Pub Date : 2023-09-25DOI: 10.1177/08920206231201536
Amanda Heffernan, Steven J Courtney, Joanne Doherty
Attention is being paid by researchers and policymakers globally to the problem of principal burnout and attrition, caused by rising workloads and stressful conditions. This paper identifies several possible mitigating strategies or practices, drawing on lessons learnt from former school principals about their professional experiences. The paper draws upon a case study of principal attraction and retention in Australia, focusing particularly on survey results from a subset of 56 Australian former school principals. The analysis is theorised through turnover theory, specifically with a lens on the push factors that influenced principals’ turnover and attrition. Our analysis shows that principals left the profession due to a perceived lack of support, complexity of the role and overwhelming workload. These are identified as priorities for new policies and practices that better support principals working in an increasingly challenging profession. The paper provides an original contribution to the field through its specific focus on retention and former principals’ perspectives. While the paper is focused on Australian principals, their experiences can provide insights into wider patterns being seen in countries with pressurised workloads, increasingly poor principal health and well-being, and subsequent concerns about the attraction and retention of school leaders.
{"title":"Lessons from former principals: Possible approaches to mitigating school leader turnover","authors":"Amanda Heffernan, Steven J Courtney, Joanne Doherty","doi":"10.1177/08920206231201536","DOIUrl":"https://doi.org/10.1177/08920206231201536","url":null,"abstract":"Attention is being paid by researchers and policymakers globally to the problem of principal burnout and attrition, caused by rising workloads and stressful conditions. This paper identifies several possible mitigating strategies or practices, drawing on lessons learnt from former school principals about their professional experiences. The paper draws upon a case study of principal attraction and retention in Australia, focusing particularly on survey results from a subset of 56 Australian former school principals. The analysis is theorised through turnover theory, specifically with a lens on the push factors that influenced principals’ turnover and attrition. Our analysis shows that principals left the profession due to a perceived lack of support, complexity of the role and overwhelming workload. These are identified as priorities for new policies and practices that better support principals working in an increasingly challenging profession. The paper provides an original contribution to the field through its specific focus on retention and former principals’ perspectives. While the paper is focused on Australian principals, their experiences can provide insights into wider patterns being seen in countries with pressurised workloads, increasingly poor principal health and well-being, and subsequent concerns about the attraction and retention of school leaders.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135817434","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 : 2023-09-10DOI: 10.1177/08920206231200099
Angelo Paletta, Genc Alimehmeti
This study explores the intricate dynamics of leadership, professional learning communities (PLCs), and their collective impact on driving teaching innovation. We analyze an original dataset from 352 schools from five Italian regions by combining two original datasets from a principals’ questionnaire and innovative didactic project information for each school. We use structural equation modeling to analyze factors influencing innovation. Our results reveal a significant and positive influence of both supportive and instructional leadership styles on the organizational capabilities of the PLC, indirectly affecting teaching innovation. Interestingly, while organizational capabilities exhibited a strong positive relationship with teaching innovation, personal and interpersonal capabilities do not show a significant relationship. This suggests that these aspects of PLC alone may not suffice in driving pedagogical innovation. Overall, this paper underlines the importance of effective leadership and robust PLCs in fostering an environment conducive to innovative teaching practices. It offers valuable insights for policymakers, educators, and school leaders aiming to cultivate a culture of pedagogical innovation in their institutions.
{"title":"Does the professional learning community intermediate the effects of principal's leadership on teaching innovation?","authors":"Angelo Paletta, Genc Alimehmeti","doi":"10.1177/08920206231200099","DOIUrl":"https://doi.org/10.1177/08920206231200099","url":null,"abstract":"This study explores the intricate dynamics of leadership, professional learning communities (PLCs), and their collective impact on driving teaching innovation. We analyze an original dataset from 352 schools from five Italian regions by combining two original datasets from a principals’ questionnaire and innovative didactic project information for each school. We use structural equation modeling to analyze factors influencing innovation. Our results reveal a significant and positive influence of both supportive and instructional leadership styles on the organizational capabilities of the PLC, indirectly affecting teaching innovation. Interestingly, while organizational capabilities exhibited a strong positive relationship with teaching innovation, personal and interpersonal capabilities do not show a significant relationship. This suggests that these aspects of PLC alone may not suffice in driving pedagogical innovation. Overall, this paper underlines the importance of effective leadership and robust PLCs in fostering an environment conducive to innovative teaching practices. It offers valuable insights for policymakers, educators, and school leaders aiming to cultivate a culture of pedagogical innovation in their institutions.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136073438","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 purpose of this study is to investigate the possibility of using digital and other types of innovations in the management of educational institutions in the country. The methods of content analysis of documents and scientific papers, institutional, system-structural approaches, and other means of scientific and theoretical analysis were used in the study. The investigation of the main areas of improving the management of educational organisations in Kazakhstan, various management decisions and attempts to implement state programme measures endows this study with socioeconomic and applied research character. This study shows the shortcomings of the management plan on the development of school curricula for mathematics, natural sciences, and humanities using the results of representatives (schoolchildren) of educational organisations of Kazakhstan passing the international assessment and programme verification (Programme for International Student Assessment, Programme for the International Assessment of Adult Competencies, and Trends in Mathematics and Science Study). The issues of the importance of advanced training of teachers of higher educational institutions, the reform of the entire education system, the problems of technical and technological provision of educational institutions in rural areas of the Turkestan region, digitalisation of the entire learning process were raised. The issues of material and financial security of educational activities in the region and the development of an inclusive education system were also considered. Based on the research of foreign researchers, the peculiarities of the introduction of innovations in education and the informatisation of education were considered.
