Pub Date : 2023-08-08DOI: 10.1080/00940771.2023.2232288
Jaminque L. Adams, H. Hughes
Let’s begin by saying that we are living through a very dangerous time ... The society in which we live is desperately menaced ... from within. To any citizen of this country who figures [themselves] as responsible–and particularly those of you who deal with the minds and hearts of young people– must be prepared to “go for broke”...[Y]ou must understand that in the attempt to correct so many generations of bad faith and cruelty, when it is operating not only in the classroom but in society, you will meet the most fantastic, the most brutal, and the most determined resistance. There is no point in pretending this won’t happen. -James Baldwin (1963) “A Talk To Teachers”
{"title":"Racial justice and the middle grades","authors":"Jaminque L. Adams, H. Hughes","doi":"10.1080/00940771.2023.2232288","DOIUrl":"https://doi.org/10.1080/00940771.2023.2232288","url":null,"abstract":"Let’s begin by saying that we are living through a very dangerous time ... The society in which we live is desperately menaced ... from within. To any citizen of this country who figures [themselves] as responsible–and particularly those of you who deal with the minds and hearts of young people– must be prepared to “go for broke”...[Y]ou must understand that in the attempt to correct so many generations of bad faith and cruelty, when it is operating not only in the classroom but in society, you will meet the most fantastic, the most brutal, and the most determined resistance. There is no point in pretending this won’t happen. -James Baldwin (1963) “A Talk To Teachers”","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"2 - 5"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47948930","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 : 2023-08-08DOI: 10.1080/00940771.2023.2232266
Joseph E. Flynn, Elizabeth A. Kahn, Donna E. Werderich
Abstract It is important to prepare middle level teacher candidates with the dispositions, content knowledge, and pedagogy needed to implement justice-oriented practices in middle level curriculum. This article explores using Hateful Things, a traveling exhibit curated by the Jim Crow Museum of Racist Memorabilia, to integrate issues of stereotypes, biases, and racism into middle grades curriculum. Specific lessons, strategies and resources for integrating the history of the Jim Crow era, stereotypes, and American racism in middle level English Language Arts curriculum are provided.
{"title":"Teacher preparation through introducing Hateful Things: Using Jim Crow memorabilia to address issues of social justice","authors":"Joseph E. Flynn, Elizabeth A. Kahn, Donna E. Werderich","doi":"10.1080/00940771.2023.2232266","DOIUrl":"https://doi.org/10.1080/00940771.2023.2232266","url":null,"abstract":"Abstract It is important to prepare middle level teacher candidates with the dispositions, content knowledge, and pedagogy needed to implement justice-oriented practices in middle level curriculum. This article explores using Hateful Things, a traveling exhibit curated by the Jim Crow Museum of Racist Memorabilia, to integrate issues of stereotypes, biases, and racism into middle grades curriculum. Specific lessons, strategies and resources for integrating the history of the Jim Crow era, stereotypes, and American racism in middle level English Language Arts curriculum are provided.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"51 - 65"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47538801","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 : 2023-08-08DOI: 10.1080/00940771.2023.2232264
Korinthia D. Nicolai, Alison C. Koenka, Destini Braxton
Abstract Policies and practices in middle school continue to perpetuate inequities faced by students from historically marginalized groups. In the current article, we present a literature review that focuses on feedback as one avenue by which inequities are exacerbated, specifically for Black and Latiné middle school students. Furthermore, we describe Black and Latiné students’ inequitable feedback experiences and the concerning motivational consequences. Specifically, Black and Latiné students experience (a) less encouragement compared to their white counterparts, (b) a positive feedback bias, and (c) more negative feedback. Lastly, we go beyond describing the motivationally-unsupportive feedback and provide recommendations for educators to provide motivationally-supportive, equitable feedback to all students – especially Black and Latiné students. In particular, we discuss specific strategies for (1) reducing one’s biases (i.e. developing a critical racial and cultural consciousness; checking viewpoints) and (2) providing motivationally-supportive feedback (e.g. be specific; provide steps for improvement).
