Pub Date : 2023-05-09DOI: 10.3102/00346543231167795
Nathalie Barz, Manuela Benick, Laura Dörrenbächer-Ulrich, F. Perels
Digital game-based learning (DGBL) interventions can be superior to traditional instruction methods for learning, but previous meta-analyses covered a huge period and included a variety of different target groups, limiting the results’ transfer on specific target groups. Therefore, the aim of this meta-analysis is a theory-based examination of DGBL interventions’ effects on different learning outcomes (cognitive, metacognitive, affective-motivational) in the school context, using studies published between 2015 and 2020 and meta-analytic techniques (including moderator analyses) to examine the effectiveness of DGBL interventions compared to traditional instruction methods. Results from random-effects models revealed a significant medium effect for overall learning (g = .54) and cognitive learning outcomes (g = .67). Also found were a small effect for affective-motivational learning outcomes (g = .32) and no significant effect for metacognitive learning outcomes. Additionally, there was no evidence of publication bias. Further meta-regression models did not reveal evidence of moderating personal, environmental, or confounding factors. The findings partially support the positive impact of DGBL interventions in school, and the study addresses its practical implications.
{"title":"The Effect of Digital Game-Based Learning Interventions on Cognitive, Metacognitive, and Affective-Motivational Learning Outcomes in School: A Meta-Analysis","authors":"Nathalie Barz, Manuela Benick, Laura Dörrenbächer-Ulrich, F. Perels","doi":"10.3102/00346543231167795","DOIUrl":"https://doi.org/10.3102/00346543231167795","url":null,"abstract":"Digital game-based learning (DGBL) interventions can be superior to traditional instruction methods for learning, but previous meta-analyses covered a huge period and included a variety of different target groups, limiting the results’ transfer on specific target groups. Therefore, the aim of this meta-analysis is a theory-based examination of DGBL interventions’ effects on different learning outcomes (cognitive, metacognitive, affective-motivational) in the school context, using studies published between 2015 and 2020 and meta-analytic techniques (including moderator analyses) to examine the effectiveness of DGBL interventions compared to traditional instruction methods. Results from random-effects models revealed a significant medium effect for overall learning (g = .54) and cognitive learning outcomes (g = .67). Also found were a small effect for affective-motivational learning outcomes (g = .32) and no significant effect for metacognitive learning outcomes. Additionally, there was no evidence of publication bias. Further meta-regression models did not reveal evidence of moderating personal, environmental, or confounding factors. The findings partially support the positive impact of DGBL interventions in school, and the study addresses its practical implications.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46126090","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 : 2023-03-19DOI: 10.3102/00346543231160474
Qing Liu, J. Nesbit
Need for cognition is conceptualized as an individual’s intrinsic motivation to engage in and enjoy effortful cognitive activities. Over the past three decades, there has been increasing interest in how need for cognition impacts and correlates with learning performance. This meta-analysis summarized 136 independent effect sizes (N = 53,258) for the association between need for cognition and academic achievement and investigated the moderating effects of variables related to research context, methodology, and instrumentation. The overall effect size weighted by inverse variance and using a random effects model was found to be small, r = .20, with a 95% confidence interval ranging from .18 to .22. The association between need for cognition and learning performance was moderated by grade level, geographic region, exposure to intervention, and outcome measurement tool. The implications of these findings for practice and future research are discussed.
