Pub Date : 2022-10-27DOI: 10.32674/jsard.v7i2.4295
K. Mainzer, Angela McPeake Gebert, Jennifer Dale, Andrea Schanbacher
This article posits that high-performance implementation teams are a powerful resource for administrators when supporting the effective use of evidence-based practices (EBPs) among teachers. Yearly, administrators purchase EBPs with the expectation that positive results found in research will be reproduced in their school settings. Unfortunately, teachers’ execution of these practices can fall short of the quality needed to effect substantive progress among all students. A common response is for administrators to convene implementation teams to extend help for teachers implementing EBPs. However, many of these teams are structured traditionally and lack sufficient communication, coordination, and synergy among members to produce substantive outcomes. Yet, when administrators employ a team-directed continuous improvement process that includes a protocol for building high-performance teams, they create conditions for team members to effectively support EBP implementation, analyze performance data, cross the research-to-practice bridge, and work together to close achievement gaps.
{"title":"Role of High-Performance Implementation Teams in Promoting Effective Use of Evidence-Based Practices","authors":"K. Mainzer, Angela McPeake Gebert, Jennifer Dale, Andrea Schanbacher","doi":"10.32674/jsard.v7i2.4295","DOIUrl":"https://doi.org/10.32674/jsard.v7i2.4295","url":null,"abstract":"\u0000This article posits that high-performance implementation teams are a powerful resource for administrators when supporting the effective use of evidence-based practices (EBPs) among teachers. Yearly, administrators purchase EBPs with the expectation that positive results found in research will be reproduced in their school settings. Unfortunately, teachers’ execution of these practices can fall short of the quality needed to effect substantive progress among all students. A common response is for administrators to convene implementation teams to extend help for teachers implementing EBPs. However, many of these teams are structured traditionally and lack sufficient communication, coordination, and synergy among members to produce substantive outcomes. Yet, when administrators employ a team-directed continuous improvement process that includes a protocol for building high-performance teams, they create conditions for team members to effectively support EBP implementation, analyze performance data, cross the research-to-practice bridge, and work together to close achievement gaps.\u0000","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69975771","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 : 2022-10-27DOI: 10.32674/jsard.v7i2.3630
Nazia Swartz, C. Benz
Previous studies suggest that students who attend school consistently are more likely to perceive a connection to their school, teacher, and peers. This mixed-methods study was set in a public middle school in the Pacific Northwest. Extant attendance data and responses to a researcher-generated survey of students who met the state’s definition for chronic absenteeism were analyzed to explore changes in students’ self-reported feelings of being connected to school, teacher relationships, peer relationships, and school climate before the COVID 19 pandemic and during Comprehensive Distance Learning (CDL). Survey responses from 105 middle school students, all identified as chronically absent in the current school year based on attendance data, suggest a decrease in the way in which positive school relationships are formed, peer relationships are nurtured and maintained, and school climate is cultivated during Comprehensive Distance Learning (CDL). These changes have had a significant impact on the degree to which students feel connected to school in a virtual environment. Implications for practice are discussed.
{"title":"School (Dis)Connectedness During Comprehensive Distance Learning","authors":"Nazia Swartz, C. Benz","doi":"10.32674/jsard.v7i2.3630","DOIUrl":"https://doi.org/10.32674/jsard.v7i2.3630","url":null,"abstract":"Previous studies suggest that students who attend school consistently are more likely to perceive a connection to their school, teacher, and peers. This mixed-methods study was set in a public middle school in the Pacific Northwest. Extant attendance data and responses to a researcher-generated survey of students who met the state’s definition for chronic absenteeism were analyzed to explore changes in students’ self-reported feelings of being connected to school, teacher relationships, peer relationships, and school climate before the COVID 19 pandemic and during Comprehensive Distance Learning (CDL). Survey responses from 105 middle school students, all identified as chronically absent in the current school year based on attendance data, suggest a decrease in the way in which positive school relationships are formed, peer relationships are nurtured and maintained, and school climate is cultivated during Comprehensive Distance Learning (CDL). These changes have had a significant impact on the degree to which students feel connected to school in a virtual environment. Implications for practice are discussed.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44142922","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 : 2022-10-27DOI: 10.32674/jsard.v7i2.3994
E. Edeburn
Newly employed school site principals are thrust into a socio-political learning environment where whiteness and institutional racism exist. Thus, it is critically important that embedded throughout principal preparation, enrolled teachers learn, experience, and “see” race and the intersectionality of race and educational justice in the public school learning environment.
