This interpretive case study addressed what the contribution of liminal experiences were to teacher identity formation within the observable context of a series of mixed reality simulations of parent-teacher conferences. Data collected for the study were from a demographic questionnaire, interviews, observations, and documents. Data analysis resulted in one finding statement featuring three key themes, each of which were informed by the various ways in which the theme was manifested in the present study. The finding statement was: Preservice teachers whose identities developed in the liminal space of a series of mixed reality experiences simulating parent-teacher conferences adopted a growth mindset, employed coping strategies in liminality, and made meaning from experiences. A discussion of the findings suggested that adopting a growth mindset enabled preservice teachers to embrace simulations for learning purposes, to learn from peers, and to grapple with complexity. Implications of the study are addressed.
{"title":"Developing Teacher Identity in the Liminal Space of Simulations","authors":"Emily Kilbourn, Jody S. Piro","doi":"10.4018/ijtepd.313938","DOIUrl":"https://doi.org/10.4018/ijtepd.313938","url":null,"abstract":"This interpretive case study addressed what the contribution of liminal experiences were to teacher identity formation within the observable context of a series of mixed reality simulations of parent-teacher conferences. Data collected for the study were from a demographic questionnaire, interviews, observations, and documents. Data analysis resulted in one finding statement featuring three key themes, each of which were informed by the various ways in which the theme was manifested in the present study. The finding statement was: Preservice teachers whose identities developed in the liminal space of a series of mixed reality experiences simulating parent-teacher conferences adopted a growth mindset, employed coping strategies in liminality, and made meaning from experiences. A discussion of the findings suggested that adopting a growth mindset enabled preservice teachers to embrace simulations for learning purposes, to learn from peers, and to grapple with complexity. Implications of the study are addressed.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"6 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73305102","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 : 2022-01-01DOI: 10.4018/ijtepd.2022010105
N. Vu, T. Nguyen, H. Hoang
This study discussed English student teachers’ growth in employability as a driving consequence of the transition to emergency remote learning in light of COVID-19 pandemic. The authors focused on senior students reaching graduation during this critical time. The learning mode change was believed to have a significant impact on graduates’ employability capital, thus influencing their post-study career plans. This quantitative research followed Tomlinson’s (2017) graduate employability framework, covering five forms of capital explores their perceptions of employability capital and measures how perceptions vary between groups of backgrounds. Specifically, they sought to develop a comprehensive understanding of how the transition to remote learning has challenged students’ employability capital, which then affected their career-related decision-making following graduation. The findings suggested, besides implications and limitation, five clustered forms of capital and explain why they perceived differently.
{"title":"ENGLISH - MAJORING STUDENT TEACHERS’ RESPONSE TO EMPLOYABILITY IN LIGHT OF A TRANSITION TO ONLINE LEARNING","authors":"N. Vu, T. Nguyen, H. Hoang","doi":"10.4018/ijtepd.2022010105","DOIUrl":"https://doi.org/10.4018/ijtepd.2022010105","url":null,"abstract":"This study discussed English student teachers’ growth in employability as a driving consequence of the transition to emergency remote learning in light of COVID-19 pandemic. The authors focused on senior students reaching graduation during this critical time. The learning mode change was believed to have a significant impact on graduates’ employability capital, thus influencing their post-study career plans. This quantitative research followed Tomlinson’s (2017) graduate employability framework, covering five forms of capital explores their perceptions of employability capital and measures how perceptions vary between groups of backgrounds. Specifically, they sought to develop a comprehensive understanding of how the transition to remote learning has challenged students’ employability capital, which then affected their career-related decision-making following graduation. The findings suggested, besides implications and limitation, five clustered forms of capital and explain why they perceived differently.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"64 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91046735","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 : 2021-07-01DOI: 10.4018/IJTEPD.2021070104
Philipp Martzog, Svenja Hoyer, Simon Kuttner
Uncertainty, here defined as an experienced information deficit regarding teacher authority, student knowledge etc., is a ubiquitous phenomenon in teachers' professional lives. Teacher education in Germany does however not explicitly prepare student teachers for uncertainty, and there is little conceptual clarity regarding competencies required to successfully cope with uncertainty in the teacher profession. Therefore, the authors first propose a new conceptual framework that defines teachers' uncertainty competence (UC) and, secondly, report on a new measurement approach that was developed to assess student teachers' UC in different educational settings. In a final step, the new approach was administered to 356 Waldorf and non-Waldorf student teachers in Germany to examine two core assumptions behind UC, namely its sensitivity to differences in context and educational experiences. Results lend preliminary support for these assumptions and are discussed with regard to their match with the new response concept and methodological considerations regarding its measurement.
