The aim of this paper is to begin to shed light on the competencies teachers need when cooperating with parents. Toward this end, we conducted a small-scale study, interviewing teachers and parents about their perceptions of teachers’ competence regarding cooperation with parents. Sixteen pairs of cooperating parents and teachers at a primary school, agreed to participate in separate interviews. The interviews were based on semi-structured interview guides. The NVIVO program was used to assist data analyses. Building on research regarding parental disillusionment with school and the small-scale study, the paper reveals a need for competence-building activities at various levels in schools. First, the principal plays an important role in this process by building collective competence at the school level, such as routines and school standards for cooperation with parents. Second, colleagues’ collective competence in cooperating with parents is important. Finally, each teacher’s individual competence in cooperating with parents is an important factor regarding parental cooperation. We identify three separate individual competencies.
{"title":"Teacher Competencies and Parental Cooperation","authors":"Elsa Westergård","doi":"10.54195/ijpe.18218","DOIUrl":"https://doi.org/10.54195/ijpe.18218","url":null,"abstract":"The aim of this paper is to begin to shed light on the competencies teachers need when cooperating with parents. Toward this end, we conducted a small-scale study, interviewing teachers and parents about their perceptions of teachers’ competence regarding cooperation with parents. Sixteen pairs of cooperating parents and teachers at a primary school, agreed to participate in separate interviews. The interviews were based on semi-structured interview guides. The NVIVO program was used to assist data analyses. Building on research regarding parental disillusionment with school and the small-scale study, the paper reveals a need for competence-building activities at various levels in schools. First, the principal plays an important role in this process by building collective competence at the school level, such as routines and school standards for cooperation with parents. Second, colleagues’ collective competence in cooperating with parents is important. Finally, each teacher’s individual competence in cooperating with parents is an important factor regarding parental cooperation. We identify three separate individual competencies.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"75 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280147","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}
One of the most important elements ofthe recent reform of the school inspection system in Polandis to focus on the parents’ voice through the collection of data during evaluation process in schools. Three years of experience with this system has shown that there still is a lot of confusion with the actual understanding of the evaluation process among all the groups actively involved: external evaluators (school inspectors), head-teachers, teachers, and representatives of school partners, parents and students. The authors claim that this is the most important obstacle in the promotion of evaluation as a crucial element in the process of school development. The paper presents an attempt to describe different understandings of school evaluation among parents actively partaking in this process which was undertaken randomly in Polish schools of different types. The paper shows how these understandings can influence participation of parents in an external evaluation process, and following developmental activities that take place in schools. The authors claim that an understanding of different ways of thinking about evaluation process through the analysis of the metaphors used by parents can be a good basis for drawing up recommendations for those working on parents’ participation in transforming school reality.
{"title":"How Parents Understand Evaluation Process – Mental Models as the Main Obstacle for Engaging Parents in School Evaluation","authors":"R. Dorczak, G. Mazurkiewicz","doi":"10.54195/ijpe.18224","DOIUrl":"https://doi.org/10.54195/ijpe.18224","url":null,"abstract":"One of the most important elements ofthe recent reform of the school inspection system in Polandis to focus on the parents’ voice through the collection of data during evaluation process in schools. Three years of experience with this system has shown that there still is a lot of confusion with the actual understanding of the evaluation process among all the groups actively involved: external evaluators (school inspectors), head-teachers, teachers, and representatives of school partners, parents and students. The authors claim that this is the most important obstacle in the promotion of evaluation as a crucial element in the process of school development. The paper presents an attempt to describe different understandings of school evaluation among parents actively partaking in this process which was undertaken randomly in Polish schools of different types. The paper shows how these understandings can influence participation of parents in an external evaluation process, and following developmental activities that take place in schools. The authors claim that an understanding of different ways of thinking about evaluation process through the analysis of the metaphors used by parents can be a good basis for drawing up recommendations for those working on parents’ participation in transforming school reality.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"88 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This case study reconsiders the value of parent partnerships from the perspectives of educational equity and quality in China, and develops a framework to discuss the relationship between student development and parent partnerships. The paper seeks to find out whether it is possible for disadvantaged parents to help a struggling school to reform itself through parent partnership. The research applies qualitative and quantitative research methods to explore the value of promoting student development with diversified parent/school activities. Research findings suggest that parent partnership in the case school have successfully provided a safe and healthy environment, abundant and diverse courses, student-based teaching and learning, and rich school lives for students. They also involve in school decision-making and create a better parent-child relationship.