{"title":"The Relation Between Need for Cognition and Academic Achievement: A Meta-Analysis","authors":"Qing Liu, J. Nesbit","doi":"10.3102/00346543231160474","DOIUrl":"https://doi.org/10.3102/00346543231160474","url":null,"abstract":"Need for cognition is conceptualized as an individual’s intrinsic motivation to engage in and enjoy effortful cognitive activities. Over the past three decades, there has been increasing interest in how need for cognition impacts and correlates with learning performance. This meta-analysis summarized 136 independent effect sizes (N = 53,258) for the association between need for cognition and academic achievement and investigated the moderating effects of variables related to research context, methodology, and instrumentation. The overall effect size weighted by inverse variance and using a random effects model was found to be small, r = .20, with a 95% confidence interval ranging from .18 to .22. The association between need for cognition and learning performance was moderated by grade level, geographic region, exposure to intervention, and outcome measurement tool. The implications of these findings for practice and future research are discussed.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45527791","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 : 2023-03-19DOI: 10.3102/00346543231156182
Gena Nelson, H. Carter, Peter Boedeker, E. Knowles, Claire Buckmiller, Jessica Eames
The purposes of this study included conducting a meta-analysis and reviewing the study reporting quality of math interventions implemented in informal learning environments (e.g., the home) by children’s caregivers. This meta-analysis included 25 preschool to third-grade math interventions with 83 effect sizes that yielded a statistically significant summary effect (g = 0.26, 95% CI [0.07, 0.45) on children’s math achievement. Significant moderators of the treatment effect included the intensity of caregiver training and type of outcome measure. There were larger average effects for interventions with caregiver training that included follow-up support and for outcomes that were comprehensive early numeracy measures. Studies met 58.0% of reporting quality indicators, and analyses revealed that quality of reporting has improved in recent years. The results of this study offer several recommendations for researchers and practitioners, particularly given the growing evidence base of math interventions conducted in informal learning environments.
{"title":"A Meta-Analysis and Quality Review of Mathematics Interventions Conducted in Informal Learning Environments with Caregivers and Children","authors":"Gena Nelson, H. Carter, Peter Boedeker, E. Knowles, Claire Buckmiller, Jessica Eames","doi":"10.3102/00346543231156182","DOIUrl":"https://doi.org/10.3102/00346543231156182","url":null,"abstract":"The purposes of this study included conducting a meta-analysis and reviewing the study reporting quality of math interventions implemented in informal learning environments (e.g., the home) by children’s caregivers. This meta-analysis included 25 preschool to third-grade math interventions with 83 effect sizes that yielded a statistically significant summary effect (g = 0.26, 95% CI [0.07, 0.45) on children’s math achievement. Significant moderators of the treatment effect included the intensity of caregiver training and type of outcome measure. There were larger average effects for interventions with caregiver training that included follow-up support and for outcomes that were comprehensive early numeracy measures. Studies met 58.0% of reporting quality indicators, and analyses revealed that quality of reporting has improved in recent years. The results of this study offer several recommendations for researchers and practitioners, particularly given the growing evidence base of math interventions conducted in informal learning environments.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43664591","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 : 2023-02-21DOI: 10.3102/00346543231152262
M. Wadhwa, Jingwen Zheng, Thomas D. Cook
Clearinghouses set standards of scientific quality to vet existing research to determine how “evidence-based” an intervention is. This paper examines 12 educational clearinghouses to describe their effectiveness criteria, to estimate how consistently they rate the same program, and to probe why their judgments differ. All the clearinghouses value random assignment, but they differ in how they treat its implementation, how they weight quasi-experiments, and how they value ancillary causal factors like independent replication and persisting effects. A total of 1359 programs were analyzed over 10 clearinghouses; 83% of them were assessed by a single clearinghouse and, of those rated by more than one, similar ratings were achieved for only about 30% of the programs. This high level of inconsistency seems to be mostly due to clearinghouses disagreeing about whether a high program rating requires effects that are replicated and/or temporally persisting. Clearinghouses exist to identify “evidence-based” programs, but the inconsistency in their recommendations of the same program suggests that identifying “evidence-based” interventions is still more of a policy aspiration than a reliable research practice.