{"title":"Innovative approaches in the management of an educational institution","authors":"Bakytzhan Omarov, Aigul Karkulova, Galiya Ukubassova, Zhanat Abzhan","doi":"10.1177/08920206231198631","DOIUrl":"https://doi.org/10.1177/08920206231198631","url":null,"abstract":"The purpose of this study is to investigate the possibility of using digital and other types of innovations in the management of educational institutions in the country. The methods of content analysis of documents and scientific papers, institutional, system-structural approaches, and other means of scientific and theoretical analysis were used in the study. The investigation of the main areas of improving the management of educational organisations in Kazakhstan, various management decisions and attempts to implement state programme measures endows this study with socioeconomic and applied research character. This study shows the shortcomings of the management plan on the development of school curricula for mathematics, natural sciences, and humanities using the results of representatives (schoolchildren) of educational organisations of Kazakhstan passing the international assessment and programme verification (Programme for International Student Assessment, Programme for the International Assessment of Adult Competencies, and Trends in Mathematics and Science Study). The issues of the importance of advanced training of teachers of higher educational institutions, the reform of the entire education system, the problems of technical and technological provision of educational institutions in rural areas of the Turkestan region, digitalisation of the entire learning process were raised. The issues of material and financial security of educational activities in the region and the development of an inclusive education system were also considered. Based on the research of foreign researchers, the peculiarities of the introduction of innovations in education and the informatisation of education were considered.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43502511","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 : 2023-09-06DOI: 10.1177/08920206231200088
S. Chatelier, Elke Van Dermijnsbrugge, Frank Roosenburg
This article takes a novel approach to thinking about the practice of educative leadership. An intellectual conversation between two academics and a school principal, it seeks to work through questions regarding the practicalities for a school principal in actually advancing educative leadership based on anarcho-syndicalist principles. Taking these questions seriously, the intention of this article is to think through these questions not from the ‘ivory tower’ but in dialogue. The aim was to write something that was more collaborative than an interview but less formal and academic than a philosophical dialogue. Instead, the authors worked together to have an intellectual conversation bringing together philosophical and practical reflection on how educative leadership based on anarcho-syndicalist principles might be imagined and initiated.
{"title":"Why educative school leadership based on anarcho-syndicalist principles will fail, but is still necessary: A conversation at the intersection of theory and practice","authors":"S. Chatelier, Elke Van Dermijnsbrugge, Frank Roosenburg","doi":"10.1177/08920206231200088","DOIUrl":"https://doi.org/10.1177/08920206231200088","url":null,"abstract":"This article takes a novel approach to thinking about the practice of educative leadership. An intellectual conversation between two academics and a school principal, it seeks to work through questions regarding the practicalities for a school principal in actually advancing educative leadership based on anarcho-syndicalist principles. Taking these questions seriously, the intention of this article is to think through these questions not from the ‘ivory tower’ but in dialogue. The aim was to write something that was more collaborative than an interview but less formal and academic than a philosophical dialogue. Instead, the authors worked together to have an intellectual conversation bringing together philosophical and practical reflection on how educative leadership based on anarcho-syndicalist principles might be imagined and initiated.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46679380","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 : 2023-09-05DOI: 10.1177/08920206231200087
Erin Biolchino
This paper shares results from a qualitative interview study about site- and district-level administrators' experiences and perceptions implementing a significant college and career readiness reform initiative. Linked Learning (LL) is one college and career readiness reform that has been growing in the U.S. and internationally in recent years. Linked Learning began in 2009 with nine school districts in CA, and currently there are 659 LL pathways across 20 states and 3 countries (Linked Learning Alliance, 2023). Twenty administrators from California schools and districts were interviewed using a protocol developed using Curry's (1992) model of reform implementation and institutionalization and the four core components of Linked Learning. Four significant themes emerged from the data related to advice that administrators shared for implementing a comprehensive school reform: know your stuff, follow your passion, plan your route, and build your team. Overall, these administrators recommended that the reform initiative within an organization should start with the hiring process to build a knowledgeable, passionate team and that personnel, including leaders, need support and training in order to effectively move a reform from the implementation to the institutionalization stage.
