Mathematics and special educators who taught in middle schools that had or had not made Adequate Yearly Progress (AYP) were surveyed to compare their motivation across three domains on a Teacher Motivation Survey: Work Environment, Professional Identity, and Career Satisfaction. Educators from schools who had met AYP reported a significantly better Work Environment, also referred to as collective efficacy, than that of educators from schools that had not met AYP. There were no statistically significant differences for special or mathematics educators, whether from a school that had or had not met AYP. Other results from the Teacher Motivation Survey are presented, including qualitative analyses from open-ended queries in the survey. Implications for expanding this research as well as more immediate applications and actions for school administrators are noted.
{"title":"Comparison of Teacher Motivation for Mathematics and Special Educators in Middle Schools That Have and Have Not Achieved AYP","authors":"Margaret E. King‐Sears, P. Baker","doi":"10.1155/2014/790179","DOIUrl":"https://doi.org/10.1155/2014/790179","url":null,"abstract":"Mathematics and special educators who taught in middle schools that had or had not made Adequate Yearly Progress (AYP) were surveyed to compare their motivation across three domains on a Teacher Motivation Survey: Work Environment, Professional Identity, and Career Satisfaction. Educators from schools who had met AYP reported a significantly better Work Environment, also referred to as collective efficacy, than that of educators from schools that had not met AYP. There were no statistically significant differences for special or mathematics educators, whether from a school that had or had not met AYP. Other results from the Teacher Motivation Survey are presented, including qualitative analyses from open-ended queries in the survey. Implications for expanding this research as well as more immediate applications and actions for school administrators are noted.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131551179","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}
Since 2001 several states have adopted the requirement that high school students either take the SAT or ACT to assess high school programs or assist students in accessing post-secondary-educational opportunities. In 2012 the state of North Carolina adopted a new accountability program that included the ACT as a measure of college readiness. Previous research on the relationship between school districts and school level performance found that district size had a role in school achievement. This study looked at how district factors influenced the ACT performance of students across North Carolina in an effort to better understand if there were district factors other than size that may be influencing student performance and how high school reforms, given the influence of district factors is meeting the goal of increasing student college readiness. The results of this study are as follows. (1) District factors are related to school level performance, where student race and parental education levels were found to be significant predictors of achievement, (2) the traditional school level factors of race and student socioeconomic status did significantly predict ACT scores, and (3) as a high school reform model, students attending early college high schools did score higher on the ACT as compared to traditional high schools.
{"title":"Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results","authors":"Theodore Kaniuka","doi":"10.1155/2014/757325","DOIUrl":"https://doi.org/10.1155/2014/757325","url":null,"abstract":"Since 2001 several states have adopted the requirement that high school students either take the SAT or ACT to assess high school programs or assist students in accessing post-secondary-educational opportunities. In 2012 the state of North Carolina adopted a new accountability program that included the ACT as a measure of college readiness. Previous research on the relationship between school districts and school level performance found that district size had a role in school achievement. This study looked at how district factors influenced the ACT performance of students across North Carolina in an effort to better understand if there were district factors other than size that may be influencing student performance and how high school reforms, given the influence of district factors is meeting the goal of increasing student college readiness. The results of this study are as follows. (1) District factors are related to school level performance, where student race and parental education levels were found to be significant predictors of achievement, (2) the traditional school level factors of race and student socioeconomic status did significantly predict ACT scores, and (3) as a high school reform model, students attending early college high schools did score higher on the ACT as compared to traditional high schools.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133912861","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 the study presented here was to identify and synthesize studies of evidence-based practices for working with students with visual impairment in the science classroom. Expanding a comprehensive literature search conducted in 1992, 10 empirical reports were found and reviewed. A synthesis of the results showed strong support for inquiry-oriented approaches to science instruction for children with disabilities. Evidence also was found that knowledge of science pedagogy for children with disabilities is continuing to increase; however, the literature to support evidence-based methodology for students with visual impairment in the science classroom is sparse. This critical review is a call for research that provides support for inquiry approaches in science education for the learner with a visual impairment.
