Abstract Home-schooling, or ‘elective home education’ (EHE) as it is more commonly known in the UK, invites contestation and controversies. Drawing on a UK-wide study of 242 families this paper explores a collection of EHE pedagogic practices within the socially situated contexts of doing everyday life. Through an application of Bernsteinian ideas, the findings surface some of the ways in which invisible pedagogies afforded children greater autonomy over the sequence and pace over their learning. It also considers how community development has helped some parents to harness the forms of capital which extend and remake new structures to strengthen the transmission of their social values. Contrary to the messages of EHE advocates, it shows that approaches inspired by unschooling are not devoid of power and control altogether. In considering the experiences of children and young people, the findings highlight the relative challenges and opportunities of transitioning from invisible pedagogies to formal qualifications in a context where access to public examinations can be difficult to achieve. Considering the tensions that these pedagogies reveal in the socialisation towards individualism, the author suggests solutions for questioning, challenging and bridging divides.
{"title":"Invisible pedagogies in home education: Freedom, power and control","authors":"Amber Fensham-Smith","doi":"10.2478/jped-2021-0001","DOIUrl":"https://doi.org/10.2478/jped-2021-0001","url":null,"abstract":"Abstract Home-schooling, or ‘elective home education’ (EHE) as it is more commonly known in the UK, invites contestation and controversies. Drawing on a UK-wide study of 242 families this paper explores a collection of EHE pedagogic practices within the socially situated contexts of doing everyday life. Through an application of Bernsteinian ideas, the findings surface some of the ways in which invisible pedagogies afforded children greater autonomy over the sequence and pace over their learning. It also considers how community development has helped some parents to harness the forms of capital which extend and remake new structures to strengthen the transmission of their social values. Contrary to the messages of EHE advocates, it shows that approaches inspired by unschooling are not devoid of power and control altogether. In considering the experiences of children and young people, the findings highlight the relative challenges and opportunities of transitioning from invisible pedagogies to formal qualifications in a context where access to public examinations can be difficult to achieve. Considering the tensions that these pedagogies reveal in the socialisation towards individualism, the author suggests solutions for questioning, challenging and bridging divides.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85573683","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}
Abstract To better understand the experience of unschooling, non-directive in-depth interviews with five Quebec adults who had experienced it were conducted according to a phenomenological approach, revealing their perceptions of their educational experiences and their families, as well as their views of the world. Certain aspects of the testimonies corroborate the results of previous studies concerning self-directed learning, use of information technology, development of interests, and participation in a support group; others reveal limits when it comes to learning perseverance, pursuit of complex learning goals, school integration, and evaluation. The participants also spoke of family conflicts, parental control, negligence, and the influence of this experience on their views of society, work, the school system, and the role of government in education.
{"title":"The experience of adults who were “unschooled” during their youth: A phenomenological approach","authors":"J. Gaudreau, C. Brabant","doi":"10.2478/jped-2021-0002","DOIUrl":"https://doi.org/10.2478/jped-2021-0002","url":null,"abstract":"Abstract To better understand the experience of unschooling, non-directive in-depth interviews with five Quebec adults who had experienced it were conducted according to a phenomenological approach, revealing their perceptions of their educational experiences and their families, as well as their views of the world. Certain aspects of the testimonies corroborate the results of previous studies concerning self-directed learning, use of information technology, development of interests, and participation in a support group; others reveal limits when it comes to learning perseverance, pursuit of complex learning goals, school integration, and evaluation. The participants also spoke of family conflicts, parental control, negligence, and the influence of this experience on their views of society, work, the school system, and the role of government in education.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84566820","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}
Abstract This study reports the results of a survey conducted with a set of “hybrid homeschool” leaders (principals or directors) from around the United States who were asked to describe 1. how their families categorize themselves (as homeschoolers, or as members of private schools), 2. the ways in which their schools operate in terms of scheduling, hiring, etc., 3. how their schools are regulated in the various states, and how they work within those regulatory frameworks, and 4. how they were affected by COVID-19, both in the spring of 2020 and the fall of 2020. Respondents provided a variety of names to describe their schools and a split in how families see themselves. In terms of staffing, schedules, tuition, and similar issues, the schools provide several arrangements, within some consistent constraints. Respondents noted a variety of regulatory situations in their respective states, but none felt over-burdened. Neither did any respondents point out particular problems that required regulatory relief. Regarding COVID-19, most schools reported feeling much less disruption compared to nearby conventional (5-day per week) schools.
