Pub Date : 2020-01-01DOI: 10.4018/ijtepd.2020010108
Shekh Farid, Mamata Mostari
BRAC, a leading international development organization, has been working to ensure the rights of persons with disabilities to education through its inclusive education program. This article discusses the BRAC approach in Bangladesh and aims to identify its strategies that are effective in facilitating inclusion. It employed a qualitative research approach where data were collected from students with disabilities, their parents, and BRAC's teachers and staffs using qualitative data collection techniques. The results show that the disability-inclusive policy and all other activities are strongly monitored by a separate unit under BRAC Education Program (BEP). It mainly focuses on sensitizing its teachers and staff to the issue through training, discussing the issue in all meetings and ensuring effective use of a working manual developed by the unit. Group-based learning and involving them in income generating activities were also effective. The findings of the study would be useful for policy makers and other national and international organizations that are working on the issue.
{"title":"Inclusive Approach to Education for Children With Disabilities","authors":"Shekh Farid, Mamata Mostari","doi":"10.4018/ijtepd.2020010108","DOIUrl":"https://doi.org/10.4018/ijtepd.2020010108","url":null,"abstract":"BRAC, a leading international development organization, has been working to ensure the rights of persons with disabilities to education through its inclusive education program. This article discusses the BRAC approach in Bangladesh and aims to identify its strategies that are effective in facilitating inclusion. It employed a qualitative research approach where data were collected from students with disabilities, their parents, and BRAC's teachers and staffs using qualitative data collection techniques. The results show that the disability-inclusive policy and all other activities are strongly monitored by a separate unit under BRAC Education Program (BEP). It mainly focuses on sensitizing its teachers and staff to the issue through training, discussing the issue in all meetings and ensuring effective use of a working manual developed by the unit. Group-based learning and involving them in income generating activities were also effective. The findings of the study would be useful for policy makers and other national and international organizations that are working on the issue.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"150 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77374032","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 : 2019-07-01DOI: 10.4018/IJTEPD.2019070104
Eftima Khalil
In recent years, there has been a growing interest in teachers' professional development through action research and teachers are expected to be engaged in action research. Thus, this study aimed to explore the perceptions of Turkish EFL teachers regarding conducting action research in their classrooms. The participants were 16 Turkish EFL teachers who enrolled in Master of Art (M.A) specialized in English Language Education at a private university in Istanbul, Turkey. The data was collected by means of a questionnaire consisting of two sections to deeply investigate the impacts of action research on the EFL teachers. The results revealed that teachers have positive attitudes towards action research. Even though certain barriers do exist such as lack of time, lack of knowledge, and lack of support from other teachers, the teachers believe that they have grown both personally and professionally through their experiences as teacher researchers. Teachers in this study also described steps that could be taken to make action research more effective and widespread.
{"title":"EFL Instructors' Perceptions Regarding Conducting Action Research","authors":"Eftima Khalil","doi":"10.4018/IJTEPD.2019070104","DOIUrl":"https://doi.org/10.4018/IJTEPD.2019070104","url":null,"abstract":"In recent years, there has been a growing interest in teachers' professional development through action research and teachers are expected to be engaged in action research. Thus, this study aimed to explore the perceptions of Turkish EFL teachers regarding conducting action research in their classrooms. The participants were 16 Turkish EFL teachers who enrolled in Master of Art (M.A) specialized in English Language Education at a private university in Istanbul, Turkey. The data was collected by means of a questionnaire consisting of two sections to deeply investigate the impacts of action research on the EFL teachers. The results revealed that teachers have positive attitudes towards action research. Even though certain barriers do exist such as lack of time, lack of knowledge, and lack of support from other teachers, the teachers believe that they have grown both personally and professionally through their experiences as teacher researchers. Teachers in this study also described steps that could be taken to make action research more effective and widespread.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"78 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83930371","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 : 2019-07-01DOI: 10.4018/IJTEPD.2019070102
L. Rudge, Althea M. Gyde
This study examines the experience of an IB science teacher candidate enrolled in the IB Educator Certificate Program, who completed her student teaching in an IB public school in the U.S. Using critical reflection as a method of inquiry, this study examines her expectations for student teaching, explore her assumptions as an IB teacher candidate, describes her experience, and discusses the implications of her student teaching experience. This study addresses the inconsistency of student teaching placements in IB schools.
