Aera Open最新文献

英文中文

Is It Any Better? A Comparison of PhD Students’ Experiences and Degree Completion Plans Between the Summers of 2020 and 2021 还有更好的吗？2020 年和 2021 年夏季博士生的经历和学位完成计划比较

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2024-02-15 DOI: 10.1177/23328584241228222

Rachel A. Smith, Garrett H. Gowen, Rosemary J. Perez, Jennifer A. Tipton, Craig A. Ogilvie, Thomas R. Brooks

PhD students’ experiences in graduate school and associated outcomes vary by field of study, learning environment conditions, and support structures. In the context of the COVID-19 pandemic specifically, PhD students’ individual educational trajectories were potentially rendered more uncertain, as disruptive conditions for learning and research have continued over the past several years. We compared the reports of 422 PhD students at 12 U.S. institutions in terms of their experiences of support or marginalization and educational plans from the summer of 2020 with follow-up data gathered during the summer of 2021. We then examined factors related to PhD students’ changes in their estimated times to degree. We found lower, but still on average moderate, levels of depression symptoms compared to the previous year and continued experiences of emotional, financial, educational, and career stressors. Findings point to the importance of institutional material and psychological structural supports over time.

博士生在研究生院的学习经历和相关结果因学习领域、学习环境条件和支持结构的不同而各异。特别是在 COVID-19 大流行的背景下，博士生的个人教育轨迹可能会变得更加不确定，因为在过去的几年里，学习和研究的破坏性条件一直在持续。我们比较了美国 12 所院校 422 名博士生在 2020 年暑期获得支持或边缘化的经历以及教育计划的报告与 2021 年暑期收集的后续数据。然后，我们研究了与博士生攻读学位的预计时间变化有关的因素。我们发现，与前一年相比，博士生的抑郁症状有所减轻，但平均仍处于中等水平，而且他们在情感、经济、教育和职业方面的压力仍在持续。研究结果表明，随着时间的推移，机构的物质和心理结构支持非常重要。

引用次数: 0

More Than One Way: Fifth-Graders’ Varied Digital Reading Behaviors and Comprehension Outcomes 不止一种方式：五年级学生不同的数字阅读行为和理解结果

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2024-02-12 DOI: 10.1177/23328584241226633

Amanda Yoshiko Shimizu, Michael Havazelet, Amanda P. Goodwin

Digital reading is ubiquitous, yet understanding digital reading processes and links to comprehension remains underdeveloped. Guided by new literacies and active reading theories, this study explored the reading behaviors and comprehension of thirteen fifth graders who read static digital texts. We coded for the quantity and quality of digital reading behaviors and employed action path diagrams to connect behaviors to comprehension. We used timescape analyses to visualize how behaviors were orchestrated differently across readers. Findings showed no single behavior was related directly to comprehension, indicating varying pathways to digital reading success. Occasional rereading seemed to support active reading and improved comprehension. Instances of students subverting expected digital tools were observed. Minor distractions like mind-wandering did not link to poor performance. This research deepens our understanding of self-monitoring and active reading in static digital contexts, offering insights for future study of more complex digital reading contexts like reading on the internet.

数字阅读无处不在，但人们对数字阅读过程及其与理解能力之间联系的了解仍然不足。本研究以新文学和主动阅读理论为指导，探讨了 13 名五年级学生阅读静态数字文本的阅读行为和理解能力。我们对数字阅读行为的数量和质量进行了编码，并采用行动路径图将行为与理解联系起来。我们利用时景分析来直观地展示不同读者的不同阅读行为。研究结果表明，没有任何一种行为与理解能力直接相关，这表明数字阅读成功的途径各不相同。偶尔重读似乎有助于积极阅读和提高理解能力。我们还观察到学生颠覆预期数字工具的情况。轻微的分心行为，如胡思乱想，与成绩不佳并无关联。这项研究加深了我们对静态数字情境中自我监控和主动阅读的理解，为今后研究更复杂的数字阅读情境（如互联网阅读）提供了启示。

引用次数: 0

Critical Quantitative Literacy: An Educational Foundation for Critical Quantitative Research 批判性定量素养：批判性定量研究的教育基础

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2024-02-12 DOI: 10.1177/23328584241228223

Michael B. Frisby

Education research has recently seen the emergence of two distinct frameworks guiding the application of quantitative methods through a more critical and equity-oriented lens. These two frameworks are critical quantitative (CritQuant) studies and quantitative critical race theory (QuantCrit). Although different in their intellectual traditions, they both acknowledge the oppressive history of quantitative methods and the need to improve the criticality of quantitative research in education. For applied quantitative research in education to become more critical, it is imperative that learners of quantitative methodology be made aware of its historical and modern misuses. This directive calls for an important change in the way quantitative methodology is taught in educational classrooms. Critical quantitative literacy (CQL) is introduced in this manuscript as a paradigm for teaching, learning, understanding, and applying quantitative methods in a way that supports the application of CritQuant and QuantCrit frameworks in educational research.