{"title":"Principal Preparation","authors":"E. Edeburn","doi":"10.32674/jsard.v7i2.3994","DOIUrl":"https://doi.org/10.32674/jsard.v7i2.3994","url":null,"abstract":"\u0000Newly employed school site principals are thrust into a socio-political learning environment where whiteness and institutional racism exist. Thus, it is critically important that embedded throughout principal preparation, enrolled teachers learn, experience, and “see” race and the intersectionality of race and educational justice in the public school learning environment.\u0000","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42873123","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 : 2022-04-29DOI: 10.32674/jsard.v7i1.2165
M. Shrestha
Job Satisfaction (JS) and Organizational Citizenship Behavior (OCB) are both considered crucial in an organizational setting. The association between JS and OCB promotes school effectiveness on multiple levels. With this consideration, this research aimed to examine the relationship between them, following a post-positivist philosophy with a cross-sectional survey design. The data collected randomly from 345 respondents were analyzed using correlation and regression analysis and finally interpreted with the social capital and social exchange theory. The results confirmed the positive relationship between job satisfaction and organizational citizenship behavior, which further supports teachers’ high job performances and work productivity. Likewise, the relationship between job satisfaction and organizational citizenship behavior supports organizational commitment and effectiveness among teachers to promote better educational achievement in schools.
{"title":"Contribution of Job Satisfaction to Organizational Citizenship Behavior: A Survey of the School Teachers of Nepal","authors":"M. Shrestha","doi":"10.32674/jsard.v7i1.2165","DOIUrl":"https://doi.org/10.32674/jsard.v7i1.2165","url":null,"abstract":"Job Satisfaction (JS) and Organizational Citizenship Behavior (OCB) are both considered crucial in an organizational setting. The association between JS and OCB promotes school effectiveness on multiple levels. With this consideration, this research aimed to examine the relationship between them, following a post-positivist philosophy with a cross-sectional survey design. The data collected randomly from 345 respondents were analyzed using correlation and regression analysis and finally interpreted with the social capital and social exchange theory. The results confirmed the positive relationship between job satisfaction and organizational citizenship behavior, which further supports teachers’ high job performances and work productivity. Likewise, the relationship between job satisfaction and organizational citizenship behavior supports organizational commitment and effectiveness among teachers to promote better educational achievement in schools.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46837451","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 : 2022-04-29DOI: 10.32674/jsard.v7i1.2471
Ana M. Hernández
Equity minded administrators must perceive professional learning not only to focus on using strategies that promote language and literacy development for students, but also to address teachers’ deficit discourses and assumptions about their students (Molle, 2013; Kolano et al., 2014). Dual Language (DL) teachers and administrators participated in a professional learning community (PLC) to improve the instruction of DL learners by engaging in a critical examination of equity across three districts. The research used a framework to understand the cultural and linguistic assets of students by using a “learning about my students” approach with a focus on the strengths and abilities of their students––rather than deficits. Concurrently, the study examined the leadership role and collaboration of administrators in planning and implementing professional learning with their DL teachers. Results concluded key roles and supports of administrators to participants in the PLC as: 1) examining teacher’s critical consciousness, 2) leading with a cultural growth mindset, and 3) commitment to equity in capacity building.
{"title":"Enacting Asset-Based Approaches for Critically Conscious Dual Language Teachers: The Administrator’s Role in a Professional Learning Community","authors":"Ana M. Hernández","doi":"10.32674/jsard.v7i1.2471","DOIUrl":"https://doi.org/10.32674/jsard.v7i1.2471","url":null,"abstract":"Equity minded administrators must perceive professional learning not only to focus on using strategies that promote language and literacy development for students, but also to address teachers’ deficit discourses and assumptions about their students (Molle, 2013; Kolano et al., 2014). Dual Language (DL) teachers and administrators participated in a professional learning community (PLC) to improve the instruction of DL learners by engaging in a critical examination of equity across three districts. The research used a framework to understand the cultural and linguistic assets of students by using a “learning about my students” approach with a focus on the strengths and abilities of their students––rather than deficits. Concurrently, the study examined the leadership role and collaboration of administrators in planning and implementing professional learning with their DL teachers. Results concluded key roles and supports of administrators to participants in the PLC as: 1) examining teacher’s critical consciousness, 2) leading with a cultural growth mindset, and 3) commitment to equity in capacity building.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43890033","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 : 2022-04-29DOI: 10.32674/jsard.v7i1.3364
R. Justis, Barbara A. Klocko, G. Dionne, Kaleb G. Patrick, Jillian Davis, F. Amp
In an era of accountability, competition for student enrollment, and the necessity to balance district budgets, district leaders are seeking to thrive despite these legitimate stressors. Among the responsibilities of a superintendent, financial leadership balanced with instructional leadership is critical to the success of a school district and the leader. This study sought to explore how superintendents construct their financial leadership savvy and develop financial sagacity in a context where they are under stressful and ever-changing conditions. Findings from this study indicate that superintendents rely primarily on professional networks to inform their decision making and that there is a significant relationship between job experience and stress related to school finances. Researchers also identified implications for superintendents related to level of stress, the importance of professional networks and mentoring, and the essence of creative strategies aligned to financial decision making for superintendents.