{"title":"What If We Can't Apply What We Have Learned?","authors":"L. Rudge, Althea M. Gyde","doi":"10.4018/IJTEPD.2019070102","DOIUrl":"https://doi.org/10.4018/IJTEPD.2019070102","url":null,"abstract":"This study examines the experience of an IB science teacher candidate enrolled in the IB Educator Certificate Program, who completed her student teaching in an IB public school in the U.S. Using critical reflection as a method of inquiry, this study examines her expectations for student teaching, explore her assumptions as an IB teacher candidate, describes her experience, and discusses the implications of her student teaching experience. This study addresses the inconsistency of student teaching placements in IB schools.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"84 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80521378","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 : 2019-07-01DOI: 10.4018/IJTEPD.2019070106
K. Torres, M. Arrastia-Chisholm, Samantha Tackett
Over the last several decades, the number of English language learners (ELLs) has grown significantly and has created a change in the K-12 educational settings. In order to effectively educate this population of learners, teacher education programs often incorporate opportunities for their teacher candidates to observe techniques and practice implementation with ELLs. These observations and hands-on learning experiences provide pre-service teachers the opportunity to implement the strategies and accommodations they are learning in their coursework. The purpose of this phenomenological study was to investigate teacher candidates' experiences with diverse field placements (school-based and community-based) and the influence that placements may have on preparing pre-service teachers to instruct ELLs. Pre-service teachers enrolled in a Florida public university completed reflective journals, which were coded for themes. In addition, semi-structured interviews were conducted, transcribed, and analyzed. The findings from these data sources suggest that the experiences differed greatly based on field placements. For example, pre-service teachers who participated in community settings engaged in more interactions; whereas, those who participated in classrooms observed more examples of learner supports. Overall, after their field experiences, the pre-service teachers did not feel prepared to tackle classroom management in general. Implications for improving ESOL field experiences are discussed.
{"title":"A Phenomenological Study of Pre-Service Teachers' Perceptions of Completing ESOL Field Placements","authors":"K. Torres, M. Arrastia-Chisholm, Samantha Tackett","doi":"10.4018/IJTEPD.2019070106","DOIUrl":"https://doi.org/10.4018/IJTEPD.2019070106","url":null,"abstract":"Over the last several decades, the number of English language learners (ELLs) has grown significantly and has created a change in the K-12 educational settings. In order to effectively educate this population of learners, teacher education programs often incorporate opportunities for their teacher candidates to observe techniques and practice implementation with ELLs. These observations and hands-on learning experiences provide pre-service teachers the opportunity to implement the strategies and accommodations they are learning in their coursework. The purpose of this phenomenological study was to investigate teacher candidates' experiences with diverse field placements (school-based and community-based) and the influence that placements may have on preparing pre-service teachers to instruct ELLs. Pre-service teachers enrolled in a Florida public university completed reflective journals, which were coded for themes. In addition, semi-structured interviews were conducted, transcribed, and analyzed. The findings from these data sources suggest that the experiences differed greatly based on field placements. For example, pre-service teachers who participated in community settings engaged in more interactions; whereas, those who participated in classrooms observed more examples of learner supports. Overall, after their field experiences, the pre-service teachers did not feel prepared to tackle classroom management in general. Implications for improving ESOL field experiences are discussed.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"118 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84954531","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 : 2019-07-01DOI: 10.4018/IJTEPD.2019070107
Yuko Iwai, L. Rogers, D. McKeown, M. Brindle
Teachers must be equipped with the skills necessary to effectively deliver quality instruction, especially when implementing an evidence-based practice. Delivering these practices with high levels of fidelity requires knowledge that goes beyond what is learned in initial teacher preparation programs, often requiring ongoing and targeted professional development. In the current study, 19 teachers and instructional personnel attended and completed a professional development opportunity to learn how to use the Self-Regulated Strategy Development (SRSD) model, an evidence-based practice, when teaching writing. Pre- and post-professional development surveys were completed and analyzed to evaluate whether meaningful outcomes occurred. Results indicated that the professional development caused participants to re-conceptualize their knowledge and perceptions of quality writing and quality writing instruction and to explicitly share intentions to implement SRSD writing instruction in their classrooms. Results will be shared and implications for future research discussed.
