Pub Date : 2018-10-30DOI: 10.1177/1365480218804084
Hoda Baytiyeh
Pluralistic societies are generally characterised by weak national cohesiveness, increasing the risk of political tension and violent conflict; for communities from diverse religious or ethnic backgrounds, peaceful coexistence alone is insufficient to build the social cohesion needed for sustainable development and lasting peace. As an effective environment for advancing intercultural dialogue, mutual understanding and positive interaction through active participation in learning activities, schools can form a part of a comprehensive strategy to enhance social cohesion in pluralistic societies. Using Lebanon as a case study, this article shows how decades of political and socioeconomic injustice in combination with poor education policies have perpetuated the dominance of a monocultural school climate, leaving Lebanese society divided and vulnerable to violence and conflict. Although education reforms have focused on nation building and nationalism, these have failed to promote a multicultural school climate, social cohesion or national identity. Educating students in this climate has prevented intercultural interaction and dialogue, instead reinforcing intragroup solidarity and intergroup competition and leading in turn to poor social cohesion.
{"title":"The implication of school culture on building a cohesive pluralistic society: Evidence from Lebanon","authors":"Hoda Baytiyeh","doi":"10.1177/1365480218804084","DOIUrl":"https://doi.org/10.1177/1365480218804084","url":null,"abstract":"Pluralistic societies are generally characterised by weak national cohesiveness, increasing the risk of political tension and violent conflict; for communities from diverse religious or ethnic backgrounds, peaceful coexistence alone is insufficient to build the social cohesion needed for sustainable development and lasting peace. As an effective environment for advancing intercultural dialogue, mutual understanding and positive interaction through active participation in learning activities, schools can form a part of a comprehensive strategy to enhance social cohesion in pluralistic societies. Using Lebanon as a case study, this article shows how decades of political and socioeconomic injustice in combination with poor education policies have perpetuated the dominance of a monocultural school climate, leaving Lebanese society divided and vulnerable to violence and conflict. Although education reforms have focused on nation building and nationalism, these have failed to promote a multicultural school climate, social cohesion or national identity. Educating students in this climate has prevented intercultural interaction and dialogue, instead reinforcing intragroup solidarity and intergroup competition and leading in turn to poor social cohesion.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1365480218804084","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47956566","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 : 2018-08-07DOI: 10.1177/1365480218791881
Julie C. Luecke
This article presents a framework for Gender Facilitative Schools advocating safe schools for transgender, gender expansive, and questioning children. This framework was constructed on the bases of a qualitative study of a transgender student with experiences in both gender restrictive and gender facilitative elementary schools and supporting literature. It addresses climate, language and narratives, curricular and extracurricular inclusion, professional development and partnership, and policy that can be used for improving schools.
{"title":"The gender facilitative school: Advocating authenticity for gender expansive children in pre-adolescence","authors":"Julie C. Luecke","doi":"10.1177/1365480218791881","DOIUrl":"https://doi.org/10.1177/1365480218791881","url":null,"abstract":"This article presents a framework for Gender Facilitative Schools advocating safe schools for transgender, gender expansive, and questioning children. This framework was constructed on the bases of a qualitative study of a transgender student with experiences in both gender restrictive and gender facilitative elementary schools and supporting literature. It addresses climate, language and narratives, curricular and extracurricular inclusion, professional development and partnership, and policy that can be used for improving schools.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2018-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1365480218791881","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41297995","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 : 2018-08-03DOI: 10.1177/1365480218791908
Pascale Benoliel, Chen Schechter
Teams of teachers and administrators have become more and more common as a framework for improving responsiveness to the ever more dynamic educational environment. Although teamwork is often expected to broaden the team’s collective knowledge base, consequently improving team effectiveness, research shows that this potential effectiveness is not always reached. The article seeks to explore the concept of collective doubting – the inquiry into routine and habitual perceptions and assumptions – and its importance to the teamwork processes, a topic that has been vastly under-investigated in the educational context. Specifically, we propose that collective doubting in the teamwork process has a dynamic nature, and that the doubting process should be carefully considered in the context of different stages in team development. Our goal is to increase both theoretical and practical knowledge about the process of collective doubt in such a way as to facilitate team effectiveness. We further seek to delineate the internal and external activities in which principals can engage to promote a constructive doubting process in the team context. Implications for principals, as well as for further avenues of research, are suggested.