{"title":"How Consistent Are Meanings of “Evidence-Based”? A Comparative Review of 12 Clearinghouses that Rate the Effectiveness of Educational Programs","authors":"M. Wadhwa, Jingwen Zheng, Thomas D. Cook","doi":"10.3102/00346543231152262","DOIUrl":"https://doi.org/10.3102/00346543231152262","url":null,"abstract":"Clearinghouses set standards of scientific quality to vet existing research to determine how “evidence-based” an intervention is. This paper examines 12 educational clearinghouses to describe their effectiveness criteria, to estimate how consistently they rate the same program, and to probe why their judgments differ. All the clearinghouses value random assignment, but they differ in how they treat its implementation, how they weight quasi-experiments, and how they value ancillary causal factors like independent replication and persisting effects. A total of 1359 programs were analyzed over 10 clearinghouses; 83% of them were assessed by a single clearinghouse and, of those rated by more than one, similar ratings were achieved for only about 30% of the programs. This high level of inconsistency seems to be mostly due to clearinghouses disagreeing about whether a high program rating requires effects that are replicated and/or temporally persisting. Clearinghouses exist to identify “evidence-based” programs, but the inconsistency in their recommendations of the same program suggests that identifying “evidence-based” interventions is still more of a policy aspiration than a reliable research practice.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47379535","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 : 2023-02-15DOI: 10.3102/00346543221141658
E. Greaves, Deborah Wilson, A. Nairn
School-choice programs may increase schools' incentives for marketing rather than improving their educational offering. This article systematically reviews the literature on the marketing activities of primary and secondary schools worldwide. The 81 articles reviewed show that schools’ marketing has yet to be tackled by marketing academics or other social scientists outside the education field. Market-oriented U.S. charter schools and their international equivalents have stimulated recent research, but geographical gaps remain, particularly in countries with long-established school-choice policies and in rural areas. Schools deploy a range of marketing techniques with the intensity of activity directly correlated to the level of local competition and their position in the local hierarchy. Studies have analyzed schools’ use of market scanning, specific words and images in brochures, branding, segmentation, and targeting. These marketing activities are rarely accompanied by substantive curricular change, however, and may even contribute to social division through targeting or deceptive marketing activity.
{"title":"Marketing and School Choice: A Systematic Literature Review","authors":"E. Greaves, Deborah Wilson, A. Nairn","doi":"10.3102/00346543221141658","DOIUrl":"https://doi.org/10.3102/00346543221141658","url":null,"abstract":"School-choice programs may increase schools' incentives for marketing rather than improving their educational offering. This article systematically reviews the literature on the marketing activities of primary and secondary schools worldwide. The 81 articles reviewed show that schools’ marketing has yet to be tackled by marketing academics or other social scientists outside the education field. Market-oriented U.S. charter schools and their international equivalents have stimulated recent research, but geographical gaps remain, particularly in countries with long-established school-choice policies and in rural areas. Schools deploy a range of marketing techniques with the intensity of activity directly correlated to the level of local competition and their position in the local hierarchy. Studies have analyzed schools’ use of market scanning, specific words and images in brochures, branding, segmentation, and targeting. These marketing activities are rarely accompanied by substantive curricular change, however, and may even contribute to social division through targeting or deceptive marketing activity.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43909549","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 : 2023-02-13DOI: 10.3102/00346543221130017
Lolita A. Tabron, Amanda K. Thomas
Although the critical research cannon is often associated with qualitative scholars, there is a growing number of critical scholars who are refusing positivist-informed quantitative analyses. However, as a growing number of education scholars engaged in critical approaches to quantitative inquiry, instances of conflation began to surface. We understood this conflation as the interchangeable use of the terms quantitative criticalism, QuantCrit, and critical quantitative throughout the literature and even within the same chapter or article. The purpose of our systematic literature review is twofold: (a) to understand how critical approaches to quantitative inquiry emerged as a new paradigm within quantitative methods and (b) whether there is any distinction between quantitative criticalism, QuantCrit, and critical quantitative inquiries or simply interchangeable wordplay. We share how critical quantitative approaches are definite shifts within the quantitative research paradigm, highlight relevant assumptions, and share strategies and future directions for applied practice in this emergent field.
