Career and technical education (CTE) has gone through major transformations in the United States with important benefits for all students seeking postsecondary and career success. Research analyzing students' CTE enrollment patterns is important to understand which students are taking CTE courses and why in order to inform future research and practice. Using the High School Longitudinal Study of 2009 (HSLS:2009), this study investigated CTE enrollment patterns using Aliaga, Kotamraju, and Stone's (2014) typology and literature-based individual and social factors. Results from descriptive and multinomial logistic regression indicated that the majority of students were enrolling in some level of CTE credits and that individual and social factors were influential but varied by specific enrollment patterns.
职业技术教育(CTE)在美国经历了重大变革，为所有寻求高等教育和职业成功的学生带来了重要的好处。研究分析学生的CTE注册模式对于了解哪些学生参加CTE课程以及为什么参加CTE课程非常重要，以便为未来的研究和实践提供信息。本研究使用2009年高中纵向研究(HSLS:2009)，利用Aliaga, Kotamraju, and Stone(2014)的类型学和基于文献的个人和社会因素调查CTE招生模式。描述性和多项逻辑回归的结果表明，大多数学生都参加了一定程度的CTE学分，个人和社会因素是影响因素，但因具体的入学模式而异。
{"title":"Factors Influencing High School Students' Career and Technical Education Enrollment Patterns","authors":"Xue Xing, Tiberio Garza, Margarita Huerta","doi":"10.5328/cter44.3.53","DOIUrl":"https://doi.org/10.5328/cter44.3.53","url":null,"abstract":"Career and technical education (CTE) has gone through major transformations in the United States with important benefits for all students seeking postsecondary and career success. Research analyzing students' CTE enrollment patterns is important to understand which students are taking CTE courses and why in order to inform future research and practice. Using the High School Longitudinal Study of 2009 (HSLS:2009), this study investigated CTE enrollment patterns using Aliaga, Kotamraju, and Stone's (2014) typology and literature-based individual and social factors. Results from descriptive and multinomial logistic regression indicated that the majority of students were enrolling in some level of CTE credits and that individual and social factors were influential but varied by specific enrollment patterns.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117149828","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 need to focus efforts on preserving the quality and quantity of Kansas' water supply is a widely accepted and growing trend. Addressing such a need will necessitate increased supply of professionals in related STEM fields. Drawing on the Human Capital Theory and the Theory of Work Adjustment, descriptive survey research and qualitative interviews were used to gather data from employers of water-related job positions. The results of the study suggest that, while employers have not recently experienced much challenge filling job vacancies, demand for employees could increase in the future. Additionally, employers utilize a variety of professional development resources, and would utilize others if available. While levels of correspondence range among ability requirements and ability sets depending on the job position, efforts in education and recruitment could help address the supply of candidates for these positions.
{"title":"Assessing Supply, Demand and Professional Development Needs of Employees in WaterRelated Careers","authors":"Jordan Brown, Shannon G. Washburn","doi":"10.5328/cter44.3.15","DOIUrl":"https://doi.org/10.5328/cter44.3.15","url":null,"abstract":"The need to focus efforts on preserving the quality and quantity of Kansas' water supply is a widely accepted and growing trend. Addressing such a need will necessitate increased supply of professionals in related STEM fields. Drawing on the Human Capital Theory and the Theory of Work\u0000 Adjustment, descriptive survey research and qualitative interviews were used to gather data from employers of water-related job positions. The results of the study suggest that, while employers have not recently experienced much challenge filling job vacancies, demand for employees could increase\u0000 in the future. Additionally, employers utilize a variety of professional development resources, and would utilize others if available. While levels of correspondence range among ability requirements and ability sets depending on the job position, efforts in education and recruitment could\u0000 help address the supply of candidates for these positions.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126260299","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}
Further investigation is needed to determine the specific laboratory management needs of agricultural education teachers. The theoretical foundation which guided this study was Bandura's theory of self-efficacy (1997). To further align this theory with this study, researchers explored the beliefs and one's capabilities to organize and excute the course of action to manage an agricultural mechanics laboratory. The research objectives for this study were: Determine the self-perceived level(s) of importance and ability as related to agricultural mechanics laboratory management competencies and determine the professional development needs of Iowa school-based agricultural education teachers regarding agricultural mechanics laboratory management competencies. Results of the Mean Weighted Discrepancy Scores (MWDS) indicated teacher's greatest in-service needs revolved around hazardous laboratory conditions and materials. The competencies which ranked the highest included correcting hazardous laboratory conditions, safely disposing of hazardous materials, properly installing and maintaining safety devices and emergency equipment, safely handling hazardous materials, and safely storing hazardous materials. Agricultural education teachers need professional development in the realm of hazardous conditions within the confines of an agricultural mechanics laboratory and handling hazardous materials. Working with hazardous materials is a critical competency agricultural educators must have when managing any type of laboratory.
