Pub Date : 2022-01-01DOI: 10.22521/edupij.2022.113.1
Carlisle Wilkinson
Background / purpose – Teacher recruitment and retention is a major issue for sustaining and growing an educational system. Nurturing and supporting teachers through all stages of their career in the form of mentoring is recognized as an important factor in retaining teachers in the profession. The current English Government’s “golden thread” of documentation for a teaching career stipulates a mentor for life. This study asks whether a qualification to practice mentoring should be mandated.
{"title":"The need for Qualified School Teacher Mentors for Initial Teacher Training, Early Career Teachers and Beyond: Why Don’t School Teacher Mentors Need a Qualification in Mentoring?","authors":"Carlisle Wilkinson","doi":"10.22521/edupij.2022.113.1","DOIUrl":"https://doi.org/10.22521/edupij.2022.113.1","url":null,"abstract":"Background / purpose – Teacher recruitment and retention is a major issue for sustaining and growing an educational system. Nurturing and supporting teachers through all stages of their career in the form of mentoring is recognized as an important factor in retaining teachers in the profession. The current English Government’s “golden thread” of documentation for a teaching career stipulates a mentor for life. This study asks whether a qualification to practice mentoring should be mandated.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87764279","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: 10.22521/edupij.2022.113.6
Duygu Özdemir, Ayşegül Kınık Topalsan
Background / purpose – Understanding gifted students’ perceptions by means of metaphors, carefully examining and interpreting them may help to guide the organization of training programs and the differentiation of educational content for gifted students. This study aims to reveal the perceptions of gifted students regarding science and mathematics concepts as well school math, school science, scientist, experiments, and problem-solving perceptions by examining students’ metaphors. Materials / methods – 30 gifted students studying at a children’s university, which was established by a foundation university in Istanbul, Turkey, were selected as the study’s participants based on convenience, criterion, and accessibility sampling methods. To reveal the students’ metaphorical perceptions, gifted students were asked about their metaphors for “mathematics,” “science,” “mathematics lessons at school,” and “science lessons at school.” Data were collected using a Metaphorical Perception Form, and then transferred to the QDA Mine Lite program for qualitative data analysis, which included coding and the creation of categories and themes. Results –Metaphors about mathematics, Metaphors about school mathematics, Metaphors about science, and Metaphors about school science were obtained as the themes of the study. Conclusion – In a general sense, three categories of findings were obtained across all four themes. For metaphors about mathematics, the categories were “favorable,” “relating,” and “difficulty level”; whilst for school mathematics they were “favorable,” “relating,” and “unfavorable”; for science they were “favorable,” “relating,” and “difficulty level”; and for school science they were “favorable,” “relating,” and “unfavorable.”
{"title":"Metaphorical Perceptions of Gifted Students towards Mathematics and Science Concepts","authors":"Duygu Özdemir, Ayşegül Kınık Topalsan","doi":"10.22521/edupij.2022.113.6","DOIUrl":"https://doi.org/10.22521/edupij.2022.113.6","url":null,"abstract":"Background / purpose – Understanding gifted students’ perceptions by means of metaphors, carefully examining and interpreting them may help to guide the organization of training programs and the differentiation of educational content for gifted students. This study aims to reveal the perceptions of gifted students regarding science and mathematics concepts as well school math, school science, scientist, experiments, and problem-solving perceptions by examining students’ metaphors. Materials / methods – 30 gifted students studying at a children’s university, which was established by a foundation university in Istanbul, Turkey, were selected as the study’s participants based on convenience, criterion, and accessibility sampling methods. To reveal the students’ metaphorical perceptions, gifted students were asked about their metaphors for “mathematics,” “science,” “mathematics lessons at school,” and “science lessons at school.” Data were collected using a Metaphorical Perception Form, and then transferred to the QDA Mine Lite program for qualitative data analysis, which included coding and the creation of categories and themes. Results –Metaphors about mathematics, Metaphors about school mathematics, Metaphors about science, and Metaphors about school science were obtained as the themes of the study. Conclusion – In a general sense, three categories of findings were obtained across all four themes. For metaphors about mathematics, the categories were “favorable,” “relating,” and “difficulty level”; whilst for school mathematics they were “favorable,” “relating,” and “unfavorable”; for science they were “favorable,” “relating,” and “difficulty level”; and for school science they were “favorable,” “relating,” and “unfavorable.”","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90331989","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: 10.22521/edupij.2022.111.5