{"title":"Deeper than Wordplay: A Systematic Review of Critical Quantitative Approaches in Education Research (2007–2021)","authors":"Lolita A. Tabron, Amanda K. Thomas","doi":"10.3102/00346543221130017","DOIUrl":"https://doi.org/10.3102/00346543221130017","url":null,"abstract":"Although the critical research cannon is often associated with qualitative scholars, there is a growing number of critical scholars who are refusing positivist-informed quantitative analyses. However, as a growing number of education scholars engaged in critical approaches to quantitative inquiry, instances of conflation began to surface. We understood this conflation as the interchangeable use of the terms quantitative criticalism, QuantCrit, and critical quantitative throughout the literature and even within the same chapter or article. The purpose of our systematic literature review is twofold: (a) to understand how critical approaches to quantitative inquiry emerged as a new paradigm within quantitative methods and (b) whether there is any distinction between quantitative criticalism, QuantCrit, and critical quantitative inquiries or simply interchangeable wordplay. We share how critical quantitative approaches are definite shifts within the quantitative research paradigm, highlight relevant assumptions, and share strategies and future directions for applied practice in this emergent field.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47514557","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 : 2023-02-10DOI: 10.3102/00346543221149004
Kourtney Kawano
Although research shows that critical outcomes occur for Native students when culture-based education (CBE) centers self-determination, sovereignty, and Indigeneity, Kanaka ʻŌiwi (Native Hawaiian) students rarely learn about these concepts. This review thus seeks to understand how scholars operationalize self-determination and Ea (sovereignty, life) in research on Native Hawaiian CBE and the extent to which this operationalization provides pathways for students to internalize the two concepts, self-identify as Indigenous, and enact praxis. By foregrounding Kānaka ways of knowing and being, a Kanaka ʻŌiwi literature review methodology (KanakaʻŌiwiLRM) is conceptualized and engaged to analyze 20 literature sources. Findings indicate that self-determination and Ea are positioned as the foundations and outcomes of CBE, yet disregarded as a basis for Indigenous self-identification. This results in a call for a purposeful decolonial Native Hawaiian CBE approach that nourishes Indigenous unity and supports self-determination, Ea, and pathways toward praxis.
{"title":"Engaging a Kanaka ʻŌiwi Literature Review Methodology Through Research on Native Hawaiian Culture-Based Education","authors":"Kourtney Kawano","doi":"10.3102/00346543221149004","DOIUrl":"https://doi.org/10.3102/00346543221149004","url":null,"abstract":"Although research shows that critical outcomes occur for Native students when culture-based education (CBE) centers self-determination, sovereignty, and Indigeneity, Kanaka ʻŌiwi (Native Hawaiian) students rarely learn about these concepts. This review thus seeks to understand how scholars operationalize self-determination and Ea (sovereignty, life) in research on Native Hawaiian CBE and the extent to which this operationalization provides pathways for students to internalize the two concepts, self-identify as Indigenous, and enact praxis. By foregrounding Kānaka ways of knowing and being, a Kanaka ʻŌiwi literature review methodology (KanakaʻŌiwiLRM) is conceptualized and engaged to analyze 20 literature sources. Findings indicate that self-determination and Ea are positioned as the foundations and outcomes of CBE, yet disregarded as a basis for Indigenous self-identification. This results in a call for a purposeful decolonial Native Hawaiian CBE approach that nourishes Indigenous unity and supports self-determination, Ea, and pathways toward praxis.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45052587","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 : 2023-02-07DOI: 10.3102/00346543221148461
M. S. Meyer, Yuyang Shen, J. Plucker
Unequal access to advanced learning opportunities is among the most complex and controversial issues in American K–12 schools. Interventions that address policy, programming, and instruction can provide opportunities for students with advanced learning needs in school systems that prioritize minimum grade-level standards. Excellence gaps are differences in advanced performance among student subgroups that result from inequities in education and society. In this systematic review of the literature, the authors identified 80 empirical research studies on strategies for reducing excellence gaps published between 2010 and 2021 and identified themes related to the seven facets of the Excellence Gap Intervention Model (K–12 school accountability support, teacher professional learning, expanded advanced learning opportunities, universal screening with local norms, frontloading, flexible ability grouping, psychosocial interventions). This analysis revealed substantial evidence of intervention development over the past decade and suggests a revised approach to equitable, advanced education that begins with preparation (e.g., teacher professional learning, student frontloading) and is followed by placement, evaluation, and adjustment as students’ learning needs change.