{"title":"Student Teachers' Uncertainty Competence and Its Measurement","authors":"Philipp Martzog, Svenja Hoyer, Simon Kuttner","doi":"10.4018/IJTEPD.2021070104","DOIUrl":"https://doi.org/10.4018/IJTEPD.2021070104","url":null,"abstract":"Uncertainty, here defined as an experienced information deficit regarding teacher authority, student knowledge etc., is a ubiquitous phenomenon in teachers' professional lives. Teacher education in Germany does however not explicitly prepare student teachers for uncertainty, and there is little conceptual clarity regarding competencies required to successfully cope with uncertainty in the teacher profession. Therefore, the authors first propose a new conceptual framework that defines teachers' uncertainty competence (UC) and, secondly, report on a new measurement approach that was developed to assess student teachers' UC in different educational settings. In a final step, the new approach was administered to 356 Waldorf and non-Waldorf student teachers in Germany to examine two core assumptions behind UC, namely its sensitivity to differences in context and educational experiences. Results lend preliminary support for these assumptions and are discussed with regard to their match with the new response concept and methodological considerations regarding its measurement.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"86 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83705234","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 : 2021-07-01DOI: 10.4018/IJTEPD.2021070102
M. Ressler, James D. Ressler, Barrie Gordon
This article addresses culturally responsive relationship-based pedagogies as a foundation to quality teaching and learning. Framed through an examination of the Masters of Teaching and Learning (MTchLrn) program in Aotearoa/New Zealand, this qualitative study was conducted using naturalistic inquiry. A study of how this program works across multiple contexts forms a basis for determining whether it could serve as a model for other institutions and countries. Results indicated the MTchLrn program, through the infrastructure of the program and triad relationships so central to the program, holds promise for effectively preparing teachers in culturally responsive and relationship-based practices.
{"title":"Preparing New Zealand's Teachers to Use Culturally Responsive Relationship-Based Pedagogies","authors":"M. Ressler, James D. Ressler, Barrie Gordon","doi":"10.4018/IJTEPD.2021070102","DOIUrl":"https://doi.org/10.4018/IJTEPD.2021070102","url":null,"abstract":"This article addresses culturally responsive relationship-based pedagogies as a foundation to quality teaching and learning. Framed through an examination of the Masters of Teaching and Learning (MTchLrn) program in Aotearoa/New Zealand, this qualitative study was conducted using naturalistic inquiry. A study of how this program works across multiple contexts forms a basis for determining whether it could serve as a model for other institutions and countries. Results indicated the MTchLrn program, through the infrastructure of the program and triad relationships so central to the program, holds promise for effectively preparing teachers in culturally responsive and relationship-based practices.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"17 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80009511","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 : 2021-07-01DOI: 10.4018/IJTEPD.2021070106
L. Bello, Amos Olugbenga Ojebisi, Adetayo Adekunle Adebanjo
This study investigated the effect of pre-service teachers' perceived relevance and technology anxiety on their readiness to use digital storytelling for instructional delivery. The study adopted a mixed-method research design. Pre-service teachers were trained on the basic procedures in creating digital storytelling for classroom instruction. Quantitative data was analysed using inferential statistics and qualitative data was content analysed. The result indicated that there was a high level of readiness among pre-service teachers to use digital storytelling for classroom instruction. Pre-service teachers' perceived relevance also played a significant role in their readiness to use digital storytelling for instructional delivery. It is, therefore, recommended that teacher training institutions need to provide relevant learning resources and digital tools to ensure that prospective teachers are able to acquire requisite skills in creating digital storytelling for effective classroom instruction.
{"title":"The Impact of Perceived Relevance and Technology Anxiety on Readiness to Use Digital Storytelling","authors":"L. Bello, Amos Olugbenga Ojebisi, Adetayo Adekunle Adebanjo","doi":"10.4018/IJTEPD.2021070106","DOIUrl":"https://doi.org/10.4018/IJTEPD.2021070106","url":null,"abstract":"This study investigated the effect of pre-service teachers' perceived relevance and technology anxiety on their readiness to use digital storytelling for instructional delivery. The study adopted a mixed-method research design. Pre-service teachers were trained on the basic procedures in creating digital storytelling for classroom instruction. Quantitative data was analysed using inferential statistics and qualitative data was content analysed. The result indicated that there was a high level of readiness among pre-service teachers to use digital storytelling for classroom instruction. Pre-service teachers' perceived relevance also played a significant role in their readiness to use digital storytelling for instructional delivery. It is, therefore, recommended that teacher training institutions need to provide relevant learning resources and digital tools to ensure that prospective teachers are able to acquire requisite skills in creating digital storytelling for effective classroom instruction.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"104 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77126026","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 : 2021-07-01DOI: 10.4018/IJTEPD.2021070103
Marianthi Karatsiori, T. Liontou, M. Zafiri
This article focuses on peer online professional development methods for in-service English language teachers. In the digital era, teacher education is in constant change, and online collaborative professional development methods using social media, digital platforms, and tools can be an interesting way in which to create a community of practice where English teachers can engage in generating and jointly developing digital learning content, new conceptions, and models of teaching within an environment of trust. The selected examples will demonstrate how English language teachers can take the role of a teacher-coach and actively engage other English language teachers in tech integration that is deeply embedded in subject matter, as opposed to offering stand-alone lessons on how to use technology. The flipped classroom approach will be liaised with concrete techniques of developing ICT skills and enriching teachers' practices. The methods presented can be used to deliver refresher training, as well as to provide ongoing support and mentorship to hone and build English language skills.