{"title":"Hybrid homeschools: Organization, regulatory environments and reactions to COVID-19","authors":"Eric Wearne","doi":"10.2478/jped-2021-0005","DOIUrl":"https://doi.org/10.2478/jped-2021-0005","url":null,"abstract":"Abstract This study reports the results of a survey conducted with a set of “hybrid homeschool” leaders (principals or directors) from around the United States who were asked to describe 1. how their families categorize themselves (as homeschoolers, or as members of private schools), 2. the ways in which their schools operate in terms of scheduling, hiring, etc., 3. how their schools are regulated in the various states, and how they work within those regulatory frameworks, and 4. how they were affected by COVID-19, both in the spring of 2020 and the fall of 2020. Respondents provided a variety of names to describe their schools and a split in how families see themselves. In terms of staffing, schedules, tuition, and similar issues, the schools provide several arrangements, within some consistent constraints. Respondents noted a variety of regulatory situations in their respective states, but none felt over-burdened. Neither did any respondents point out particular problems that required regulatory relief. Regarding COVID-19, most schools reported feeling much less disruption compared to nearby conventional (5-day per week) schools.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84265486","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}
Abstract The purpose is to briefly summarize forty years of research on the learner outcomes of the modern homeschooling movement and address whether educators should be promoting home education. Studies show that homeschooling (home education) is generally associated with positive learner outcomes. On average, the home educated perform better than their institutional school peers in terms of academic achievement, social, emotional, and psychological development, and success into adulthood (including university). Certain pedagogical and familial elements that are systemic to freely chosen parent-led home-based private education homeschooling are may be the keys to the overall better performance and development of most children – not only the home educated – and into their lives as adults. If this is true, should professional educators be promoting homeschooling rather than criticizing it or trying to inhibit its growth? Are there certain categories of families for whom home education would not be a good idea? Is home education a pedagogical choice and approach about which educators should be skeptical and antagonistic or from which they can learn, be better informed about the needs and successes of students, and support according to the findings of empirical evidence?
{"title":"Should educators promote homeschooling? Worldwide growth and learner outcomes","authors":"B. Ray","doi":"10.2478/jped-2021-0003","DOIUrl":"https://doi.org/10.2478/jped-2021-0003","url":null,"abstract":"Abstract The purpose is to briefly summarize forty years of research on the learner outcomes of the modern homeschooling movement and address whether educators should be promoting home education. Studies show that homeschooling (home education) is generally associated with positive learner outcomes. On average, the home educated perform better than their institutional school peers in terms of academic achievement, social, emotional, and psychological development, and success into adulthood (including university). Certain pedagogical and familial elements that are systemic to freely chosen parent-led home-based private education homeschooling are may be the keys to the overall better performance and development of most children – not only the home educated – and into their lives as adults. If this is true, should professional educators be promoting homeschooling rather than criticizing it or trying to inhibit its growth? Are there certain categories of families for whom home education would not be a good idea? Is home education a pedagogical choice and approach about which educators should be skeptical and antagonistic or from which they can learn, be better informed about the needs and successes of students, and support according to the findings of empirical evidence?","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84118071","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}
Abstract The present study researched teachers’ emotions related to their pedagogical work with disengaged students. The aim of the study was to investigate teachers’ emotions experienced during classroom practice and how emotions were related to their perceived well-being. Based on the literature, we assumed that teachers’ perceived well-being was affected by the emotions in their classroom practice through their feelings of autonomy, competence and relatedness. Data were collected using qualitative methods. In our results, we reported that teachers experienced mixed emotions elicited by interactions with students, student learning, colleagues and the programme. We determined the characteristics of classroom practices that contribute positively to teachers’ perceived well-being as well as characteristics that diminish teachers’ perceived well-being. Implications for practice are discussed.
{"title":"Make my day! Teachers’ experienced emotions in their pedagogical work with disengaged students","authors":"Marieke Fix, H. Ritzen, W. Kuiper, J. Pieters","doi":"10.2478/jped-2020-0009","DOIUrl":"https://doi.org/10.2478/jped-2020-0009","url":null,"abstract":"Abstract The present study researched teachers’ emotions related to their pedagogical work with disengaged students. The aim of the study was to investigate teachers’ emotions experienced during classroom practice and how emotions were related to their perceived well-being. Based on the literature, we assumed that teachers’ perceived well-being was affected by the emotions in their classroom practice through their feelings of autonomy, competence and relatedness. Data were collected using qualitative methods. In our results, we reported that teachers experienced mixed emotions elicited by interactions with students, student learning, colleagues and the programme. We determined the characteristics of classroom practices that contribute positively to teachers’ perceived well-being as well as characteristics that diminish teachers’ perceived well-being. Implications for practice are discussed.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78916188","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}
Abstract The aim of the text is to formulate certain problems and dangers in relation to education for democratic citizenship. The core of these considerations points to the problem of neglecting the fundamental motive of the problem of democracy, which is the relation to truth. The text defines four problem areas that cause reductive understanding of education for democracy, namely: 1. Our understanding of democracy has been reduced to securing the distribution of power in a state and defence of freedom of speech which eliminates the contradictions in the concept of democracy and leaves only its legal-political aspects. 2. The key condition of democracy, which is respect for human rights, has become complicated by the constant proliferation of human rights, oftentimes with individual needs being confused with human rights. 3. We have resigned upon addressing the important issue of balance between equality and outstandingness resulting in consequences for culture as well as education, i. e. loss of identity and absence of footing to base it on. 4. Democracy is closely linked to the ability to think and make decisions according to truth and not on the basis of immediate interests as democracy primarily has to do with an ideal that we look up to. The text also tries to show that education for democracy cannot be satisfactorily ensured by development of partial competences for co-operation and diversity acknowledgement since democracy does not only consist in system and rules but ideas and relation to Truth in the first place.
