Pub Date : 2020-03-09DOI: 10.26686/NZAROE.V24I0.6493
A. Kamp
Internationally, in contexts of escalating globalisation, collaboration has increasingly been taken up as a social policy tool. Education has not been exempt from that uptake. In Aotearoa, this is most clearly evidenced in the implementation of Kāhui Ako | Communities of Learning. In this paper, I detail the ‘why’ of this global shift towards collaborative initiatives, engage with available research as to the limits and possibilities of their successful implementation, and consider the implications of collaboration for leadership. I then draw on theory to advance some practice priorities for realising the potential of such policy initiatives.
在国际上，在全球化不断升级的背景下，合作越来越多地被视为一种社会政策工具。教育也未能幸免。在奥特罗阿，这在Kāhui Ako |学习社区的实施中得到了最明显的证明。在本文中，我详细说明了这种全球转向合作倡议的“原因”，参与现有研究，了解其成功实施的局限性和可能性，并考虑合作对领导力的影响。然后，我利用理论来推进一些实践重点，以实现此类政策举措的潜力。
{"title":"Kāhui Ako and the collaborative turn in education: Emergent evidence and leadership implications","authors":"A. Kamp","doi":"10.26686/NZAROE.V24I0.6493","DOIUrl":"https://doi.org/10.26686/NZAROE.V24I0.6493","url":null,"abstract":"Internationally, in contexts of escalating globalisation, collaboration has increasingly been taken up as a social policy tool. Education has not been exempt from that uptake. In Aotearoa, this is most clearly evidenced in the implementation of Kāhui Ako | Communities of Learning. In this paper, I detail the ‘why’ of this global shift towards collaborative initiatives, engage with available research as to the limits and possibilities of their successful implementation, and consider the implications of collaboration for leadership. I then draw on theory to advance some practice priorities for realising the potential of such policy initiatives.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133445924","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 : 2020-03-09DOI: 10.26686/nzaroe.v24i0.6564
D. L. Le Fevre
Efforts to improve education occur in complex landscapes, where policy, research, history, experiences, and communities shape practice in ways that have both intended and unintended outcomes. These landscapes change over time; however, there appear to be several core challenges that persist and which likely influence why it is difficult for policy to improve education in intended, effective and sustainable ways. Drawing on New Zealand and international research, this position paper identifies some of these key challenges and explores possible leverage points to navigate these. These include developing adaptive expertise, engaging key stakeholders in decision making, and developing a learning culture.
{"title":"Complex Challenges in Policy Implementation","authors":"D. L. Le Fevre","doi":"10.26686/nzaroe.v24i0.6564","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6564","url":null,"abstract":"Efforts to improve education occur in complex landscapes, where policy, research, history, experiences, and communities shape practice in ways that have both intended and unintended outcomes. These landscapes change over time; however, there appear to be several core challenges that persist and which likely influence why it is difficult for policy to improve education in intended, effective and sustainable ways. Drawing on New Zealand and international research, this position paper identifies some of these key challenges and explores possible leverage points to navigate these. These include developing adaptive expertise, engaging key stakeholders in decision making, and developing a learning culture.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116822682","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 : 2020-03-04DOI: 10.26686/nzaroe.v24i0.6336
H. McRae, R. Averill
Teacher commitment to Te Tiriti o Waitangi is emphasised within the latest Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017). Teachers must explicitly demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi. This mandate is encouraging for Māori education needs and aspirations. We describe the use of a culturally sustaining teacher practice framework to examine Māori education policy implementation implications within an initial teacher education te ao Māori course. We explain how course content, delivery and assessment aspects can be critiqued and policy implications identified to illustrate the usefulness of the framework for teacher educators and practising teachers. We demonstrate how the framework can be a useful tool for teacher educators to examine culturally sustaining practice in preparing themselves and student teachers to work effectively with indigenous learners.