{"title":"School administrators’ experiences implementing a college and career readiness reform initiative","authors":"Erin Biolchino","doi":"10.1177/08920206231200087","DOIUrl":"https://doi.org/10.1177/08920206231200087","url":null,"abstract":"This paper shares results from a qualitative interview study about site- and district-level administrators' experiences and perceptions implementing a significant college and career readiness reform initiative. Linked Learning (LL) is one college and career readiness reform that has been growing in the U.S. and internationally in recent years. Linked Learning began in 2009 with nine school districts in CA, and currently there are 659 LL pathways across 20 states and 3 countries (Linked Learning Alliance, 2023). Twenty administrators from California schools and districts were interviewed using a protocol developed using Curry's (1992) model of reform implementation and institutionalization and the four core components of Linked Learning. Four significant themes emerged from the data related to advice that administrators shared for implementing a comprehensive school reform: know your stuff, follow your passion, plan your route, and build your team. Overall, these administrators recommended that the reform initiative within an organization should start with the hiring process to build a knowledgeable, passionate team and that personnel, including leaders, need support and training in order to effectively move a reform from the implementation to the institutionalization stage.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48270889","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 : 2023-08-13DOI: 10.1177/08920206231193834
S. Y. Yip, E. Saito
In many Western countries, the student populations are largely ethno-culturally diversified due to large inflow of migrants. Despite this, the teaching workforce in these countries tends to be predominantly white. The large disparity between students and teachers has implications for equity and inclusive education. In this paper, we argue that a more diverse teacher workforce – particularly migrant teachers – can help to strengthen inclusiveness in schools along with the increasing diversity of the students in those countries. This ensures that students from diverse backgrounds can have their needs and voices heard and understood in their schools. It also allows migrant students to find their role models in schools as well as in societies. Simultaneously, it is critical to retain highly skilled migrant teachers in the workforce through the creation of more inclusive school policies, systems and overall school culture.
{"title":"Equity and inclusion: Finding strength through teacher diversity","authors":"S. Y. Yip, E. Saito","doi":"10.1177/08920206231193834","DOIUrl":"https://doi.org/10.1177/08920206231193834","url":null,"abstract":"In many Western countries, the student populations are largely ethno-culturally diversified due to large inflow of migrants. Despite this, the teaching workforce in these countries tends to be predominantly white. The large disparity between students and teachers has implications for equity and inclusive education. In this paper, we argue that a more diverse teacher workforce – particularly migrant teachers – can help to strengthen inclusiveness in schools along with the increasing diversity of the students in those countries. This ensures that students from diverse backgrounds can have their needs and voices heard and understood in their schools. It also allows migrant students to find their role models in schools as well as in societies. Simultaneously, it is critical to retain highly skilled migrant teachers in the workforce through the creation of more inclusive school policies, systems and overall school culture.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41455428","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 : 2023-08-07DOI: 10.1177/08920206231193831
Katie McAllister
Higher Education Institutions (HEIs) are increasingly engaging with businesses to provide opportunities for their students whilst also promoting their own relevance and impact in society. However, this engagement often involves navigating multiple internal processes and practices. This paper presents an employer-engagement practitioner's reflections on HEI employer-engagement, using the lens of two institutional logics – professional and corporate logics. This paper considers how these logics are shaping HEI employer-engagement, the challenges for employer engagement middle managers (EE-MM), and tensions with senior leadership teams (SLT). This paper is framed and located from the point of view of a middle manager working within employer engagement, reflecting the challenges being faced by myself and seven other EE-MM across five English HEIs as part of my doctoral research. It explores the tensions between EE-MM and HEI-wide SLT; highlighting the competing demands between day-to-day management and strategic overview.
