Pub Date : 2023-03-29DOI: 10.1080/13664530.2023.2191984
Saida López-Crespo, Joaquín Gairín Sallán
ABSTRACT The development of informal learning (IL) by the teaching staff relates to the generation of contextualized learning at the school which is integrated into daily working life. This study analyses the roles and actions of school principals in the generation and promotion of teaching staff’s informal learning and is based on the application of online questionnaires to a sample of 686 participants, 415 principals and 271 teachers from schools in Catalonia (Spain). The study begins with a descriptive-comparative analysis between the two groups that make up the sample spread and ends with the development of four multiple regression models that allow for the verification of the independent effects among the variable criteria used and the four roles of the school principals considered for informal learning. The results show that principals perform the majority of the actions presented; however, they show differences of opinions with teachers in the frequency of performing several actions.
{"title":"School principals’ actions to promote informal learning among teaching staff","authors":"Saida López-Crespo, Joaquín Gairín Sallán","doi":"10.1080/13664530.2023.2191984","DOIUrl":"https://doi.org/10.1080/13664530.2023.2191984","url":null,"abstract":"ABSTRACT The development of informal learning (IL) by the teaching staff relates to the generation of contextualized learning at the school which is integrated into daily working life. This study analyses the roles and actions of school principals in the generation and promotion of teaching staff’s informal learning and is based on the application of online questionnaires to a sample of 686 participants, 415 principals and 271 teachers from schools in Catalonia (Spain). The study begins with a descriptive-comparative analysis between the two groups that make up the sample spread and ends with the development of four multiple regression models that allow for the verification of the independent effects among the variable criteria used and the four roles of the school principals considered for informal learning. The results show that principals perform the majority of the actions presented; however, they show differences of opinions with teachers in the frequency of performing several actions.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"297 - 313"},"PeriodicalIF":1.2,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46346585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-08DOI: 10.1080/13664530.2023.2177719
Serafina Pastore
ABSTRACT Over recent decades, a great amount of attention has been globally directed to school achievement evidenced by large-scale assessment programmes. Additionally, there has been an increase in expectations regarding teachers’ use of data. Against this backdrop, there arose a clear demand for assessment-literate teachers, mapping out the changes that teachers need in practice in order to ensure sound instructional decision-making and enable better learning for students. Despite the current educational policy and trends in research, teachers in Italy tend to avoid using large-scale assessment results and continue to perceive this assessment as inappropriate and ineffective. To shed light on the reasons for teachers’ negative conceptions of the national large-scale assessment programme, a qualitative study was conducted drawing data from semi-structured interviews with 70 teachers. The discussion on limitations of and issues encountered in large-scale assessments addresses policy implications for teachers’ assessment literacy, as well as for their professional development.
{"title":"Italian teachers’ conceptions of large-scale assessment: what are the implications for assessment literacy?","authors":"Serafina Pastore","doi":"10.1080/13664530.2023.2177719","DOIUrl":"https://doi.org/10.1080/13664530.2023.2177719","url":null,"abstract":"ABSTRACT Over recent decades, a great amount of attention has been globally directed to school achievement evidenced by large-scale assessment programmes. Additionally, there has been an increase in expectations regarding teachers’ use of data. Against this backdrop, there arose a clear demand for assessment-literate teachers, mapping out the changes that teachers need in practice in order to ensure sound instructional decision-making and enable better learning for students. Despite the current educational policy and trends in research, teachers in Italy tend to avoid using large-scale assessment results and continue to perceive this assessment as inappropriate and ineffective. To shed light on the reasons for teachers’ negative conceptions of the national large-scale assessment programme, a qualitative study was conducted drawing data from semi-structured interviews with 70 teachers. The discussion on limitations of and issues encountered in large-scale assessments addresses policy implications for teachers’ assessment literacy, as well as for their professional development.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"153 - 171"},"PeriodicalIF":1.2,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48336066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-07DOI: 10.1080/13664530.2023.2182829
Chun Sing Maxwell Ho, D. Lee
ABSTRACT This study identifies how a teacher’s entrepreneurial behavior (TEB) changed when promoted to higher positions in a school. It distills her experiences over time to uncover the symbiotic relationship between teaching and administrative entrepreneurial behaviors in promoting school innovation. Drawing on data from semi-structured interviews with teachers in the school, the results indicate that her TEB shifted from self-empowerment via school innovation to empowering others as she gained administrative authority. As a classroom teacher or subject head, the focal teacher developed ownership of innovation advocacy as a teacher leader, exhibiting resource-seeking behaviors and taking risks to spearhead change within her sphere of control. She faced an ‘innovation cliff’ when she transitioned to a school leadership role and acquired administrative authority. However, she eventually succeeded in scaling up whole-school entrepreneurial behavior and innovation as a school principal. This case study indicates the need for a major transformation of teacher development as teachers scale the organizational hierarchy to take on administrative roles. School leaders should act as resource providers to empower the entrepreneurial behaviors of other teachers and students. This requirement represents a turning point in teacher development, as earlier stages of TEB involve resource acquisition for self-empowerment.