{"title":"Laboratory Management Needs of Iowa School-Based Agricultural Mechanics Teachers","authors":"A. P. Byrd, P. Saucier, Ryan G. Anderson","doi":"10.5328/cter44.3.37","DOIUrl":"https://doi.org/10.5328/cter44.3.37","url":null,"abstract":"Further investigation is needed to determine the specific laboratory management needs of agricultural education teachers. The theoretical foundation which guided this study was Bandura's theory of self-efficacy (1997). To further align this theory with this study, researchers explored\u0000 the beliefs and one's capabilities to organize and excute the course of action to manage an agricultural mechanics laboratory. The research objectives for this study were: Determine the self-perceived level(s) of importance and ability as related to agricultural mechanics laboratory management\u0000 competencies and determine the professional development needs of Iowa school-based agricultural education teachers regarding agricultural mechanics laboratory management competencies. Results of the Mean Weighted Discrepancy Scores (MWDS) indicated teacher's greatest in-service needs revolved\u0000 around hazardous laboratory conditions and materials. The competencies which ranked the highest included correcting hazardous laboratory conditions, safely disposing of hazardous materials, properly installing and maintaining safety devices and emergency equipment, safely handling hazardous\u0000 materials, and safely storing hazardous materials. Agricultural education teachers need professional development in the realm of hazardous conditions within the confines of an agricultural mechanics laboratory and handling hazardous materials. Working with hazardous materials is a critical\u0000 competency agricultural educators must have when managing any type of laboratory.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116877651","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}
Work-based learning is a key component of career and technical education programs. A variety of certificated and non-certificated work-based learning programs exist for high schools to implement. Wisconsin's Youth Apprenticeship program is a widely used model of work-based learning in high school Career and Technical Education (CTE) programs across the state, yet there is limited research on the impact of these programs related to student outcomes. This paper describes the findings from a study in which educational and employment outcomes of secondary CTE concentrator-completers participating in a Youth Apprenticeship and/or Employability Skills program were analyzed. Findings indicate that participating in a Youth Apprenticeship program while concentrating in a secondary CTE program of study may lead to a higher rate of continuing into one's area of concentration after high school than students earning Wisconsin's Employability Skills Certificate.
{"title":"The Impact of Youth Apprenticeship and Employability Skills Programs on Career & Technical Education Concentrator-Completer Post Graduation Outcomes","authors":"J. Mindham, Deanna D. Schultz","doi":"10.5328/cter44.3.3","DOIUrl":"https://doi.org/10.5328/cter44.3.3","url":null,"abstract":"Work-based learning is a key component of career and technical education programs. A variety of certificated and non-certificated work-based learning programs exist for high schools to implement. Wisconsin's Youth Apprenticeship program is a widely used model of work-based learning in high school Career and Technical Education (CTE) programs across the state, yet there is limited research on the impact of these programs related to student outcomes. This paper describes the findings from a study in which educational and employment outcomes of secondary CTE concentrator-completers participating in a Youth Apprenticeship and/or Employability Skills program were analyzed. Findings indicate that participating in a Youth Apprenticeship program while concentrating in a secondary CTE program of study may lead to a higher rate of continuing into one's area of concentration after high school than students earning Wisconsin's Employability Skills Certificate.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134219947","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}
V. P. Whitley, Travis D. Park, Wendy J. Warner, E. Horne
The edTPA, a validated teacher performance assessment, is being used across the nation to assess the readiness of career and technical education (CTE) student teachers for a successful career in education. The purpose of this study was to gain a better understanding of the relationship between edTPA and both Technology and Agricultural Education student teacher's self-efficacy throughout their student teaching. This quasi-experimental study compared mean of self-efficacy as measured by the Teacher Self-Efficacy Scale (TSES) to edTPA scores from Agricultural Education and Technology Education student teachers at a southern land-grant university. This study found a negative correlation between self-efficacy means at the end of the student teaching semester and overall edTPA score. Self-efficacy in some students was found to decrease after internal submission when given feedback on progress and performance. All participants were shown to increase in self-efficacy from the beginning to the end of the student teacher experience.