{"title":"A literature review of Black and Latiné youth’s experience of inequitable feedback: How can middle school educators provide motivationally-supportive feedback?","authors":"Korinthia D. Nicolai, Alison C. Koenka, Destini Braxton","doi":"10.1080/00940771.2023.2232264","DOIUrl":"https://doi.org/10.1080/00940771.2023.2232264","url":null,"abstract":"Abstract Policies and practices in middle school continue to perpetuate inequities faced by students from historically marginalized groups. In the current article, we present a literature review that focuses on feedback as one avenue by which inequities are exacerbated, specifically for Black and Latiné middle school students. Furthermore, we describe Black and Latiné students’ inequitable feedback experiences and the concerning motivational consequences. Specifically, Black and Latiné students experience (a) less encouragement compared to their white counterparts, (b) a positive feedback bias, and (c) more negative feedback. Lastly, we go beyond describing the motivationally-unsupportive feedback and provide recommendations for educators to provide motivationally-supportive, equitable feedback to all students – especially Black and Latiné students. In particular, we discuss specific strategies for (1) reducing one’s biases (i.e. developing a critical racial and cultural consciousness; checking viewpoints) and (2) providing motivationally-supportive feedback (e.g. be specific; provide steps for improvement).","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"14 - 24"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46045023","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 : 2023-04-10DOI: 10.1080/00940771.2023.2185440
Holly E Jacobs, B. Edwards, Shirley A. Wright, Anmol Gupta
Abstract Middle schools are increasingly diverse places where students see and interact with peers different from themselves. However, students with and without intellectual disability (ID) have few opportunities to interact—they are together infrequently within extracurricular settings and the classroom. As such, students with ID are on the margins of the social fabric of the school, and middle schools are challenged to create a positive school experience for all students. This article focuses on how Special Olympics Unified Champion Schools (UCS) can advance developmental responsiveness and social equity in the middle grades through schoolwide social inclusion of students with ID. Data from a multi-year national evaluation provides evidence that UCS can support middle schools to create a positive school experience for all students that aligns with Association for Middle Level Education’s essential attributes of education for young adolescents (i.e., responsive, challenging, empowering, equitable, engaging), addresses the developmental and social needs and interests of young adolescents, and meets benchmarks for high-performing schools set forth by the National Forum to Accelerate Middle-Grades Reform’s Schools to Watch (STW) Program®. STW Program criteria establish a framework for schools to commit to an environment that prioritizes what is best for the developing adolescent, including adolescents with ID.
{"title":"Addressing Schools to Watch® domains of developmental responsiveness and social equity in middle grades through Special Olympics Unified Champion Schools","authors":"Holly E Jacobs, B. Edwards, Shirley A. Wright, Anmol Gupta","doi":"10.1080/00940771.2023.2185440","DOIUrl":"https://doi.org/10.1080/00940771.2023.2185440","url":null,"abstract":"Abstract Middle schools are increasingly diverse places where students see and interact with peers different from themselves. However, students with and without intellectual disability (ID) have few opportunities to interact—they are together infrequently within extracurricular settings and the classroom. As such, students with ID are on the margins of the social fabric of the school, and middle schools are challenged to create a positive school experience for all students. This article focuses on how Special Olympics Unified Champion Schools (UCS) can advance developmental responsiveness and social equity in the middle grades through schoolwide social inclusion of students with ID. Data from a multi-year national evaluation provides evidence that UCS can support middle schools to create a positive school experience for all students that aligns with Association for Middle Level Education’s essential attributes of education for young adolescents (i.e., responsive, challenging, empowering, equitable, engaging), addresses the developmental and social needs and interests of young adolescents, and meets benchmarks for high-performing schools set forth by the National Forum to Accelerate Middle-Grades Reform’s Schools to Watch (STW) Program®. STW Program criteria establish a framework for schools to commit to an environment that prioritizes what is best for the developing adolescent, including adolescents with ID.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"29 - 38"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46955602","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 : 2023-04-10DOI: 10.1080/00940771.2023.2185436
Allison G. Butler, Heather P. Lacey, M. Roberto, Deborah Hanney, Nina Luiggi
