{"title":"Siete vo vzdelávaní: možnosti využitia analýzy sociálnych sietí v pedagogickom výskume","authors":"Tomáš Lintner","doi":"10.5817/sp2020-3-6","DOIUrl":"https://doi.org/10.5817/sp2020-3-6","url":null,"abstract":"","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"25 1","pages":"153"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45200427","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}
Hynek Cígler, Stanislav Ježek, Jan Širůček, Lenka Lacinová
V roce 2020 epidemie covid‑19 znemožnila konání přijímací zkoušky do navazujícího magisterského studia psychologie na Masarykově univerzitě formou běžného písemného znalostního testu. Zvolili jsme proto náhradní formu v podobě hodnocení bakalářských prací. Tento článek je "psychometrickou kazuistikou", která dokumentuje celý postup od tvorby hodnoticích kritérií s ohledem na obsahovou validitu přes volbu designu až po výsledky. Každou práci hodnotili dva náhodně vylosování hodnotitelé, jejichž "přísnost" byla vyvážena využitím logistického lineárního testového modelu (LLTM) v rámci paradigmatu teorie odpovědi na položku (IRT). Výsledkem byl jednodimenzionální skór, férově vyvážený napříč dvěma přijímacími termíny (n1 = 82, n2 = 48) a 18 hodnotiteli. Jeho reliabilita, rxx' = 0,869, byla srovnatelná s písemnými testy v jiných letech. Přísnost hodnotitelů a obtížnost kritérií se nelišily napříč oběma termíny, výsledné hodnocení se zdá být validním ukazatelem a srovnatelně férové s písemným testem. Navržená procedura tak může posloužit jiným pracovištím a k jiným účelům, než je jen přijímací test; z těchto důvodů sdílíme analytický skript a veškeré materiály nezbytné pro replikaci celé procedury.
{"title":"Hodnocení bakalářských prací jako přijímací kritérium do navazujícího magisterského studia : psychometrická kazuistika","authors":"Hynek Cígler, Stanislav Ježek, Jan Širůček, Lenka Lacinová","doi":"10.17605/OSF.IO/QX5U7","DOIUrl":"https://doi.org/10.17605/OSF.IO/QX5U7","url":null,"abstract":"V roce 2020 epidemie covid‑19 znemožnila konání přijímací zkoušky do navazujícího magisterského studia psychologie na Masarykově univerzitě formou běžného písemného znalostního testu. Zvolili jsme proto náhradní formu v podobě hodnocení bakalářských prací. Tento článek je \"psychometrickou kazuistikou\", která dokumentuje celý postup od tvorby hodnoticích kritérií s ohledem na obsahovou validitu přes volbu designu až po výsledky. Každou práci hodnotili dva náhodně vylosování hodnotitelé, jejichž \"přísnost\" byla vyvážena využitím logistického lineárního testového modelu (LLTM) v rámci paradigmatu teorie odpovědi na položku (IRT). Výsledkem byl jednodimenzionální skór, férově vyvážený napříč dvěma přijímacími termíny (n1 = 82, n2 = 48) a 18 hodnotiteli. Jeho reliabilita, rxx' = 0,869, byla srovnatelná s písemnými testy v jiných letech. Přísnost hodnotitelů a obtížnost kritérií se nelišily napříč oběma termíny, výsledné hodnocení se zdá být validním ukazatelem a srovnatelně férové s písemným testem. Navržená procedura tak může posloužit jiným pracovištím a k jiným účelům, než je jen přijímací test; z těchto důvodů sdílíme analytický skript a veškeré materiály nezbytné pro replikaci celé procedury.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49580536","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 looks at one of the most popular teacher accountability systems in the USA, TAP: The System for Teacher and Student Advancement, which is a comprehensive program that meets the requirements of multiple large federal grants schemes. The paper shows that, after consortia in Arizona and Texas won multimillion-dollar grant awards, thousands of teachers in these states have become engrossed within a TAP circuit that shapes multiple domains of their professional identity and growth. TAP's ubiquitous presence helps build system alignment, but it also means that teachers are increasingly limited in their exposure to alternative philosophies, practices, or measurements of teaching. Therefore, I challenge the assumptions of alignment and illustrate how such alignment flattens and overly-simplifies the plurality and complexity of teaching, even though present times require adaptability within schools. What I ultimately argue is that the precise and comprehensive alignment of this system enforces and reinforces TAP as the orthodox reality of what it means to be and become a teacher.