{"title":"Inquiry-Based Education for Students with Visual Impairment","authors":"Deborah L. Rooks-Ellis","doi":"10.1155/2014/361685","DOIUrl":"https://doi.org/10.1155/2014/361685","url":null,"abstract":"The purpose of the study presented here was to identify and synthesize studies of evidence-based practices for working with students with visual impairment in the science classroom. Expanding a comprehensive literature search conducted in 1992, 10 empirical reports were found and reviewed. A synthesis of the results showed strong support for inquiry-oriented approaches to science instruction for children with disabilities. Evidence also was found that knowledge of science pedagogy for children with disabilities is continuing to increase; however, the literature to support evidence-based methodology for students with visual impairment in the science classroom is sparse. This critical review is a call for research that provides support for inquiry approaches in science education for the learner with a visual impairment.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"205 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122779471","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}
R. Garza, Elba Armandina Alejandro, Tucker Blythe, Kathleen E. Fite
In this exploratory qualitative study we examined teachers’ perceptions of teacher behaviors that convey caring in upper elementary and middle school classrooms. Data collection included teacher interview, classroom observations, and teacher self-reflection. Major findings include specific caring behaviors perceived by teachers that are identified and described in four themes: (a) fostering a sense of belonging, (b) getting to know students personally, (c) supporting academic success, and (d) attending to physiological needs. Our findings contribute to a body of research on caring by including teachers’ voices and illuminating an authentic approach in caring for students. Our description of caring behaviors and patterns of interactions demonstrate caring in ways that may not be congruent with the norm. Thus, our findings may provide new insight for educators to examine their personal ideology.
{"title":"Caring for Students: What Teachers Have to Say","authors":"R. Garza, Elba Armandina Alejandro, Tucker Blythe, Kathleen E. Fite","doi":"10.1155/2014/425856","DOIUrl":"https://doi.org/10.1155/2014/425856","url":null,"abstract":"In this exploratory qualitative study we examined teachers’ perceptions of teacher behaviors that convey caring in upper elementary and middle school classrooms. Data collection included teacher interview, classroom observations, and teacher self-reflection. Major findings include specific caring behaviors perceived by teachers that are identified and described in four themes: (a) fostering a sense of belonging, (b) getting to know students personally, (c) supporting academic success, and (d) attending to physiological needs. Our findings contribute to a body of research on caring by including teachers’ voices and illuminating an authentic approach in caring for students. Our description of caring behaviors and patterns of interactions demonstrate caring in ways that may not be congruent with the norm. Thus, our findings may provide new insight for educators to examine their personal ideology.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"113 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113993385","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 adopts the Technology Acceptance Model (TAM) and extends it to study the effects of different variables on tool use. The influence of perceptions on tool use was studied in two different conditions: with and without explanation of the tool functionality. As an external variable, self-efficacy was entered in the TAM and the main research question thus focused on the mediating effects of perceptions (perceived tool functionality and perceived tool usability) between self-efficacy on the one hand and quantity and quality of tool use on the other. Positive effects of perceived usability on perceived functionality were hypothesized as well as positive effects of quantity and quality of tool use on performance. Positive effects were expected in the condition with explanation of the tool functionality. Ninety-three university students were provided with concept maps as the learning tools within a hypertext. Using path analysis, we found—similar to the TAM—a significant positive relationship between perceived usability and perceived functionality. Whereas perceived usability had a positive influence on the quantity of tool use, which positively influenced performance, perceived functionality had a negative influence on quantity of tool use. Self-efficacy showed a relationship with perceived usability only with the explained functionality condition.
{"title":"Tool Use in Computer-Based Learning Environments: Adopting and Extending the Technology Acceptance Model","authors":"N. J. Collazo, Xiaoli Wu, J. Elen, G. Clarebout","doi":"10.1155/2014/736931","DOIUrl":"https://doi.org/10.1155/2014/736931","url":null,"abstract":"This study adopts the Technology Acceptance Model (TAM) and extends it to study the effects of different variables on tool use. The influence of perceptions on tool use was studied in two different conditions: with and without explanation of the tool functionality. As an external variable, self-efficacy was entered in the TAM and the main research question thus focused on the mediating effects of perceptions (perceived tool functionality and perceived tool usability) between self-efficacy on the one hand and quantity and quality of tool use on the other. Positive effects of perceived usability on perceived functionality were hypothesized as well as positive effects of quantity and quality of tool use on performance. Positive effects were expected in the condition with explanation of the tool functionality. Ninety-three university students were provided with concept maps as the learning tools within a hypertext. Using path analysis, we found—similar to the TAM—a significant positive relationship between perceived usability and perceived functionality. Whereas perceived usability had a positive influence on the quantity of tool use, which positively influenced performance, perceived functionality had a negative influence on quantity of tool use. Self-efficacy showed a relationship with perceived usability only with the explained functionality condition.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134150788","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 research is underpinned by the sociocultural perspective of communities of practice which situates learning and students’ use of strategic actions to achieve the desired goals in the practices of their communities. Strategic use of the English language is the focus of this study and the aim of this research was to establish whether differences in the strategic use of writing skills in English exist between students of various educational backgrounds. A self-reporting questionnaire on the writing strategy use was distributed among 94 students enrolled in the Foundation Year in one university. The questionnaire items were classified into subgroups, including cognitive, metacognitive, social, affective, compensation, memory, and negative strategies. The results showed that no differences exist among students in all groups in terms of the overall strategy use and in each questionnaire subgroup. Data was analysed using the Mann-Whitney U test and the Kruskal-Wallis one-way analysis of variance. All results were statistically insignificant. The findings from this study have implications for the theory of communities of practice, suggesting that sources of student choices regarding the use of English skills to study science might be related more to their individual agency rather than specific communities of practice.
