Pub Date : 2022-06-16DOI: 10.37119/ojs2022.v27i2a.499
Kate Roberts Bucca
Who gets to perform the identity of student? How does the process of obtaining accommodations affect a student’s sense of belonging in university? What messages do faculty attitudes send to students who seek accommodations for psychiatric disability? To facilitate addressing these questions, this article uses the fictional short story form to explore one student’s journey to receive accommodations in her classes during a manic episode of bipolar disorder. Drawing data from literature review and researcher lived experience, the story seeks to portray the complexity of navigating higher education’s disability services system. The story-as-research aims to build empathy through inviting readers to place themselves in the mind of the main character, to consider the messages she receives about (non)belonging from faculty who view accommodations from different standpoints. The article offers insight into the complex interplay of internalized stigma, passing as (dis)abled, and navigating discourses within an educational institution. Keywords: psychiatric disability, higher education, fiction-based research, performativity, accommodations
{"title":"An Exhausting Job: A Story of Psychiatric Disability in University as Performativity (Dis)Rupture","authors":"Kate Roberts Bucca","doi":"10.37119/ojs2022.v27i2a.499","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2a.499","url":null,"abstract":"Who gets to perform the identity of student? How does the process of obtaining accommodations affect a student’s sense of belonging in university? What messages do faculty attitudes send to students who seek accommodations for psychiatric disability? To facilitate addressing these questions, this article uses the fictional short story form to explore one student’s journey to receive accommodations in her classes during a manic episode of bipolar disorder. Drawing data from literature review and researcher lived experience, the story seeks to portray the complexity of navigating higher education’s disability services system. The story-as-research aims to build empathy through inviting readers to place themselves in the mind of the main character, to consider the messages she receives about (non)belonging from faculty who view accommodations from different standpoints. The article offers insight into the complex interplay of internalized stigma, passing as (dis)abled, and navigating discourses within an educational institution.\u0000 Keywords: psychiatric disability, higher education, fiction-based research, performativity, accommodations","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90932216","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 : 2022-05-23DOI: 10.1177/00345237221090541
Miguel Órdenes, E. Treviño, Rosario Escribano, D. Carrasco
This study drew on Chilean teacher survey responses from TALIS 2018 data on teacher motivation in order to examine the extent to which these data reveal different motivational profiles among Chilean teachers. Also, it explores the influence of those profiles on quality teachers’ instruction. As a conceptual scaffold, this article uses Agency Theory and Public Service Motivation theory to conceptualize and explore the data. Using latent classes analysis, multivariate regressions with survey methods, results showed three different motivational profiles: utility-laden, modal, and socially-laden. From these profiles, modal teachers seem to produce better teaching quality compared with the others profiles. These results suggest that the teachers’ profiles are more diverse when it comes to work motivation and teaching quality than what it is described in the literature. These findings give interesting insights for policymakers and school leaders to better understand the teaching workforce and think in diverse governance and teacher management tools. It also opens a set of interesting questions about how to motivate the teacher workforce in Chile.