{"title":"Aligning Teacher Preparation, Professional Development and Evaluation: The Orthodoxy of TAP Teachers and Teaching","authors":"J. Holloway","doi":"10.5817/sp2020-2-6","DOIUrl":"https://doi.org/10.5817/sp2020-2-6","url":null,"abstract":"This paper looks at one of the most popular teacher accountability systems in the USA, TAP: The System for Teacher and Student Advancement, which is a comprehensive program that meets the requirements of multiple large federal grants schemes. The paper shows that, after consortia in Arizona and Texas won multimillion-dollar grant awards, thousands of teachers in these states have become engrossed within a TAP circuit that shapes multiple domains of their professional identity and growth. TAP's ubiquitous presence helps build system alignment, but it also means that teachers are increasingly limited in their exposure to alternative philosophies, practices, or measurements of teaching. Therefore, I challenge the assumptions of alignment and illustrate how such alignment flattens and overly-simplifies the plurality and complexity of teaching, even though present times require adaptability within schools. What I ultimately argue is that the precise and comprehensive alignment of this system enforces and reinforces TAP as the orthodox reality of what it means to be and become a teacher.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"25 1","pages":"117-137"},"PeriodicalIF":0.0,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49074810","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 Slovak teaching profession is in a difficult situation. There are signs that the country is facing a teaching staff shortage and that the demand for new teachers will continue to grow. The data indicate that some subjects are being taught by unqualified teachers on a fairly wide scale. Finding quick, simple solutions to these problems is a challenge because teaching is not considered an attractive profession, mainly because of teachers' low salaries and social status. We will illustrate related uncertainties and complications in the teaching profession by looking at two extremes of these trends in the teaching profession. On the one side, we have Teach for Slovakia, which has opened potential for new teaching qualification models. It is an example of inclusive education in the sense that it only works when differences among teachers are accepted and the focus is on teachers’ strong points and professional characteristics. On the other side, the introduction of national testing has made teachers accountable for student educational outcomes. Our qualitative interviews reveal that, in the (sometimes critical) views of teachers, accountability is now part of professionalism in Slovakia and is producing various tensions.
{"title":"Teachers for Slovakia: Tensions in the Profession","authors":"B. Pupala, O. Kaščák, Michal Rehúš","doi":"10.5817/sp2020-2-5","DOIUrl":"https://doi.org/10.5817/sp2020-2-5","url":null,"abstract":"The Slovak teaching profession is in a difficult situation. There are signs that the country is facing a teaching staff shortage and that the demand for new teachers will continue to grow. The data indicate that some subjects are being taught by unqualified teachers on a fairly wide scale. Finding quick, simple solutions to these problems is a challenge because teaching is not considered an attractive profession, mainly because of teachers' low salaries and social status. We will illustrate related uncertainties and complications in the teaching profession by looking at two extremes of these trends in the teaching profession. On the one side, we have Teach for Slovakia, which has opened potential for new teaching qualification models. It is an example of inclusive education in the sense that it only works when differences among teachers are accepted and the focus is on teachers’ strong points and professional characteristics. On the other side, the introduction of national testing has made teachers accountable for student educational outcomes. Our qualitative interviews reveal that, in the (sometimes critical) views of teachers, accountability is now part of professionalism in Slovakia and is producing various tensions.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"25 1","pages":"97-116"},"PeriodicalIF":0.0,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43622951","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}
Based on teachers' knowledge base of students, teacher expectations of students' (future) abilities and potential are shaped, in which bias may occur. This study investigates data on multiple attributes of 535 sixth-grade Flemish students to find out (1) whether teacher expectations of students' cognitive and non-cognitive attributes, of teacher-student relationships, and of parental involvement in education are biased, and (2) whether teachers differ in their expectation bias towards SES, ethnicity, and gender. By means of correlation analysis, in which we compared teacher expectations with multiple measured student attributes (i.e., their achievement test scores and self-assessments), the results showed statistically significant, positive correlations for all the attributes included, indicating an overall correspondence between teacher expectations and students' measured attributes. At the same time, using an indicator of teacher expectation bias by subtracting the students' measured attributes from the corresponding teacher expectations, this study highlighted an expectation bias in terms of over- and underestimation by teachers, especially with respect to teachers' expectations of students cognitive attributes and parental involvement in education. Also, a specific bias in teacher expectations towards SES and gender was found.
