset and participants included 12,217 public school students with 6,046 (49.49%) boys and 6,171 (50.51%) girls. Data analysis included descriptive statistics and multinomial logistic regression. Results indicate that socioeconomic status was the only significant predictor across all post-high school education and work outcomes. Significant predictors of post-high school education/work attainment were found but differed depending on which outcomes (i.e., education and/or work) were being considered.
{"title":"College and Career Preparation Activities and Their Influence on Post-High School Education and Work Attainment","authors":"Xue Xing, Margarita Huerta, Tiberio Garza","doi":"10.21061/jcte.v34i1.a1","DOIUrl":"https://doi.org/10.21061/jcte.v34i1.a1","url":null,"abstract":"This study examined students’ participation in college and career preparation activities in high school, and the relationship between participation in these activities and students’ education and work attainment within one year of high school graduation. This study used the High School Longitudinal Study of 2009 (HSLS:2009) dataset and participants included 12,217 public school students with 6,046 (49.49%) boys and 6,171 (50.51%) girls. Data analysis included descriptive statistics and multinomial logistic regression. Results indicate that socioeconomic status was the only significant predictor across all post-high school education and work outcomes. Significant predictors of post-high school education/work attainment were found but differed depending on which outcomes (i.e., education and/or work) were being considered.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129848439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
James C. Anderson, Tinesha M. Woods-Wells, Tommy M. Amal, Robert Bass, C. Simpson
The purpose of the study was to examine the input factors and outcomes within the student motivational profile (SMP) that may affect the self-determination of students who elected to enroll in an agricultural education career academy was conducted. This study introduces the organismic socio-behavioral perspective (OSBP), which was developed to inform educational interventions on student motivation and engagement from a more holistic perspective. Among the 114 urban high school student respondents, those who reported having a choice in the decision to enroll in the comprehensive agriculture program were more likely to have self-determined types of academic motivation, academic satisfaction, and higher levels of perceived effort. Limitations within the SMP to measure moderate to strong associations with academic achievement were identified and recommendations on how to address these limitations were discussed. The study is intended to introduce a line of inquiry toward developing an inventory that identifies measurable factors that impact student engagement and achievement.
{"title":"Examining the Relationships Among Motivational Factors and the Academic Achievement of Students Enrolled in a Comprehensive Agricultural Education Program","authors":"James C. Anderson, Tinesha M. Woods-Wells, Tommy M. Amal, Robert Bass, C. Simpson","doi":"10.21061/JCTE.V33I1.A2","DOIUrl":"https://doi.org/10.21061/JCTE.V33I1.A2","url":null,"abstract":"The purpose of the study was to examine the input factors and outcomes within the student motivational profile (SMP) that may affect the self-determination of students who elected to enroll in an agricultural education career academy was conducted. This study introduces the organismic socio-behavioral perspective (OSBP), which was developed to inform educational interventions on student motivation and engagement from a more holistic perspective. Among the 114 urban high school student respondents, those who reported having a choice in the decision to enroll in the comprehensive agriculture program were more likely to have self-determined types of academic motivation, academic satisfaction, and higher levels of perceived effort. Limitations within the SMP to measure moderate to strong associations with academic achievement were identified and recommendations on how to address these limitations were discussed. The study is intended to introduce a line of inquiry toward developing an inventory that identifies measurable factors that impact student engagement and achievement.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116758398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to examine the nation’s baccalaureate agriculture teacher education programs of study to synthesize current coursework requirements. Sixty-five baccalaureate programs of study were analyzed. The mean number of semester credit hours was 125.2, and the mean number of credit hours in the areas of professional knowledge, technical knowledge, and general knowledge were 37.8, 42.0, and 36.6, respectively. Great variability was found within these descriptive measures when observing the standard deviation, minimum and maximum values, and configuration of courses within each category. We recommend the profession engage in intense and deliberate conversations on how to best design programs of study at the national level. These conversations would provide the opportunity for the collective wisdom of the profession garnered through investigation of the literature and sharing of knowledge gained through personal experiences, which can be used to inform the decision making process at individual institutions.