Y. Owusu-Agyeman
Background / purpose – The study examines how early career academics (ECAs) and established academics perceive the importance of mentoring and how mentoring could enhance the career development of ECAs within a South African multicampus university. Materials / methods – Two different sets of semi-structured interview questions were administered to 16 ECAs and 10 senior academics across the university’s six faculties and three campuses. The data were examined using thematic analysis that involved a process of identifying, analyzing, organizing, describing, and reporting the themes that emerged from the dataset. Results – The study’s results revealed that the mentoring experiences of ECAs could be enhanced by, among other things, institutional arrangements designed to address the mentoring needs of ECAs in terms of teaching, researching, researcher rating and engaged scholarship, establishment of clear communication channels that inform ECAs across the different campuses of the various professional development programs available, and the appointment and training of established academics especially at the satellite campuses to mentor ECAs. Conclusion – To enhance the professional and personal development of ECAs, the university must establish an institutional mentoring framework that focuses on equal distribution of resources across all campuses, the adaptation of ECAs to the unique university environment, and promoting professional relationships between established academics and ECAs.
{"title":"The Mentoring Experiences of Early Career and Senior Academics in a Multicampus University in South Africa","authors":"Y. Owusu-Agyeman","doi":"10.22521/edupij.2022.111.5","DOIUrl":"https://doi.org/10.22521/edupij.2022.111.5","url":null,"abstract":"Background / purpose – The study examines how early career academics (ECAs) and established academics perceive the importance of mentoring and how mentoring could enhance the career development of ECAs within a South African multicampus university. Materials / methods – Two different sets of semi-structured interview questions were administered to 16 ECAs and 10 senior academics across the university’s six faculties and three campuses. The data were examined using thematic analysis that involved a process of identifying, analyzing, organizing, describing, and reporting the themes that emerged from the dataset. Results – The study’s results revealed that the mentoring experiences of ECAs could be enhanced by, among other things, institutional arrangements designed to address the mentoring needs of ECAs in terms of teaching, researching, researcher rating and engaged scholarship, establishment of clear communication channels that inform ECAs across the different campuses of the various professional development programs available, and the appointment and training of established academics especially at the satellite campuses to mentor ECAs. Conclusion – To enhance the professional and personal development of ECAs, the university must establish an institutional mentoring framework that focuses on equal distribution of resources across all campuses, the adaptation of ECAs to the unique university environment, and promoting professional relationships between established academics and ECAs.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78212531","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: 10.22521/edupij.2022.112.5
Leiv Opstad, Ivar Pettersen
Background / purpose – Home-based exams were introduced during COVID-19 with an open-book format and limited control over dishonest student behavior. Such exams were used in lieu of traditional, closed-book school-based exams as a necessity due to the pandemic. This article investigates whether or not students’ grades from home-based assessment exams differed from the grades they achieved in traditional school-based exams. Materials / methods – Using administrative data from 2017 to 2020 from a business school in Norway, a quantitative approach that compared differences, correlation analysis, and regression models was applied in the study. Results – By switching from school-based to home-based exams, students’ academic success during their second year of business school showed a smaller association with students’ outcomes from their first year. One interpretation is that skilled students achieved weaker performance in home-based exams. Conclusion – Home-based exams without any control mechanisms appear to result in different student rankings. This knowledge may be useful for employers looking to hire applicants who graduated during the COVID-19 pandemic.
