The purpose of this study is to determine if teachers perceive evaluation as providing the motivation and feedback to change classroom practices in a context where teacher evaluation carries varied stakes for tenured versus untenured teachers. This mixed methods case study of four high schools in a single district in North Carolina uses survey and interview data collected from teachers in the 2016–2017 school year to explore teacher perceptions and examine differences between career (tenured) and probationary (untenured) teachers. A conceptual framework is developed utilizing research on how teachers changed practice based on other accountability initiatives. The overall sample of teachers did not perceive the evaluation policy to be high stakes or impacting their practice; however, there were statistically significant differences between the perceptions of tenured teachers and untenured teachers on the survey. Interview statements supported the quantitative findings. The results highlight a need for a better understanding of how evaluation policies may influence teacher practice, particularly among those who have limited career protections, including beginning teachers who lack tenure.
{"title":"Do High School Teachers Alter Classroom Practice Due to Evaluation? Evidence From North Carolina’s Career Status and Teacher Evaluation Policies","authors":"A. S. Frasier","doi":"10.3138/jehr-2022-0007","DOIUrl":"https://doi.org/10.3138/jehr-2022-0007","url":null,"abstract":"The purpose of this study is to determine if teachers perceive evaluation as providing the motivation and feedback to change classroom practices in a context where teacher evaluation carries varied stakes for tenured versus untenured teachers. This mixed methods case study of four high schools in a single district in North Carolina uses survey and interview data collected from teachers in the 2016–2017 school year to explore teacher perceptions and examine differences between career (tenured) and probationary (untenured) teachers. A conceptual framework is developed utilizing research on how teachers changed practice based on other accountability initiatives. The overall sample of teachers did not perceive the evaluation policy to be high stakes or impacting their practice; however, there were statistically significant differences between the perceptions of tenured teachers and untenured teachers on the survey. Interview statements supported the quantitative findings. The results highlight a need for a better understanding of how evaluation policies may influence teacher practice, particularly among those who have limited career protections, including beginning teachers who lack tenure.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124996887","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 structural conditions by which Black and Latinx students experience education have created an opportunity gap in the access to equitable educational resources, likely leading to reduced educational outcomes. Attempts to understand how educational resources impact educational outcomes for Black and Latinx students are usually limited because of comparisons of each group to their White peers. Using inverse probability weighting with regression adjustment (IPWRA), we take a critical quantitative approach ( Stage, 2007 ) by conducting within-group analyses, centering the outcomes of Black and Latinx students. Drawing on Bourdieu’s (1986) conceptualization of capital, we estimate causal effects of capital as a school resource (ITAC) 1 on three college-related outcomes for each group. We find that attending schools with higher ITAC increases college readiness, the likelihood of college enrollment, and degree attainment for Black and Latinx students. Causal estimates suggest that the probability of college enrollment increases by 9% and degree attainment increases by at least 8% for both Black and Latinx students, indicating that access to equitable educational opportunities in high school can affect college-related outcomes. Implications for the recruitment, hiring, and retention of quality teachers in schools that are majority Black and/or Latinx are discussed.
{"title":"The Effect of Opportunity: Capital as School Resource and College-Related Outcomes for Black and Latinx Students","authors":"Derek A. Houston, William Trent","doi":"10.3138/jehr-2022-0004","DOIUrl":"https://doi.org/10.3138/jehr-2022-0004","url":null,"abstract":"The structural conditions by which Black and Latinx students experience education have created an opportunity gap in the access to equitable educational resources, likely leading to reduced educational outcomes. Attempts to understand how educational resources impact educational outcomes for Black and Latinx students are usually limited because of comparisons of each group to their White peers. Using inverse probability weighting with regression adjustment (IPWRA), we take a critical quantitative approach ( Stage, 2007 ) by conducting within-group analyses, centering the outcomes of Black and Latinx students. Drawing on Bourdieu’s (1986) conceptualization of capital, we estimate causal effects of capital as a school resource (ITAC) 1 on three college-related outcomes for each group. We find that attending schools with higher ITAC increases college readiness, the likelihood of college enrollment, and degree attainment for Black and Latinx students. Causal estimates suggest that the probability of college enrollment increases by 9% and degree attainment increases by at least 8% for both Black and Latinx students, indicating that access to equitable educational opportunities in high school can affect college-related outcomes. Implications for the recruitment, hiring, and retention of quality teachers in schools that are majority Black and/or Latinx are discussed.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126957695","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}
M. Griffard, Marisa E. Marraccini, Caitlin Wood, Cason Whitcomb, Dana C. Griffin, Lauren Sartain
Shortages of school counselors and other school mental health providers have presented ongoing concerns about meeting the mental health needs of students before, during, and following the COVID-19 global pandemic. During school closure due to COVID-19, school mental health professionals faced a variety of new challenges and stressors, presenting additional concerns that may be important to address for their recruitment and retention. To provide insight into the ways school principals can best support school-based mental health supports and services, this study aimed to understand the perspectives of school mental health professionals regarding principals’ leadership and support of positive workplace conditions during remote school operations due to COVID-19. Following a sequential mixed-methods design, this study included both quantitative and qualitative analyses, drawing on surveys completed by 74 school mental health professionals in a southeastern US state and in-depth interviews completed with a subsample of these professionals ( n = 14). Results of regression analyses suggested that positive perceptions of leadership and working conditions prior to school closures (measured retrospectively) were significantly associated with positive perceptions of leadership and conditions during remote/hybrid schooling. Results also suggested that principal support during remote/hybrid operations was positively associated with positive perceptions of working conditions. Findings from qualitative analyses indicated that many participants experienced supportive leadership practices from principals and cooperative team efforts among leaders and staff. Many participants also described challenges related to resources and service delivery. By positively cultivating and maintaining leadership and working conditions during school closures and other periods of stress and uncertainty, school leaders can help support the school professionals providing supports and services to some of our most vulnerable youth.