{"title":"Strategic Use of English to Study Science: A Perspective from Communities of Practice","authors":"Aneta Hayes, Nazia Al-Amri","doi":"10.1155/2014/728153","DOIUrl":"https://doi.org/10.1155/2014/728153","url":null,"abstract":"This research is underpinned by the sociocultural perspective of communities of practice which situates learning and students’ use of strategic actions to achieve the desired goals in the practices of their communities. Strategic use of the English language is the focus of this study and the aim of this research was to establish whether differences in the strategic use of writing skills in English exist between students of various educational backgrounds. A self-reporting questionnaire on the writing strategy use was distributed among 94 students enrolled in the Foundation Year in one university. The questionnaire items were classified into subgroups, including cognitive, metacognitive, social, affective, compensation, memory, and negative strategies. The results showed that no differences exist among students in all groups in terms of the overall strategy use and in each questionnaire subgroup. Data was analysed using the Mann-Whitney U test and the Kruskal-Wallis one-way analysis of variance. All results were statistically insignificant. The findings from this study have implications for the theory of communities of practice, suggesting that sources of student choices regarding the use of English skills to study science might be related more to their individual agency rather than specific communities of practice.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131184404","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}
Central assumptions of a theory of cultural transmission in minorities proposed by the authors were tested in an online survey of adolescents and young adults with Russian and Turkish immigrant background in Germany (). The results support most hypotheses. In particular, evidence was obtained for the existence of the culture-transmission motive postulated by the theory: the appreciation of the culture of origin and the desire to maintain it and pass it on to the next generation. In addition, evidence was obtained for the anchoring of the culture-transmission motive in more basic motives, its relative stability, and its motivating function for pedagogical activities and wishes regarding cultural transmission, including the wish for culture-specific education in public schools.
{"title":"The Culture-Transmission Motive in Minorities: An Online Survey of Adolescents and Young Adults with an Immigrant Background in Germany","authors":"Irina Mchitarjan, R. Reisenzein","doi":"10.1155/2013/929058","DOIUrl":"https://doi.org/10.1155/2013/929058","url":null,"abstract":"Central assumptions of a theory of cultural transmission in minorities proposed by the authors were tested in an online survey of adolescents and young adults with Russian and Turkish immigrant background in Germany (). The results support most hypotheses. In particular, evidence was obtained for the existence of the culture-transmission motive postulated by the theory: the appreciation of the culture of origin and the desire to maintain it and pass it on to the next generation. In addition, evidence was obtained for the anchoring of the culture-transmission motive in more basic motives, its relative stability, and its motivating function for pedagogical activities and wishes regarding cultural transmission, including the wish for culture-specific education in public schools.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116356580","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}
Background. One of the methods to test knowledge of Family Medicine trainees is a written exam composed of multiple choice questions. Creating high-quality multiple choice questions requires a lot of experience, knowledge, and time. This study explores the opportunity to run the Dutch knowledge assessment in Flanders as well, the use of this test for formative purposes. Methods. The study test was performed in a Flemish sample of postgraduate Family Medicine (FM) trainees and FM trainers. The Dutch test, adjusted to the Flemish context, was analyzed according to the classical test theory: difficulty factor and discriminating power of the items and reliability of the test. Results. 82 of the 154 items well divided the group into two equal parts of correct and incorrect responders. The distribution of the discrimination index, of the items with an acceptable difficulty factor, was [−0.012–0.530]. The item-test-correlation shows that 52 items do not fit, and 87 items need revision in varying degrees. The test reliability was 0.917. Conclusion. The test was highly reliable, but many MC questions appeared to be too easy and poorly discriminative. Therefore, we question the test validity and recommend reconsideration of the items based on difficulty before it is applied and used as a mandatory formative test.