{"title":"Teamwork doubting and doubting teamwork","authors":"Pascale Benoliel, Chen Schechter","doi":"10.1177/1365480218791908","DOIUrl":"https://doi.org/10.1177/1365480218791908","url":null,"abstract":"Teams of teachers and administrators have become more and more common as a framework for improving responsiveness to the ever more dynamic educational environment. Although teamwork is often expected to broaden the team’s collective knowledge base, consequently improving team effectiveness, research shows that this potential effectiveness is not always reached. The article seeks to explore the concept of collective doubting – the inquiry into routine and habitual perceptions and assumptions – and its importance to the teamwork processes, a topic that has been vastly under-investigated in the educational context. Specifically, we propose that collective doubting in the teamwork process has a dynamic nature, and that the doubting process should be carefully considered in the context of different stages in team development. Our goal is to increase both theoretical and practical knowledge about the process of collective doubt in such a way as to facilitate team effectiveness. We further seek to delineate the internal and external activities in which principals can engage to promote a constructive doubting process in the team context. Implications for principals, as well as for further avenues of research, are suggested.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2018-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1365480218791908","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45149529","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 : 2018-07-02DOI: 10.1177/1365480218783793
K. Hill
This community-based participatory research study examined the perspectives of parent participants in an organized parent network in Detroit seeking the best school options for their children entering Kindergarten within city boundaries. Their residency and school choices have emerged against the grain of public schools that have racially charged histories and decades of residential mobility trends. Examined are ways in which the parent network researched, collaborated, and made informed public, private, and charter school choices. Through the lens of Freire’s concept of praxis, interviews documented parents’ perspectives during the inception year for fulfilling school and community linkages and roles in improving city schools and enhanced knowledge of traits of successful schools that inform expectations for curriculum, school culture, and impressions of school visits.
{"title":"What urban parents want: A parent network’s negotiation of school choice and advocacy efforts in underserved city schools","authors":"K. Hill","doi":"10.1177/1365480218783793","DOIUrl":"https://doi.org/10.1177/1365480218783793","url":null,"abstract":"This community-based participatory research study examined the perspectives of parent participants in an organized parent network in Detroit seeking the best school options for their children entering Kindergarten within city boundaries. Their residency and school choices have emerged against the grain of public schools that have racially charged histories and decades of residential mobility trends. Examined are ways in which the parent network researched, collaborated, and made informed public, private, and charter school choices. Through the lens of Freire’s concept of praxis, interviews documented parents’ perspectives during the inception year for fulfilling school and community linkages and roles in improving city schools and enhanced knowledge of traits of successful schools that inform expectations for curriculum, school culture, and impressions of school visits.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2018-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1365480218783793","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45738499","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 : 2018-07-01DOI: 10.1177/1365480217732223
A. Coffey, Shane D. Lavery
Traditionally, student leadership has been seen as the prerogative of senior students. Very little research has been conducted on how schools nurture and develop leadership skills in students in the middle years of schooling. This article provides an overview of student leadership in six secondary schools with a particular focus on student leadership opportunities in the middle years. These schools were drawn from the Government, Catholic and Independent sectors in Western Australia. Specifically, the opinions and experiences of either principals or their delegates were sought in order to develop a sense of the importance placed on student leadership in the middle years and the types of leadership opportunities available to students. Initially, the literature is reviewed on student leadership per se and student leadership in the middle years. This review is followed by an outline of the purpose, research question and significance of the research. The research methodology is then explained, providing a summary of participants, the school contexts and methods of data collection and analysis. The subsequent section on results and discussion highlights three themes: the role of teacher leaders, student leadership structures in middle years and the holistic development of middle year students. The article concludes by providing a number of recommendations, in particular, the need to gain a ‘student voice’ in any understanding of student leadership at the middle school.