{"title":"Relationship between Career and Technical Education Student Teachers' Self-Efficacy and edTPA Performance","authors":"V. P. Whitley, Travis D. Park, Wendy J. Warner, E. Horne","doi":"10.5328/cter44.2.88","DOIUrl":"https://doi.org/10.5328/cter44.2.88","url":null,"abstract":"The edTPA, a validated teacher performance assessment, is being used across the nation to assess the readiness of career and technical education (CTE) student teachers for a successful career in education. The purpose of this study was to gain a better understanding of the relationship\u0000 between edTPA and both Technology and Agricultural Education student teacher's self-efficacy throughout their student teaching. This quasi-experimental study compared mean of self-efficacy as measured by the Teacher Self-Efficacy Scale (TSES) to edTPA scores from Agricultural Education and\u0000 Technology Education student teachers at a southern land-grant university. This study found a negative correlation between self-efficacy means at the end of the student teaching semester and overall edTPA score. Self-efficacy in some students was found to decrease after internal submission\u0000 when given feedback on progress and performance. All participants were shown to increase in self-efficacy from the beginning to the end of the student teacher experience.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114419581","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 paper summarizes an exploratory study probing perspectives of pesticide applicators and educators regarding pesticide licensing and safety training in Idaho. The purpose of the study was to identify lines of inquiry concerning critical learning components for pesticide worker safety. Information was gathered about training practices for pesticide applicators. Adult learning theory provided a foundation for a priori themes combined with grounded theory to explore emergent concepts and categories. Four categories relevant to pesticide applicator safety training emerged from the literature review and interviews: knowledge and learning, worker practices, worker beliefs and attitudes, and the work environment. Understanding why workers take risks is central to developing effective safety training. Providing workers with access to research-based information may reduce risk. Narrative may play an important part in developing educational curriculum. There is a need to develop additional safety education programming that is designed for this specific audience.
{"title":"Exploring Pesticide Safety Education in Idaho","authors":"I. Mayes, L. Holyoke","doi":"10.5328/cter44.2.56","DOIUrl":"https://doi.org/10.5328/cter44.2.56","url":null,"abstract":"This paper summarizes an exploratory study probing perspectives of pesticide applicators and educators regarding pesticide licensing and safety training in Idaho. The purpose of the study was to identify lines of inquiry concerning critical learning components for pesticide worker safety.\u0000 Information was gathered about training practices for pesticide applicators. Adult learning theory provided a foundation for a priori themes combined with grounded theory to explore emergent concepts and categories. Four categories relevant to pesticide applicator safety training emerged from\u0000 the literature review and interviews: knowledge and learning, worker practices, worker beliefs and attitudes, and the work environment. Understanding why workers take risks is central to developing effective safety training. Providing workers with access to research-based information may reduce\u0000 risk. Narrative may play an important part in developing educational curriculum. There is a need to develop additional safety education programming that is designed for this specific audience.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134021718","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 purpose of this study was to compare the student engagement of career academy students to those at a traditional comprehensive high school. We operationalized student engagement using a multi-dimensional construct comprised of behavioral, cognitive, and emotional measures. Based on data from 669 career academy students and 614 comprehensive school students, we found that academy students had significantly higher levels of cognitive and emotional engagement than those at comprehensive schools. However, we found no statistically significant differences in the levels of behavioral engagement of academy students compared to comprehensive school students. Based on our findings, participation in the academy model has the potential to increase high school students' levels of cognitive and emotional engagement, particularly those from underrepresented and ethnically and racially diverse backgrounds.
{"title":"A Comparative Analysis of Student Engagement in Career Academies and a Comprehensive High School","authors":"E. Fletcher, T. Tan, M. Hernandez-Gantes","doi":"10.5328/cter44.2.144","DOIUrl":"https://doi.org/10.5328/cter44.2.144","url":null,"abstract":"The purpose of this study was to compare the student engagement of career academy students to those at a traditional comprehensive high school. We operationalized student engagement using a multi-dimensional construct comprised of behavioral, cognitive, and emotional measures. Based\u0000 on data from 669 career academy students and 614 comprehensive school students, we found that academy students had significantly higher levels of cognitive and emotional engagement than those at comprehensive schools. However, we found no statistically significant differences in the levels\u0000 of behavioral engagement of academy students compared to comprehensive school students. Based on our findings, participation in the academy model has the potential to increase high school students' levels of cognitive and emotional engagement, particularly those from underrepresented and ethnically\u0000 and racially diverse backgrounds.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125916764","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}
Previous research has indicated professional training and support, personal literacy preferences, and professional literacy attitudes have an influence on classroom literacy practices. Limited literacy related research has been conducted in agricultural education. This study sought to examine the influence of professional training and support, personal literacy preferences, and professional literacy attitudes of agriculture teachers on current classroom literacy practices. Data was collected from in-service teachers in 35 states. The researchers determined a majority of agriculture teachers have completed professional training, have positive personal literacy preferences and positive professional literacy attitudes. They also use a variety of literacy activities in their classrooms. The use of PowerPoint presentations and traditional writing activities were the only practices determined to have a significant influencer. Recommendations for practice include encouraging agriculture teachers to develop relationships with the English/Language Arts department and offering professional development related to literacy assessment.