最新的《教师职业责任和标准守则》(教育委员会，2017年)强调了教师对怀唐伊提里提的承诺。教师必须明确表明对tangata的承诺，当uatanga和the Tiriti to Waitangi。这项任务对于Māori教育的需要和愿望是令人鼓舞的。我们描述了文化维持教师实践框架的使用，以检查Māori教育政策实施在初始教师教育中对ao Māori课程的影响。我们解释如何对课程内容、交付和评估方面进行批评，并确定政策影响，以说明该框架对教师教育者和执业教师的有用性。我们展示了该框架如何成为教师教育工作者检查文化维持实践的有用工具，以使他们自己和实习教师做好准备，有效地与土著学习者合作。
{"title":"Ensuring Māori student success and inclusion of te aō Māori through initial teacher education","authors":"H. McRae, R. Averill","doi":"10.26686/nzaroe.v24i0.6336","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6336","url":null,"abstract":"Teacher commitment to Te Tiriti o Waitangi is emphasised within the latest Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017). Teachers must explicitly demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi. This mandate is encouraging for Māori education needs and aspirations. We describe the use of a culturally sustaining teacher practice framework to examine Māori education policy implementation implications within an initial teacher education te ao Māori course. We explain how course content, delivery and assessment aspects can be critiqued and policy implications identified to illustrate the usefulness of the framework for teacher educators and practising teachers. We demonstrate how the framework can be a useful tool for teacher educators to examine culturally sustaining practice in preparing themselves and student teachers to work effectively with indigenous learners.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115339068","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 : 2020-03-04DOI: 10.26686/nzaroe.v24i0.6338
Sereana Naepi, T. McAllister, P. Thomsen, Marcia Leenen-Young, Leilani A. Walker, A. L. McAllister, Reremoana Theodore, Joanna Kidman, Tamasailau Suaaliia
We examine the academic ‘pipeline’ for Māori and Pasifika graduates and illustrate the chronic under-representation of Māori and Pasifika in permanent academic positions in New Zealand universities. We identify areas within higher education where significant opportunities are being lost for the recruitment and retention of Māori and Pasifika. The narratives of Māori and Pasifika post-doctoral researchers, research associates and professional teaching fellows provide further insight into the advantages and disadvantages of these positions. Lastly, we propose a Pacific alternative metaphor ‘Pacific Navigation of Academic Pathways’ based on Pacific navigation, as opposed to the more commonly used term ‘pipeline’, in order to capture the nuances of Pasifika and Māori experiences.
{"title":"The Pakaru ‘Pipeline’: Māori and Pasifika Pathways within the Academy","authors":"Sereana Naepi, T. McAllister, P. Thomsen, Marcia Leenen-Young, Leilani A. Walker, A. L. McAllister, Reremoana Theodore, Joanna Kidman, Tamasailau Suaaliia","doi":"10.26686/nzaroe.v24i0.6338","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6338","url":null,"abstract":"We examine the academic ‘pipeline’ for Māori and Pasifika graduates and illustrate the chronic under-representation of Māori and Pasifika in permanent academic positions in New Zealand universities. We identify areas within higher education where significant opportunities are being lost for the recruitment and retention of Māori and Pasifika. The narratives of Māori and Pasifika post-doctoral researchers, research associates and professional teaching fellows provide further insight into the advantages and disadvantages of these positions. Lastly, we propose a Pacific alternative metaphor ‘Pacific Navigation of Academic Pathways’ based on Pacific navigation, as opposed to the more commonly used term ‘pipeline’, in order to capture the nuances of Pasifika and Māori experiences.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128699918","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 : 2020-03-01DOI: 10.26686/nzaroe.v24i0.6333
Louise Wanoa, Michael Johnston
Learning stories are the predominant method of assessment in the Aotearoa/New Zealand early childhood education sector. In the present paper, we argue that, while learning stories appropriately emphasise what children can already do, also describing their challenges in learning stories could contribute to planning, independent learning, motivation and self-assessment. Drawing on the first author’s professional experience as an early childhood teacher, a critique of the three components of learning stories’ practice – notice, recognise, and respond – is used to put forward a case for effective strategies to enhance the validity and reliability of these assessments. These components are deployed sequentially in the learning stories assessment process to serve the formative purpose of the approach. The notice component includes a familiar observer, informal sharing of observations and watchful listening to achieve descriptive validity, and the use of children’s own words to achieve interpretative validity. The ‘recognise’ component involves peer review, multiple perspectives, and child plus parental feedback to achieve construct validity. The ‘respond’ component draws attention to multiple perspectives input to achieve accuracy as a property of validity. The application of each strategy also improves the reliability of learning story assessments.