{"title":"Student Developmental Needs Based Parent Partnership: A Case Study of Qilun Elementary School in Minhang District, Shanghai","authors":"Jiacheng Lichi, Peiying Wang, Zhongxian Chen","doi":"10.54195/ijpe.18212","DOIUrl":"https://doi.org/10.54195/ijpe.18212","url":null,"abstract":"This case study reconsiders the value of parent partnerships from the perspectives of educational equity and quality in China, and develops a framework to discuss the relationship between student development and parent partnerships. The paper seeks to find out whether it is possible for disadvantaged parents to help a struggling school to reform itself through parent partnership. The research applies qualitative and quantitative research methods to explore the value of promoting student development with diversified parent/school activities. Research findings suggest that parent partnership in the case school have successfully provided a safe and healthy environment, abundant and diverse courses, student-based teaching and learning, and rich school lives for students. They also involve in school decision-making and create a better parent-child relationship.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"65 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores international student–parents’reflections about their children’s difficulties as temporary sojourners in UK schools, and the ways in which they attempt to support them in the process of settling down at school. The data is drawn from qualitative research interviews (Richards 2003; Hiller & DiLuzio 2004) with 25 student parents. The emerging themes focus on parents’ attempts to assist their children with academic and linguistic problems and with making and maintaining friendships. A major theme emerges about the role of host schools, and also about the parents’ emotional burden regarding their own compromised situation. The data reflects overall that the first year of sojourn is often more problematic than expected, and thus more research in this area is needed to address how universities interested in internationalisation can best support these student parents. Further, more research is needed into ways in which local schools, including both teachers and learners can best accommodate international children focussing on their unique competencies.
{"title":"‘When I get upset about my children’s problem, I can’t concentrate’- International students reflect on their roles as parents while studying in the UK","authors":"Annamaria Pinter","doi":"10.54195/ijpe.18203","DOIUrl":"https://doi.org/10.54195/ijpe.18203","url":null,"abstract":"This article explores international student–parents’reflections about their children’s difficulties as temporary sojourners in UK schools, and the ways in which they attempt to support them in the process of settling down at school. The data is drawn from qualitative research interviews (Richards 2003; Hiller & DiLuzio 2004) with 25 student parents. The emerging themes focus on parents’ attempts to assist their children with academic and linguistic problems and with making and maintaining friendships. A major theme emerges about the role of host schools, and also about the parents’ emotional burden regarding their own compromised situation. The data reflects overall that the first year of sojourn is often more problematic than expected, and thus more research in this area is needed to address how universities interested in internationalisation can best support these student parents. Further, more research is needed into ways in which local schools, including both teachers and learners can best accommodate international children focussing on their unique competencies.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"19 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the use of gender and diversity in research on home and school relationships. The review is based on articles that were accessed through databases like Web of Science, Academic Search Elite and SCIRIUS. The articles were analyzed using a model featuring focus of inquiry and perspectives on communication. Initially describing the research field roughly as two distinct but corresponding branches, Critical Studies research and Parental Involvement research, the focus is on how the research relates to diversity and gender. The importance of a power perspective in the definition of gender is stressed while considering whether some interpretations of gender in the research field are reproducing instead of changing existing inequitable systems and structures by favoring an essentialist perspective on sex and gender both at home and in school.
{"title":"What´s gender got to do with it? Gender and diversity in research on home and school relationships","authors":"Göran Widding","doi":"10.54195/ijpe.18195","DOIUrl":"https://doi.org/10.54195/ijpe.18195","url":null,"abstract":"This article explores the use of gender and diversity in research on home and school relationships. The review is based on articles that were accessed through databases like Web of Science, Academic Search Elite and SCIRIUS. The articles were analyzed using a model featuring focus of inquiry and perspectives on communication. Initially describing the research field roughly as two distinct but corresponding branches, Critical Studies research and Parental Involvement research, the focus is on how the research relates to diversity and gender. The importance of a power perspective in the definition of gender is stressed while considering whether some interpretations of gender in the research field are reproducing instead of changing existing inequitable systems and structures by favoring an essentialist perspective on sex and gender both at home and in school.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"12 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279707","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}
Parents and teachers interact because of their shared responsibility for the welfare of the children in their care. Research indicates that teachers value parental involvement in their students’ education. There is also evidence that parents place a great deal of trust in their children’s teachers. This interaction, with significant influence on the learning outcomes of students, occurs within a complex set of legal frameworks and cultural contexts. These include such legal considerations as international treaties on family and children’s rights, national constitutional rights, and statutory rights and responsibilities of parents, teachers, and the state. Cultural factors include issues of engagement, marginalization, and power relationships. Societal evolution has also led to changing rights, responsibilities, and expectations for parents, teachers, and students. Parent-teacher relationships have also been affected by recent government initiatives to promote parental involvement in education through the creation of school councils. This paper, based on Canadian research on parental involvement in schooling and an analysis of Canadian and international legal principles, will illustrate the interplay of these legal and cultural considerations. The intent of this paper is to encourage better understanding of the complexity within the parent-teacher relationship.