{"title":"Student leadership in the middle years: A matter of concern","authors":"A. Coffey, Shane D. Lavery","doi":"10.1177/1365480217732223","DOIUrl":"https://doi.org/10.1177/1365480217732223","url":null,"abstract":"Traditionally, student leadership has been seen as the prerogative of senior students. Very little research has been conducted on how schools nurture and develop leadership skills in students in the middle years of schooling. This article provides an overview of student leadership in six secondary schools with a particular focus on student leadership opportunities in the middle years. These schools were drawn from the Government, Catholic and Independent sectors in Western Australia. Specifically, the opinions and experiences of either principals or their delegates were sought in order to develop a sense of the importance placed on student leadership in the middle years and the types of leadership opportunities available to students. Initially, the literature is reviewed on student leadership per se and student leadership in the middle years. This review is followed by an outline of the purpose, research question and significance of the research. The research methodology is then explained, providing a summary of participants, the school contexts and methods of data collection and analysis. The subsequent section on results and discussion highlights three themes: the role of teacher leaders, student leadership structures in middle years and the holistic development of middle year students. The article concludes by providing a number of recommendations, in particular, the need to gain a ‘student voice’ in any understanding of student leadership at the middle school.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1365480217732223","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43541354","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 : 2018-07-01DOI: 10.1177/1365480217717530
Atsushi Tsukui, E. Saito
In studies on teacher professional development, the embodiment of teachers’ values in professional practice has emerged as an important area of focus. Employing the sociocultural approach, this study discusses the link between teachers’ acts and underlying values based on a Vietnamese teacher’s detailed field notes on cases of school reform through the introduction of Japanese lesson study for learning community. Drawing on the concepts of inspection and stroll, the study describes the discrepancy between conventional observational acts and emerging ones. Inspection refers to the actions and values held by teachers that underline compliance with the prescribed curriculum and educational bureaucratic procedures, while stroll refers to a disposition that entails actions and values appreciating each pupil’s existence and learning as it is, without rigid bureaucratic perspectives. The finding was that the teacher’s act of stroll embeds new underlying values in her/his professional work; similarly, how she/he performs a stroll could inform her/his professional knowledge and identity. Lesson study can offer the teacher the experience of seeing self that generates the possible momentum of these parallel shifts.
{"title":"Stroll into students’ learning: Acts to unload teachers’ values through the practices of lesson study for learning community in Vietnam","authors":"Atsushi Tsukui, E. Saito","doi":"10.1177/1365480217717530","DOIUrl":"https://doi.org/10.1177/1365480217717530","url":null,"abstract":"In studies on teacher professional development, the embodiment of teachers’ values in professional practice has emerged as an important area of focus. Employing the sociocultural approach, this study discusses the link between teachers’ acts and underlying values based on a Vietnamese teacher’s detailed field notes on cases of school reform through the introduction of Japanese lesson study for learning community. Drawing on the concepts of inspection and stroll, the study describes the discrepancy between conventional observational acts and emerging ones. Inspection refers to the actions and values held by teachers that underline compliance with the prescribed curriculum and educational bureaucratic procedures, while stroll refers to a disposition that entails actions and values appreciating each pupil’s existence and learning as it is, without rigid bureaucratic perspectives. The finding was that the teacher’s act of stroll embeds new underlying values in her/his professional work; similarly, how she/he performs a stroll could inform her/his professional knowledge and identity. Lesson study can offer the teacher the experience of seeing self that generates the possible momentum of these parallel shifts.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1365480217717530","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47482120","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 : 2018-07-01DOI: 10.1177/1365480217744290
T. Soini, J. Pietarinen, K. Pyhältö
Curriculum reform that has an effect on the everyday practices in schools always entails translation of new ideas into new educational practices. This takes place primarily through shared sense making. However, our understanding of the different ways in which shared sense making is carried out is still scarce. In Finland, the district level plays an important intermediary role in orchestrating curriculum development work at the municipalities and in translating and mediating reform into school-level development work. The study explores different shared sense-making strategies employed by 12 district-level curriculum reform steering groups around Finland, including participants from 54 municipalities. Three hands-on strategies of shared sense making including comparison, standardisation and transformation were identified. The results indicated that different hands-on strategies have different functions in the process of making sense of the reform objectives. To a certain extent, the strategies can be viewed as hierarchical. Overall, results suggest that district-level actors aim to foster shared sense making; however, a more intentional use of strategies is needed.
{"title":"Shared sense-making strategies in curriculum reform: District-level perspective","authors":"T. Soini, J. Pietarinen, K. Pyhältö","doi":"10.1177/1365480217744290","DOIUrl":"https://doi.org/10.1177/1365480217744290","url":null,"abstract":"Curriculum reform that has an effect on the everyday practices in schools always entails translation of new ideas into new educational practices. This takes place primarily through shared sense making. However, our understanding of the different ways in which shared sense making is carried out is still scarce. In Finland, the district level plays an important intermediary role in orchestrating curriculum development work at the municipalities and in translating and mediating reform into school-level development work. The study explores different shared sense-making strategies employed by 12 district-level curriculum reform steering groups around Finland, including participants from 54 municipalities. Three hands-on strategies of shared sense making including comparison, standardisation and transformation were identified. The results indicated that different hands-on strategies have different functions in the process of making sense of the reform objectives. To a certain extent, the strategies can be viewed as hierarchical. Overall, results suggest that district-level actors aim to foster shared sense making; however, a more intentional use of strategies is needed.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1365480217744290","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43501695","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 : 2018-06-27DOI: 10.1177/1365480218784039
Carl-Henrik Adolfsson, J. Håkansson
In light of an international policy movement to increase focus on students’ academic achievement, the question of how to improve schools has become an important issue at all levels in the school system. Substantial resources have been invested in reforms to improve conditions for pupils’ learning. Great expectations and responsibility are often placed on teachers in terms of their professional development (PD), the aim being to improve their teaching practices. Consequently, the question of how to evaluate the results of school improvement programmes, including teachers’ PD, has arisen. However, there is a lack of theoretical concepts that can capture the outcomes of such development in a qualified way. Taking inspiration from the research on teachers’ PD and theories relating to teachers’ knowledge and capabilities, the aim of this study is to outline a conceptual framework that can serve as an analytical tool when evaluating both school improvement initiatives in general and school actors’ learning in particular. Four types of learning capital that are intended to reflect the central aspects of teachers’ and school organisations’ learning and the capabilities linked to teaching practice and its development are outlined. This conceptual framework is applied and exemplified based on the results of a 3-year research project evaluating a school improvement programme in a Swedish municipality. Finally, some conclusions are drawn regarding the different types of analysis possible with the current conceptual framework related to the evaluation of school improvement efforts.
