During pandemic school closures, preservice teachers designed activity plans to support the at-home learning of children in early elementary grades and recognized parents as vital to supporting their children’s learning. This article uses data from a multiple case study of preservice teachers’ planning during an alternate practicum. Drawing on models of family vibrancy and parent engagement that arise from funds of knowledge and parent knowledge theories, we highlight how preservice teachers included parents in reciprocal and democratic ways that honoured diverse family’s contexts and their knowledge of their children. Results illustrate the importance of asset-oriented, flexible pedagogies that include meaningful parent partnerships both during and beyond the pandemic.
{"title":"Preservice Teachers Engage Parents in At-Home Learning: “We Are in This Together!”","authors":"L. McKee, Anne Murray-Orr, Evan Throop Robinson","doi":"10.22329/jtl.v16i1.6849","DOIUrl":"https://doi.org/10.22329/jtl.v16i1.6849","url":null,"abstract":"During pandemic school closures, preservice teachers designed activity plans to support the at-home learning of children in early elementary grades and recognized parents as vital to supporting their children’s learning. This article uses data from a multiple case study of preservice teachers’ planning during an alternate practicum. Drawing on models of family vibrancy and parent engagement that arise from funds of knowledge and parent knowledge theories, we highlight how preservice teachers included parents in reciprocal and democratic ways that honoured diverse family’s contexts and their knowledge of their children. Results illustrate the importance of asset-oriented, flexible pedagogies that include meaningful parent partnerships both during and beyond the pandemic.\u0000 ","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48604176","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}
Over the past several decades, teachers have been increasingly challenged with a greater diversity of learning profiles within their classrooms. Historically, within Ontario, Canada, students who did not learn effectively through traditional methods were labelled and separated into alternate learning environments. Legislation and policy transformation have resulted in greater inclusion and stigma reduction. Changes to formal and informal identification processes have also increased the number of students accessing special education services. This conceptual paper examines the challenges arising from students’ changing learning needs, with a specific focus on the French classroom. Issues related to the Individual Education Plan, the formal identification processes, and the inconsistency inherent to special education terminology and teachers’ preparation concerning differentiated learning and resources in special education are explored. Further, employing Katz and colleagues’ (Hymel & Katz, 2019; Katz, 2013; Katz & Sokal, 2016) three-block model of universal design for an inclusive classroom as a framework, a case study from a French-language secondary school in Ontario, Canada, is examined to determine systemic gaps that need to be addressed to achieve the goal of fully inclusive classrooms that promote successful learning experiences for all students.
{"title":"The Rise in Demand for Special Education in Ontario, Canada: A Focus on French-Language Schools","authors":"Lindsey S. Jaber, Brittany Guenot","doi":"10.22329/jtl.v16i1.6578","DOIUrl":"https://doi.org/10.22329/jtl.v16i1.6578","url":null,"abstract":"Over the past several decades, teachers have been increasingly challenged with a greater diversity of learning profiles within their classrooms. Historically, within Ontario, Canada, students who did not learn effectively through traditional methods were labelled and separated into alternate learning environments. Legislation and policy transformation have resulted in greater inclusion and stigma reduction. Changes to formal and informal identification processes have also increased the number of students accessing special education services. This conceptual paper examines the challenges arising from students’ changing learning needs, with a specific focus on the French classroom. Issues related to the Individual Education Plan, the formal identification processes, and the inconsistency inherent to special education terminology and teachers’ preparation concerning differentiated learning and resources in special education are explored. Further, employing Katz and colleagues’ (Hymel & Katz, 2019; Katz, 2013; Katz & Sokal, 2016) three-block model of universal design for an inclusive classroom as a framework, a case study from a French-language secondary school in Ontario, Canada, is examined to determine systemic gaps that need to be addressed to achieve the goal of fully inclusive classrooms that promote successful learning experiences for all students.\u0000 ","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48758378","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 mixed media painting is part of a series of personal phenomenological inquiries into the learning made uniquely possible by art-making practices during the COVID-19 pandemic. In the process of making of this multilayered piece, I contemplated my evolving identity as an educator and artist-researcher while reflecting on the value of the arts for deep critical reflection, meaning-making, and epistemic noticing in times of crisis. Among the many layers that make up this piece are collaged pages from an old teacher education textbook, handwritten excerpts from a personal journal I kept during this time, and pressed, dried flowers that were given to me by my grandfather many years ago. The emergent themes that evolved from the analysis of this work included the importance of art-making as a diagnostic tool to recognize diseased ways of being in the world; how art-making enables deeper forms of symbolism and metaphor to offer lessons for moving forward with wonder despite the precariousness of current times; and a pathway to reconnection with the wisdom and lessons from my late grandfather. As a method for critical pedagogical reflection, artistic practices can connect us more deeply to ourselves, our teaching practices, and each other and can do so in times of profound disruption, trauma, and change, providing an alternate text to express the lived experience.