{"title":"HEI employer-engagement – a practitioner's reflections using institutional logics lenses","authors":"Katie McAllister","doi":"10.1177/08920206231193831","DOIUrl":"https://doi.org/10.1177/08920206231193831","url":null,"abstract":"Higher Education Institutions (HEIs) are increasingly engaging with businesses to provide opportunities for their students whilst also promoting their own relevance and impact in society. However, this engagement often involves navigating multiple internal processes and practices. This paper presents an employer-engagement practitioner's reflections on HEI employer-engagement, using the lens of two institutional logics – professional and corporate logics. This paper considers how these logics are shaping HEI employer-engagement, the challenges for employer engagement middle managers (EE-MM), and tensions with senior leadership teams (SLT). This paper is framed and located from the point of view of a middle manager working within employer engagement, reflecting the challenges being faced by myself and seven other EE-MM across five English HEIs as part of my doctoral research. It explores the tensions between EE-MM and HEI-wide SLT; highlighting the competing demands between day-to-day management and strategic overview.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44373608","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 : 2023-08-07DOI: 10.1177/08920206231189845
Ravees Ahmad Rather, Firdous Ahmad Sofal
The study was carried out to examine the influence of gender and length of service on Emotional Intelligence of School Academic Administrators in India. The descriptive research design was employed to carry out the study. A sample of 200 school academic administrators, working as Chief Education Officers, Zonal Education Officers, Principals of Higher Secondary Schools, Principals of District Institute of Education and Trainings and Head Teachers of High Schools were selected. The sample subjects were selected from four districts of Kashmir, India by using Stratified Random Sampling Technique. Emotional Intelligence Scale standardized by Nadeem and Naaz (2015) was employed to collect the data. Percentage, mean, standard deviation and t-test were used to analyse the data. The results revealed that both gender and length of service affects the emotional stability of school academic administrators in India.
{"title":"Academic administration of Indian school system: A study on emotional intelligence of school academic administrators in relation to various background variables","authors":"Ravees Ahmad Rather, Firdous Ahmad Sofal","doi":"10.1177/08920206231189845","DOIUrl":"https://doi.org/10.1177/08920206231189845","url":null,"abstract":"The study was carried out to examine the influence of gender and length of service on Emotional Intelligence of School Academic Administrators in India. The descriptive research design was employed to carry out the study. A sample of 200 school academic administrators, working as Chief Education Officers, Zonal Education Officers, Principals of Higher Secondary Schools, Principals of District Institute of Education and Trainings and Head Teachers of High Schools were selected. The sample subjects were selected from four districts of Kashmir, India by using Stratified Random Sampling Technique. Emotional Intelligence Scale standardized by Nadeem and Naaz (2015) was employed to collect the data. Percentage, mean, standard deviation and t-test were used to analyse the data. The results revealed that both gender and length of service affects the emotional stability of school academic administrators in India.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46197506","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 : 2023-07-20DOI: 10.1177/08920206231189844
Steve Lambert
The role of middle leaders, that is, those who report to a member of the organisation's senior leadership, in bringing about improvements to schools is well documented. Yet middle leadership is often considered one of the most challenging roles within educational leadership, often under-conceptualised and theorised. Before we can look at the literature on resilience and any potential role it has in mediating against stress within the workplace, we need to know what stressors middle leaders in education experience. This paper outlines some initial findings from a study of 62 middle leaders, in England, exploring the key stressors they experience in their role. All participants were asked to complete a short online survey where they could enter free text when asked to identify the 5 stressors they most commonly experienced. Participants felt that staffing issues, followed by a lack of time and increasing workloads as the most prevalent issues. Commonly cited stressors such as inspections did not score highly, due to the temporary nature of the stress being induced. This is particularly important if staff are to be encouraged into leadership roles and senior leaders are to provide support for those already occupying middle leadership positions.
{"title":"Factors influencing perceived stress in middle leaders of education","authors":"Steve Lambert","doi":"10.1177/08920206231189844","DOIUrl":"https://doi.org/10.1177/08920206231189844","url":null,"abstract":"The role of middle leaders, that is, those who report to a member of the organisation's senior leadership, in bringing about improvements to schools is well documented. Yet middle leadership is often considered one of the most challenging roles within educational leadership, often under-conceptualised and theorised. Before we can look at the literature on resilience and any potential role it has in mediating against stress within the workplace, we need to know what stressors middle leaders in education experience. This paper outlines some initial findings from a study of 62 middle leaders, in England, exploring the key stressors they experience in their role. All participants were asked to complete a short online survey where they could enter free text when asked to identify the 5 stressors they most commonly experienced. Participants felt that staffing issues, followed by a lack of time and increasing workloads as the most prevalent issues. Commonly cited stressors such as inspections did not score highly, due to the temporary nature of the stress being induced. This is particularly important if staff are to be encouraged into leadership roles and senior leaders are to provide support for those already occupying middle leadership positions.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42785413","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 : 2023-07-12DOI: 10.1177/08920206231188018
Valentyna Peregudova
{"title":"People learn fastest on the barricades: Science at war","authors":"Valentyna Peregudova","doi":"10.1177/08920206231188018","DOIUrl":"https://doi.org/10.1177/08920206231188018","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47410032","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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