{"title":"Rethinking Teacher Education via Collaborative Learning","authors":"Marianthi Karatsiori, T. Liontou, M. Zafiri","doi":"10.4018/IJTEPD.2021070103","DOIUrl":"https://doi.org/10.4018/IJTEPD.2021070103","url":null,"abstract":"This article focuses on peer online professional development methods for in-service English language teachers. In the digital era, teacher education is in constant change, and online collaborative professional development methods using social media, digital platforms, and tools can be an interesting way in which to create a community of practice where English teachers can engage in generating and jointly developing digital learning content, new conceptions, and models of teaching within an environment of trust. The selected examples will demonstrate how English language teachers can take the role of a teacher-coach and actively engage other English language teachers in tech integration that is deeply embedded in subject matter, as opposed to offering stand-alone lessons on how to use technology. The flipped classroom approach will be liaised with concrete techniques of developing ICT skills and enriching teachers' practices. The methods presented can be used to deliver refresher training, as well as to provide ongoing support and mentorship to hone and build English language skills.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"224 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80053252","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 : 2021-07-01DOI: 10.4018/IJTEPD.2021070101
Elizabeth Mcinnis, Linda F. Cornelious, Jessica L Murphy, D. Prince, W. Yu
The purpose of this study was to examine 3rd through 5th grade mathematics teachers' demographic information and investigate their perceptions regarding effective instructional practices and their abilities to use technology as an instructional tool in the mathematics classroom in a southern state in the United States. The study revealed that, overall, teachers had positive perceptions about effective instructional practices and their abilities to use technology as an instructional tool in the mathematics classroom. Additionally, there were statistically significant differences found among demographic variables based on the teachers' responses to certain statements from the online survey. The findings in this study provided information for administrators in one Central Mississippi school district to increase student engagement and improve statewide test scores in mathematics.
{"title":"Mathematics Teachers' Perceptions of Effective Instructional Practices and Engaging the iGeneration","authors":"Elizabeth Mcinnis, Linda F. Cornelious, Jessica L Murphy, D. Prince, W. Yu","doi":"10.4018/IJTEPD.2021070101","DOIUrl":"https://doi.org/10.4018/IJTEPD.2021070101","url":null,"abstract":"The purpose of this study was to examine 3rd through 5th grade mathematics teachers' demographic information and investigate their perceptions regarding effective instructional practices and their abilities to use technology as an instructional tool in the mathematics classroom in a southern state in the United States. The study revealed that, overall, teachers had positive perceptions about effective instructional practices and their abilities to use technology as an instructional tool in the mathematics classroom. Additionally, there were statistically significant differences found among demographic variables based on the teachers' responses to certain statements from the online survey. The findings in this study provided information for administrators in one Central Mississippi school district to increase student engagement and improve statewide test scores in mathematics.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"99 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80519536","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 : 2021-07-01DOI: 10.4018/IJTEPD.2021070105
Mona Hamid Abu Warda
This study aims to investigate the effect of a reflective learning model on students' creative thinking skills. The researcher employed an experimental method and used a one group pre-test and post-test design. The participants were 35 randomly selected college students enrolling in the 2018/2019 academic year, majoring in faculty of education. This study administered Torrance tests of creative thinking (TTCT), figural form B, and the creative activities questionnaire to measure participants' creative thinking skills. The skills involved fluency, originality, and flexibility. The results showed a significant difference (p < 0.001) between the pre-test (M = 30.95) and the post-test (M = 36.05). This suggests that the reflective learning model was statistically effective in improving students' creative thinking skills. Reflective learning is considered to be an appropriate learning method for faculty of education students in higher education.