{"title":"Lessons from Grandfather","authors":"T. Orasi","doi":"10.22329/jtl.v16i1.6915","DOIUrl":"https://doi.org/10.22329/jtl.v16i1.6915","url":null,"abstract":"This mixed media painting is part of a series of personal phenomenological inquiries into the learning made uniquely possible by art-making practices during the COVID-19 pandemic. In the process of making of this multilayered piece, I contemplated my evolving identity as an educator and artist-researcher while reflecting on the value of the arts for deep critical reflection, meaning-making, and epistemic noticing in times of crisis. Among the many layers that make up this piece are collaged pages from an old teacher education textbook, handwritten excerpts from a personal journal I kept during this time, and pressed, dried flowers that were given to me by my grandfather many years ago. The emergent themes that evolved from the analysis of this work included the importance of art-making as a diagnostic tool to recognize diseased ways of being in the world; how art-making enables deeper forms of symbolism and metaphor to offer lessons for moving forward with wonder despite the precariousness of current times; and a pathway to reconnection with the wisdom and lessons from my late grandfather. As a method for critical pedagogical reflection, artistic practices can connect us more deeply to ourselves, our teaching practices, and each other and can do so in times of profound disruption, trauma, and change, providing an alternate text to express the lived experience.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47436538","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 Right to Read report highlights the fact that children who experience dyslexia are not being adequately supported in Ontario schools. The report’s call for the establishment of a more effective identification and intervention infrastructure within the school system is timely and persuasive. Unfortunately, the Right to Read report advances two unsubstantiated claims to explain the reading difficulties some children experience in the early grades. Specifically, it argues that Ontario schools are failing to teach reading skills effectively for all students, not just those with specific reading disabilities. Second, it attributes this general failure to the fact that most Ontario schools implement a balanced approach to reading instruction, which the report claims, pays insufficient attention to teaching sound/letter correspondences in a systematic, explicit, and intensive way. Neither of these claims is supported by the scientific data. Ontario students are consistently among the top performers in cross-Canada and international comparisons of reading performance. Furthermore, the empirical research is fully consistent with the implementation of a balanced or contextualized approach to literacy instruction that integrates the teaching of sound/symbol relationships with a more general commitment to immerse children into a literacy-rich instructional environment.
{"title":"Ontario Human Rights Commission Right to Read Report: Sincere, Passionate, Flawed","authors":"J. Cummins","doi":"10.22329/jtl.v16i1.7279","DOIUrl":"https://doi.org/10.22329/jtl.v16i1.7279","url":null,"abstract":"The Right to Read report highlights the fact that children who experience dyslexia are not being adequately supported in Ontario schools. The report’s call for the establishment of a more effective identification and intervention infrastructure within the school system is timely and persuasive. Unfortunately, the Right to Read report advances two unsubstantiated claims to explain the reading difficulties some children experience in the early grades. Specifically, it argues that Ontario schools are failing to teach reading skills effectively for all students, not just those with specific reading disabilities. Second, it attributes this general failure to the fact that most Ontario schools implement a balanced approach to reading instruction, which the report claims, pays insufficient attention to teaching sound/letter correspondences in a systematic, explicit, and intensive way. Neither of these claims is supported by the scientific data. Ontario students are consistently among the top performers in cross-Canada and international comparisons of reading performance. Furthermore, the empirical research is fully consistent with the implementation of a balanced or contextualized approach to literacy instruction that integrates the teaching of sound/symbol relationships with a more general commitment to immerse children into a literacy-rich instructional environment.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46755414","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 explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students’ openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents’ academic persistence varies by the perceived supportiveness of school environments. Based on data collected from newcomer students in a medium-sized city in Canada, results show that immigrant and refugee youth display higher academic persistence when they perceive that their teachers support them and when their fellow students are receptive to diversity. Specifically, newcomer youth’s educational success depends on a school environment that encourages diversity and inter-group relations and teachers who are supportive of students, encourage them, and believe in them. This study also shows that newcomer youth are more likely to academically persist in school when they perceive that their fellow schoolmates exhibit cultural humility or openness to diversity and thus are interested in knowing more about immigrants’ country of origin, respect them, and interact with them.