{"title":"Factors of Influence on Classroom Literacy Practices","authors":"Laura Hasselquist, Tracy Kitchel","doi":"10.5328/cter44.2.32","DOIUrl":"https://doi.org/10.5328/cter44.2.32","url":null,"abstract":"Previous research has indicated professional training and support, personal literacy preferences, and professional literacy attitudes have an influence on classroom literacy practices. Limited literacy related research has been conducted in agricultural education. This study sought to examine the influence of professional training and support, personal literacy preferences, and professional literacy attitudes of agriculture teachers on current classroom literacy practices. Data was collected from in-service teachers in 35 states. The researchers determined a majority of agriculture teachers have completed professional training, have positive personal literacy preferences and positive professional literacy attitudes. They also use a variety of literacy activities in their classrooms. The use of PowerPoint presentations and traditional writing activities were the only practices determined to have a significant influencer. Recommendations for practice include encouraging agriculture teachers to develop relationships with the English/Language Arts department and offering professional development related to literacy assessment.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131918925","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}
CTE has been identified as a critical need area and therefore retention of secondary CTE teachers is of great importance. This study explored turnover intentions and work-family conflict of CTE teachers in Oregon. Teachers reported higher work interference with family (WIF) than family interference with work (FIW), but also reported moderately low turnover intentions. FIW was significantly higher in male teachers than females. Teachers reported intentions for leaving: (a) to move to an administrative position, (b) for personal reasons such as health, (c) to change teaching subject areas, and (d) for a more desirable job opportunity. WIF was a significant predictor of turnover intentions among the CTE teachers. The implications are discussed and recommendations for research and practice are explored.
{"title":"Examining the Relationship of Work-Family Conflict and Turnover Intentions of Oregon CTE Teachers","authors":"Kellie Claflin, T. Sorensen, J. Velez, J. Stewart","doi":"10.5328/cter44.2.114","DOIUrl":"https://doi.org/10.5328/cter44.2.114","url":null,"abstract":"CTE has been identified as a critical need area and therefore retention of secondary CTE teachers is of great importance. This study explored turnover intentions and work-family conflict of CTE teachers in Oregon. Teachers reported higher work interference with family (WIF) than family\u0000 interference with work (FIW), but also reported moderately low turnover intentions. FIW was significantly higher in male teachers than females. Teachers reported intentions for leaving: (a) to move to an administrative position, (b) for personal reasons such as health, (c) to change teaching\u0000 subject areas, and (d) for a more desirable job opportunity. WIF was a significant predictor of turnover intentions among the CTE teachers. The implications are discussed and recommendations for research and practice are explored.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131891650","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 purpose of this study was to test the hypothesis that students who participated in mathematically-enhanced, high school career and technical education (CTE) curriculum would reflect a better understanding of basic math concepts. This hypothesis was based on the posit that learning may be more difficult to achieve outside of a contextual setting (Piaget, 1970) and that teachers may, at times, struggle to convey abstract concepts to their students (Dewey, 1943). This study included teachers and students enrolled in at least one CTE course in the fall of 2017. Students continued their studies through the spring of 2018. The Kentucky Online Testing (KYOTE) mathematical placement exam was used to determine students' levels of mathematical comprehension. Students were tested before implementation of the mathematically enhanced curriculum and at the end of the course of study. A t-test was used to compare student scores. The pre- and post-test score analysis indicated that the results of the KYOTE exam were statistically significant suggesting that the curriculum had a positive influence on math comprehension. Due to variance in testing environment and teaching implementations, a replication of this study is recommended.
{"title":"The Impact of Mathematically Enhanced Curriculum on Career and Technical Education Student Math Scores","authors":"Kemaly S. Parr, B. Parr, Victoria Mohon","doi":"10.5328/cter44.2.4","DOIUrl":"https://doi.org/10.5328/cter44.2.4","url":null,"abstract":"The purpose of this study was to test the hypothesis that students who participated in mathematically-enhanced, high school career and technical education (CTE) curriculum would reflect a better understanding of basic math concepts. This hypothesis was based on the posit that learning\u0000 may be more difficult to achieve outside of a contextual setting (Piaget, 1970) and that teachers may, at times, struggle to convey abstract concepts to their students (Dewey, 1943). This study included teachers and students enrolled in at least one CTE course in the fall of 2017. Students\u0000 continued their studies through the spring of 2018. The Kentucky Online Testing (KYOTE) mathematical placement exam was used to determine students' levels of mathematical comprehension. Students were tested before implementation of the mathematically enhanced curriculum and at the end of the\u0000 course of study. A t-test was used to compare student scores. The pre- and post-test score analysis indicated that the results of the KYOTE exam were statistically significant suggesting that the curriculum had a positive influence on math comprehension. Due to variance in testing environment\u0000 and teaching implementations, a replication of this study is recommended.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134055933","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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