{"title":"The effect of authority transitions on teachers’ entrepreneurial behavior","authors":"Chun Sing Maxwell Ho, D. Lee","doi":"10.1080/13664530.2023.2182829","DOIUrl":"https://doi.org/10.1080/13664530.2023.2182829","url":null,"abstract":"ABSTRACT This study identifies how a teacher’s entrepreneurial behavior (TEB) changed when promoted to higher positions in a school. It distills her experiences over time to uncover the symbiotic relationship between teaching and administrative entrepreneurial behaviors in promoting school innovation. Drawing on data from semi-structured interviews with teachers in the school, the results indicate that her TEB shifted from self-empowerment via school innovation to empowering others as she gained administrative authority. As a classroom teacher or subject head, the focal teacher developed ownership of innovation advocacy as a teacher leader, exhibiting resource-seeking behaviors and taking risks to spearhead change within her sphere of control. She faced an ‘innovation cliff’ when she transitioned to a school leadership role and acquired administrative authority. However, she eventually succeeded in scaling up whole-school entrepreneurial behavior and innovation as a school principal. This case study indicates the need for a major transformation of teacher development as teachers scale the organizational hierarchy to take on administrative roles. School leaders should act as resource providers to empower the entrepreneurial behaviors of other teachers and students. This requirement represents a turning point in teacher development, as earlier stages of TEB involve resource acquisition for self-empowerment.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"333 - 352"},"PeriodicalIF":1.2,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60348171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-06DOI: 10.1080/13664530.2023.2183893
D. Yan
{"title":"Becoming a scholar: cross-cultural reflections on identity and agency in an education doctorate","authors":"D. Yan","doi":"10.1080/13664530.2023.2183893","DOIUrl":"https://doi.org/10.1080/13664530.2023.2183893","url":null,"abstract":"","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44829243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1080/13664530.2023.2176354
Matthew Courtney, M. Karakus, E. Sharplin, Daniel Hernández-Torrano, Janet Helmer, Zakir Jumakulov
ABSTRACT In Kazakhstan, an increasing school student population, low rates of graduates entering the profession, and high novice teacher attrition have made the attraction and retention of quality teachers a critical issue. To investigate this problem, the authors draw on the 2018 TALIS dataset involving a survey of 5201 Kazakhstani teachers from 275 participating schools. The study, framed by Chapman’s teacher attrition model, uses a nested data design. As an outcome variable, the authors make use of a corollary of attrition, the self-reported career commitment variable in the Kazakhstani TALIS dataset. The analysis suggests that teachers who enter the profession with enhanced altruistic tendencies have improved self-efficacy and job satisfaction. Further, teaching-as-a-first-career-choice appears to drive both job satisfaction and career commitment, while learning to manage behaviour and mixed-ability settings also appears to drive improved long-term career commitment. Implications for teacher education and research in other Central Asian and post-Soviet countries are offered.
{"title":"The role of teacher selection criteria and preparation on teacher self-efficacy, satisfaction, and commitment: an analysis of Kazakhstani TALIS data","authors":"Matthew Courtney, M. Karakus, E. Sharplin, Daniel Hernández-Torrano, Janet Helmer, Zakir Jumakulov","doi":"10.1080/13664530.2023.2176354","DOIUrl":"https://doi.org/10.1080/13664530.2023.2176354","url":null,"abstract":"ABSTRACT In Kazakhstan, an increasing school student population, low rates of graduates entering the profession, and high novice teacher attrition have made the attraction and retention of quality teachers a critical issue. To investigate this problem, the authors draw on the 2018 TALIS dataset involving a survey of 5201 Kazakhstani teachers from 275 participating schools. The study, framed by Chapman’s teacher attrition model, uses a nested data design. As an outcome variable, the authors make use of a corollary of attrition, the self-reported career commitment variable in the Kazakhstani TALIS dataset. The analysis suggests that teachers who enter the profession with enhanced altruistic tendencies have improved self-efficacy and job satisfaction. Further, teaching-as-a-first-career-choice appears to drive both job satisfaction and career commitment, while learning to manage behaviour and mixed-ability settings also appears to drive improved long-term career commitment. Implications for teacher education and research in other Central Asian and post-Soviet countries are offered.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"394 - 414"},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49416549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-21DOI: 10.1080/13664530.2023.2175718
Grace Oakley, Ronnel B. King, Gemma E. Scarparolo
ABSTRACT This article reports on a study of a teacher professional development (TPD) course that combined digital courseware with a face-to-face professional learning community. The aim of the course, implemented in a developing country, was to improve teacher knowledge and practice in early childhood literacy and numeracy. Using interview and questionnaire data, this article focuses on teachers’ views on the literacy modules of the course; that is, their views on the impact of the course on their learning and teaching and the design features of the blended course. The findings highlight that the blended course was successful overall despite a number of challenges associated with contextual conditions in a developing country. Themes related to teacher knowledge, views and practices, positive features of the course design and limitations of the course design. The findings have implications for future development, delivery and evaluation of blended learning courses for teacher professional development in developing countries.