{"title":"School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers","authors":"Reza Nakhaie, Howard Ramos, Fatima Fakih","doi":"10.22329/jtl.v16i1.6878","DOIUrl":"https://doi.org/10.22329/jtl.v16i1.6878","url":null,"abstract":"This paper explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students’ openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents’ academic persistence varies by the perceived supportiveness of school environments. Based on data collected from newcomer students in a medium-sized city in Canada, results show that immigrant and refugee youth display higher academic persistence when they perceive that their teachers support them and when their fellow students are receptive to diversity. Specifically, newcomer youth’s educational success depends on a school environment that encourages diversity and inter-group relations and teachers who are supportive of students, encourage them, and believe in them. This study also shows that newcomer youth are more likely to academically persist in school when they perceive that their fellow schoolmates exhibit cultural humility or openness to diversity and thus are interested in knowing more about immigrants’ country of origin, respect them, and interact with them.\u0000 \u0000 ","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47699607","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}
At-home learning initiatives arose as a response to school closures due to COVID-19. This study interviewed 17 secondary teachers to explore the implementation of at-home learning in the province of Ontario, Canada. Findings suggest four thematic areas arising from the data: growing equity disparities, poor policy communication, factors influencing successful emergency remote teaching (technological and pedagogical), and impacts to academic and socio-emotional/mental health. This article proposes an integrated model for school recovery that will engage three levels of the education system: (1) school-level efforts including high-dosage tutoring and teacher collaboration and teacher looping strategies, (2) building partnerships with community organizations for wrap-around support for the most marginalized communities, and (3) parental engagement through actionable messages and tips by text to help parents support student learning. In the end, Ontario teachers rose to the challenge of providing students with consistent learning during the pandemic.
{"title":"Exploring How Ontario Teachers Adapted to Learn-at-Home Initiatives During COVID-19","authors":"Amanda Cooper, Kristy Timmons, Stephen MacGregor","doi":"10.22329/JTL.V15I2.6726","DOIUrl":"https://doi.org/10.22329/JTL.V15I2.6726","url":null,"abstract":"At-home learning initiatives arose as a response to school closures due to COVID-19. This study interviewed 17 secondary teachers to explore the implementation of at-home learning in the province of Ontario, Canada. Findings suggest four thematic areas arising from the data: growing equity disparities, poor policy communication, factors influencing successful emergency remote teaching (technological and pedagogical), and impacts to academic and socio-emotional/mental health. This article proposes an integrated model for school recovery that will engage three levels of the education system: (1) school-level efforts including high-dosage tutoring and teacher collaboration and teacher looping strategies, (2) building partnerships with community organizations for wrap-around support for the most marginalized communities, and (3) parental engagement through actionable messages and tips by text to help parents support student learning. In the end, Ontario teachers rose to the challenge of providing students with consistent learning during the pandemic.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42851463","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 global pandemic has dramatically impacted the lives of billions of children all over the world, creating a massive disruption in education and exacerbating existing multidimensional inequalities. Given the ubiquity of the virus’s reach, is COVID-19 the end of childhood innocence? Building on an understanding of childhood as social practice, I describe how childhood innocence has been enacted through, and pivotal to, education as a social practice since the late 19th century. I consider how the pandemic is challenging the normative views of childhood that have long informed teaching and learning and outline the possibilities for reimagining childhood and schooling in ways that could promote a radical transformation of public education for a post-pandemic world.
{"title":"The End of Innocence","authors":"Julie C. Garlen","doi":"10.22329/JTL.V15I2.6724","DOIUrl":"https://doi.org/10.22329/JTL.V15I2.6724","url":null,"abstract":"The global pandemic has dramatically impacted the lives of billions of children all over the world, creating a massive disruption in education and exacerbating existing multidimensional inequalities. Given the ubiquity of the virus’s reach, is COVID-19 the end of childhood innocence? Building on an understanding of childhood as social practice, I describe how childhood innocence has been enacted through, and pivotal to, education as a social practice since the late 19th century. I consider how the pandemic is challenging the normative views of childhood that have long informed teaching and learning and outline the possibilities for reimagining childhood and schooling in ways that could promote a radical transformation of public education for a post-pandemic world.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49352211","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 offers a review of the research on children, schooling, and disasters in order to identify critical information for the field of education and the practice of educational research in response to the COVID-19 pandemic. What do we know about the experiences of children and their interactions with schools during and following a natural disaster like COVID-19? The review answers this question and both identifies areas of study that need further attention and explores critical methodological approaches for further educational research. Areas of the research reviewed include children’s experiences of disaster, the educational impacts of disaster, the role of schools and teachers in responding to disaster, and methodological considerations for further research. The authors conclude that educational research can play a critical role in recovery efforts for children, teachers, and schools.