{"title":"Teacher motivation in Chile: Motivational profiles and teaching quality in an incentive-based education system","authors":"Miguel Órdenes, E. Treviño, Rosario Escribano, D. Carrasco","doi":"10.1177/00345237221090541","DOIUrl":"https://doi.org/10.1177/00345237221090541","url":null,"abstract":"This study drew on Chilean teacher survey responses from TALIS 2018 data on teacher motivation in order to examine the extent to which these data reveal different motivational profiles among Chilean teachers. Also, it explores the influence of those profiles on quality teachers’ instruction. As a conceptual scaffold, this article uses Agency Theory and Public Service Motivation theory to conceptualize and explore the data. Using latent classes analysis, multivariate regressions with survey methods, results showed three different motivational profiles: utility-laden, modal, and socially-laden. From these profiles, modal teachers seem to produce better teaching quality compared with the others profiles. These results suggest that the teachers’ profiles are more diverse when it comes to work motivation and teaching quality than what it is described in the literature. These findings give interesting insights for policymakers and school leaders to better understand the teaching workforce and think in diverse governance and teacher management tools. It also opens a set of interesting questions about how to motivate the teacher workforce in Chile.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90537325","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 : 2022-04-29DOI: 10.1177/00345237221090540
A. Wullschleger, Ariane Rickenbacher, B. Rechsteiner, U. Grob, Katharina Maag Merki
School-external expectations regarding implementation of reforms and innovations often do not lead to successful school improvement processes in schools. To better understand these processes in schools, this paper aims to investigate school improvement processes on a deep level by focusing on cognitive, metacognitive, and motivational regulation strategies used by school teams and by exploring what school-external and school-internal factors are related to this strategy use. Principals, teachers, and specialist teachers ( N = 1328) at 59 primary schools responded to an online questionnaire indicating their school’s use of regulation strategies on school improvement. Results from descriptive, variance, and hierarchical multiple regression analyses revealed that school teams use all forms of school-based regulation strategies but that schools differ significantly in their strategy use. These differences were mainly explained more by school-internal deeper structures (e.g., task cohesion) and less by school-internal surface structures (e.g., school size) and not at all by school-external factors (e.g., governance systems).
{"title":"School teams’ regulation strategies for dealing with school-external expectations for school improvement","authors":"A. Wullschleger, Ariane Rickenbacher, B. Rechsteiner, U. Grob, Katharina Maag Merki","doi":"10.1177/00345237221090540","DOIUrl":"https://doi.org/10.1177/00345237221090540","url":null,"abstract":"School-external expectations regarding implementation of reforms and innovations often do not lead to successful school improvement processes in schools. To better understand these processes in schools, this paper aims to investigate school improvement processes on a deep level by focusing on cognitive, metacognitive, and motivational regulation strategies used by school teams and by exploring what school-external and school-internal factors are related to this strategy use. Principals, teachers, and specialist teachers ( N = 1328) at 59 primary schools responded to an online questionnaire indicating their school’s use of regulation strategies on school improvement. Results from descriptive, variance, and hierarchical multiple regression analyses revealed that school teams use all forms of school-based regulation strategies but that schools differ significantly in their strategy use. These differences were mainly explained more by school-internal deeper structures (e.g., task cohesion) and less by school-internal surface structures (e.g., school size) and not at all by school-external factors (e.g., governance systems).","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89692359","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 : 2022-03-07DOI: 10.1177/00345237211055843
Angela M. Lyle, D. J. Peurach
Historically, teachers had been delegated the primary responsibility for the organization and management of classroom instruction in US public schools. While this delegation afforded teachers professional autonomy in their work, it has also resulted in disparities in students’ educational experiences and outcomes within and between classrooms, schools, and systems. In the effort to improve instruction and reduce disparities for students on a large scale, one reform effort in the US has focused on building instructionally focused education systems (IFESs) where central office and school leaders collaborate with teachers to organize and manage instruction. These efforts are playing out in a variety of contexts in the US, including in public school districts, non-profits, and other educational networks, and it is shifting how teachers carry out the day-to-day work of instruction. In this comparative case study, we investigate two IFESs in which efforts to improve instruction pushed against historic norms of teacher autonomy. We found that these new systems are not at odds with teacher autonomy, but rather these systems reflect a transition to more interdependent notions of teacher autonomy.