最近，教育研究领域出现了两个不同的框架，它们通过更具批判性和公平导向的视角来指导定量方法的应用。这两个框架是批判性定量（CritQuant）研究和定量批判种族理论（QuantCrit）。虽然它们的思想传统不同，但都承认定量方法的压迫性历史以及提高教育领域定量研究批判性的必要性。为了使教育领域的应用定量研究更具批判性，必须让定量方法论的学习者认识到其历史和现代的滥用。这一指示要求在教育课堂上对定量方法论的教学方式进行重大变革。本手稿介绍了批判性定量素养（CQL），作为一种教学、学习、理解和应用定量方法的范式，支持在教育研究中应用 CritQuant 和 QuantCrit 框架。

引用次数: 0

Racialized Early Grade (Mis)Behavior: The Links Between Same-Race/Ethnicity Teachers and Discipline in Elementary School 种族化的低年级（错误）行为：同种族/族裔教师与小学纪律之间的联系

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2024-02-06 DOI: 10.1177/23328584231222185

NaYoung Hwang, Patrick Graff, Mark Berends

Studies persistently show disparities in exclusionary discipline across racial/ethnic groups in U.S. schools. Using administrative data from kindergarteners through fifth graders in Indiana, we examine the effects of student-teacher race/ethnicity matching on disciplinary outcomes. We find that Black students exhibit lower rates of suspension and expulsion when they study with Black teachers—driven mainly by fewer defiance and profanity offenses. By contrast, for Latinx and White students, having a teacher of the same race/ethnicity is not associated with suspension and expulsion. In light of the shortage of Black teachers in the teacher workforce, our findings underscore the vulnerability of Black students to exclusionary discipline in the early stages of schooling.

研究一直表明，美国学校中不同种族/族裔群体之间在排斥性纪律方面存在差异。利用印第安纳州幼儿园到五年级学生的行政数据，我们研究了学生-教师种族/族裔匹配对纪律结果的影响。我们发现，当黑人学生与黑人教师一起学习时，他们被停学和开除的比例较低，这主要是由于蔑视他人和亵渎他人的违法行为较少。相比之下，对于拉美裔和白人学生而言，拥有相同种族/族裔的教师与停学和开除并无关联。鉴于教师队伍中黑人教师的短缺，我们的研究结果强调了黑人学生在学校教育的早期阶段很容易受到排斥性纪律的影响。

引用次数: 0

Transforming Political Divides: How Student Identities and Campus Contexts Shape Interpartisan Friendships 改变政治分歧：学生身份和校园环境如何塑造跨党派友谊

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2024-01-30 DOI: 10.1177/23328584231222475

Alyssa N. Rockenbach, Tara D. Hudson

Recent evidence suggests that only about 1 in 5 U.S. adults has a friend on the political “other side” (Dunn, 2020). Although these interpartisan friendships are uncommon, they play a critical role in catalyzing empathy, reducing prejudice, furthering justice, and even restoring democracy, as suggested by the theory of civic friendship (Goering, 2003; Kahane, 1999; Rawlins, 2009). In the present study, we drew on national data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) to examine the personal and contextual factors that predict interpartisan friendship formation among 5,762 college students attending 118 higher education institutions in the United States. The findings revealed the constellation of individual, social, and institutional contributors to students’ capacities to reach across political differences in their friendships. We offer guidance for how college educators can support the development of these relationships that may open a path toward empathy and healing in our polarized society.

最近的证据表明，每 5 个美国成年人中只有 1 人有政治 "另一方 "的朋友（Dunn，2020 年）。尽管这些党派间的友谊并不常见，但正如公民友谊理论（Goering, 2003; Kahane, 1999; Rawlins, 2009）所指出的，它们在促进共鸣、减少偏见、促进正义甚至恢复民主方面发挥着至关重要的作用。在本研究中，我们利用 "宗教间多样性经历与态度纵向调查"（IDEALS）的全国性数据，对美国 118 所高等教育机构的 5762 名大学生进行了调查，研究了预测跨党派友谊形成的个人和环境因素。研究结果表明，个人、社会和机构因素共同影响着学生在友谊中跨越政治分歧的能力。我们为大学教育者如何支持这些关系的发展提供了指导，这些关系可能会为我们这个两极分化的社会开辟一条通往共鸣和治愈的道路。