{"title":"Evaluating teacher and school development by learning capital: A conceptual contribution to a fundamental problem","authors":"Carl-Henrik Adolfsson, J. Håkansson","doi":"10.1177/1365480218784039","DOIUrl":"https://doi.org/10.1177/1365480218784039","url":null,"abstract":"In light of an international policy movement to increase focus on students’ academic achievement, the question of how to improve schools has become an important issue at all levels in the school system. Substantial resources have been invested in reforms to improve conditions for pupils’ learning. Great expectations and responsibility are often placed on teachers in terms of their professional development (PD), the aim being to improve their teaching practices. Consequently, the question of how to evaluate the results of school improvement programmes, including teachers’ PD, has arisen. However, there is a lack of theoretical concepts that can capture the outcomes of such development in a qualified way. Taking inspiration from the research on teachers’ PD and theories relating to teachers’ knowledge and capabilities, the aim of this study is to outline a conceptual framework that can serve as an analytical tool when evaluating both school improvement initiatives in general and school actors’ learning in particular. Four types of learning capital that are intended to reflect the central aspects of teachers’ and school organisations’ learning and the capabilities linked to teaching practice and its development are outlined. This conceptual framework is applied and exemplified based on the results of a 3-year research project evaluating a school improvement programme in a Swedish municipality. Finally, some conclusions are drawn regarding the different types of analysis possible with the current conceptual framework related to the evaluation of school improvement efforts.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2018-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1365480218784039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48403712","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 : 2018-06-27DOI: 10.1177/1365480218783796
Grethe Ingebrigtsvold Sæbø, Jorunn H. Midtsundstad
This article presents findings from a qualitative case study focusing on teachers’ communication concerning expectations and responsibilities in different schools. The study indicates the following: (1) the connection between structural expectations and responsibility is important, (2) different expectation structures provide different opportunities for collective responsibility, and (3) expectations from others and towards others in a learning community can limit or expand opportunities to learn from each other. These findings enable a discussion on how teachers’ responsibility depends on schools’ expectations and also raise questions about teachers’ expectations towards themselves and the quality of the schools’ expectations towards the teachers.
{"title":"Teachers’ responsibility and expectations: Dependent on the school organisation?","authors":"Grethe Ingebrigtsvold Sæbø, Jorunn H. Midtsundstad","doi":"10.1177/1365480218783796","DOIUrl":"https://doi.org/10.1177/1365480218783796","url":null,"abstract":"This article presents findings from a qualitative case study focusing on teachers’ communication concerning expectations and responsibilities in different schools. The study indicates the following: (1) the connection between structural expectations and responsibility is important, (2) different expectation structures provide different opportunities for collective responsibility, and (3) expectations from others and towards others in a learning community can limit or expand opportunities to learn from each other. These findings enable a discussion on how teachers’ responsibility depends on schools’ expectations and also raise questions about teachers’ expectations towards themselves and the quality of the schools’ expectations towards the teachers.","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2018-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1365480218783796","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47270987","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 : 2018-06-05DOI: 10.1177/1365480218778207
Terry Wrigley
{"title":"Book review: Inside the Autonomous School: Making Sense of a Global Educational Trend","authors":"Terry Wrigley","doi":"10.1177/1365480218778207","DOIUrl":"https://doi.org/10.1177/1365480218778207","url":null,"abstract":"","PeriodicalId":45995,"journal":{"name":"Improving Schools","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2018-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1365480218778207","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65352390","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：