{"title":"The Effect of the Reflective Learning Model on Student Creative Thinking Skills at Al Majmaah University","authors":"Mona Hamid Abu Warda","doi":"10.4018/IJTEPD.2021070105","DOIUrl":"https://doi.org/10.4018/IJTEPD.2021070105","url":null,"abstract":"This study aims to investigate the effect of a reflective learning model on students' creative thinking skills. The researcher employed an experimental method and used a one group pre-test and post-test design. The participants were 35 randomly selected college students enrolling in the 2018/2019 academic year, majoring in faculty of education. This study administered Torrance tests of creative thinking (TTCT), figural form B, and the creative activities questionnaire to measure participants' creative thinking skills. The skills involved fluency, originality, and flexibility. The results showed a significant difference (p < 0.001) between the pre-test (M = 30.95) and the post-test (M = 36.05). This suggests that the reflective learning model was statistically effective in improving students' creative thinking skills. Reflective learning is considered to be an appropriate learning method for faculty of education students in higher education.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"429 ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72434163","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 : 2021-07-01DOI: 10.4018/IJTEPD.2021070107
A. Musundire
The purpose of this study was to investigate perceptions of school-based managers and educators regarding the link between of peer supervision model teacher development and quality of teaching through teamwork. A mixed method approach characterised by the explanatory sequential design addressed the research questions. Three hundred and one randomly selected participants in 15 districts of the Gauteng province responded to the quantitative phase in form of questionnaires. Three conveniently selected focus group interviews each comprising of 10 purposefully selected school-based managers and educators represented the quantitative results. The findings indicated that school-management team strongly believe that the peer supervision model is a possible tool for improving quality of teaching. In contrast, the South African peer evaluation approach was found to lack teamwork during the evaluation process. It is therefore recommended that peer supervision should be introduced in South African schools to enhance the implementation of the current performance supervision system.
{"title":"Peer Supervision","authors":"A. Musundire","doi":"10.4018/IJTEPD.2021070107","DOIUrl":"https://doi.org/10.4018/IJTEPD.2021070107","url":null,"abstract":"The purpose of this study was to investigate perceptions of school-based managers and educators regarding the link between of peer supervision model teacher development and quality of teaching through teamwork. A mixed method approach characterised by the explanatory sequential design addressed the research questions. Three hundred and one randomly selected participants in 15 districts of the Gauteng province responded to the quantitative phase in form of questionnaires. Three conveniently selected focus group interviews each comprising of 10 purposefully selected school-based managers and educators represented the quantitative results. The findings indicated that school-management team strongly believe that the peer supervision model is a possible tool for improving quality of teaching. In contrast, the South African peer evaluation approach was found to lack teamwork during the evaluation process. It is therefore recommended that peer supervision should be introduced in South African schools to enhance the implementation of the current performance supervision system.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"19 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76209466","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 : 2020-07-01DOI: 10.4018/ijtepd.2020070101
Nilofer C. Naqvi, Sarah J. E. Wong-Goodrich, A. Martinage, S. Gordon, Jacqueline A. DeCuffa, M. Collins
Autism spectrum disorder or autism is seen world-wide, however in Tanzania there is emerging awareness and understanding about the disorder among teachers. This study examines the knowledge outcomes of teachers after a multi-day training on autism at three sites across the country. A total of 99 teachers completed the training. At the end of the training, there was a significant increase in the knowledge scores on an autism knowledge measure across all sites. There was a significant difference in knowledge scores across sites, with teachers at one site scoring higher than teachers in both other sites. Reasons why are further discussed. This study provides a detailed description of how to increase the awareness of autism in the teaching community in Tanzania with positive outcomes.
{"title":"Increasing Knowledge of Autism Spectrum Disorders Among Urban Special Educators in Tanzania","authors":"Nilofer C. Naqvi, Sarah J. E. Wong-Goodrich, A. Martinage, S. Gordon, Jacqueline A. DeCuffa, M. Collins","doi":"10.4018/ijtepd.2020070101","DOIUrl":"https://doi.org/10.4018/ijtepd.2020070101","url":null,"abstract":"Autism spectrum disorder or autism is seen world-wide, however in Tanzania there is emerging awareness and understanding about the disorder among teachers. This study examines the knowledge outcomes of teachers after a multi-day training on autism at three sites across the country. A total of 99 teachers completed the training. At the end of the training, there was a significant increase in the knowledge scores on an autism knowledge measure across all sites. There was a significant difference in knowledge scores across sites, with teachers at one site scoring higher than teachers in both other sites. Reasons why are further discussed. This study provides a detailed description of how to increase the awareness of autism in the teaching community in Tanzania with positive outcomes.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"120 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77194716","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}