{"title":"Public School Superintendent Sagacity: A Foundation for Financial Leadership","authors":"R. Justis, Barbara A. Klocko, G. Dionne, Kaleb G. Patrick, Jillian Davis, F. Amp","doi":"10.32674/jsard.v7i1.3364","DOIUrl":"https://doi.org/10.32674/jsard.v7i1.3364","url":null,"abstract":"In an era of accountability, competition for student enrollment, and the necessity to balance district budgets, district leaders are seeking to thrive despite these legitimate stressors. Among the responsibilities of a superintendent, financial leadership balanced with instructional leadership is critical to the success of a school district and the leader. This study sought to explore how superintendents construct their financial leadership savvy and develop financial sagacity in a context where they are under stressful and ever-changing conditions. Findings from this study indicate that superintendents rely primarily on professional networks to inform their decision making and that there is a significant relationship between job experience and stress related to school finances. Researchers also identified implications for superintendents related to level of stress, the importance of professional networks and mentoring, and the essence of creative strategies aligned to financial decision making for superintendents.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45349416","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 : 2022-04-29DOI: 10.32674/jsard.v7i1.3585
J. Chennattuserry
Understanding the current and preferred organizational culture among school teachers in India is a primary requirement, particularly when the National Educational Policy (NEP) is being implemented. Measuring the competing values using the Organizational Culture Assessment Instrument (OCAI) provides information about the dominant characteristics of the organizational culture and the school teachers' preferences. We surveyed school teachers and received 273 responses. Research revealed that clan culture is the overall current and preferred organizational culture type. Many of the results are not a surprise. However, we found that organizational leadership is currently in the hierarchy culture and strategic emphasis is on adhocracy, whereas teachers prefer a clan culture on these dimensions. Teachers expect school leaders to be the ones who facilitate the path to achieve, provide mentoring, and are instrumental in team building. They prefer a culture that provides for the development of human capital, promotes high trust and transparency among teachers, and offers an opportunity to participate in decision-making. This study is unique as it measures schools' organizational culture that has not been done earlier in the Indian context. The results suggest implications on the leadership practices and the strategic emphasis that need to change, in order to facilitate the implementation of the National Education Policy (NEP).
{"title":"Clan Culture in Organizational Leadership and Strategic Emphases: Expectations Among School Teachers in India","authors":"J. Chennattuserry","doi":"10.32674/jsard.v7i1.3585","DOIUrl":"https://doi.org/10.32674/jsard.v7i1.3585","url":null,"abstract":"Understanding the current and preferred organizational culture among school teachers in India is a primary requirement, particularly when the National Educational Policy (NEP) is being implemented. Measuring the competing values using the Organizational Culture Assessment Instrument (OCAI) provides information about the dominant characteristics of the organizational culture and the school teachers' preferences. We surveyed school teachers and received 273 responses. Research revealed that clan culture is the overall current and preferred organizational culture type. Many of the results are not a surprise. However, we found that organizational leadership is currently in the hierarchy culture and strategic emphasis is on adhocracy, whereas teachers prefer a clan culture on these dimensions. Teachers expect school leaders to be the ones who facilitate the path to achieve, provide mentoring, and are instrumental in team building. They prefer a culture that provides for the development of human capital, promotes high trust and transparency among teachers, and offers an opportunity to participate in decision-making. This study is unique as it measures schools' organizational culture that has not been done earlier in the Indian context. The results suggest implications on the leadership practices and the strategic emphasis that need to change, in order to facilitate the implementation of the National Education Policy (NEP).","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43320928","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 : 2022-04-29DOI: 10.32674/jsard.v7i1.3332
Patricia Maruca, Yazmin Pineda Zapata
The pandemic has exacerbated teacher attrition in California with 88% of the hiring demand in high needs areas of education (Darling-Hammond et al., 2018). The shortage of credentialed teachers has increased the need to fill positions with intern teachers who have limited or no teaching experience. This is most prevalent in special education, mathematics, and science. Many intern teachers will leave the profession within the first two to five years of service. The impact will take its toll on the students with the greatest needs. This study explored the support and training needs of intern teachers in high need areas; critical components support systems needed to recruit, retain, and increase intern teacher longevity; and the existing systems of support for the intern teacher’s success and retention. The findings may assist school administrators and university faculty in designing support systems for preparing, coaching, and supporting intern teachers to ensure their success in the profession.