{"title":"Legal and Cultural Contexts of Parent-Teacher Interactions: School Councils in Canada","authors":"Ken Brien, B. Stelmach","doi":"10.54195/ijpe.18157","DOIUrl":"https://doi.org/10.54195/ijpe.18157","url":null,"abstract":"Parents and teachers interact because of their shared responsibility for the welfare of the children in their care. Research indicates that teachers value parental involvement in their students’ education. There is also evidence that parents place a great deal of trust in their children’s teachers. This interaction, with significant influence on the learning outcomes of students, occurs within a complex set of legal frameworks and cultural contexts. These include such legal considerations as international treaties on family and children’s rights, national constitutional rights, and statutory rights and responsibilities of parents, teachers, and the state. Cultural factors include issues of engagement, marginalization, and power relationships. Societal evolution has also led to changing rights, responsibilities, and expectations for parents, teachers, and students. Parent-teacher relationships have also been affected by recent government initiatives to promote parental involvement in education through the creation of school councils. This paper, based on Canadian research on parental involvement in schooling and an analysis of Canadian and international legal principles, will illustrate the interplay of these legal and cultural considerations. The intent of this paper is to encourage better understanding of the complexity within the parent-teacher relationship.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279713","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}
In this paper a review is provided of literature on early literacy programs with an emphasis on the role of parents in supporting their child’s early literacy development. Many early literacy programs emphasize the role of parents in supporting their child’s early literacy development. Suggested parent involvement activities in these programs mainly focus on reading activities (e.g. reading to children, shared reading), which are said to be very effective in promoting children’s literacy skills. Perspectives on parents’ role in supporting early literacy development, however, may vary across programs. Early literacy programs focus on parents’ supporting roles with varying levels of culture responsiveness. As current academic debates on early literacy development shift towards increased responsiveness towards minority cultures and try to link early literacy practices to strengths of existing cultural defined family practices, the current socio-political climate in western multicultural societies seems to call for less responsive practices, because culture responsiveness might endanger integration of minorities and negatively affect social cohesion. It is argued that a future challenge is to broaden intervention studies with socio-political perspective
{"title":"Perspectives on parents’ contribution to their children’s early literacy development in multicultural western societies","authors":"E. Denessen","doi":"10.54195/ijpe.18272","DOIUrl":"https://doi.org/10.54195/ijpe.18272","url":null,"abstract":"In this paper a review is provided of literature on early literacy programs with an emphasis on the role of parents in supporting their child’s early literacy development. Many early literacy programs emphasize the role of parents in supporting their child’s early literacy development. Suggested parent involvement activities in these programs mainly focus on reading activities (e.g. reading to children, shared reading), which are said to be very effective in promoting children’s literacy skills. Perspectives on parents’ role in supporting early literacy development, however, may vary across programs. Early literacy programs focus on parents’ supporting roles with varying levels of culture responsiveness. As current academic debates on early literacy development shift towards increased responsiveness towards minority cultures and try to link early literacy practices to strengths of existing cultural defined family practices, the current socio-political climate in western multicultural societies seems to call for less responsive practices, because culture responsiveness might endanger integration of minorities and negatively affect social cohesion. It is argued that a future challenge is to broaden intervention studies with socio-political perspective","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"53 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this qualitative study is to gain in-depth understanding of teachers' views and attitudes toward parental involvement in school. Twenty seven Israeli elementary-school and secondary-school teachers were interviewed and asked to define parental involvement, their feelings toward it, and its challenges and benefits. Our findings revealed relatively high level of inconsistency between declared positive attitudes and perceived challenges and threat. This inconsistency manifests a need for significant progress in teacher-parent relationship in Israel. The practical implications of this study are that training programs should be constructed to improve teacher-parent collaboration, focusing on ways of reducing teachers’ tension and enhancing their understanding of the possibilities and potential outcomes of parents’ involvement.