{"title":"How the Learning Story Framework can be Enhanced to Provide Better Assessment Information to Support Planning for Children’s Further Learning: A Critique of the Reliability and Formative Validity of Learning Stories in Aotearoa New Zealand","authors":"Louise Wanoa, Michael Johnston","doi":"10.26686/nzaroe.v24i0.6333","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6333","url":null,"abstract":"Learning stories are the predominant method of assessment in the Aotearoa/New Zealand early childhood education sector. In the present paper, we argue that, while learning stories appropriately emphasise what children can already do, also describing their challenges in learning stories could contribute to planning, independent learning, motivation and self-assessment. Drawing on the first author’s professional experience as an early childhood teacher, a critique of the three components of learning stories’ practice – notice, recognise, and respond – is used to put forward a case for effective strategies to enhance the validity and reliability of these assessments. These components are deployed sequentially in the learning stories assessment process to serve the formative purpose of the approach. The notice component includes a familiar observer, informal sharing of observations and watchful listening to achieve descriptive validity, and the use of children’s own words to achieve interpretative validity. The ‘recognise’ component involves peer review, multiple perspectives, and child plus parental feedback to achieve construct validity. The ‘respond’ component draws attention to multiple perspectives input to achieve accuracy as a property of validity. The application of each strategy also improves the reliability of learning story assessments.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115062521","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 : 2020-03-01DOI: 10.26686/nzaroe.v24i0.6330
Linda Mitchell
The article analyses a market-based approach to early childhood education (ECE) provision and the growth of for-profit ECE provision, evidence about ‘quality’ and accessibility, and problems occurring when a need for private profit conflicts with the best interests of families and children. The issue of forprofit provision is set within the context of international developments and solutions in Europe, UK, US and Canada. Immediate steps that might be taken for a democratic system of community-based and public early childhood education in Aotearoa New Zealand are pinpointed. Overall, the article offers possibilities for asserting democratic values as a way towards alternatives in Aotearoa New Zealand’s early childhood education provision.
{"title":"Turning The Tide on Private Profit-Focused Provision In Early Childhood Education","authors":"Linda Mitchell","doi":"10.26686/nzaroe.v24i0.6330","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6330","url":null,"abstract":"The article analyses a market-based approach to early childhood education (ECE) provision and the growth of for-profit ECE provision, evidence about ‘quality’ and accessibility, and problems occurring when a need for private profit conflicts with the best interests of families and children. The issue of forprofit provision is set within the context of international developments and solutions in Europe, UK, US and Canada. Immediate steps that might be taken for a democratic system of community-based and public early childhood education in Aotearoa New Zealand are pinpointed. Overall, the article offers possibilities for asserting democratic values as a way towards alternatives in Aotearoa New Zealand’s early childhood education provision.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128098876","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 : 2020-03-01DOI: 10.26686/nzaroe.v24i0.6331
Hana Turner-Adams, Aaron T. Wilson, R. Jesson
This review investigated the impact of teacher inquiry on student achievement and identified characteristics of effective inquiry. We first explore the theoretical underpinning inquiry research and then discuss studies that demonstrated an association between an inquiry and student achievement shifts. Effective teacher inquiries had a focus on student achievement, sufficient time, teacher engagement and collaboration, external expertise, and leaders’ support. When the aspects above were present, the potential for the intervention to demonstrate positive shifts in student achievement increased. Barriers to effective inquiry are also suggested. The review concludes with implications and recommendations for future research studies.
{"title":"An Integrative Review on the Research on the Impact of Teacher Inquiry on Student Achievement","authors":"Hana Turner-Adams, Aaron T. Wilson, R. Jesson","doi":"10.26686/nzaroe.v24i0.6331","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6331","url":null,"abstract":"This review investigated the impact of teacher inquiry on student achievement and identified characteristics of effective inquiry. We first explore the theoretical underpinning inquiry research and then discuss studies that demonstrated an association between an inquiry and student achievement shifts. Effective teacher inquiries had a focus on student achievement, sufficient time, teacher engagement and collaboration, external expertise, and leaders’ support. When the aspects above were present, the potential for the intervention to demonstrate positive shifts in student achievement increased. Barriers to effective inquiry are also suggested. The review concludes with implications and recommendations for future research studies.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114835323","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 : 2020-03-01DOI: 10.26686/nzaroe.v24i0.6332
S. Stover, Lia De Vocht
Narrative assessments are widely used in Aotearoa New Zealand’s early childhood services, especially in the form of ‘Learning Stories’. This sociocultural approach to assessment foregrounds the importance of identifying what is valued learning within a particular context. What does this look like within the context of the parent co-operative Playcentre? A small-scale qualitative study brought together focus groups of Playcentre parents to share what Learning Stories are being written, to explore their experiences in writing and using Learning Stories, and to consider what underlying values shape narrative assessment in Playcentres. A major finding is that adult learning and relationship building are key aspects of Learning Stories in Playcentres. The authors argue that because of the positioning of parents as both learners and Kaiako in Playcentre, assessment in Playcentre is fundamentally different to that in teacher-led services.