引用次数: 0

Measuring the Interdisciplinarity and Collaboration Perceptions of U.S. Scientists, Engineers, and Educators 衡量美国科学家、工程师和教育工作者对跨学科与合作的看法

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2024-01-01 DOI: 10.1177/23328584231218952

Katherine R. McCance, Margaret Blanchard

Interdisciplinarity has the potential to lead to more innovation and advances in knowledge than are possible from a single discipline. Yet, little is known about interdisciplinary collaborations and the perceptions of those involved. This quantitative study investigated the perceptions of U.S. faculty, staff, postdocs, and graduate students involved in education and science/engineering collaborations. Exploratory factor analysis was conducted for two modified scales, Collaboration Perceptions (CP; n = 117; 17 items; α = .923) and Interdisciplinarity Perceptions (IP; n = 119; 11 items; α = .852). Participants’ perceptions of collaboration and interdisciplinarity were strongly positive and did not significantly differ based on demographic factors (e.g., gender, discipline, role). Perceptions were influenced by collectivist orientation; the high collectivism group had significantly more positive perceptions of collaboration and interdisciplinarity, and collectivist orientation was positively and significantly correlated with CP and IP scores. Implications and recommendations for interdisciplinary collaborations will be discussed.

跨学科有可能带来比单一学科更多的创新和知识进步。然而，人们对跨学科合作以及相关人员的看法却知之甚少。这项定量研究调查了参与教育和科学/工程合作的美国教职员工、博士后和研究生的看法。对两个修订量表进行了探索性因子分析，即 "合作认知"（CP；n = 117；17 个项目；α = .923）和 "跨学科认知"（IP；n = 119；11 个项目；α = .852）。参与者对合作和跨学科性的看法非常积极，并没有因人口统计因素（如性别、学科、角色）的不同而产生显著差异。对合作和跨学科性的看法受到集体主义倾向的影响；高集体主义倾向组对合作和跨学科性的看法明显更积极，集体主义倾向与 CP 和 IP 分数呈显著正相关。将讨论跨学科合作的意义和建议。

{"title":"Measuring the Interdisciplinarity and Collaboration Perceptions of U.S. Scientists, Engineers, and Educators","authors":"Katherine R. McCance, Margaret Blanchard","doi":"10.1177/23328584231218952","DOIUrl":"https://doi.org/10.1177/23328584231218952","url":null,"abstract":"Interdisciplinarity has the potential to lead to more innovation and advances in knowledge than are possible from a single discipline. Yet, little is known about interdisciplinary collaborations and the perceptions of those involved. This quantitative study investigated the perceptions of U.S. faculty, staff, postdocs, and graduate students involved in education and science/engineering collaborations. Exploratory factor analysis was conducted for two modified scales, Collaboration Perceptions (CP; n = 117; 17 items; α = .923) and Interdisciplinarity Perceptions (IP; n = 119; 11 items; α = .852). Participants’ perceptions of collaboration and interdisciplinarity were strongly positive and did not significantly differ based on demographic factors (e.g., gender, discipline, role). Perceptions were influenced by collectivist orientation; the high collectivism group had significantly more positive perceptions of collaboration and interdisciplinarity, and collectivist orientation was positively and significantly correlated with CP and IP scores. Implications and recommendations for interdisciplinary collaborations will be discussed.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"23 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139456757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Geography of Principal Internships in North Carolina 北卡罗来纳州校长实习的地理情况

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2024-01-01 DOI: 10.1177/23328584231219994

Timothy A. Drake, Kevin C. Bastian

Principal preparation programs play an important role in developing future school leaders’ skills and practices. Internships, or structured opportunities for future leaders to engage in the work of school leadership in hands-on, authentic ways, are among the most essential components of principal preparation. Using longitudinal data from 12 programs in North Carolina, this study extends research on internships by examining the pathways of interns from prior- to post-internship employment. We find that internships are highly localized around interns’ prior- and post-employment schools but not their preparation program, with wide variability in placements between programs. Interns’ demographics do not play a large role in shaping the geography of internship placements. However, we find that preparation program type is strongly related to the geography of internship placements, suggesting that differences in program structure may shape internship placements. We conclude by highlighting the limitations and discussing implications for future research.