{"title":"Understanding Teachers' Knowledge and Perceptions on Writing Through a Self-Regulated Strategy Development (SRSD) Professional Development Opportunity","authors":"Yuko Iwai, L. Rogers, D. McKeown, M. Brindle","doi":"10.4018/IJTEPD.2019070107","DOIUrl":"https://doi.org/10.4018/IJTEPD.2019070107","url":null,"abstract":"Teachers must be equipped with the skills necessary to effectively deliver quality instruction, especially when implementing an evidence-based practice. Delivering these practices with high levels of fidelity requires knowledge that goes beyond what is learned in initial teacher preparation programs, often requiring ongoing and targeted professional development. In the current study, 19 teachers and instructional personnel attended and completed a professional development opportunity to learn how to use the Self-Regulated Strategy Development (SRSD) model, an evidence-based practice, when teaching writing. Pre- and post-professional development surveys were completed and analyzed to evaluate whether meaningful outcomes occurred. Results indicated that the professional development caused participants to re-conceptualize their knowledge and perceptions of quality writing and quality writing instruction and to explicitly share intentions to implement SRSD writing instruction in their classrooms. Results will be shared and implications for future research discussed.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"529 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77895493","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 : 2019-07-01DOI: 10.4018/IJTEPD.2019070105
R. Hos, H. Cinarbas, Hatice Yağci
This study explored the experiences of pre-service English as a foreign language (EFL) teachers, cooperating teachers, and university collaborators in a structured early field experience course. Qualitative methodology including data sources of interviews, observations, focus groups, audio and video recordings were used. The results of the study indicated that the exposure of pre-service teachers into real school contexts provided them with the necessary foundations of becoming reflective practitioners. The benefits of the structured early field experiences outweighed the challenges. Early field experiences are critical in forming the pre-service teacher beliefs and philosophies of pre-service teachers, so they should be designed carefully to meet their needs.
{"title":"A Head-Start to Teaching","authors":"R. Hos, H. Cinarbas, Hatice Yağci","doi":"10.4018/IJTEPD.2019070105","DOIUrl":"https://doi.org/10.4018/IJTEPD.2019070105","url":null,"abstract":"This study explored the experiences of pre-service English as a foreign language (EFL) teachers, cooperating teachers, and university collaborators in a structured early field experience course. Qualitative methodology including data sources of interviews, observations, focus groups, audio and video recordings were used. The results of the study indicated that the exposure of pre-service teachers into real school contexts provided them with the necessary foundations of becoming reflective practitioners. The benefits of the structured early field experiences outweighed the challenges. Early field experiences are critical in forming the pre-service teacher beliefs and philosophies of pre-service teachers, so they should be designed carefully to meet their needs.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"88 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73201513","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 : 2019-01-01DOI: 10.4018/IJTEPD.2019010101
Ismael Louber
Teacher supervision plays a significant role in teacher education in general and in professional development in particular. Whilst supervision occurs at several levels and in different contexts, it plays a particularly important role in pre-service teacher training. Nonetheless, it still retains an important place in in-service teacher education. This article critically reviews the main supervisory models and approaches with particular respect to language teacher education. For many English as a foreign language (EFL) teachers, the notion of supervision can be a source of concern; therefore, this paper attempts to shed light on the various approaches and theories that have shaped the field of teacher supervision in general education and in EFL in particular. Finally, the article offers additional insights to practitioners into a different perspective on supervision from a post-method outlook with the idea of epistemology of practice as a central notion.
{"title":"A Critical Review of EFL Teacher Supervision Models","authors":"Ismael Louber","doi":"10.4018/IJTEPD.2019010101","DOIUrl":"https://doi.org/10.4018/IJTEPD.2019010101","url":null,"abstract":"Teacher supervision plays a significant role in teacher education in general and in professional development in particular. Whilst supervision occurs at several levels and in different contexts, it plays a particularly important role in pre-service teacher training. Nonetheless, it still retains an important place in in-service teacher education. This article critically reviews the main supervisory models and approaches with particular respect to language teacher education. For many English as a foreign language (EFL) teachers, the notion of supervision can be a source of concern; therefore, this paper attempts to shed light on the various approaches and theories that have shaped the field of teacher supervision in general education and in EFL in particular. Finally, the article offers additional insights to practitioners into a different perspective on supervision from a post-method outlook with the idea of epistemology of practice as a central notion.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"13 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74682078","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 : 2019-01-01DOI: 10.4018/IJTEPD.2019010102
Marianna Vivitsou
This article examines digital storytelling practices of 12-15-year-old students from Finland and Greece. In online settings, students construct virtual selves through video and text-based interactions with peers and, thus, perform identity work using English as the language of communication. This study examines digital storytelling as space of intertextuality where different speakers' utterances resignify the context of learning. The authors apply inductive analysis of interview data and a multimodal approach to digital stories as combinations of semiotic systems in order to link with a dynamic digital literacy. Findings indicate that the students use an impersonal, scientific-like style to explain how a chemical reaction happens in some stories. In others, they place the focus on human relationships with body language and gesture adding a personal style. However, rather than language, it is the way the story is performed and acted out that authenticates student work. This bears implications for both the teaching of English and the design of digital storytelling aiming for web-based peer exchanges.