{"title":"On the current problems of education for democracy","authors":"Martin Strouhal","doi":"10.2478/jped-2020-0012","DOIUrl":"https://doi.org/10.2478/jped-2020-0012","url":null,"abstract":"Abstract The aim of the text is to formulate certain problems and dangers in relation to education for democratic citizenship. The core of these considerations points to the problem of neglecting the fundamental motive of the problem of democracy, which is the relation to truth. The text defines four problem areas that cause reductive understanding of education for democracy, namely: 1. Our understanding of democracy has been reduced to securing the distribution of power in a state and defence of freedom of speech which eliminates the contradictions in the concept of democracy and leaves only its legal-political aspects. 2. The key condition of democracy, which is respect for human rights, has become complicated by the constant proliferation of human rights, oftentimes with individual needs being confused with human rights. 3. We have resigned upon addressing the important issue of balance between equality and outstandingness resulting in consequences for culture as well as education, i. e. loss of identity and absence of footing to base it on. 4. Democracy is closely linked to the ability to think and make decisions according to truth and not on the basis of immediate interests as democracy primarily has to do with an ideal that we look up to. The text also tries to show that education for democracy cannot be satisfactorily ensured by development of partial competences for co-operation and diversity acknowledgement since democracy does not only consist in system and rules but ideas and relation to Truth in the first place.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81978652","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}
Abstract Beginning in the 1970s, education has responded to the rise of neoliberalism across macro-, meso-, and micro-level contexts through shifts in practice and structure. Meanwhile, language learning is often promoted as an instrument in job attainment and transnational business communication. For example, in language education, courses in language for specific purposes, whose ubiquity continues to increase, often reflect the market rationality embedded in contemporary education and support an instrumental orientation to language learning. This ethnographic study investigates the neoliberal discourses taken up by students and the instructor in a university-level Spanish for Business classroom. Drawing on triangulated data from classroom observations, field notes, informal interviews with students and the instructor, and a semi-formal interview with a focal student participant, the findings suggest that competition, compliance, and individualism were among the ideological discourses of the classroom. However, while societal and institutional discourses of neoliberalism were often interpellated, they were also resisted. Implications for praxis are also discussed.
{"title":"Neoliberal discourses in Spanish for business: An ethnographic classroom study","authors":"Jesse W. Rubio","doi":"10.2478/jped-2020-0010","DOIUrl":"https://doi.org/10.2478/jped-2020-0010","url":null,"abstract":"Abstract Beginning in the 1970s, education has responded to the rise of neoliberalism across macro-, meso-, and micro-level contexts through shifts in practice and structure. Meanwhile, language learning is often promoted as an instrument in job attainment and transnational business communication. For example, in language education, courses in language for specific purposes, whose ubiquity continues to increase, often reflect the market rationality embedded in contemporary education and support an instrumental orientation to language learning. This ethnographic study investigates the neoliberal discourses taken up by students and the instructor in a university-level Spanish for Business classroom. Drawing on triangulated data from classroom observations, field notes, informal interviews with students and the instructor, and a semi-formal interview with a focal student participant, the findings suggest that competition, compliance, and individualism were among the ideological discourses of the classroom. However, while societal and institutional discourses of neoliberalism were often interpellated, they were also resisted. Implications for praxis are also discussed.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74946199","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}
Zuzana Petrová, Oľga Zápotočná, Kamila Urban, Marek Urban
Abstract The aim of the present study is to monitor the effectiveness of a new conception of early literacy curriculum (in force since September 2016) which provides – unlike the previous one – a wide range of purposeful literacy practices and literacy events. The study compares graduates of previous early childhood literacy curriculum (tested in June 2016) with children who attended kindergarten in the years 2016-2019. Several indications of early literacy development were selected especially those that are culturally more sensitive, i.e. are significantly shaped by the social environment offering the broad spectrum of reading experiences. Results show statistically significant relationship of story listening comprehension with comprehension monitoring and narrative production, especially at the level of understanding the implicit meaning. The most profound group differences were found again in narratives and implicit meaning comprehension. On the other hand, no differences were found in indicators of phonemic awareness, comprehension monitoring and understanding the explicit meaning. The results are discussed in terms of their implications to educational practice.