{"title":"Changing notions of teacher autonomy: The intersection of teacher autonomy and instructional improvement in the US","authors":"Angela M. Lyle, D. J. Peurach","doi":"10.1177/00345237211055843","DOIUrl":"https://doi.org/10.1177/00345237211055843","url":null,"abstract":"Historically, teachers had been delegated the primary responsibility for the organization and management of classroom instruction in US public schools. While this delegation afforded teachers professional autonomy in their work, it has also resulted in disparities in students’ educational experiences and outcomes within and between classrooms, schools, and systems. In the effort to improve instruction and reduce disparities for students on a large scale, one reform effort in the US has focused on building instructionally focused education systems (IFESs) where central office and school leaders collaborate with teachers to organize and manage instruction. These efforts are playing out in a variety of contexts in the US, including in public school districts, non-profits, and other educational networks, and it is shifting how teachers carry out the day-to-day work of instruction. In this comparative case study, we investigate two IFESs in which efforts to improve instruction pushed against historic norms of teacher autonomy. We found that these new systems are not at odds with teacher autonomy, but rather these systems reflect a transition to more interdependent notions of teacher autonomy.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75055783","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 : 2021-12-17DOI: 10.37119/ojs2021.v27i1.497
Maya Borhani
Amongst a group of poet-scholar friends, all of us students of the American poet Robert Bly, often speak of our “gratitude to old teachers,” the title from one of Bly’s (1999) poems. We cherish a meditative awareness of deeply rooted presences holding us up, buoying us as we stride across “Water that once could take no human weight” that now “holds up our feet / And goes on ahead of us ….” What is this mystery? Through the love and support of “old teachers,” we are held, led, and supported, into an unknown future that, without their guidance, we might never have reached. Many of Bly’s students (myself included) refer to how meeting him “changed” or even “saved” their lives. Similarly, I could say this of meeting and studying with Canadian curriculum scholar and poet Carl Leggo. Practicing gratitude to old teachers fosters vital pedagogic engagement and personal connection in a world often fraught with isolation and despair. Reflecting on how these poetic influences have inspired and guided my own personal and professional life, this essay ruminates on grateful legacies within literary and curriculum studies, and beyond. Keywords: gratitude, curriculum studies, mentorship, poetry, poetic inquiry
{"title":"“Gratitude to Old Teachers”: Leaning into Learning Legacies","authors":"Maya Borhani","doi":"10.37119/ojs2021.v27i1.497","DOIUrl":"https://doi.org/10.37119/ojs2021.v27i1.497","url":null,"abstract":"Amongst a group of poet-scholar friends, all of us students of the American poet Robert Bly, often speak of our “gratitude to old teachers,” the title from one of Bly’s (1999) poems. We cherish a meditative awareness of deeply rooted presences holding us up, buoying us as we stride across “Water that once could take no human weight” that now “holds up our feet / And goes on ahead of us ….” What is this mystery? Through the love and support of “old teachers,” we are held, led, and supported, into an unknown future that, without their guidance, we might never have reached. Many of Bly’s students (myself included) refer to how meeting him “changed” or even “saved” their lives. Similarly, I could say this of meeting and studying with Canadian curriculum scholar and poet Carl Leggo. Practicing gratitude to old teachers fosters vital pedagogic engagement and personal connection in a world often fraught with isolation and despair. Reflecting on how these poetic influences have inspired and guided my own personal and professional life, this essay ruminates on grateful legacies within literary and curriculum studies, and beyond. \u0000Keywords: gratitude, curriculum studies, mentorship, poetry, poetic inquiry","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72891151","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 : 2021-12-17DOI: 10.37119/ojs2021.v27i1.507
Cristyne Hébert
As COVID-19 spread in early 2020, a lockdown was implemented across Canadian provinces andterritories, resulting in the shuttering of physical post-secondary campuses. Universities quicklypivoted to remote learning, and faculty members adjusted their instructional and assessmentapproaches to align with virtual environments. Presumably to aid with this process, a number ofinstitutions acquired licenses to remote online proctoring services. This paper examines theresearch around online remote proctoring, examining the justification offered for the adoption ofonline remote proctoring, and contemporary research on assessment practices in higher education.Throughout the paper, I demonstrate a lack of research that speaks to the efficacy of this mode ofassessment while also acknowledging shifts in the testing environment, and an increase in studentanxiety. I argue that online remote proctoring is not only embedded within neoliberalism and auditculture, but supports a continued reliance on testing culture. It concludes with a discussion ofassessment culture, offering some alternative assessment approaches that might disrupt the veryneed for online remote proctoring. Keywords: Online remote proctoring, assessment, testing