{"title":"Reducing Excellence Gaps: A Systematic Review of Research on Equity in Advanced Education","authors":"M. S. Meyer, Yuyang Shen, J. Plucker","doi":"10.3102/00346543221148461","DOIUrl":"https://doi.org/10.3102/00346543221148461","url":null,"abstract":"Unequal access to advanced learning opportunities is among the most complex and controversial issues in American K–12 schools. Interventions that address policy, programming, and instruction can provide opportunities for students with advanced learning needs in school systems that prioritize minimum grade-level standards. Excellence gaps are differences in advanced performance among student subgroups that result from inequities in education and society. In this systematic review of the literature, the authors identified 80 empirical research studies on strategies for reducing excellence gaps published between 2010 and 2021 and identified themes related to the seven facets of the Excellence Gap Intervention Model (K–12 school accountability support, teacher professional learning, expanded advanced learning opportunities, universal screening with local norms, frontloading, flexible ability grouping, psychosocial interventions). This analysis revealed substantial evidence of intervention development over the past decade and suggests a revised approach to equitable, advanced education that begins with preparation (e.g., teacher professional learning, student frontloading) and is followed by placement, evaluation, and adjustment as students’ learning needs change.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48352853","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 : 2023-02-06DOI: 10.3102/00346543221148478
C. Hattan, P. Alexander, Sarah M. Lupo
This systematic literature review examined the research on prior knowledge and its activation to ascertain how these terms are defined, what specific techniques have been empirically investigated, and the conditions under which prior knowledge activation facilitated students’ comprehension. Fifty-four articles met the inclusion criteria and revealed that the terms prior knowledge and prior knowledge activation were often vaguely defined. Further, 30 unique techniques for activating readers’ prior knowledge representing eight different categories were identified. Those categories were open-ended prompts, procedural or strategic supports during reading, visual representations, analogical reasoning, text alteration, augmented activation, extratextual activities, and spontaneous activation. Techniques meant to facilitate knowledge activation prior to reading were most common, although the prompting of students’ existing knowledge was beneficial during and after reading as well. Variability in the effectiveness of activation techniques was related, in part, to the amount, accuracy, and specificity of students’ knowledge. Based on the key findings identified in this review, recommendations for future inquiry are forwarded, including suggested definitions of prior knowledge and prior knowledge activation.
{"title":"Leveraging What Students Know to Make Sense of Texts: What the Research Says About Prior Knowledge Activation","authors":"C. Hattan, P. Alexander, Sarah M. Lupo","doi":"10.3102/00346543221148478","DOIUrl":"https://doi.org/10.3102/00346543221148478","url":null,"abstract":"This systematic literature review examined the research on prior knowledge and its activation to ascertain how these terms are defined, what specific techniques have been empirically investigated, and the conditions under which prior knowledge activation facilitated students’ comprehension. Fifty-four articles met the inclusion criteria and revealed that the terms prior knowledge and prior knowledge activation were often vaguely defined. Further, 30 unique techniques for activating readers’ prior knowledge representing eight different categories were identified. Those categories were open-ended prompts, procedural or strategic supports during reading, visual representations, analogical reasoning, text alteration, augmented activation, extratextual activities, and spontaneous activation. Techniques meant to facilitate knowledge activation prior to reading were most common, although the prompting of students’ existing knowledge was beneficial during and after reading as well. Variability in the effectiveness of activation techniques was related, in part, to the amount, accuracy, and specificity of students’ knowledge. Based on the key findings identified in this review, recommendations for future inquiry are forwarded, including suggested definitions of prior knowledge and prior knowledge activation.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48170458","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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