{"title":"School Mental Health Professionals’ Perceptions of Principal Leadership and Working Conditions During Remote and Hybrid School Operations During the COVID-19 Pandemic","authors":"M. Griffard, Marisa E. Marraccini, Caitlin Wood, Cason Whitcomb, Dana C. Griffin, Lauren Sartain","doi":"10.3138/jehr-2022-0012","DOIUrl":"https://doi.org/10.3138/jehr-2022-0012","url":null,"abstract":"Shortages of school counselors and other school mental health providers have presented ongoing concerns about meeting the mental health needs of students before, during, and following the COVID-19 global pandemic. During school closure due to COVID-19, school mental health professionals faced a variety of new challenges and stressors, presenting additional concerns that may be important to address for their recruitment and retention. To provide insight into the ways school principals can best support school-based mental health supports and services, this study aimed to understand the perspectives of school mental health professionals regarding principals’ leadership and support of positive workplace conditions during remote school operations due to COVID-19. Following a sequential mixed-methods design, this study included both quantitative and qualitative analyses, drawing on surveys completed by 74 school mental health professionals in a southeastern US state and in-depth interviews completed with a subsample of these professionals ( n = 14). Results of regression analyses suggested that positive perceptions of leadership and working conditions prior to school closures (measured retrospectively) were significantly associated with positive perceptions of leadership and conditions during remote/hybrid schooling. Results also suggested that principal support during remote/hybrid operations was positively associated with positive perceptions of working conditions. Findings from qualitative analyses indicated that many participants experienced supportive leadership practices from principals and cooperative team efforts among leaders and staff. Many participants also described challenges related to resources and service delivery. By positively cultivating and maintaining leadership and working conditions during school closures and other periods of stress and uncertainty, school leaders can help support the school professionals providing supports and services to some of our most vulnerable youth.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131369103","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}
Guided by normalization process theory, our qualitative case study explored classified staff members’ perceptions of their role in the implementation of School-Wide Positive Behavioral Interventions and Supports in schools within a large urban US school district. The authors’ analysis reveals that classified staff members’ gleaned knowledge of positive behavioral interventions and supports (PBIS) and their role in implementation haphazardly through the trickle-down of secondhand, informal information from certified staff (administrators and teachers). This practice limited staff members’ understanding of roles, tasks, and responsibilities in implementation (individual specification) and the shared understanding of PBIS (communal specification). To the extent that classified staff members were internalizing PBIS practices (e.g., positive reinforcement for meeting behavior expectations), informants described their use as commonsensical but not due to any formal training opportunities provided to them. District and school leaders triangulated this finding, describing classified staff members as integral to PBIS implementation but providing no explicit, purposeful, and consistent plans to include them. In terms of policy and practice implications, we recommend that schools and districts implementing PBIS or any other school- or district-wide initiative be inclusive and strategic, involving classified staff in their exploration of possible initiatives, decision-making, planning, training, and evaluation. Educational leaders who opt to exclude classified staff members formally in their districts and schools’ collective efforts to implement school-wide initiatives do not fully leverage valuable human resources.