{"title":"Did Home-Based Exams during COVID-19 Affect Student Ranking? A Case from a Business School","authors":"Leiv Opstad, Ivar Pettersen","doi":"10.22521/edupij.2022.112.5","DOIUrl":"https://doi.org/10.22521/edupij.2022.112.5","url":null,"abstract":"Background / purpose – Home-based exams were introduced during COVID-19 with an open-book format and limited control over dishonest student behavior. Such exams were used in lieu of traditional, closed-book school-based exams as a necessity due to the pandemic. This article investigates whether or not students’ grades from home-based assessment exams differed from the grades they achieved in traditional school-based exams. Materials / methods – Using administrative data from 2017 to 2020 from a business school in Norway, a quantitative approach that compared differences, correlation analysis, and regression models was applied in the study. Results – By switching from school-based to home-based exams, students’ academic success during their second year of business school showed a smaller association with students’ outcomes from their first year. One interpretation is that skilled students achieved weaker performance in home-based exams. Conclusion – Home-based exams without any control mechanisms appear to result in different student rankings. This knowledge may be useful for employers looking to hire applicants who graduated during the COVID-19 pandemic.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86578644","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: 10.22521/edupij.2022.112.1
I. Rodríguez, María-Luisa Barceló, Belén Poveda, E. López-Gómez
Background / purpose – This paper aims to examine school mentors’ assessments on the degree of competences developed by preservice (candidate) teachers they supervise during teaching practicum (TP). Materials / methods – A descriptive and cross-sectional study was conducted with a questionnaire applied to 373 school mentors for the evaluation of competences of 989 preservice teachers studying Early Childhood Education or Primary Education degrees at the end of three TP periods conducted in schools located in one region of Spain. Results – From the perspective of school mentors, this study highlights that preservice teachers’ competences are progressively developed during periods of TP in teacher education. The results show a more positive assessment of the school mentors about the development of the preservice teachers’ personal competences than their professional competences. Conclusion – The main contribution of this study is the innovative approach applied to competence development in the TP, based on school mentors as the assessors.
{"title":"The Development of Competences in Teaching Practicum: Perspective of School Mentors as Assessors","authors":"I. Rodríguez, María-Luisa Barceló, Belén Poveda, E. López-Gómez","doi":"10.22521/edupij.2022.112.1","DOIUrl":"https://doi.org/10.22521/edupij.2022.112.1","url":null,"abstract":"Background / purpose – This paper aims to examine school mentors’ assessments on the degree of competences developed by preservice (candidate) teachers they supervise during teaching practicum (TP). Materials / methods – A descriptive and cross-sectional study was conducted with a questionnaire applied to 373 school mentors for the evaluation of competences of 989 preservice teachers studying Early Childhood Education or Primary Education degrees at the end of three TP periods conducted in schools located in one region of Spain. Results – From the perspective of school mentors, this study highlights that preservice teachers’ competences are progressively developed during periods of TP in teacher education. The results show a more positive assessment of the school mentors about the development of the preservice teachers’ personal competences than their professional competences. Conclusion – The main contribution of this study is the innovative approach applied to competence development in the TP, based on school mentors as the assessors.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88874573","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: 10.22521/edupij.2022.111.7
A. Okon, V. J. Owan, M. V. Owan
Background/purpose – This study analyzed the contribution of three mentorship practices relatively and cumulatively to the research productivity of early-career academics in the field of educational psychology in universities. The study was conducted in the South-South region of Nigeria. Materials/methods – The research method adopted was the quantitative approach, following the ex-post facto research design. The study’s population covered 723 early-career researchers (ECRs) in educational psychology distributed across 19 universities located in South-South Nigeria. The “Mentorship Practices and Research Productivity Questionnaire” (MPRPQ) was the instrument used for data collection. The questionnaire was designed by the researchers and then validated by three experts. Reliability analysis was performed using the Cronbach approach with estimates of .80, .79, .87, and .91 obtained for the four clusters. Primary data were collected from the field after copies of the instrument had been administered to respondents. – Mentorship practices were generally revealed to significantly contribute to the research productivity of ECRs in educational psychology in universities. Specifically, the adoption of cloning and apprenticeship approaches to mentorship contributed substantially to the ECRs’ research productivity. However, the study highlighted that nurturing contributed only negligibly to the ECRs’ research productivity. Conclusion – Mentorship practices are important determinants to the research productivity of early-career educational psychologists. In order to boost the productive research capacities of ECRs, there is a need for institutions to strengthen their mentorship practices.