{"title":"Israeli teachers' attitudes toward parental involvement in school: A qualitative study","authors":"A. Dor","doi":"10.54195/ijpe.18199","DOIUrl":"https://doi.org/10.54195/ijpe.18199","url":null,"abstract":"The aim of this qualitative study is to gain in-depth understanding of teachers' views and attitudes toward parental involvement in school. Twenty seven Israeli elementary-school and secondary-school teachers were interviewed and asked to define parental involvement, their feelings toward it, and its challenges and benefits. Our findings revealed relatively high level of inconsistency between declared positive attitudes and perceived challenges and threat. This inconsistency manifests a need for significant progress in teacher-parent relationship in Israel. The practical implications of this study are that training programs should be constructed to improve teacher-parent collaboration, focusing on ways of reducing teachers’ tension and enhancing their understanding of the possibilities and potential outcomes of parents’ involvement.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"57 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279739","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}
In 2003-2005, the authors implemented Success for All (SFA)-ALASH, an innovative pedagogical program to facilitate students' advancement in literacy, and School Family Partnership program (SFP) among first and second graders in two neighboring, rural, and low-SES Arab villages. The teachers implemented SFA-ALASH, combining bi-weekly workshops for the mothers to enhance their role as facilitators of literacy at home, according to Epstein's six-folded model (1995, 2001, 2006). Mothers' perceptions in creating a home environment which inspires their children to become successful learners in the school were evaluated using: 1. Participant observations of SFP activities 2. Semi-structured interviews with 47 SFP mothers. The teacher's evaluation of each child's academic performance in reading, writing and math as well as the mothers' familiarity and her participation in the programs. Findings indicate that the SFA-ALASH programs elevated the student's achievements. The teachers' evaluations of their students' academic achievements correspond with the mothers' involvement in the SFP and their active academic and social interactions with their children at home. The paper will discuss the cultural and social empowerment and transformations of the rural lower SES Muslim women via school partnership.
{"title":"Mothers as educators: the empowerment of rural Muslim women in Israel and their role in advancing the literacy development of their children","authors":"B. Schaedel, Rachel Hertz-Lazarowitz, F. Azaiza","doi":"10.54195/ijpe.18277","DOIUrl":"https://doi.org/10.54195/ijpe.18277","url":null,"abstract":"In 2003-2005, the authors implemented Success for All (SFA)-ALASH, an innovative pedagogical program to facilitate students' advancement in literacy, and School Family Partnership program (SFP) among first and second graders in two neighboring, rural, and low-SES Arab villages. The teachers implemented SFA-ALASH, combining bi-weekly workshops for the mothers to enhance their role as facilitators of literacy at home, according to Epstein's six-folded model (1995, 2001, 2006). Mothers' perceptions in creating a home environment which inspires their children to become successful learners in the school were evaluated using: 1. Participant observations of SFP activities 2. Semi-structured interviews with 47 SFP mothers. The teacher's evaluation of each child's academic performance in reading, writing and math as well as the mothers' familiarity and her participation in the programs. Findings indicate that the SFA-ALASH programs elevated the student's achievements. The teachers' evaluations of their students' academic achievements correspond with the mothers' involvement in the SFP and their active academic and social interactions with their children at home. The paper will discuss the cultural and social empowerment and transformations of the rural lower SES Muslim women via school partnership.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279773","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}
In this article I discuss the boards of compulsory schools in mainly Denmark and Sweden to a less extent where parents are in majority. Questions of interest for my study are: Why is parental interest in being elected to school boards so low? Why do teachers react negatively to questions about school boards? How are the various interests of teachers, pupils, parents and politicians balanced in the actual partnership? What impact do neo-liberalism and marketplace policies have on the participation of parents in schools? All the questions emanate from the paradox that traditional Danish ways of ensuring parental influence no longer seem to work with the current type of school boards. Utilizing concepts from the frame factor theory I explore the consequences of this for school boards. Data collection is designed as case studies and the methods used are interviews, participation in board meetings, school visits and document analysis. The conclusion shows that school boards are complex and even contradictory. Politicians´ aims regarding boards are not clear. Boards cannot be a relevant response to the political threat from private school policy or a general solution to problems of local democracy.
{"title":"The paradox of parental influence in Danish schools. A Swedish perspective","authors":"M. Kristoffersson","doi":"10.54195/ijpe.18258","DOIUrl":"https://doi.org/10.54195/ijpe.18258","url":null,"abstract":"In this article I discuss the boards of compulsory schools in mainly Denmark and Sweden to a less extent where parents are in majority. Questions of interest for my study are: Why is parental interest in being elected to school boards so low? Why do teachers react negatively to questions about school boards? How are the various interests of teachers, pupils, parents and politicians balanced in the actual partnership? What impact do neo-liberalism and marketplace policies have on the participation of parents in schools? All the questions emanate from the paradox that traditional Danish ways of ensuring parental influence no longer seem to work with the current type of school boards. Utilizing concepts from the frame factor theory I explore the consequences of this for school boards. Data collection is designed as case studies and the methods used are interviews, participation in board meetings, school visits and document analysis. The conclusion shows that school boards are complex and even contradictory. Politicians´ aims regarding boards are not clear. Boards cannot be a relevant response to the political threat from private school policy or a general solution to problems of local democracy.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"104 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279861","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：