{"title":"Classified Staff and the Implementation of Positive Behavior Interventions and Supports: A Case Study","authors":"Devon Woodlee, W. Ingle","doi":"10.3138/jehr-2022-0009","DOIUrl":"https://doi.org/10.3138/jehr-2022-0009","url":null,"abstract":"Guided by normalization process theory, our qualitative case study explored classified staff members’ perceptions of their role in the implementation of School-Wide Positive Behavioral Interventions and Supports in schools within a large urban US school district. The authors’ analysis reveals that classified staff members’ gleaned knowledge of positive behavioral interventions and supports (PBIS) and their role in implementation haphazardly through the trickle-down of secondhand, informal information from certified staff (administrators and teachers). This practice limited staff members’ understanding of roles, tasks, and responsibilities in implementation (individual specification) and the shared understanding of PBIS (communal specification). To the extent that classified staff members were internalizing PBIS practices (e.g., positive reinforcement for meeting behavior expectations), informants described their use as commonsensical but not due to any formal training opportunities provided to them. District and school leaders triangulated this finding, describing classified staff members as integral to PBIS implementation but providing no explicit, purposeful, and consistent plans to include them. In terms of policy and practice implications, we recommend that schools and districts implementing PBIS or any other school- or district-wide initiative be inclusive and strategic, involving classified staff in their exploration of possible initiatives, decision-making, planning, training, and evaluation. Educational leaders who opt to exclude classified staff members formally in their districts and schools’ collective efforts to implement school-wide initiatives do not fully leverage valuable human resources.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114970865","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 national qualitative exploratory study utilizes a critical social class lens to analyze how nontenured part-time faculty members’ relationships with their tenured/tenure-track colleagues and management shape their attitudes and behaviors toward their employment in higher education during the COVID-19 pandemic. The 54 participants were selected through random and convenience sampling. Participants completed a digital survey protocol. The resulting data underwent two cycles of coding, descriptive and pattern coding, which revealed four findings: nontenured part-time faculty describe members of the professional managerial class (PMC) as out-of-touch and unsympathetic individuals who exude elitism, believe higher education is structured to exploit and trap them, describe waning class solidarity with tenured/tenure-track faculty, and feel segregated from the PMC and tenured/tenure-track faculty. The study concludes with a discussion of the findings, recommendations, and areas for future scholarship.
{"title":"Being on the Outside of the Inside of the Ivory Tower: Nontenured Part-Time Faculty’s Attitudes Toward Their Colleagues and Management","authors":"N. Higdon","doi":"10.3138/jehr-2022-0014","DOIUrl":"https://doi.org/10.3138/jehr-2022-0014","url":null,"abstract":"This national qualitative exploratory study utilizes a critical social class lens to analyze how nontenured part-time faculty members’ relationships with their tenured/tenure-track colleagues and management shape their attitudes and behaviors toward their employment in higher education during the COVID-19 pandemic. The 54 participants were selected through random and convenience sampling. Participants completed a digital survey protocol. The resulting data underwent two cycles of coding, descriptive and pattern coding, which revealed four findings: nontenured part-time faculty describe members of the professional managerial class (PMC) as out-of-touch and unsympathetic individuals who exude elitism, believe higher education is structured to exploit and trap them, describe waning class solidarity with tenured/tenure-track faculty, and feel segregated from the PMC and tenured/tenure-track faculty. The study concludes with a discussion of the findings, recommendations, and areas for future scholarship.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130839104","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}
{"title":"Disrupting the Epistemic Status Quo: Social Justice Considerations at the Intersection of School Finance Equity and Human Resources","authors":"Davíd G. Martínez, J. Childs","doi":"10.3138/jehr-41.01.002","DOIUrl":"https://doi.org/10.3138/jehr-41.01.002","url":null,"abstract":"","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"36 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123723151","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}
{"title":"Building Block and Stumbling Block: Justice and Equity in Human Resource Research","authors":"Eric A. Houck","doi":"10.3138/jehr-41.01.001","DOIUrl":"https://doi.org/10.3138/jehr-41.01.001","url":null,"abstract":"","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"232 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131927174","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}
While a growing body of literature has emphasized conditions surrounding principal turnover, less attention has been given to how within-career sorting has shaped the principal labor market. Given the recent shift towards remote and asynchronous learning platforms, this study is the first to explore how job-to-job transfer distance may shape principal sorting. Using longitudinal administrative data covering every certified principal in Texas over 20 years, we first calculate the driving distance and time for every principal transfer event in the state and determine how transfer distance and time vary by school and principal demographics. We then utilize hierarchical linear modeling to determine which school and principal characteristics are associated with increased transfer distance and driving time. We find that (1) transfer distances increased over time and did so sharply after the Great Recession, (2) White and male principals were more likely to transfer longer distances than females or principals of color, and (3) cost of living change was more associated with distance than salary change. These results add a new dimension to our understanding of the within-career transfer market of principals, pointing to potential differences in opportunity and/or preferences by principal race and sex by both labor market and locale. This study’s findings inform our understanding of the dispersion potentials of the principal labor market, offering insight into where recruitment efforts may be effectively targeted and which incentives may be attractive for hiring.
