Pub Date : 2023-03-03DOI: 10.25159/1947-9417/11405
Jae-hyun Im
This study examines how the linguistic landscape of a university in the midwestern United States has changed since the COVID-19 pandemic, and how that change has discursively constructed the identities of the university and its community. The focus lies in the newly displayed semiotics that provides information about preventing the virus from spreading. By analysing public signs such as flyers, posters, and banners whose contents have to do with COVID-19, this study found the following five ways in which the institution and community express their identities and voices. The university’s identity has shifted to that of an agent that acts to encourage a united effort to protect itself and its community; a caring entity that cares about community members; a site for community members’ voice expression; a space creator to expand interaction from physical to online discourses; and an information deliverer for international members of the community. This study calls for research that investigates the global pandemic’s influence on the linguistic landscape.
{"title":"The Linguistic Landscape as an Identity Construction Site of a United States’ Higher Educational Institution in the Time of COVID-19","authors":"Jae-hyun Im","doi":"10.25159/1947-9417/11405","DOIUrl":"https://doi.org/10.25159/1947-9417/11405","url":null,"abstract":"This study examines how the linguistic landscape of a university in the midwestern United States has changed since the COVID-19 pandemic, and how that change has discursively constructed the identities of the university and its community. The focus lies in the newly displayed semiotics that provides information about preventing the virus from spreading. By analysing public signs such as flyers, posters, and banners whose contents have to do with COVID-19, this study found the following five ways in which the institution and community express their identities and voices. The university’s identity has shifted to that of an agent that acts to encourage a united effort to protect itself and its community; a caring entity that cares about community members; a site for community members’ voice expression; a space creator to expand interaction from physical to online discourses; and an information deliverer for international members of the community. This study calls for research that investigates the global pandemic’s influence on the linguistic landscape.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46360302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-02DOI: 10.25159/1947-9417/12791
Daihu Yang, Minghui Zhou
The gender gap remains an issue in the biological education community. This study explores the extent to which an egalitarian gender ideology, encapsulated in five biological science textbooks for upper secondary schools in China, manifests through representational, interactive and compositional meanings of social semiotic theory. The findings reveal that females in the textbooks tend to be depicted as passive and inferior to males. More males are represented as playing pioneering and leading roles, as opposed to females, who are cast in assistant and subordinate roles in professional activities. The gendered messages delivered have the potential to disempower female students’ career aspirations and adversely regulate their perceptions and projections of gender identities in biological science.
{"title":"A Social Semiotic Analysis of Gender Representations in Biology Textbooks for Upper Secondary Schools in China","authors":"Daihu Yang, Minghui Zhou","doi":"10.25159/1947-9417/12791","DOIUrl":"https://doi.org/10.25159/1947-9417/12791","url":null,"abstract":"The gender gap remains an issue in the biological education community. This study explores the extent to which an egalitarian gender ideology, encapsulated in five biological science textbooks for upper secondary schools in China, manifests through representational, interactive and compositional meanings of social semiotic theory. The findings reveal that females in the textbooks tend to be depicted as passive and inferior to males. More males are represented as playing pioneering and leading roles, as opposed to females, who are cast in assistant and subordinate roles in professional activities. The gendered messages delivered have the potential to disempower female students’ career aspirations and adversely regulate their perceptions and projections of gender identities in biological science.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48717243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-17DOI: 10.25159/1947-9417/10870
L. Ntombana, Asemahle Gwala, F. Sibanda
This article reflects on the successes and failures of student protests in transforming higher education in South Africa through a Marxist lens. The slow pace of change by the government in addressing structural and systemic inequalities has led to disgruntlement within the student body. In their quest to hasten the process, students engaged in protests across the country, inspired by the #RhodesMustFall movement. This article outlines the problematic areas that have led to the unrest and reflects on the #FeesMustFall movement: the lessons learnt and its impact on contemporary higher education. The reflection further unpacks what it means to be a student in South Africa and how the learning process shapes and is shaped by the student movements within universities. The study reviewed existing literature on the #FeesMustFall movement to better understand the influence of student protests on government policy and to evaluate whether any protest-based changes have occurred in higher education in South Africa.