{"title":"Mentorship Practices and Research Productivity Among Early-Career Educational Psychologists in Universities","authors":"A. Okon, V. J. Owan, M. V. Owan","doi":"10.22521/edupij.2022.111.7","DOIUrl":"https://doi.org/10.22521/edupij.2022.111.7","url":null,"abstract":"Background/purpose – This study analyzed the contribution of three mentorship practices relatively and cumulatively to the research productivity of early-career academics in the field of educational psychology in universities. The study was conducted in the South-South region of Nigeria. Materials/methods – The research method adopted was the quantitative approach, following the ex-post facto research design. The study’s population covered 723 early-career researchers (ECRs) in educational psychology distributed across 19 universities located in South-South Nigeria. The “Mentorship Practices and Research Productivity Questionnaire” (MPRPQ) was the instrument used for data collection. The questionnaire was designed by the researchers and then validated by three experts. Reliability analysis was performed using the Cronbach approach with estimates of .80, .79, .87, and .91 obtained for the four clusters. Primary data were collected from the field after copies of the instrument had been administered to respondents. – Mentorship practices were generally revealed to significantly contribute to the research productivity of ECRs in educational psychology in universities. Specifically, the adoption of cloning and apprenticeship approaches to mentorship contributed substantially to the ECRs’ research productivity. However, the study highlighted that nurturing contributed only negligibly to the ECRs’ research productivity. Conclusion – Mentorship practices are important determinants to the research productivity of early-career educational psychologists. In order to boost the productive research capacities of ECRs, there is a need for institutions to strengthen their mentorship practices.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78313655","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: 10.22521/edupij.2022.111.3
H. Ker, Ying-Haur Lee, Shu-Meei Ho
Background / purpose – Teachers play a critical role in student learning processes and in their academic success, and as such their job satisfaction directly impacts upon their teaching efficacy and lecture quality. In light of the importance of job satisfaction in educational practice, this study investigates the impact of work environment factors and personal attributes on teachers’ job satisfaction. Materials / methods – This study utilizes data from the 2019 TIMSS (Trends in International Mathematics and Science Study) for eighth-grade science teachers from the United States. Results – Teacher job satisfaction showed a strong association with the majority of work environment factors and professional development factors, whilst no significant relationship was found with teacher background. Conclusion – Teachers’ job satisfaction significantly impacts on their performance, retention, and teaching efficacy. Through analysis of the TIMSS 2019 dataset, it was seen that teacher job satisfaction is primarily affected by the environment in which they work and also their professional development. These results concur with other findings reported in the literature. However, contrary to prior works, this study revealed no association between job satisfaction and teachers’ background. As a result, schools should prioritize creating a congenial work environment in order to improve teaching quality. The limitations of this research and suggestions for future work are also discussed.