{"title":"Online Remote Proctoring Software in the Neoliberal Institution: Measurement, Accountability, and Testing Culture","authors":"Cristyne Hébert","doi":"10.37119/ojs2021.v27i1.507","DOIUrl":"https://doi.org/10.37119/ojs2021.v27i1.507","url":null,"abstract":"As COVID-19 spread in early 2020, a lockdown was implemented across Canadian provinces andterritories, resulting in the shuttering of physical post-secondary campuses. Universities quicklypivoted to remote learning, and faculty members adjusted their instructional and assessmentapproaches to align with virtual environments. Presumably to aid with this process, a number ofinstitutions acquired licenses to remote online proctoring services. This paper examines theresearch around online remote proctoring, examining the justification offered for the adoption ofonline remote proctoring, and contemporary research on assessment practices in higher education.Throughout the paper, I demonstrate a lack of research that speaks to the efficacy of this mode ofassessment while also acknowledging shifts in the testing environment, and an increase in studentanxiety. I argue that online remote proctoring is not only embedded within neoliberalism and auditculture, but supports a continued reliance on testing culture. It concludes with a discussion ofassessment culture, offering some alternative assessment approaches that might disrupt the veryneed for online remote proctoring. \u0000Keywords: Online remote proctoring, assessment, testing","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78415503","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 : 2021-12-16DOI: 10.37119/ojs2021.v27i1.563
Douglas Brown, Lin Ge
A Review of the book Social Theory for Teacher Education Research: Beyond the Technical-Rational by Kathleen Nolan & Jennifer Tupper, J. (Eds.) Bloomsbury (2019) ISBN 9781350086395
{"title":"A Review of Social Theory for Teacher Education Research: Beyond the Technical- Rational by Kathleen Nolan & Jennifer Tupper, J. (Eds.)","authors":"Douglas Brown, Lin Ge","doi":"10.37119/ojs2021.v27i1.563","DOIUrl":"https://doi.org/10.37119/ojs2021.v27i1.563","url":null,"abstract":"A Review of the book Social Theory for Teacher Education Research: Beyond the Technical-Rational by Kathleen Nolan & Jennifer Tupper, J. (Eds.) \u0000Bloomsbury (2019) \u0000ISBN 9781350086395 \u0000 ","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81039689","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 : 2021-12-15DOI: 10.37119/ojs2021.v27i1.498
W. Mackey
Culturally relevant pedagogy (CRP) has been implemented in classrooms and schools across Canada and the United States to address the inequity that has caused an academic achievement gap between Black and Indigenous students and those students who self-identify as White. The purpose of this paper, which draws upon a larger instrumental case study that investigated CRP as a district-wide change, is to demonstrate an effective model for sustainable, deep-level educational change to address systemic racism through CRP. The primary research question from the larger study was: How do people with different roles throughout the hierarchy of the school district make sense of CRP? In this paper, I highlight two of the key findings from the larger study. First, in order for CRP as a district-wide reform mandate to be implemented effectively, the steps of the reform must be diffused throughout the district rather than decreed from the top of the hierarchal chain of a typical public school system. Second, in order for change that impacts an entire school system to occur, there must be a mechanism for deep learning prior to and during the implementation stage for members of the district. Keywords: culturally relevant pedagogy, second-order change, decolonizing, sensemaking, university-school partnerships
{"title":"Culturally Relevant Pedagogy – A Diffusion Model for District-Wide Change to Address Systemic Racism","authors":"W. Mackey","doi":"10.37119/ojs2021.v27i1.498","DOIUrl":"https://doi.org/10.37119/ojs2021.v27i1.498","url":null,"abstract":"Culturally relevant pedagogy (CRP) has been implemented in classrooms and schools across Canada and the United States to address the inequity that has caused an academic achievement gap between Black and Indigenous students and those students who self-identify as White. The purpose of this paper, which draws upon a larger instrumental case study that investigated CRP as a district-wide change, is to demonstrate an effective model for sustainable, deep-level educational change to address systemic racism through CRP. The primary research question from the larger study was: How do people with different roles