{"title":"Constructing Identities in Online Encounters","authors":"Marianna Vivitsou","doi":"10.4018/IJTEPD.2019010102","DOIUrl":"https://doi.org/10.4018/IJTEPD.2019010102","url":null,"abstract":"This article examines digital storytelling practices of 12-15-year-old students from Finland and Greece. In online settings, students construct virtual selves through video and text-based interactions with peers and, thus, perform identity work using English as the language of communication. This study examines digital storytelling as space of intertextuality where different speakers' utterances resignify the context of learning. The authors apply inductive analysis of interview data and a multimodal approach to digital stories as combinations of semiotic systems in order to link with a dynamic digital literacy. Findings indicate that the students use an impersonal, scientific-like style to explain how a chemical reaction happens in some stories. In others, they place the focus on human relationships with body language and gesture adding a personal style. However, rather than language, it is the way the story is performed and acted out that authenticates student work. This bears implications for both the teaching of English and the design of digital storytelling aiming for web-based peer exchanges.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"80 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86599385","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 : 2019-01-01DOI: 10.4018/IJTEPD.2019010104
Alesha Baker
The purpose of this article is to examine whether the use of open educational resources (OER) in teacher preparation programs impacts the perception of the resource. P-12 schools are beginning to adopt OER; however, many teachers are unfamiliar with OER, which may slow diffusion throughout the institution. In this study, two groups of teacher candidates from two universities completed surveys evaluating their perceptions of OER. The first group used an open textbook in their course. The second group had no experience using OER. Results indicate that teacher candidates who used the open textbook perceived OER more positively and were more likely to want to use OER in their future classrooms. The results suggest that incorporating OER into courses during teacher preparation programs not only better prepares teacher candidates for using the resources after graduation, but also increases progression through the adoption process described in the diffusion of innovation theory.
{"title":"Open Educational Resources in Teacher Preparation Programs","authors":"Alesha Baker","doi":"10.4018/IJTEPD.2019010104","DOIUrl":"https://doi.org/10.4018/IJTEPD.2019010104","url":null,"abstract":"The purpose of this article is to examine whether the use of open educational resources (OER) in teacher preparation programs impacts the perception of the resource. P-12 schools are beginning to adopt OER; however, many teachers are unfamiliar with OER, which may slow diffusion throughout the institution. In this study, two groups of teacher candidates from two universities completed surveys evaluating their perceptions of OER. The first group used an open textbook in their course. The second group had no experience using OER. Results indicate that teacher candidates who used the open textbook perceived OER more positively and were more likely to want to use OER in their future classrooms. The results suggest that incorporating OER into courses during teacher preparation programs not only better prepares teacher candidates for using the resources after graduation, but also increases progression through the adoption process described in the diffusion of innovation theory.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"9 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91371460","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 : 2019-01-01DOI: 10.4018/IJTEPD.2019010106
Kim Song
This mixed-methods study examined how an online practicum course could enhance teaching for English learners (ELs). Based on research on collaborative and nonjudgmental supervision, a guided online coaching model was adopted with technology-based tools such as Discussion Board, Kaltura, and VoiceThread. Three online coaching cycles were; preconference, observation of teaching videos, and post-conference. Posting frequency and exit-interview transcripts were data sources. There were two research questions: 1) What interactions occurred among online TESOL practicum course participants? and 2) What was the impact of the online TESOL practicum course on participants' EL teaching? The results showed that students interacted more among themselves than with the instructor. Three themes emerged from qualitative data analysis; acknowledgment, impact of cyclic coaching, and linguistically responsive EL-teaching. The results ensured students' active interaction at the virtual communal spaces with some challenges and enhancement of their EL-teaching due to cyclic online coaching.
{"title":"Impact of Interactive Online TESOL Practicum Course on EL Teachers' Professional Growth","authors":"Kim Song","doi":"10.4018/IJTEPD.2019010106","DOIUrl":"https://doi.org/10.4018/IJTEPD.2019010106","url":null,"abstract":"This mixed-methods study examined how an online practicum course could enhance teaching for English learners (ELs). Based on research on collaborative and nonjudgmental supervision, a guided online coaching model was adopted with technology-based tools such as Discussion Board, Kaltura, and VoiceThread. Three online coaching cycles were; preconference, observation of teaching videos, and post-conference. Posting frequency and exit-interview transcripts were data sources. There were two research questions: 1) What interactions occurred among online TESOL practicum course participants? and 2) What was the impact of the online TESOL practicum course on participants' EL teaching? The results showed that students interacted more among themselves than with the instructor. Three themes emerged from qualitative data analysis; acknowledgment, impact of cyclic coaching, and linguistically responsive EL-teaching. The results ensured students' active interaction at the virtual communal spaces with some challenges and enhancement of their EL-teaching due to cyclic online coaching.","PeriodicalId":29712,"journal":{"name":"International Journal of Teacher Education and Professional Development","volume":"11 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82632071","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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