{"title":"The Impact of Work Environment and Teacher Attributes on Teacher Job Satisfaction","authors":"H. Ker, Ying-Haur Lee, Shu-Meei Ho","doi":"10.22521/edupij.2022.111.3","DOIUrl":"https://doi.org/10.22521/edupij.2022.111.3","url":null,"abstract":"Background / purpose – Teachers play a critical role in student learning processes and in their academic success, and as such their job satisfaction directly impacts upon their teaching efficacy and lecture quality. In light of the importance of job satisfaction in educational practice, this study investigates the impact of work environment factors and personal attributes on teachers’ job satisfaction. Materials / methods – This study utilizes data from the 2019 TIMSS (Trends in International Mathematics and Science Study) for eighth-grade science teachers from the United States. Results – Teacher job satisfaction showed a strong association with the majority of work environment factors and professional development factors, whilst no significant relationship was found with teacher background. Conclusion – Teachers’ job satisfaction significantly impacts on their performance, retention, and teaching efficacy. Through analysis of the TIMSS 2019 dataset, it was seen that teacher job satisfaction is primarily affected by the environment in which they work and also their professional development. These results concur with other findings reported in the literature. However, contrary to prior works, this study revealed no association between job satisfaction and teachers’ background. As a result, schools should prioritize creating a congenial work environment in order to improve teaching quality. The limitations of this research and suggestions for future work are also discussed.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72927006","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: 10.22521/edupij.2022.113.3
J. Mynott, Daryl Michel
{"title":"The invisible leader: Facilitation in Lesson Study","authors":"J. Mynott, Daryl Michel","doi":"10.22521/edupij.2022.113.3","DOIUrl":"https://doi.org/10.22521/edupij.2022.113.3","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72396963","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: 10.22521/edupij.2022.112.3
K. Kanaki, M. Kalogiannakis
Background / purpose – In terms of computational thinking core facets, algorithmic thinking is a key competency applicable not only in Computer Science but also in aspects of daily life. Considering the global phenomenon of gender stereotypes with regards to the academic and professional orientation in STEM fields, we focused on investigating the level of students’ algorithmic thinking skills by gender in early childhood. This article provides evidence of research implemented under the umbrella of quantitative methodology, employing an innovative assessment tool constructed to meet the requirements of the study. The findings obtained could facilitate researchers and policymakers to support equity in learning opportunities, starting from the first stage of compulsory education. Materials / methods – The study aligns to the principles of quantitative research methodology. Its backbone is a digital platform of multidisciplinary, play-based, and constructivist character, which we implemented from scratch in order to satisfy the requirements of our research. Results – The findings of the study revealed that algorithmic thinking skills are not related to students’ gender in early childhood. Conclusion – The findings of the study bring out that, at very young ages, the effect of gender stereotypes is not observable as far as students’ algorithmic thinking skills are concerned. The implications of the study highlight the need to focus on the schooling stages that follow early childhood in order to tackle the gender gap in STEM fields.
{"title":"Assessing Algorithmic Thinking Skills in Relation to Gender in Early Childhood","authors":"K. Kanaki, M. Kalogiannakis","doi":"10.22521/edupij.2022.112.3","DOIUrl":"https://doi.org/10.22521/edupij.2022.112.3","url":null,"abstract":"Background / purpose – In terms of computational thinking core facets, algorithmic thinking is a key competency applicable not only in Computer Science but also in aspects of daily life. Considering the global phenomenon of gender stereotypes with regards to the academic and professional orientation in STEM fields, we focused on investigating the level of students’ algorithmic thinking skills by gender in early childhood. This article provides evidence of research implemented under the umbrella of quantitative methodology, employing an innovative assessment tool constructed to meet the requirements of the study. The findings obtained could facilitate researchers and policymakers to support equity in learning opportunities, starting from the first stage of compulsory education. Materials / methods – The study aligns to the principles of quantitative research methodology. Its backbone is a digital platform of multidisciplinary, play-based, and constructivist character, which we implemented from scratch in order to satisfy the requirements of our research. Results – The findings of the study revealed that algorithmic thinking skills are not related to students’ gender in early childhood. Conclusion – The findings of the study bring out that, at very young ages, the effect of gender stereotypes is not observable as far as students’ algorithmic thinking skills are concerned. The implications of the study highlight the need to focus on the schooling stages that follow early childhood in order to tackle the gender gap in STEM fields.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79653625","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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