Abstract Our purpose was to provide a model for a middle school design thinking program supported by a university-school partnership and to investigate potential benefits of teaching middle school students to be design thinkers. Sixth, seventh, and eighth grade girls (N = 80) participated in the Innovation Nation program. Over three days, students engaged in workshops and collaborated in teams to learn the five phases of design thinking (empathize, define, ideate, prototype, and test) and applied the methodology to an authentic human-centered innovation challenge. Student teams showcased prototypes of their solutions at a final exhibition attended by parents and the school community. Results showed that participants dramatically increased their understanding of design thinking and its steps as a result of the Innovation Nation experience. Notably, there were also important gains beyond design thinking knowledge, including increases in self-efficacy for creativity, design, and problem-solving, and better attitudes about group work. There was also evidence that skills learned in Innovation Nation transferred, as students showed an increased tendency to seek critical feedback and revise work based on feedback in a novel design task following the program. We hope to encourage middle school educators to bring design thinking into the curriculum, as students who learn design thinking also develop important habits of mind and 21st century skills. This We Believe Characteristics
{"title":"Innovation Nation: Teaching middle school students to be design thinkers","authors":"Allison G. Butler, Heather P. Lacey, M. Roberto, Deborah Hanney, Nina Luiggi","doi":"10.1080/00940771.2023.2185436","DOIUrl":"https://doi.org/10.1080/00940771.2023.2185436","url":null,"abstract":"Abstract Our purpose was to provide a model for a middle school design thinking program supported by a university-school partnership and to investigate potential benefits of teaching middle school students to be design thinkers. Sixth, seventh, and eighth grade girls (N = 80) participated in the Innovation Nation program. Over three days, students engaged in workshops and collaborated in teams to learn the five phases of design thinking (empathize, define, ideate, prototype, and test) and applied the methodology to an authentic human-centered innovation challenge. Student teams showcased prototypes of their solutions at a final exhibition attended by parents and the school community. Results showed that participants dramatically increased their understanding of design thinking and its steps as a result of the Innovation Nation experience. Notably, there were also important gains beyond design thinking knowledge, including increases in self-efficacy for creativity, design, and problem-solving, and better attitudes about group work. There was also evidence that skills learned in Innovation Nation transferred, as students showed an increased tendency to seek critical feedback and revise work based on feedback in a novel design task following the program. We hope to encourage middle school educators to bring design thinking into the curriculum, as students who learn design thinking also develop important habits of mind and 21st century skills. This We Believe Characteristics","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"17 - 28"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46490144","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 : 2023-04-10DOI: 10.1080/00940771.2023.2185437
Chandra C. Díaz
Abstract The dual pandemics of social unrest and COVID-19 during the summer of 2020 in the United States has produced a renewed sense of urgency and agency for the interrogation of curriculum in K-12 education and the development of culturally sustaining practices. This urgency has encouraged more teacher preparation programs and middle school leaders to be intentional in developing culturally sustaining teachers. This paper offers two tools for professors to use to develop the skill of decentering whiteness/self in classroom practices. These practices are for teacher educators to integrate holistically and support middle level teachers’ development of their culturally sustaining practices. Decentering whiteness/self is the act of interrogating curriculum and classroom experiences to uncover places where professors can decenter whiteness and incorporate perspectives from historically marginalized populations. There is agency and need for strong experiential learning opportunities to develop culturally responsive middle school teachers.
{"title":"Culturally sustaining practices for middle level teacher educators","authors":"Chandra C. Díaz","doi":"10.1080/00940771.2023.2185437","DOIUrl":"https://doi.org/10.1080/00940771.2023.2185437","url":null,"abstract":"Abstract The dual pandemics of social unrest and COVID-19 during the summer of 2020 in the United States has produced a renewed sense of urgency and agency for the interrogation of curriculum in K-12 education and the development of culturally sustaining practices. This urgency has encouraged more teacher preparation programs and middle school leaders to be intentional in developing culturally sustaining teachers. This paper offers two tools for professors to use to develop the skill of decentering whiteness/self in classroom practices. These practices are for teacher educators to integrate holistically and support middle level teachers’ development of their culturally sustaining practices. Decentering whiteness/self is the act of interrogating curriculum and classroom experiences to uncover places where professors can decenter whiteness and incorporate perspectives from historically marginalized populations. There is agency and need for strong experiential learning opportunities to develop culturally responsive middle school teachers.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"39 - 45"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47302906","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 : 2023-04-10DOI: 10.1080/00940771.2023.2189862
Lisa M. Harrison, Ellis Hurd, Kathleen M. Brinegar
Any person in tune with the national landscape of education is vastly aware of the plethora of proposed–and in some cases passed–state legislated school bans that restrict what students learn and how they are taught in public schools. Such legislation has focused on banning curriculum deemed divisive, teaching socio-emotional learning, teaching about gender and sexuality, using students’ “preferred” pronouns, restricting diversity training for educators, and removing “controversial” books from school libraries. The resurgence of the cultural wars (Hartman, 2019) taking root in education has significant implications for schools, educators, and students (Natanson et al., 2022; Ravitch, 2002; Zimmerman, 2022). For example, in a study of 682 principals, Rogers et al. (2022) found that:
任何一个了解国家教育格局的人都非常清楚，州立法的学校禁令数量过多，这些禁令限制了学生在公立学校学习的内容和教学方式。此类立法的重点是禁止被视为分裂性的课程，教授社会情感学习，教授性别和性，使用学生的“首选”代词，限制对教育工作者的多样性培训，并从学校图书馆中删除“有争议”的书籍。文化战争的死灰复燃（Hartman，2019）在教育领域扎根，对学校、教育工作者和学生产生了重大影响（Natanson et al.，2022；拉维奇，2002年；齐默尔曼，2022）。例如，在对682名校长的研究中，Rogers等人（2022）发现：
{"title":"Critical race theory, books, and ChatGPT: Moving from a ban culture in education to a culture of restoration","authors":"Lisa M. Harrison, Ellis Hurd, Kathleen M. Brinegar","doi":"10.1080/00940771.2023.2189862","DOIUrl":"https://doi.org/10.1080/00940771.2023.2189862","url":null,"abstract":"Any person in tune with the national landscape of education is vastly aware of the plethora of proposed–and in some cases passed–state legislated school bans that restrict what students learn and how they are taught in public schools. Such legislation has focused on banning curriculum deemed divisive, teaching socio-emotional learning, teaching about gender and sexuality, using students’ “preferred” pronouns, restricting diversity training for educators, and removing “controversial” books from school libraries. The resurgence of the cultural wars (Hartman, 2019) taking root in education has significant implications for schools, educators, and students (Natanson et al., 2022; Ravitch, 2002; Zimmerman, 2022). For example, in a study of 682 principals, Rogers et al. (2022) found that:","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":" ","pages":"2 - 4"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48323466","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 : 2023-04-10DOI: 10.1080/00940771.2023.2185442
R. Tinajero, Anjanette Todd, J. Tinajero, Sarah Peterson
Abstract On August 3rd, 2019, a racially-charged mass shooting occurred at Walmart in El Paso, TX that killed 23 people and injured another 23. Following the Walmart shooting, students in this borderland region wrote essays related to their experiences. We used the themes we identified to inform implications for teaching writing and composition for middle school level instruction. Student themes reflected affective, behavioral and cognitive reactions to violence. Students’ proposed actions to address violence included themes at the national/global level and personal level. Essential attributes from This We Believe and critical expressivism provide insights for writing pedagogy which encourages students to connect their experiences with violence to their own personal thoughts, emotions, and solutions. Some recommended critical expressivist activities educators can include in their work with students are: low-stakes writing focused on experiences with violence, specific readings connected to experiences of violence, journaling about encounters with violence, poetry, and the creation of a research paper on the effects of violence.
2019年8月3日，德克萨斯州埃尔帕索市沃尔玛超市发生种族枪击事件，造成23人死亡，23人受伤。沃尔玛枪击事件发生后，这个边境地区的学生写了一些与他们的经历有关的文章。我们使用我们确定的主题来告知中学水平教学写作和作文的含义。学生主题反映了对暴力的情感、行为和认知反应。学生们提出的解决暴力问题的行动包括国家/全球层面和个人层面的主题。《This We Believe》和批判表现主义的基本属性为写作教学提供了见解，鼓励学生将他们的暴力经历与他们自己的个人思想、情感和解决方案联系起来。一些建议的批判性表现主义活动，教育工作者可以包括在他们与学生的工作中:低风险的写作关注暴力经历，与暴力经历相关的具体阅读，关于遭遇暴力的日志，诗歌，以及创作一篇关于暴力影响的研究论文。
{"title":"Violence in our community: Middle level students’ voices on Walmart shootings in El Paso, Texas","authors":"R. Tinajero, Anjanette Todd, J. Tinajero, Sarah Peterson","doi":"10.1080/00940771.2023.2185442","DOIUrl":"https://doi.org/10.1080/00940771.2023.2185442","url":null,"abstract":"Abstract On August 3rd, 2019, a racially-charged mass shooting occurred at Walmart in El Paso, TX that killed 23 people and injured another 23. Following the Walmart shooting, students in this borderland region wrote essays related to their experiences. We used the themes we identified to inform implications for teaching writing and composition for middle school level instruction. Student themes reflected affective, behavioral and cognitive reactions to violence. Students’ proposed actions to address violence included themes at the national/global level and personal level. Essential attributes from This We Believe and critical expressivism provide insights for writing pedagogy which encourages students to connect their experiences with violence to their own personal thoughts, emotions, and solutions. Some recommended critical expressivist activities educators can include in their work with students are: low-stakes writing focused on experiences with violence, specific readings connected to experiences of violence, journaling about encounters with violence, poetry, and the creation of a research paper on the effects of violence.","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"6 - 16"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59059894","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 : 2023-04-10DOI: 10.1080/00940771.2023.2189809
None Chloe
{"title":"“The pain I harbor inside”","authors":"None Chloe","doi":"10.1080/00940771.2023.2189809","DOIUrl":"https://doi.org/10.1080/00940771.2023.2189809","url":null,"abstract":"","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135544142","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 : 2023-02-14DOI: 10.1080/00940771.2022.2162776
Batista R. Garza
{"title":"Social anxiety gets under my skin","authors":"Batista R. Garza","doi":"10.1080/00940771.2022.2162776","DOIUrl":"https://doi.org/10.1080/00940771.2022.2162776","url":null,"abstract":"","PeriodicalId":37061,"journal":{"name":"Middle School Journal","volume":"54 1","pages":"5 - 5"},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43279156","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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