疫情加剧了加州教师的流失，88%的招聘需求来自高需求的教育领域（Darling Hammond et al.，2018）。资格教师的短缺增加了由教学经验有限或没有教学经验的实习教师填补职位的需求。这在特殊教育、数学和科学领域最为普遍。许多实习教师将在服务的头两到五年内离职。这种影响将对有最大需求的学生造成影响。本研究探讨了高需求地区实习教师的支持和培训需求；招聘、留住和延长实习教师寿命所需的关键组成部分支持系统；以及现有的支持实习教师成功和留用的制度。研究结果可能有助于学校管理人员和大学教职员工设计支持系统，为实习教师提供准备、指导和支持，以确保他们在职业中取得成功。
{"title":"Identifying the Needs of Intern Teachers in High Needs Areas of the Profession: District “Must Knows” for Providing Supports and Closing the Hiring Gap","authors":"Patricia Maruca, Yazmin Pineda Zapata","doi":"10.32674/jsard.v7i1.3332","DOIUrl":"https://doi.org/10.32674/jsard.v7i1.3332","url":null,"abstract":"The pandemic has exacerbated teacher attrition in California with 88% of the hiring demand in high needs areas of education (Darling-Hammond et al., 2018). The shortage of credentialed teachers has increased the need to fill positions with intern teachers who have limited or no teaching experience. This is most prevalent in special education, mathematics, and science. Many intern teachers will leave the profession within the first two to five years of service. The impact will take its toll on the students with the greatest needs. This study explored the support and training needs of intern teachers in high need areas; critical components support systems needed to recruit, retain, and increase intern teacher longevity; and the existing systems of support for the intern teacher’s success and retention. The findings may assist school administrators and university faculty in designing support systems for preparing, coaching, and supporting intern teachers to ensure their success in the profession.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45617512","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 : 2021-11-09DOI: 10.32674/jsard.v6i2.3975
Jesse Sanchez, J. Watson
The purpose of this study was to investigate the connection between principals’ instructional practices and student achievement. A phenomenological case study examined 13 Title I elementary schools in central California that exhibited a) a high percentage of students from poverty, b) higher than average state assessment results, and c) principals that remained in their schools for 3 years or more during the same time period. The study analyzed instructional leadership practices (ILP) and the monitoring tools used by the principals and its effect on student achievement. The impact of this study provides a model for ILP of principals that can be incorporated into their daily habits that provide opportunities for instructional changes that can lead to increased student achievement.
{"title":"Effective Instructional Leadership Practices in High Performing Elementary Schools","authors":"Jesse Sanchez, J. Watson","doi":"10.32674/jsard.v6i2.3975","DOIUrl":"https://doi.org/10.32674/jsard.v6i2.3975","url":null,"abstract":"The purpose of this study was to investigate the connection between principals’ instructional practices and student achievement. A phenomenological case study examined 13 Title I elementary schools in central California that exhibited a) a high percentage of students from poverty, b) higher than average state assessment results, and c) principals that remained in their schools for 3 years or more during the same time period. The study analyzed instructional leadership practices (ILP) and the monitoring tools used by the principals and its effect on student achievement. The impact of this study provides a model for ILP of principals that can be incorporated into their daily habits that provide opportunities for instructional changes that can lead to increased student achievement.\u0000 ","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41395662","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 : 2021-11-09DOI: 10.32674/jsard.v6i2.3419
C. Lang, M. Townsley
Teachers and school leaders frequently express a disconnect in the purpose and importance of teacher evaluation, particularly as it relates to educator growth. At the same time, some schools are beginning to communicate student growth through a standards-based grading philosophy. One way schools might “walk the talk” of their grading reform efforts designed to communicate student growth is through the use of proficiency scales to prioritize growth in teacher evaluation. This paper describes implications of simultaneously utilizing a growth model for teacher evaluation and a student growth model via standards-based grading.
{"title":"Improving Teacher Evaluation: Walking the Talk of Standards-Based Grading","authors":"C. Lang, M. Townsley","doi":"10.32674/jsard.v6i2.3419","DOIUrl":"https://doi.org/10.32674/jsard.v6i2.3419","url":null,"abstract":"Teachers and school leaders frequently express a disconnect in the purpose and importance of teacher evaluation, particularly as it relates to educator growth. At the same time, some schools are beginning to communicate student growth through a standards-based grading philosophy. One way schools might “walk the talk” of their grading reform efforts designed to communicate student growth is through the use of proficiency scales to prioritize growth in teacher evaluation. This paper describes implications of simultaneously utilizing a growth model for teacher evaluation and a student growth model via standards-based grading.","PeriodicalId":36489,"journal":{"name":"Journal of School Administration Research and Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49129068","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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