校长预备课程在培养未来学校领导者的技能和实践方面发挥着重要作用。实习，或者说为未来领导者提供的以亲身实践、真实方式参与学校领导工作的结构化机会，是校长预备课程最重要的组成部分之一。本研究利用来自北卡罗来纳州 12 个项目的纵向数据，通过考察实习生从实习前到实习后的就业途径，扩展了对实习的研究。我们发现，实习生在实习前和实习后的就业学校高度本地化，而不是他们的准备课程，不同课程之间的实习安排差异很大。实习生的人口统计学特征在影响实习地点的地理分布方面作用不大。然而，我们发现，准备课程类型与实习地点的地理位置密切相关，这表明课程结构的差异可能会影响实习地点。最后，我们强调了研究的局限性，并讨论了对未来研究的影响。

引用次数: 0

Are Law Schools Cream-Skimming to Bolster Their Bar Exam Pass Rates? A Multilevel Regression Approach to Estimate How Attrition and Transfer Rates Affect Bar Passage 法学院是否为提高律师资格考试通过率而 "削尖脑袋"？估算自然减员率和转学率如何影响律师资格考试通过率的多层次回归方法

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2024-01-01 DOI: 10.1177/23328584231214526

Jason M. Scott, Joshua L. Jackson, Andrea M. Pals

Law schools are held accountable on many fronts to achieve and maintain high bar passage rates. While the course of legal education itself, along with various interventions, is a key driver of bar exam performance, Bahadur et al. (2021) suggests that obscure institutional practices might be inflating institutional bar passage performance. Such practices could include recruitment and admission of transfer students and academic attrition. We examine this hypothesis to assess the influence of both attrition and transfer on law schools’ bar passage differential using fixed-effects and between-within models. We also utilize Poisson regression to explore the effect of geographical proximity to other law schools on transfer rates. We find that, on average, neither attrition nor transfer activity substantively affect bar passage performance, and that although geographic proximity to other schools is related to transfer rates, this relationship does not result in notable differences in bar passage.

为了实现并保持较高的律师资格考试通过率，法学院需要承担多方面的责任。虽然法律教育课程本身以及各种干预措施是律师资格考试成绩的关键驱动因素，但 Bahadur 等人（2021 年）认为，一些不明显的机构做法可能会抬高机构的律师资格通过率。这些做法可能包括转学生的招募和录取以及学术减员。我们研究了这一假设，利用固定效应模型和内部间模型评估了自然减员和转学对法学院律师资格考试通过率差异的影响。我们还利用泊松回归来探讨与其他法学院的地理邻近性对转学率的影响。我们发现，平均而言，自然减员和转学活动都不会对律师资格考试成绩产生实质性影响，虽然与其他学校的地理邻近程度与转学率有关，但这种关系并不会导致律师资格考试成绩的显著差异。

引用次数: 0

On the Interplay of Motivational Characteristics and Academic Achievement: The Role of Need for Cognition 动机特征与学习成绩的相互作用：认知需要的作用

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2024-01-01 DOI: 10.1177/23328584231218961

A. Strobel, Alexander Strobel, F. Preckel, Ricarda Steinmayr

While intelligence and motivational variables are well-established predictors of academic achievement, Need for Cognition (NFC), the stable intrinsic motivation to engage in and enjoy challenging intellectual activity, has not yet been considered comprehensively in this field, especially not longitudinally. By applying latent change score modeling, we examined the incremental value of NFC, considering well-established motivational constructs and prior achievement in the prediction of academic achievement across different subjects in a longitudinal approach across two time points in a sample of secondary school students ([Formula: see text] = 271, [Formula: see text] = 255). Correlations of NFC with grades were comparable to those of established predictors. NFC incrementally predicted academic achievement over and above prior achievement and ability self-concept. A mutual influence of NFC and academic achievement was found pointing to skill development as well as self-enhancement processes taking place in this interplay. Consequently, we propose to include NFC in models for the comprehensive explanation of academic achievement in school.

智力和动机变量是学业成绩的既定预测因素，而认知需要（NFC），即参与和享受具有挑战性的智力活动的稳定内在动机，在这一领域尚未得到全面考虑，尤其是纵向考虑。通过应用潜在变化得分建模，我们以中学生为样本（[公式：见正文] = 271，[公式：见正文] = 255），采用两个时间点的纵向方法，在预测不同科目学业成绩时，考虑了成熟的动机建构和先前成就，考察了 NFC 的增量价值。NFC 与成绩的相关性与已有的预测指标相当。在先前成绩和能力自我概念之上，NFC对学业成绩的预测作用不断增强。我们发现，NFC 和学业成绩之间存在相互影响，这表明在这种相互作用中存在技能发展和自我提升的过程。因此，我们建议将 NFC 纳入模型中，以全面解释学业成绩。