{"title":"A census of baccalaureate agriculture teacher education program requirements","authors":"R. G. Easterly, C. Stripling, B. Myers","doi":"10.21061/JCTE.V33I1.A3","DOIUrl":"https://doi.org/10.21061/JCTE.V33I1.A3","url":null,"abstract":"The purpose of this study was to examine the nation’s baccalaureate agriculture teacher education programs of study to synthesize current coursework requirements. Sixty-five baccalaureate programs of study were analyzed. The mean number of semester credit hours was 125.2, and the mean number of credit hours in the areas of professional knowledge, technical knowledge, and general knowledge were 37.8, 42.0, and 36.6, respectively. Great variability was found within these descriptive measures when observing the standard deviation, minimum and maximum values, and configuration of courses within each category. We recommend the profession engage in intense and deliberate conversations on how to best design programs of study at the national level. These conversations would provide the opportunity for the collective wisdom of the profession garnered through investigation of the literature and sharing of knowledge gained through personal experiences, which can be used to inform the decision making process at individual institutions.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116446059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christopher T. Belser, D. Prescod, Andrew P. Daire, Katelyn F. Cushey, Rikako Karaki, Cynthia Y. Young, Melissa A. Dagley
Science, Technology, Engineering, and Math (STEM) recruitment programs are growing at post-secondary institutions in response to the national shortage of trained workers in STEM fields. Many programs prove effective in recruiting students into STEM majors with research indicating the benefits of experiential learning activities in program outcomes. This study qualitatively examined the experiences of first-year undergraduate students in a STEM-focused career planning class within a STEM recruitment program. Findings illuminated the importance of STEM faculty guest lectures and research lab visits in providing meaningful opportunities to learn more about specific STEM fields and to make career decisions. Recommendations for programmatic improvements are also made based on critical feedback on the structure and content of these experiential activities.
{"title":"The Role of Faculty Guest Speakers and Research Lab Visits in STEM Major Selection: A Qualitative Inquiry","authors":"Christopher T. Belser, D. Prescod, Andrew P. Daire, Katelyn F. Cushey, Rikako Karaki, Cynthia Y. Young, Melissa A. Dagley","doi":"10.21061/JCTE.V33I1.A1","DOIUrl":"https://doi.org/10.21061/JCTE.V33I1.A1","url":null,"abstract":"Science, Technology, Engineering, and Math (STEM) recruitment programs are growing at post-secondary institutions in response to the national shortage of trained workers in STEM fields. Many programs prove effective in recruiting students into STEM majors with research indicating the benefits of experiential learning activities in program outcomes. This study qualitatively examined the experiences of first-year undergraduate students in a STEM-focused career planning class within a STEM recruitment program. Findings illuminated the importance of STEM faculty guest lectures and research lab visits in providing meaningful opportunities to learn more about specific STEM fields and to make career decisions. Recommendations for programmatic improvements are also made based on critical feedback on the structure and content of these experiential activities.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128961052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-03DOI: 10.21061/JCTE.V32I1.1590
Rebecca A. Thessin, Ellen Scully-Russ, Daina S. Lieberman
Research has demonstrated career and technical education (CTE) programs have a strong positive influence on secondary students’ behavior, attendance, academic achievement, and college persistence. Critical success factors common to career academies, small schools, and CTE programs include socio-emotional support and community, along with a culture of high expectations and student engagement. Yet little research has been conducted on social and cultural factors involved in these programs’ success. This qualitative study focused on one high school healthcare education program in the Mid-Atlantic to identify the social and cultural critical success factors that contributed to successful student outcomes. Through classroom observations; interviews with administrators, teachers, partners, program graduates, and parents; surveys of graduates; and focus groups with current students, the following critical success factors emerged: learning environment and community, focused student support, engagement through a real-world context, and a culture of professionalism. These findings may help educators and districts focus their attention and efforts on the critical factors that impact student success as they seek to expand and improve CTE programs.
{"title":"Critical Success Factors in a High School Healthcare Education Program","authors":"Rebecca A. Thessin, Ellen Scully-Russ, Daina S. Lieberman","doi":"10.21061/JCTE.V32I1.1590","DOIUrl":"https://doi.org/10.21061/JCTE.V32I1.1590","url":null,"abstract":"Research has demonstrated career and technical education (CTE) programs have a strong positive influence on secondary students’ behavior, attendance, academic achievement, and college persistence. Critical success factors common to career academies, small schools, and CTE programs include socio-emotional support and community, along with a culture of high expectations and student engagement. Yet little research has been conducted on social and cultural factors involved in these programs’ success. This qualitative study focused on one high school healthcare education program in the Mid-Atlantic to identify the social and cultural critical success factors that contributed to successful student outcomes. Through classroom observations; interviews with administrators, teachers, partners, program graduates, and parents; surveys of graduates; and focus groups with current students, the following critical success factors emerged: learning environment and community, focused student support, engagement through a real-world context, and a culture of professionalism. These findings may help educators and districts focus their attention and efforts on the critical factors that impact student success as they seek to expand and improve CTE programs.","PeriodicalId":170496,"journal":{"name":"Journal of Career and Technical Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133230792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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