{"title":"Development of early literacy skills: A Comparison of two early literacy programmes","authors":"Zuzana Petrová, Oľga Zápotočná, Kamila Urban, Marek Urban","doi":"10.2478/jped-2020-0011","DOIUrl":"https://doi.org/10.2478/jped-2020-0011","url":null,"abstract":"Abstract The aim of the present study is to monitor the effectiveness of a new conception of early literacy curriculum (in force since September 2016) which provides – unlike the previous one – a wide range of purposeful literacy practices and literacy events. The study compares graduates of previous early childhood literacy curriculum (tested in June 2016) with children who attended kindergarten in the years 2016-2019. Several indications of early literacy development were selected especially those that are culturally more sensitive, i.e. are significantly shaped by the social environment offering the broad spectrum of reading experiences. Results show statistically significant relationship of story listening comprehension with comprehension monitoring and narrative production, especially at the level of understanding the implicit meaning. The most profound group differences were found again in narratives and implicit meaning comprehension. On the other hand, no differences were found in indicators of phonemic awareness, comprehension monitoring and understanding the explicit meaning. The results are discussed in terms of their implications to educational practice.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85485904","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}
Abstract Based on a diachronic case study of history textbooks used in Slovak primary and secondary schools since 1918, this article discusses the roles biographies of historical heroes can play in school education. The case study analyses history textbook narratives about the medieval ruler Svätopluk published during three different political regimes, tracing their heritage up to present-day history textbooks. The text argues that the presentation of Svätopluk’s qualities, talents and achievements has been used not only in depicting him as a representative of the community, and as a desired prototype of a good citizen, but also in the formation of negative stereotypes about the representatives of the Other. This excluded significant segments of pupils of certain national minorities from the mainstream narrative and labeled them as enemies. An examination of the images of Svätopluk in history textbooks confirmed that these were politically motivated and influenced by current ideologies. However, it also showed that 19th century Romanticist ideals, resulting in apologetic and nation defending narratives, remained an integral part of history textbooks throughout the 20th century, prevailing over the narratives offered by official contemporary historiography.
{"title":"Imagining a good citizen: The roles of a historical hero in Slovak pedagogical tradition","authors":"Slávka Otčenášová","doi":"10.2478/jped-2020-0013","DOIUrl":"https://doi.org/10.2478/jped-2020-0013","url":null,"abstract":"Abstract Based on a diachronic case study of history textbooks used in Slovak primary and secondary schools since 1918, this article discusses the roles biographies of historical heroes can play in school education. The case study analyses history textbook narratives about the medieval ruler Svätopluk published during three different political regimes, tracing their heritage up to present-day history textbooks. The text argues that the presentation of Svätopluk’s qualities, talents and achievements has been used not only in depicting him as a representative of the community, and as a desired prototype of a good citizen, but also in the formation of negative stereotypes about the representatives of the Other. This excluded significant segments of pupils of certain national minorities from the mainstream narrative and labeled them as enemies. An examination of the images of Svätopluk in history textbooks confirmed that these were politically motivated and influenced by current ideologies. However, it also showed that 19th century Romanticist ideals, resulting in apologetic and nation defending narratives, remained an integral part of history textbooks throughout the 20th century, prevailing over the narratives offered by official contemporary historiography.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89626973","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 understanding of the spatial aspects or spatiality of the education can be regarded as geography’s crucial contribution on this field. Geography does not encompass only the arrangement of phenomena on the Earth from the view of geometric space (measuring of distances or locating in the geographical system of coordinates) but also includes other characteristics in the spatial operationalisation. According to Siwek (2011), the geographical space is mainly characterised by interconnectedness with the man, the environment, society, and its activities.
{"title":"Special Issue: Geography of Education","authors":"Silvie R. Kučerová","doi":"10.2478/jped-2020-0001","DOIUrl":"https://doi.org/10.2478/jped-2020-0001","url":null,"abstract":"The understanding of the spatial aspects or spatiality of the education can be regarded as geography’s crucial contribution on this field. Geography does not encompass only the arrangement of phenomena on the Earth from the view of geometric space (measuring of distances or locating in the geographical system of coordinates) but also includes other characteristics in the spatial operationalisation. According to Siwek (2011), the geographical space is mainly characterised by interconnectedness with the man, the environment, society, and its activities.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88838313","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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