{"title":"Can We Share Multiple Choice Questions across Borders? Validation of the Dutch Knowledge Assessment in Family Medicine in Flanders","authors":"Lynn Ryssaert, J. Wens, B. Schoenmakers","doi":"10.1155/2013/840627","DOIUrl":"https://doi.org/10.1155/2013/840627","url":null,"abstract":"Background. One of the methods to test knowledge of Family Medicine trainees is a written exam composed of multiple choice questions. Creating high-quality multiple choice questions requires a lot of experience, knowledge, and time. This study explores the opportunity to run the Dutch knowledge assessment in Flanders as well, the use of this test for formative purposes. Methods. The study test was performed in a Flemish sample of postgraduate Family Medicine (FM) trainees and FM trainers. The Dutch test, adjusted to the Flemish context, was analyzed according to the classical test theory: difficulty factor and discriminating power of the items and reliability of the test. Results. 82 of the 154 items well divided the group into two equal parts of correct and incorrect responders. The distribution of the discrimination index, of the items with an acceptable difficulty factor, was [−0.012–0.530]. The item-test-correlation shows that 52 items do not fit, and 87 items need revision in varying degrees. The test reliability was 0.917. Conclusion. The test was highly reliable, but many MC questions appeared to be too easy and poorly discriminative. Therefore, we question the test validity and recommend reconsideration of the items based on difficulty before it is applied and used as a mandatory formative test.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123077617","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}
Jürgen Drissner, H. Haase, A. Rinderknecht, Katrin Hille
The “Green Classroom” in the Botanical Garden of the University of Ulm is a learning forum outside school. Its educational concept is based on experiential learning and is geared towards expanding students’ biological knowledge and developing positive attitudes towards small animals such as invertebrates. In the first study, we assessed attitudes towards small animals of 43 students before and after they visited the “Green Classroom”, and we compared the answers they gave in their questionnaires with those of 46 students from a control group. Although the students spent only one morning in the “Green Classroom”, some of their attitudes improved after their visit. In the second study, 102 secondary-school students (56 who had previously visited the “Green Classroom”) were asked to write an essay about small animals. Students who had visited the “Green Classroom” before portrayed more positive emotions towards small animals and showed more biological understanding than their peers.
{"title":"Effective Environmental Education through Half-Day Teaching Programmes Outside School","authors":"Jürgen Drissner, H. Haase, A. Rinderknecht, Katrin Hille","doi":"10.1155/2013/503214","DOIUrl":"https://doi.org/10.1155/2013/503214","url":null,"abstract":"The “Green Classroom” in the Botanical Garden of the University of Ulm is a learning forum outside school. Its educational concept is based on experiential learning and is geared towards expanding students’ biological knowledge and developing positive attitudes towards small animals such as invertebrates. In the first study, we assessed attitudes towards small animals of 43 students before and after they visited the “Green Classroom”, and we compared the answers they gave in their questionnaires with those of 46 students from a control group. Although the students spent only one morning in the “Green Classroom”, some of their attitudes improved after their visit. In the second study, 102 secondary-school students (56 who had previously visited the “Green Classroom”) were asked to write an essay about small animals. Students who had visited the “Green Classroom” before portrayed more positive emotions towards small animals and showed more biological understanding than their peers.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127038979","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 aim of this study is to examine the hierarchical model of self-concept (SC) using two operations (Models A and B). In Model A, global self-concept (GSC) is the higher-order factor of field-specific self-concepts (FSCs). In Model B, GSC is the predictor of the correlated FSCs. The data of 28,824 college students are obtained from the national database for higher education in Taiwan. The two models are examined by the use of total-group hierarchical confirmatory factor analysis (HCFA) and structural equation modeling (SEM), respectively. Multigroup HCFA and SEM are used to test whether the two models demonstrate measurement equivalence and structural invariance across female and male college students and across college students coming from different fields of study. The results of the analysis reveal three major findings. (1) The data fit Models A-B well for all the students as a whole. (2) Females and males are found not to be equivalent in the structure of both models. (3) Females from female-dominated humanities fields (education and business) are different from those in male-dominated sciences fields (engineering and natural sciences), while males from the four fields are similar in both models.
{"title":"Hierarchical Models of Self-Concept across Genders and Sciences/Humanities for College Students in Taiwan","authors":"Mei-Shiu Chiu","doi":"10.1155/2013/960371","DOIUrl":"https://doi.org/10.1155/2013/960371","url":null,"abstract":"The aim of this study is to examine the hierarchical model of self-concept (SC) using two operations (Models A and B). In Model A, global self-concept (GSC) is the higher-order factor of field-specific self-concepts (FSCs). In Model B, GSC is the predictor of the correlated FSCs. The data of 28,824 college students are obtained from the national database for higher education in Taiwan. The two models are examined by the use of total-group hierarchical confirmatory factor analysis (HCFA) and structural equation modeling (SEM), respectively. Multigroup HCFA and SEM are used to test whether the two models demonstrate measurement equivalence and structural invariance across female and male college students and across college students coming from different fields of study. The results of the analysis reveal three major findings. (1) The data fit Models A-B well for all the students as a whole. (2) Females and males are found not to be equivalent in the structure of both models. (3) Females from female-dominated humanities fields (education and business) are different from those in male-dominated sciences fields (engineering and natural sciences), while males from the four fields are similar in both models.","PeriodicalId":202265,"journal":{"name":"ISRN Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128561176","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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