{"title":"Bias in Primary School Teachers’ Expectations of Students? A Study of General and Specific Bias Towards SES, Ethnicity and Gender","authors":"E. Sneyers, J. Vanhoof, P. Mahieu","doi":"10.5817/sp2020-2-4","DOIUrl":"https://doi.org/10.5817/sp2020-2-4","url":null,"abstract":"Based on teachers' knowledge base of students, teacher expectations of students' (future) abilities and potential are shaped, in which bias may occur. This study investigates data on multiple attributes of 535 sixth-grade Flemish students to find out (1) whether teacher expectations of students' cognitive and non-cognitive attributes, of teacher-student relationships, and of parental involvement in education are biased, and (2) whether teachers differ in their expectation bias towards SES, ethnicity, and gender. By means of correlation analysis, in which we compared teacher expectations with multiple measured student attributes (i.e., their achievement test scores and self-assessments), the results showed statistically significant, positive correlations for all the attributes included, indicating an overall correspondence between teacher expectations and students' measured attributes. At the same time, using an indicator of teacher expectation bias by subtracting the students' measured attributes from the corresponding teacher expectations, this study highlighted an expectation bias in terms of over- and underestimation by teachers, especially with respect to teachers' expectations of students cognitive attributes and parental involvement in education. Also, a specific bias in teacher expectations towards SES and gender was found.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"25 1","pages":"71-96"},"PeriodicalIF":0.0,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46349716","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}
During the past few years, higher education institutions have been working to strengthen the link between research and teaching, which is widely referred to as the research–teaching (RT) nexus. This nexus is important because engagement with research is a distinctive feature of learning in higher education and because, in the specific case of teacher education, it is a crucial element for the professional development of teachers, contributing to enhancing their professional practices and, at the same time, improving the status of the teaching profession. The aim of this paper is to identify the perspectives of student teachers regarding the RT nexus within initial teacher education. To accomplish this, data were collected through semi-structured group interviews with Portuguese and English student teachers in different initial teacher education programmes in order to highlight their perspectives and their contributions to understanding and strengthening the RT nexus. The analysis shows that national contexts play a significant role in the way initial teacher education programmes are organized, the way research is valued, and, consequently, how student teachers are engaged with research.