{"title":"Positioning the #FeesMustFall Movement within the Transformative Agenda: Reflections on Student Protests in South Africa","authors":"L. Ntombana, Asemahle Gwala, F. Sibanda","doi":"10.25159/1947-9417/10870","DOIUrl":"https://doi.org/10.25159/1947-9417/10870","url":null,"abstract":"This article reflects on the successes and failures of student protests in transforming higher education in South Africa through a Marxist lens. The slow pace of change by the government in addressing structural and systemic inequalities has led to disgruntlement within the student body. In their quest to hasten the process, students engaged in protests across the country, inspired by the #RhodesMustFall movement. This article outlines the problematic areas that have led to the unrest and reflects on the #FeesMustFall movement: the lessons learnt and its impact on contemporary higher education. The reflection further unpacks what it means to be a student in South Africa and how the learning process shapes and is shaped by the student movements within universities. The study reviewed existing literature on the #FeesMustFall movement to better understand the influence of student protests on government policy and to evaluate whether any protest-based changes have occurred in higher education in South Africa.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49655652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.25159/1947-9417/13025
Na-iem Dollie
{"title":"Article Title: “Universities and the Co-construction of Knowledge with Communities”","authors":"Na-iem Dollie","doi":"10.25159/1947-9417/13025","DOIUrl":"https://doi.org/10.25159/1947-9417/13025","url":null,"abstract":"","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42579982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.25159/1947-9417/11504
Katarina Todorović, Jovana Marojević, Milena Krtolica, Milica Jaramaz
This article presents results from qualitative research on children’s dominant gender discourses in kindergarten and the influence of the socio-pedagogical aspects of kindergarten culture, transmitted via teachers’ gender discourses and personal epistemologies, on the construction of children’s gender discourses and identities. The main questions guiding our research were: What gender stories are narrated in a group, and under which influences do these stories become established as norms? Our understanding of gender is based on the feminist poststructuralist perspective. Our research in two Montenegrin kindergartens with 54 children and four teachers during a two-week period showed a dominance of the binary opposition discourse of “hegemonic masculinity” and “emphasised femininity”, with an emphasis on gender-stereotyped toys, games, role-play, and professions. Additionally, it has been found that the kindergarten culture strongly shapes and “normalises” children’s perception of “right” gender practices, by reflecting and mirroring teachers’ gender-typed expectations and a value system based on an objectivist personal epistemology that implicitly promotes “feminine” values of subordination, peace, silence and obedience. The findings suggest the need for research focusing particularly on the relationship between teachers’ epistemological theories and the dominant gender discourses in kindergarten. It is also recommended that Montenegro’s early childhood education policy and strategy documents consider and elaborate more thoroughly the concept of gender identity and gender-flexible pedagogies.
{"title":"“Only What’s Right”: Normalising Children’s Gender Discourses in Kindergarten (The Case of Montenegro)","authors":"Katarina Todorović, Jovana Marojević, Milena Krtolica, Milica Jaramaz","doi":"10.25159/1947-9417/11504","DOIUrl":"https://doi.org/10.25159/1947-9417/11504","url":null,"abstract":"This article presents results from qualitative research on children’s dominant gender discourses in kindergarten and the influence of the socio-pedagogical aspects of kindergarten culture, transmitted via teachers’ gender discourses and personal epistemologies, on the construction of children’s gender discourses and identities. The main questions guiding our research were: What gender stories are narrated in a group, and under which influences do these stories become established as norms? Our understanding of gender is based on the feminist poststructuralist perspective. Our research in two Montenegrin kindergartens with 54 children and four teachers during a two-week period showed a dominance of the binary opposition discourse of “hegemonic masculinity” and “emphasised femininity”, with an emphasis on gender-stereotyped toys, games, role-play, and professions. Additionally, it has been found that the kindergarten culture strongly shapes and “normalises” children’s perception of “right” gender practices, by reflecting and mirroring teachers’ gender-typed expectations and a value system based on an objectivist personal epistemology that implicitly promotes “feminine” values of subordination, peace, silence and obedience. The findings suggest the need for research focusing particularly on the relationship between teachers’ epistemological theories and the dominant gender discourses in kindergarten. It is also recommended that Montenegro’s early childhood education policy and strategy documents consider and elaborate more thoroughly the concept of gender identity and gender-flexible pedagogies.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48631158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-25DOI: 10.25159/1947-9417/12507
Jianxing Guo, Jingxian Tang, L. Zheng, Cong Wang
{"title":"Marxism, Pedagogy and the General Intellect: Beyond the Knowledge Economy, by Derek R. Ford","authors":"Jianxing Guo, Jingxian Tang, L. Zheng, Cong Wang","doi":"10.25159/1947-9417/12507","DOIUrl":"https://doi.org/10.25159/1947-9417/12507","url":null,"abstract":"","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46171637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-22DOI: 10.25159/1947-9417/11098
Mosebetsi Mokoena
Since the advent of the COVID-19 pandemic, there have been changes in the ways teaching and learning occur in most classrooms, including English first additional language classrooms. Teachers spent less contact class time with their English FAL learners to comply with the COVID-19 safety protocols, such as social distancing. More than ever, learners in rural schools faced the responsibility of learning independently for extended periods. The focus in this article is on how the learners’ efforts to learn independently were disrupted and how teachers assisted these learners in overcoming these challenges amid the pandemic. The article explores the impact of the COVID-19 pandemic on rural English FAL learners’ self-directed learning. The findings confirm the existence of COVID-19-induced challenges that impeded rural English FAL learners’ self-directed learning. These included a lack of motivation and a negative attitude towards self-directed learning, closure of learning facilities and a lack of learning material, overdependence on the teacher, poor physical learning environments and limited parental support. The study also reports on strategies that English FAL teachers used to enhance learners’ self-directed learning during the COVID-19 pandemic. These included strengthening home-school partnerships, providing emotional support, and simplifying learning activities. The article concludes that the COVID-19 pandemic negatively impacted self-directed learning in South Africa.