{"title":"Principal Labor Markets: Distance and Time Between Transferring Schools","authors":"Frank Perrone, A. Pendola, E. Fuller","doi":"10.3138/jehr-2022-0010","DOIUrl":"https://doi.org/10.3138/jehr-2022-0010","url":null,"abstract":"While a growing body of literature has emphasized conditions surrounding principal turnover, less attention has been given to how within-career sorting has shaped the principal labor market. Given the recent shift towards remote and asynchronous learning platforms, this study is the first to explore how job-to-job transfer distance may shape principal sorting. Using longitudinal administrative data covering every certified principal in Texas over 20 years, we first calculate the driving distance and time for every principal transfer event in the state and determine how transfer distance and time vary by school and principal demographics. We then utilize hierarchical linear modeling to determine which school and principal characteristics are associated with increased transfer distance and driving time. We find that (1) transfer distances increased over time and did so sharply after the Great Recession, (2) White and male principals were more likely to transfer longer distances than females or principals of color, and (3) cost of living change was more associated with distance than salary change. These results add a new dimension to our understanding of the within-career transfer market of principals, pointing to potential differences in opportunity and/or preferences by principal race and sex by both labor market and locale. This study’s findings inform our understanding of the dispersion potentials of the principal labor market, offering insight into where recruitment efforts may be effectively targeted and which incentives may be attractive for hiring.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124870952","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 article proposes using the dimension of human resources planning ( Rebore, 2011 ) as a vehicle to disrupt the racism and ableism in the Individuals with Disabilities Education Improvement Act of 2004 (the “IDEA”) that contributes to children of color being disproportionately overidentified into stigmatized disability categories which carry less per-pupil funding. The IDEA guarantees children with disabilities the right to a “free and appropriate public education” (“FAPE”). Since Congress passed the IDEA in 1975, there have been disparities across racial lines with respect to identification of students and classification of disabilities, and the funding associated with these classifications. This article considers how certain decisions within the realm of human resources can disrupt these inequities against the backdrop of school finance litigation.
{"title":"Using Human Resources Planning to Disrupt Racism and Ableism in the IDEA","authors":"Christina Payne-Tsoupros","doi":"10.3138/jehr-2021-0064","DOIUrl":"https://doi.org/10.3138/jehr-2021-0064","url":null,"abstract":"This article proposes using the dimension of human resources planning ( Rebore, 2011 ) as a vehicle to disrupt the racism and ableism in the Individuals with Disabilities Education Improvement Act of 2004 (the “IDEA”) that contributes to children of color being disproportionately overidentified into stigmatized disability categories which carry less per-pupil funding. The IDEA guarantees children with disabilities the right to a “free and appropriate public education” (“FAPE”). Since Congress passed the IDEA in 1975, there have been disparities across racial lines with respect to identification of students and classification of disabilities, and the funding associated with these classifications. This article considers how certain decisions within the realm of human resources can disrupt these inequities against the backdrop of school finance litigation.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127823101","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 COVID-19 pandemic has forced colleges and universities in the United States to make decisions about how to best protect students and employees from the virus. In this article, we investigate the factors that lead to human resources decisions to mandate vaccines among students and employees. We draw heavily on the crisis management literature and the neo-institutional theory of isomorphism to investigate the ways in which coercive, mimetic, and normative pressures relate to institutional behaviors. Our findings suggest that coercive pressures may influence an institution’s decision to require vaccines for students and employees. State bans against vaccine mandates are negatively correlated with the implementation of a vaccine mandate for students. Mimetic isomorphism may also be a strong influence on an institution’s decision to require vaccines for students and employees. Regression models indicate that an institution is more likely to require vaccines for students and staff if their peer institutions also require vaccines.
{"title":"Which Leaders Are You Following?: Postsecondary Institution Vaccine Policy Influences and Implications in Fall 2021","authors":"C. Marsicano, Rylie C. Martin, S. Owusu","doi":"10.3138/jehr-2021-0068","DOIUrl":"https://doi.org/10.3138/jehr-2021-0068","url":null,"abstract":"The COVID-19 pandemic has forced colleges and universities in the United States to make decisions about how to best protect students and employees from the virus. In this article, we investigate the factors that lead to human resources decisions to mandate vaccines among students and employees. We draw heavily on the crisis management literature and the neo-institutional theory of isomorphism to investigate the ways in which coercive, mimetic, and normative pressures relate to institutional behaviors. Our findings suggest that coercive pressures may influence an institution’s decision to require vaccines for students and employees. State bans against vaccine mandates are negatively correlated with the implementation of a vaccine mandate for students. Mimetic isomorphism may also be a strong influence on an institution’s decision to require vaccines for students and employees. Regression models indicate that an institution is more likely to require vaccines for students and staff if their peer institutions also require vaccines.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129485198","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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