{"title":"Initial Teacher Education and the Relationship with Research: Student Teachers’ Perspectives","authors":"R. Sousa, Amélia Lopes, P. Boyd","doi":"10.5817/sp2020-2-8","DOIUrl":"https://doi.org/10.5817/sp2020-2-8","url":null,"abstract":"During the past few years, higher education institutions have been working to strengthen the link between research and teaching, which is widely referred to as the research–teaching (RT) nexus. This nexus is important because engagement with research is a distinctive feature of learning in higher education and because, in the specific case of teacher education, it is a crucial element for the professional development of teachers, contributing to enhancing their professional practices and, at the same time, improving the status of the teaching profession. The aim of this paper is to identify the perspectives of student teachers regarding the RT nexus within initial teacher education. To accomplish this, data were collected through semi-structured group interviews with Portuguese and English student teachers in different initial teacher education programmes in order to highlight their perspectives and their contributions to understanding and strengthening the RT nexus. The analysis shows that national contexts play a significant role in the way initial teacher education programmes are organized, the way research is valued, and, consequently, how student teachers are engaged with research.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"25 1","pages":"161"},"PeriodicalIF":0.0,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42383188","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}
Schools and teachers have been subject to a number of debates and often face contradictory demands. In this study we analyse radio interviews with three Czech experts on education. Building on ethnomethodology, namely conversation analysis and membership categorisation analysis, the study was guided by two research questions: (1) What practices and membership categorisation devices do the experts employ when speaking of Czech education and schools? and (2) How do the experts relate to teacher professionalism when characterising Czech education? The analysis shows how the expert's credibility is negotiated, how they problematise gaining fundamental knowledge and skills at schools and situate the learning of "important things" outside school, and how they claim that Czech teachers teach badly while downgrading positive results of Czech schooling. This way the experts cast doubt on basic characteristics of teacher professionalism and thus undermine trust in the professional project in teaching.
{"title":"Eroding Trust in Teacher Professionalism: An Ethnomethodological Analysis of Radio Interviews with Czech Experts on Education","authors":"František Tůma, M. Píšová, M. Černá","doi":"10.5817/sp2020-2-3","DOIUrl":"https://doi.org/10.5817/sp2020-2-3","url":null,"abstract":"Schools and teachers have been subject to a number of debates and often face contradictory demands. In this study we analyse radio interviews with three Czech experts on education. Building on ethnomethodology, namely conversation analysis and membership categorisation analysis, the study was guided by two research questions: (1) What practices and membership categorisation devices do the experts employ when speaking of Czech education and schools? and (2) How do the experts relate to teacher professionalism when characterising Czech education? The analysis shows how the expert's credibility is negotiated, how they problematise gaining fundamental knowledge and skills at schools and situate the learning of \"important things\" outside school, and how they claim that Czech teachers teach badly while downgrading positive results of Czech schooling. This way the experts cast doubt on basic characteristics of teacher professionalism and thus undermine trust in the professional project in teaching.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"25 1","pages":"47-69"},"PeriodicalIF":0.0,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42271733","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}
General pedagogical knowledge (GPK), as teachers' basic professional knowledge, has a significant influence on sustainable learning and teaching. Rapidly accelerated processes of change encourage teachers to reflect on their GPK. The aim of this paper is to discuss the current understanding of Austrian teachers' GPK in their everyday school practices and point out the challenges they experience. The study is based on a qualitative reconstructive approach that involves interviews and observations. Previous findings have shown that a reconstructive approach provides an understanding that complements existing studies and conceptualizations of GPK. The study also presents further outcomes in terms of the central meaning of interactional processes, a student orientation, and factors and challenges that influence GPK. The challenges involve in particular the requirements raised by current transformation processes and emphasize the necessity of a continuous process of professional learning.