{"title":"Digital courseware meets professional learning community: blended learning to improve the teaching of early literacy in a developing country","authors":"Grace Oakley, Ronnel B. King, Gemma E. Scarparolo","doi":"10.1080/13664530.2023.2175718","DOIUrl":"https://doi.org/10.1080/13664530.2023.2175718","url":null,"abstract":"ABSTRACT This article reports on a study of a teacher professional development (TPD) course that combined digital courseware with a face-to-face professional learning community. The aim of the course, implemented in a developing country, was to improve teacher knowledge and practice in early childhood literacy and numeracy. Using interview and questionnaire data, this article focuses on teachers’ views on the literacy modules of the course; that is, their views on the impact of the course on their learning and teaching and the design features of the blended course. The findings highlight that the blended course was successful overall despite a number of challenges associated with contextual conditions in a developing country. Themes related to teacher knowledge, views and practices, positive features of the course design and limitations of the course design. The findings have implications for future development, delivery and evaluation of blended learning courses for teacher professional development in developing countries.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"275 - 296"},"PeriodicalIF":1.2,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49552507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-03DOI: 10.1080/13664530.2023.2169748
Yael Grinshtain, Orit Avidov Ungar, Eliza Barenboim
ABSTRACT Following the increasing demand to improve educational systems, ‘top-down’ reforms were developed targeting teachers’ work conditions alongside new professional development policy. The current study aimed to examine the perceptions of teachers who are employed under two reforms in parallel, regarding their job satisfaction and professional development. Semi-structured interviews were conducted with 20 teachers who work simultaneously under the two reforms. Based on analysis technique that focuses on content, four themes related to teachers’ job satisfaction were identified: workload and multiple tasks; inherent satisfaction; the struggle between personal and professional identities; and ‘broken’ routine. In addition, three themes regarding professional development were found: forced and limited; unnatural and disconnected to the field; and workload as ruling out a profound process. Taking all the themes into consideration, three portraits of teachers were found: the praising, the flowing, and the embittered. Implications and meaning of the findings will be further discussed.
{"title":"Job satisfaction and professional development among teachers working under two parallel top-down reforms","authors":"Yael Grinshtain, Orit Avidov Ungar, Eliza Barenboim","doi":"10.1080/13664530.2023.2169748","DOIUrl":"https://doi.org/10.1080/13664530.2023.2169748","url":null,"abstract":"ABSTRACT Following the increasing demand to improve educational systems, ‘top-down’ reforms were developed targeting teachers’ work conditions alongside new professional development policy. The current study aimed to examine the perceptions of teachers who are employed under two reforms in parallel, regarding their job satisfaction and professional development. Semi-structured interviews were conducted with 20 teachers who work simultaneously under the two reforms. Based on analysis technique that focuses on content, four themes related to teachers’ job satisfaction were identified: workload and multiple tasks; inherent satisfaction; the struggle between personal and professional identities; and ‘broken’ routine. In addition, three themes regarding professional development were found: forced and limited; unnatural and disconnected to the field; and workload as ruling out a profound process. Taking all the themes into consideration, three portraits of teachers were found: the praising, the flowing, and the embittered. Implications and meaning of the findings will be further discussed.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"214 - 233"},"PeriodicalIF":1.2,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48778884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-29DOI: 10.1080/13664530.2023.2167858
Ellen Abakah
ABSTRACT This study is framed within Norton’s notion of ‘investment’ to explore the factors influencing teachers’ reasons and decisions to participate in continuing professional development (CPD) activities. Data were collected from 522 junior high school teachers in the Central region of Ghana using a survey and in-depth interviews. The findings reveal that teachers more frequently participated in informal CPD activities than in organised ones. Also, motivation to participate in CPD activities extended beyond intrinsic and extrinsic motivators to include sociocultural factors such as the nature of teachers’ identity and agency, which were shaped by existing contextual conditions in teachers’ professional practice. Such social conditions increased teachers’ expectations of resources from CPD participation. Therefore, teachers invested in CPD activities where their expectations of resources from participation outweighed the cost to be expended on such involvement. The study opens up a debate for rethinking teacher motivation to include the notion of ‘investment’ to provide a much deeper understanding of the complexities involved in teachers’ reasons for participating in CPD activities.