{"title":"Impact of COVID-19 on Self-Directed Learning: Perspectives of Rural English First Additional Language Teachers","authors":"Mosebetsi Mokoena","doi":"10.25159/1947-9417/11098","DOIUrl":"https://doi.org/10.25159/1947-9417/11098","url":null,"abstract":"Since the advent of the COVID-19 pandemic, there have been changes in the ways teaching and learning occur in most classrooms, including English first additional language classrooms. Teachers spent less contact class time with their English FAL learners to comply with the COVID-19 safety protocols, such as social distancing. More than ever, learners in rural schools faced the responsibility of learning independently for extended periods. The focus in this article is on how the learners’ efforts to learn independently were disrupted and how teachers assisted these learners in overcoming these challenges amid the pandemic. The article explores the impact of the COVID-19 pandemic on rural English FAL learners’ self-directed learning. The findings confirm the existence of COVID-19-induced challenges that impeded rural English FAL learners’ self-directed learning. These included a lack of motivation and a negative attitude towards self-directed learning, closure of learning facilities and a lack of learning material, overdependence on the teacher, poor physical learning environments and limited parental support. The study also reports on strategies that English FAL teachers used to enhance learners’ self-directed learning during the COVID-19 pandemic. These included strengthening home-school partnerships, providing emotional support, and simplifying learning activities. The article concludes that the COVID-19 pandemic negatively impacted self-directed learning in South Africa.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43952953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-22DOI: 10.25159/1947-9417/10979
Tilla Olifant, Naomi Boakye
Various attempts have been made to assist the multitude of South African learners who experience literacy challenges, particularly critical reading challenges, in the classroom. Although a number of critical literacy models that focus on reading literacy have been developed to alleviate the reading comprehension crisis in South Africa, poor reading comprehension continues to prevail among South African learners, as shown in the Progress in International Reading Literacy Study reports. This article argues for a focus on critical reading comprehension in the classroom. Based on a review of the Four Resources Model of Critical Literacy and the Interdependent Model of Critical Literacy, the researchers propose a new model to the literacy debate, the Critical Reading Interdependent Literacy Model (CRILM), which is designed to be used at school level and is suitable to be used from Grade 4 and beyond. CRILM is based on an instruction and learning framework that promotes a participatory-interactive-interdependent relationship between educators, learners, the text, and the author. Through the text and author, learners will be able to initiate critical insight and societal knowledge development from within the English First Additional Language classroom. Centred on the educator, the learners, the text, and the author, as well as their relation to reality, this proposed new model hypothesises the interaction and interdependence of all the participants during the reading process for the successful development of classroom critical reading comprehension.
{"title":"An Interdependent Literacy Model to Assist with Critical Reading Comprehension in the English First Additional Language Classroom","authors":"Tilla Olifant, Naomi Boakye","doi":"10.25159/1947-9417/10979","DOIUrl":"https://doi.org/10.25159/1947-9417/10979","url":null,"abstract":"Various attempts have been made to assist the multitude of South African learners who experience literacy challenges, particularly critical reading challenges, in the classroom. Although a number of critical literacy models that focus on reading literacy have been developed to alleviate the reading comprehension crisis in South Africa, poor reading comprehension continues to prevail among South African learners, as shown in the Progress in International Reading Literacy Study reports. This article argues for a focus on critical reading comprehension in the classroom. Based on a review of the Four Resources Model of Critical Literacy and the Interdependent Model of Critical Literacy, the researchers propose a new model to the literacy debate, the Critical Reading Interdependent Literacy Model (CRILM), which is designed to be used at school level and is suitable to be used from Grade 4 and beyond. CRILM is based on an instruction and learning framework that promotes a participatory-interactive-interdependent relationship between educators, learners, the text, and the author. Through the text and author, learners will be able to initiate critical insight and societal knowledge development from within the English First Additional Language classroom. Centred on the educator, the learners, the text, and the author, as well as their relation to reality, this proposed new model hypothesises the interaction and interdependence of all the participants during the reading process for the successful development of classroom critical reading comprehension.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46936343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-19DOI: 10.25159/1947-9417/11390
Hao Xu
Drawing on Bourdieu’s concepts of field and habitus, this qualitative study adopted a multiple-case design to investigate how university researchers exercised their agency as they engaged in actions of open access publishing, and how such actions influenced the researchers themselves and the university as an institution. Guided by a four-dimensional approach to agency as the conceptual framework, the study unveiled the complex processes by which university researchers played agentic roles in open access publishing and reshaped their own publishing habitus. They utilised various kinds of personal and social resources to mediate their agentic actions for the purpose of producing intended outcomes as institutionally recognised achievement. As their agentic actions influenced the university as institutional structure in terms of policy reformulation, they also reshaped university researchers’ habitus in an incremental manner as their habitus was augmented to include a new form of recognised action. The study also revealed the duality of discourse, which, conforming to institutionality, both enabled and constrained researchers’ agentic actions.