{"title":"General Pedagogical Knowledge of Austrian Teachers","authors":"Annett Dittrich","doi":"10.5817/sp2020-2-9","DOIUrl":"https://doi.org/10.5817/sp2020-2-9","url":null,"abstract":"General pedagogical knowledge (GPK), as teachers' basic professional knowledge, has a significant influence on sustainable learning and teaching. Rapidly accelerated processes of change encourage teachers to reflect on their GPK. The aim of this paper is to discuss the current understanding of Austrian teachers' GPK in their everyday school practices and point out the challenges they experience. The study is based on a qualitative reconstructive approach that involves interviews and observations. Previous findings have shown that a reconstructive approach provides an understanding that complements existing studies and conceptualizations of GPK. The study also presents further outcomes in terms of the central meaning of interactional processes, a student orientation, and factors and challenges that influence GPK. The challenges involve in particular the requirements raised by current transformation processes and emphasize the necessity of a continuous process of professional learning.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"25 1","pages":"181-194"},"PeriodicalIF":0.0,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41667887","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 status of teachers and the teaching profession is currently under pressure from the reform agendas of governments and international organisations. This article examines the perceptions of teacher unions about changes in teacher status under the influence of new public management and its dominant discourse of new professionalism. The analysis is underpinned by a conceptual framework that seeks to reveal the main challenges facing teachers and their unions in the context of new professionalism. The framework is applied deductively to data drawn from two surveys conducted by Education International in 2015 and in 2018. The findings revealed some worrisome trends that appeared consistently over time and influenced teacher status, including an increased accountability for teachers through external control, a lack of government efforts to improve teacher professionalism, the expansion of privatisation policies, and a lack of teacher union engagement. This restructuring of the teaching profession implies the need for teacher union renewal in mission and action.
{"title":"Teacher Status and the Role of Teacher Unions in the Context of New Professionalism","authors":"V. Symeonidis, N. Stromquist","doi":"10.5817/sp2020-2-2","DOIUrl":"https://doi.org/10.5817/sp2020-2-2","url":null,"abstract":"The status of teachers and the teaching profession is currently under pressure from the reform agendas of governments and international organisations. This article examines the perceptions of teacher unions about changes in teacher status under the influence of new public management and its dominant discourse of new professionalism. The analysis is underpinned by a conceptual framework that seeks to reveal the main challenges facing teachers and their unions in the context of new professionalism. The framework is applied deductively to data drawn from two surveys conducted by Education International in 2015 and in 2018. The findings revealed some worrisome trends that appeared consistently over time and influenced teacher status, including an increased accountability for teachers through external control, a lack of government efforts to improve teacher professionalism, the expansion of privatisation policies, and a lack of teacher union engagement. This restructuring of the teaching profession implies the need for teacher union renewal in mission and action.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"25 1","pages":"23-45"},"PeriodicalIF":0.0,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41567982","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 will describe four discourses relating to external influences on the working conditions of educational professionals, discourses which also reflect the ways in which such professionals are perceived. The background is the development of Danish society and the Danish education system since World War II, but a great number of Western European countries, members of the OECD, have been strongly influenced by the same transnational agencies and have therefore been influenced in the same ways. As a result, the findings are also relevant for countries other than Denmark. The first discourse was constructed in the welfare state era, which lasted from World War II until the beginning of this century. In this discourse, teachers were supposed to act according to a democratic Bildung discourse. The second discourse overlapped the first in the competitive state era from 2000 onwards. In this discourse, teachers are supposed to act according to an agenda of effectiveness and accountability. The third and fourth discourses focus on learning outcomes and technologies in the marketplace: eduBusiness and data-driven digital discourses.
{"title":"Discourses on Governance of the Teaching Profession","authors":"Lejf Moos","doi":"10.5817/sp2020-2-1","DOIUrl":"https://doi.org/10.5817/sp2020-2-1","url":null,"abstract":"This article will describe four discourses relating to external influences on the working conditions of educational professionals, discourses which also reflect the ways in which such professionals are perceived. The background is the development of Danish society and the Danish education system since World War II, but a great number of Western European countries, members of the OECD, have been strongly influenced by the same transnational agencies and have therefore been influenced in the same ways. As a result, the findings are also relevant for countries other than Denmark. The first discourse was constructed in the welfare state era, which lasted from World War II until the beginning of this century. In this discourse, teachers were supposed to act according to a democratic Bildung discourse. The second discourse overlapped the first in the competitive state era from 2000 onwards. In this discourse, teachers are supposed to act according to an agenda of effectiveness and accountability. The third and fourth discourses focus on learning outcomes and technologies in the marketplace: eduBusiness and data-driven digital discourses.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"25 1","pages":"11"},"PeriodicalIF":0.0,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46166423","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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