{"title":"Children, Schooling, and COVID-19","authors":"Chloë Brushwood Rose, M. Bimm","doi":"10.22329/JTL.V15I2.6663","DOIUrl":"https://doi.org/10.22329/JTL.V15I2.6663","url":null,"abstract":"This paper offers a review of the research on children, schooling, and disasters in order to identify critical information for the field of education and the practice of educational research in response to the COVID-19 pandemic. What do we know about the experiences of children and their interactions with schools during and following a natural disaster like COVID-19? The review answers this question and both identifies areas of study that need further attention and explores critical methodological approaches for further educational research. Areas of the research reviewed include children’s experiences of disaster, the educational impacts of disaster, the role of schools and teachers in responding to disaster, and methodological considerations for further research. The authors conclude that educational research can play a critical role in recovery efforts for children, teachers, and schools.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48733612","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}
We use the metaphor of building a plane while flying to describe the enactment of educational policies by teachers during COVID-19 and the impact of these policies on their ability to meet the needs of their students. Drawing from a series of three one-hour focus groups with seven teachers in Alberta, we apply critical policy analysis to describe the transition of public schools to pandemic education, especially in urban centers. This paper will begin by reviewing the dynamic policy context of school closures and reentry strategies and proceed to outline the diverse ways school boards interpreted guidelines from the Ministry of Education. We discuss the frustration with and variation of policy enactment during the pandemic, especially with respect to priorities and barriers to addressing student wellbeing and access to educational and social supports. Finally, we describe the consequences of teaching through crisis as it emerges in a political context that has failed to respond to educator’s professional needs.
{"title":"Building a Plane While Flying","authors":"Beyhan Farhadi, Sue Winton","doi":"10.22329/JTL.V15I2.6725","DOIUrl":"https://doi.org/10.22329/JTL.V15I2.6725","url":null,"abstract":"We use the metaphor of building a plane while flying to describe the enactment of educational policies by teachers during COVID-19 and the impact of these policies on their ability to meet the needs of their students. Drawing from a series of three one-hour focus groups with seven teachers in Alberta, we apply critical policy analysis to describe the transition of public schools to pandemic education, especially in urban centers. This paper will begin by reviewing the dynamic policy context of school closures and reentry strategies and proceed to outline the diverse ways school boards interpreted guidelines from the Ministry of Education. We discuss the frustration with and variation of policy enactment during the pandemic, especially with respect to priorities and barriers to addressing student wellbeing and access to educational and social supports. Finally, we describe the consequences of teaching through crisis as it emerges in a political context that has failed to respond to educator’s professional needs.\u0000 ","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44792328","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 explores the ways in which face-to-face classroom communities were disrupted and/or transformed by the move to online platforms and the effect of this disruption on equitable access to a quality education. Quality education is defined as engaged pedagogy, where students learn to interact with other students and engage with ideas in a way that promotes their ability to be part of a community while still feeling free to disagree with, critique, and take care of each other. To examine the extent to which such communities were created when schooling migrated online during the pandemic, this paper examines online schooling communities in terms of sense of belonging, trust, shared purpose, and quality of interactions. The analysis of the experiences of 11 teachers in Ontario, Canada, whose face-to-face classes were moved to online formats, establishes that equity was one of the first casualties of the change, with the most vulnerable students facing disproportionate academic, psychological, and social consequences.
{"title":"Maintaining Equitable and Inclusive Classroom Communities Online During the COVID-19 Pandemic","authors":"S. Barrett","doi":"10.22329/JTL.V15I2.6683","DOIUrl":"https://doi.org/10.22329/JTL.V15I2.6683","url":null,"abstract":"This paper explores the ways in which face-to-face classroom communities were disrupted and/or transformed by the move to online platforms and the effect of this disruption on equitable access to a quality education. Quality education is defined as engaged pedagogy, where students learn to interact with other students and engage with ideas in a way that promotes their ability to be part of a community while still feeling free to disagree with, critique, and take care of each other. To examine the extent to which such communities were created when schooling migrated online during the pandemic, this paper examines online schooling communities in terms of sense of belonging, trust, shared purpose, and quality of interactions. The analysis of the experiences of 11 teachers in Ontario, Canada, whose face-to-face classes were moved to online formats, establishes that equity was one of the first casualties of the change, with the most vulnerable students facing disproportionate academic, psychological, and social consequences.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41524508","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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