{"title":"Reframing motivation as ‘investment’ in teacher continuing professional development","authors":"Ellen Abakah","doi":"10.1080/13664530.2023.2167858","DOIUrl":"https://doi.org/10.1080/13664530.2023.2167858","url":null,"abstract":"ABSTRACT This study is framed within Norton’s notion of ‘investment’ to explore the factors influencing teachers’ reasons and decisions to participate in continuing professional development (CPD) activities. Data were collected from 522 junior high school teachers in the Central region of Ghana using a survey and in-depth interviews. The findings reveal that teachers more frequently participated in informal CPD activities than in organised ones. Also, motivation to participate in CPD activities extended beyond intrinsic and extrinsic motivators to include sociocultural factors such as the nature of teachers’ identity and agency, which were shaped by existing contextual conditions in teachers’ professional practice. Such social conditions increased teachers’ expectations of resources from CPD participation. Therefore, teachers invested in CPD activities where their expectations of resources from participation outweighed the cost to be expended on such involvement. The study opens up a debate for rethinking teacher motivation to include the notion of ‘investment’ to provide a much deeper understanding of the complexities involved in teachers’ reasons for participating in CPD activities.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"353 - 373"},"PeriodicalIF":1.2,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42113623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-10DOI: 10.1080/13664530.2022.2160804
R. Bullough
ABSTRACT Only recently have researchers and practitioners become interested in teacher educator development and identity formation. The author explores the place of ‘distant teachers’ – giants of the past whose lives and works prove powerful in self-formation. John Dewey and Boyd H. Bode are offered as examples of distant teachers; the development of the teacher–student relationship with Dewey and Bode is described. The author argues that ‘Great teachers, distant teachers, grab and hold us because they stretch us and in stretching we re-imagine ourselves and begin to remake the world that holds us and that we, in turn, uphold.’
{"title":"Attachment, identification, emulation, and identity: distant teachers and becoming a teacher educator","authors":"R. Bullough","doi":"10.1080/13664530.2022.2160804","DOIUrl":"https://doi.org/10.1080/13664530.2022.2160804","url":null,"abstract":"ABSTRACT Only recently have researchers and practitioners become interested in teacher educator development and identity formation. The author explores the place of ‘distant teachers’ – giants of the past whose lives and works prove powerful in self-formation. John Dewey and Boyd H. Bode are offered as examples of distant teachers; the development of the teacher–student relationship with Dewey and Bode is described. The author argues that ‘Great teachers, distant teachers, grab and hold us because they stretch us and in stretching we re-imagine ourselves and begin to remake the world that holds us and that we, in turn, uphold.’","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"203 - 213"},"PeriodicalIF":1.2,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43803099","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 : 2022-12-29DOI: 10.1080/13664530.2022.2160803
Qijie Cai, Huili Hong
ABSTRACT Research competencies can empower teachers to inquire into their work and innovate in the field. In particular, conceptual competencies in consuming empirical research (CCER) are expected of K–12 teachers, but little is known about how teachers develop CCER. To address this gap, the authors conducted a case study with 12 teachers enrolled in a hybrid graduate course on educational research at a public, comprehensive university in the USA. Data generated from the 15-week course activities and assignments were analyzed. Findings show that teachers’ CCER improved through a three-stage process. In each stage, teachers achieved success but encountered challenges. The varied performance among teachers could be explained by three factors: extensiveness of literature review, conceptual understanding of research topic, and specificity of research focus. This study contributes to the literature by generating detailed evidence of how K–12 teachers develop CCER. Implications for course design and future studies are discussed.
{"title":"Improving K-12 teachers’ conceptual competencies in consuming empirical research","authors":"Qijie Cai, Huili Hong","doi":"10.1080/13664530.2022.2160803","DOIUrl":"https://doi.org/10.1080/13664530.2022.2160803","url":null,"abstract":"ABSTRACT Research competencies can empower teachers to inquire into their work and innovate in the field. In particular, conceptual competencies in consuming empirical research (CCER) are expected of K–12 teachers, but little is known about how teachers develop CCER. To address this gap, the authors conducted a case study with 12 teachers enrolled in a hybrid graduate course on educational research at a public, comprehensive university in the USA. Data generated from the 15-week course activities and assignments were analyzed. Findings show that teachers’ CCER improved through a three-stage process. In each stage, teachers achieved success but encountered challenges. The varied performance among teachers could be explained by three factors: extensiveness of literature review, conceptual understanding of research topic, and specificity of research focus. This study contributes to the literature by generating detailed evidence of how K–12 teachers develop CCER. Implications for course design and future studies are discussed.","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":"27 1","pages":"256 - 274"},"PeriodicalIF":1.2,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60348152","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：