{"title":"“Today at Playcentre, we ….”: What values underpin narrative assessment in Playcentre?","authors":"S. Stover, Lia De Vocht","doi":"10.26686/nzaroe.v24i0.6332","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6332","url":null,"abstract":"Narrative assessments are widely used in Aotearoa New Zealand’s early childhood services, especially in the form of ‘Learning Stories’. This sociocultural approach to assessment foregrounds the importance of identifying what is valued learning within a particular context. What does this look like within the context of the parent co-operative Playcentre? A small-scale qualitative study brought together focus groups of Playcentre parents to share what Learning Stories are being written, to explore their experiences in writing and using Learning Stories, and to consider what underlying values shape narrative assessment in Playcentres. A major finding is that adult learning and relationship building are key aspects of Learning Stories in Playcentres. The authors argue that because of the positioning of parents as both learners and Kaiako in Playcentre, assessment in Playcentre is fundamentally different to that in teacher-led services.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129969299","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 : 2020-02-27DOI: 10.26686/nzaroe.v24i0.6324
Peng Xu
Positioning young children as citizens, now rather than as citizens in waiting, is an emerging discourse in early childhood education internationally. Differing discourses related to young children and early childhood reveal various ideas of children as citizens, and what their citizenship status, practice and education can be. This paper analyses the national early childhood education (ECE) curricula of China and Aotearoa New Zealand for the purpose of understanding how children are constructed as citizens within such policy discourses. Discourse analysis is employed in this study as a methodological approach for understanding the subjectivities of young children and exploring the meanings of young children’s citizenship in both countries. Based on Foucault’s theory of governmentality, this paper ultimately argues that young children’s citizenship in contemporary ECE curricula in China and New Zealand is a largely neoliberal construction. However, emerging positionings shape differing possibilities for citizenship education for young children in each of these countries.
{"title":"Positioning Children Citizens: Exploring Discourses in Early Childhood Curricula in China and Aotearoa New Zealand","authors":"Peng Xu","doi":"10.26686/nzaroe.v24i0.6324","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6324","url":null,"abstract":" Positioning young children as citizens, now rather than as citizens in waiting, is an emerging discourse in early childhood education internationally. Differing discourses related to young children and early childhood reveal various ideas of children as citizens, and what their citizenship status, practice and education can be. This paper analyses the national early childhood education (ECE) curricula of China and Aotearoa New Zealand for the purpose of understanding how children are constructed as citizens within such policy discourses. Discourse analysis is employed in this study as a methodological approach for understanding the subjectivities of young children and exploring the meanings of young children’s citizenship in both countries. Based on Foucault’s theory of governmentality, this paper ultimately argues that young children’s citizenship in contemporary ECE curricula in China and New Zealand is a largely neoliberal construction. However, emerging positionings shape differing possibilities for citizenship education for young children in each of these countries.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133949576","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 : 2020-02-27DOI: 10.26686/nzaroe.v24i0.6327
K. Thornton
The lack of recognition and support for leadership and leadership development in the New Zealand early years’ sector has long been recognised (Thornton, Wansbrough, Clarkin-Philips, Aitken, & Tamati, 2009). This article reflects on what has changed in the 10 years since the publication of a discussion document by the Teachers Council which signalled a number of issues facing the sector with regard to leadership. Research and guiding documents are drawn on in order to identify the current challenges and opportunities, and recommendations are made for strengthening future leadership practice in the sector.
{"title":"Leadership in the early years: Challenges and opportunities","authors":"K. Thornton","doi":"10.26686/nzaroe.v24i0.6327","DOIUrl":"https://doi.org/10.26686/nzaroe.v24i0.6327","url":null,"abstract":"The lack of recognition and support for leadership and leadership development in the New Zealand early years’ sector has long been recognised (Thornton, Wansbrough, Clarkin-Philips, Aitken, & Tamati, 2009). This article reflects on what has changed in the 10 years since the publication of a discussion document by the Teachers Council which signalled a number of issues facing the sector with regard to leadership. Research and guiding documents are drawn on in order to identify the current challenges and opportunities, and recommendations are made for strengthening future leadership practice in the sector.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126461357","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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