throughout the hierarchy of the school district make sense of CRP? In this paper, I highlight two of the key findings from the larger study. First, in order for CRP as a district-wide reform mandate to be implemented effectively, the steps of the reform must be diffused throughout the district rather than decreed from the top of the hierarchal chain of a typical public school system. Second, in order for change that impacts an entire school system to occur, there must be a mechanism for deep learning prior to and during the implementation stage for members of the district. \u0000Keywords: culturally relevant pedagogy, second-order change, decolonizing, sensemaking, university-school partnerships \u0000 ","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75816037","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 : 2021-12-15DOI: 10.37119/ojs2021.v27i1.510
Kathryn Isenor, Erin L. Mazerolle, Conor Barker
The purpose of the present study was to develop a knowledge translation (KT) activity for educators about the brain in children and adolescents with attention deficit hyperactivity disorder (ADHD). The goal was to increase our participants’ knowledge about ADHD and its brain basis. In addition to neuroscience content, the KT activity included the personal story of the lead researcher’s lived experience with ADHD to provide context, and to inform the participants’ perceptions of ADHD. Framed in an action research paradigm, our study undertook three cycles of reflection, planning, action, and observation to develop and improve a knowledge translation activity. The knowledge translation activity was presented to 48 preservice and in-service teachers and members of the public across Canada, with a mixed methods approach to evaluate the outcomes. The findings demonstrated that this knowledge translation activity was effective in enhancing participant knowledge about ADHD. Quantitively, a non-significant trend was observed that participants shifted their perceptions from social and behavioural causes to brain-based causes of ADHD. Qualitatively, the participants indicated making connections between the personal story and neuroscience. Effective KT requires a review of context vocabulary and opportunity for teacher interaction. Teachers are aware of several behavioural management strategies but do not have a clear idea of how or why they work. Teaching neuroscience to teachers allows for a discussion of neurodiversity and a strength-based approach to programming and accommodation. This research could help guide future knowledge translation research into the benefits of combining personal lived experience with neuroscience content. Keywords: knowledge translation, neuroscience, attention deficit hyperactivity disorder, lived experience, storytelling, action research, neurodiversity
{"title":"Pay Attention to This: A Knowledge Translation Study of ADHD and its Brain Basis to Preservice and In-Service Teachers","authors":"Kathryn Isenor, Erin L. Mazerolle, Conor Barker","doi":"10.37119/ojs2021.v27i1.510","DOIUrl":"https://doi.org/10.37119/ojs2021.v27i1.510","url":null,"abstract":"The purpose of the present study was to develop a knowledge translation (KT) activity for educators about the brain in children and adolescents with attention deficit hyperactivity disorder (ADHD). The goal was to increase our participants’ knowledge about ADHD and its brain basis. In addition to neuroscience content, the KT activity included the personal story of the lead researcher’s lived experience with ADHD to provide context, and to inform the participants’ perceptions of ADHD. Framed in an action research paradigm, our study undertook three cycles of reflection, planning, action, and observation to develop and improve a knowledge translation activity. The knowledge translation activity was presented to 48 preservice and in-service teachers and members of the public across Canada, with a mixed methods approach to evaluate the outcomes. The findings demonstrated that this knowledge translation activity was effective in enhancing participant knowledge about ADHD. Quantitively, a non-significant trend was observed that participants shifted their perceptions from social and behavioural causes to brain-based causes of ADHD. Qualitatively, the participants indicated making connections between the personal story and neuroscience. Effective KT requires a review of context vocabulary and opportunity for teacher interaction. Teachers are aware of several behavioural management strategies but do not have a clear idea of how or why they work. Teaching neuroscience to teachers allows for a discussion of neurodiversity and a strength-based approach to programming and accommodation. This research could help guide future knowledge translation research into the benefits of combining personal lived experience with neuroscience content. \u0000Keywords: knowledge translation, neuroscience, attention deficit hyperactivity disorder, lived experience, storytelling, action research, neurodiversity","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89671120","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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