{"title":"Open Access Publishing and University Researchers’ Agency Towards Reshaping the Publishing Habitus","authors":"Hao Xu","doi":"10.25159/1947-9417/11390","DOIUrl":"https://doi.org/10.25159/1947-9417/11390","url":null,"abstract":"Drawing on Bourdieu’s concepts of field and habitus, this qualitative study adopted a multiple-case design to investigate how university researchers exercised their agency as they engaged in actions of open access publishing, and how such actions influenced the researchers themselves and the university as an institution. Guided by a four-dimensional approach to agency as the conceptual framework, the study unveiled the complex processes by which university researchers played agentic roles in open access publishing and reshaped their own publishing habitus. They utilised various kinds of personal and social resources to mediate their agentic actions for the purpose of producing intended outcomes as institutionally recognised achievement. As their agentic actions influenced the university as institutional structure in terms of policy reformulation, they also reshaped university researchers’ habitus in an incremental manner as their habitus was augmented to include a new form of recognised action. The study also revealed the duality of discourse, which, conforming to institutionality, both enabled and constrained researchers’ agentic actions.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45393607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.25159/1947-9417/11308
S. Sesanti
The years 2021 and 2022 marked a significant period in the Pan-African struggle against the Pan-Eurocentric academy’s destruction of African dignity and freedom. 2021 marked the 70th anniversary of the Eiselen Commission’s report on Bantu Education. 2022 marked the 30th anniversary of the publication of Phyllis Ntantala’s autobiographical work, A Life’s Mosaic: The Autobiography of Phyllis Ntantala. Ntantala’s book documents African teachers’ and parents’ resistance to Bantu Education, which culminated in some African teachers being fired for refusing to “poison the minds” of African children. While the “heroism” of resistance to Bantu Education is well-recorded and celebrated, the “sheroism” of the struggle against Bantu Education is less illuminated and appreciated. This article, by examining Ntantala’s intellectual legacy in African people’s struggles for justice—including justice in education in South Africa, as well as in Europe and the United States of America—celebrates African sheroes’ institutional leadership in the struggles associated with education in politics and politics in education. A critical examination of Ntantala’s leadership against Bantu Education gives recognition to an important, yet often overlooked, aspect in decolonisation and re-Africanisation struggles in education, namely, that colonialism did not only express itself through racism, but also sexism.
{"title":"Phyllis Ntantala: An African Woman’s Leadership in the Struggle against a Pan-Eurocentric Education","authors":"S. Sesanti","doi":"10.25159/1947-9417/11308","DOIUrl":"https://doi.org/10.25159/1947-9417/11308","url":null,"abstract":"The years 2021 and 2022 marked a significant period in the Pan-African struggle against the Pan-Eurocentric academy’s destruction of African dignity and freedom. 2021 marked the 70th anniversary of the Eiselen Commission’s report on Bantu Education. 2022 marked the 30th anniversary of the publication of Phyllis Ntantala’s autobiographical work, A Life’s Mosaic: The Autobiography of Phyllis Ntantala. Ntantala’s book documents African teachers’ and parents’ resistance to Bantu Education, which culminated in some African teachers being fired for refusing to “poison the minds” of African children. While the “heroism” of resistance to Bantu Education is well-recorded and celebrated, the “sheroism” of the struggle against Bantu Education is less illuminated and appreciated. This article, by examining Ntantala’s intellectual legacy in African people’s struggles for justice—including justice in education in South Africa, as well as in Europe and the United States of America—celebrates African sheroes’ institutional leadership in the struggles associated with education in politics and politics in education. A critical examination of Ntantala’s leadership against Bantu Education gives recognition to an important, yet often overlooked, aspect in decolonisation and re-Africanisation struggles in education, namely, that colonialism did not only express itself through racism, but also sexism.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44569064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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