{"title":"On the Interplay of Motivational Characteristics and Academic Achievement: The Role of Need for Cognition","authors":"A. Strobel, Alexander Strobel, F. Preckel, Ricarda Steinmayr","doi":"10.1177/23328584231218961","DOIUrl":"https://doi.org/10.1177/23328584231218961","url":null,"abstract":"While intelligence and motivational variables are well-established predictors of academic achievement, Need for Cognition (NFC), the stable intrinsic motivation to engage in and enjoy challenging intellectual activity, has not yet been considered comprehensively in this field, especially not longitudinally. By applying latent change score modeling, we examined the incremental value of NFC, considering well-established motivational constructs and prior achievement in the prediction of academic achievement across different subjects in a longitudinal approach across two time points in a sample of secondary school students ([Formula: see text] = 271, [Formula: see text] = 255). Correlations of NFC with grades were comparable to those of established predictors. NFC incrementally predicted academic achievement over and above prior achievement and ability self-concept. A mutual influence of NFC and academic achievement was found pointing to skill development as well as self-enhancement processes taking place in this interplay. Consequently, we propose to include NFC in models for the comprehensive explanation of academic achievement in school.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" 19","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139392901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning. COVID-19 的破坏性：课程参与、自我评价和学习的差异。

IF 3.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2023-06-29 eCollection Date: 2023-01-01 DOI: 10.1177/23328584231177967

Teresa M Ober, Ying Cheng, Matthew F Carter, Cheng Liu

We investigated how the transition to remote instruction during the COVID-19 pandemic affected students' engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (M_age=16.7 years, SD_age=.90; %female=55.4) students enrolled in the course during 2017-2018 (N=266), 2018-2019 (N=200), and the pandemic-affected 2019-2020 (N=215) school years. Students enrolled during the pandemic-affected year reported a greater improvement in affective engagement but a decrease in cognitive engagement in the spring semester relative to a previous year. Females enrolled in the pandemic-affected year experienced a greater negative change in affective and behavioral engagement. Students enrolled during the pandemic-affected year reported a greater decrease in their anticipated AP exam scores and received lower scores on a practice exam aligned with the AP exam compared to a prior year. Although students were resilient in some respects, their self-appraisal and learning appear to have been negatively affected by pandemic circumstances.

我们调查了在 COVID-19 大流行期间向远程教学的过渡如何影响学生的参与度、自我评价以及高级班（AP）统计学课程的学习情况。参与者包括在2017-2018学年（N=266）、2018-2019学年（N=200）和受大流行影响的2019-2020学年（N=215）选修该课程的681名学生（平均年龄=16.7岁，平均年龄差值=0.90；女性比例=55.4）。与前一年相比，受大流行病影响学年的学生在春季学期的情感参与度有较大提高，但认知参与度有所下降。在受大流行病影响的学年就读的女生在情感和行为参与方面经历了更大的负面变化。与前一年相比，在受大流行病影响的年份入学的学生报告说，他们预期的 AP 考试成绩下降幅度更大，在与 AP 考试一致的模拟考试中获得的分数也更低。虽然学生们在某些方面表现出了顽强的生命力，但他们的自我评价和学习似乎受到了大流行病环境的负面影响。

{"title":"Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning.","authors":"Teresa M Ober, Ying Cheng, Matthew F Carter, Cheng Liu","doi":"10.1177/23328584231177967","DOIUrl":"10.1177/23328584231177967","url":null,"abstract":"We investigated how the transition to remote instruction during the COVID-19 pandemic affected students' engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (Mage=16.7 years, SDage=.90; %female=55.4) students enrolled in the course during 2017-2018 (N=266), 2018-2019 (N=200), and the pandemic-affected 2019-2020 (N=215) school years. Students enrolled during the pandemic-affected year reported a greater improvement in affective engagement but a decrease in cognitive engagement in the spring semester relative to a previous year. Females enrolled in the pandemic-affected year experienced a greater negative change in affective and behavioral engagement. Students enrolled during the pandemic-affected year reported a greater decrease in their anticipated AP exam scores and received lower scores on a practice exam aligned with the AP exam compared to a prior year. Although students were resilient in some respects, their self-appraisal and learning appear to have been negatively affected by pandemic circumstances.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"9 ","pages":"23328584231177967"},"PeriodicalIF":3.5,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/3d/86/10.1177_23328584231177967.PMC10311362.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10647901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

首页上一页

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Aera Open

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