Pub Date : 2023-10-28DOI: 10.1177/01626434231211294
Samantha R. Goldman, Adam Carreon, Sean J. Smith
Editing and revising is a necessary, yet complex, stage of the writing process that is challenging for students with and without disabilities. One solution to improve overall writing outcomes is with strategy instruction, such as the Strategic Instruction Model for writing. More specifically, strategies such as the Error Monitoring Strategy, that support editing and revising. Additionally, with the increase in access to devices, and the continued development of tools that support writing, these strategies should be aligned to technologies to further support students with learning disabilities and other struggling writers. Simply providing teaching strategies to students and providing them with devices is not enough to improve writing outcomes. Rather, explicit instruction in the strategy and the tool, along with how to use them together, is necessary.The purpose of this article is to offer an example of how educators can combine effective writing strategy instruction with readily and easily available technology tools to support the needs of students who struggle with writing.
{"title":"Aligning an Editing and Revising Writing Strategy to Technology Supports for Students With Learning Disabilities","authors":"Samantha R. Goldman, Adam Carreon, Sean J. Smith","doi":"10.1177/01626434231211294","DOIUrl":"https://doi.org/10.1177/01626434231211294","url":null,"abstract":"Editing and revising is a necessary, yet complex, stage of the writing process that is challenging for students with and without disabilities. One solution to improve overall writing outcomes is with strategy instruction, such as the Strategic Instruction Model for writing. More specifically, strategies such as the Error Monitoring Strategy, that support editing and revising. Additionally, with the increase in access to devices, and the continued development of tools that support writing, these strategies should be aligned to technologies to further support students with learning disabilities and other struggling writers. Simply providing teaching strategies to students and providing them with devices is not enough to improve writing outcomes. Rather, explicit instruction in the strategy and the tool, along with how to use them together, is necessary.The purpose of this article is to offer an example of how educators can combine effective writing strategy instruction with readily and easily available technology tools to support the needs of students who struggle with writing.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"3 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136158458","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 : 2023-10-25DOI: 10.1177/01626434231199992
Matthew S. Taylor, Eileen M. Glavey
Science, technology, engineering, and mathematics (STEM) curriculum and learning activities may help students learn social-emotional learning (SEL) competencies needed to support independence and community living, as well as 21 st -century career development skills. Including robotics and coding curriculum in elementary classrooms can offer all students engaging academic experiences that include opportunities for students to problem solve, discuss ideas, and collaborate to find solutions. This article presents a vignette about a teacher’s use of technology and robotics to engage a student with autism while supporting their SEL needs. The vignette was inspired by real scenarios in classrooms where educators have utilized technology to support students with disabilities and promote inclusive learning environments. Options for attainment and use of robotics and coding in the classroom are presented, including a future option through an open-educational resource, Project RAISE.
{"title":"Harnessing Robotics and Coding to Foster Social-Emotional Learning in Students With Autism","authors":"Matthew S. Taylor, Eileen M. Glavey","doi":"10.1177/01626434231199992","DOIUrl":"https://doi.org/10.1177/01626434231199992","url":null,"abstract":"Science, technology, engineering, and mathematics (STEM) curriculum and learning activities may help students learn social-emotional learning (SEL) competencies needed to support independence and community living, as well as 21 st -century career development skills. Including robotics and coding curriculum in elementary classrooms can offer all students engaging academic experiences that include opportunities for students to problem solve, discuss ideas, and collaborate to find solutions. This article presents a vignette about a teacher’s use of technology and robotics to engage a student with autism while supporting their SEL needs. The vignette was inspired by real scenarios in classrooms where educators have utilized technology to support students with disabilities and promote inclusive learning environments. Options for attainment and use of robotics and coding in the classroom are presented, including a future option through an open-educational resource, Project RAISE.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"19 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135217408","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 : 2023-09-01DOI: 10.1177/01626434221116077
{"title":"Corrigendum to “Providing Access and Opportunity for Computational Thinking and Computer Science to Support Mathematics for Students With Disabilities”","authors":"","doi":"10.1177/01626434221116077","DOIUrl":"https://doi.org/10.1177/01626434221116077","url":null,"abstract":"","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"38 1","pages":"417 - 417"},"PeriodicalIF":1.9,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43257566","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 : 2023-08-24DOI: 10.1177/01626434231198226
Fabian Gunnars
Digital technology in primary education can both be distracting and increase attentiveness. Many students with Special Educational Needs (SEN) have difficulties with skills that address attention, and teachers are expected to provide support. Such skills are referred to as Executive Function (EF) in neuroscience, relating to self-regulation, attention shifting, and inhibition of behavior. This systematic literature review outlines research on primary education during 2000–2022 that relates students’ EF and digital technology through empirical data and suggested SEN-inclusive educational interventions. 288 full-text journal articles were assessed, and 26 were included for analysis. Findings include common game-based solutions for EF and SEN support, enabling explicit goals, short teaching activities, and recorded outcomes. Other examples include EF skills training and classroom management with digital monitoring devices. A substantially increased research interest during 2021–2022 was observed. Aspects needing further research are discussed, such as more special education views with cost-effective behavioral approaches.
{"title":"A Systematic Review of Special Educational Interventions for Student Attention: Executive Function and Digital Technology in Primary School","authors":"Fabian Gunnars","doi":"10.1177/01626434231198226","DOIUrl":"https://doi.org/10.1177/01626434231198226","url":null,"abstract":"Digital technology in primary education can both be distracting and increase attentiveness. Many students with Special Educational Needs (SEN) have difficulties with skills that address attention, and teachers are expected to provide support. Such skills are referred to as Executive Function (EF) in neuroscience, relating to self-regulation, attention shifting, and inhibition of behavior. This systematic literature review outlines research on primary education during 2000–2022 that relates students’ EF and digital technology through empirical data and suggested SEN-inclusive educational interventions. 288 full-text journal articles were assessed, and 26 were included for analysis. Findings include common game-based solutions for EF and SEN support, enabling explicit goals, short teaching activities, and recorded outcomes. Other examples include EF skills training and classroom management with digital monitoring devices. A substantially increased research interest during 2021–2022 was observed. Aspects needing further research are discussed, such as more special education views with cost-effective behavioral approaches.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44054289","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 : 2023-08-23DOI: 10.1177/01626434231195313
Jiyeon Park, D. Bryant, Mikyung Shin
This study investigates the effects of a synchronous online intervention that explicitly taught equivalent fractions using virtual manipulatives to fifth-grade students with learning disabilities. Employing a multiple probe across participants single-case design, this study provided 15 fraction lessons via video conferencing programs to three fifth-grade students with learning disabilities. During these online interventions, participants received one-on-one explicit instruction, practiced key concepts using virtual manipulatives, and solved fraction problems using interactive boards. Researcher-developed probes measured the participants’ percentages of correct answers across baseline, intervention, and maintenance phases via an online assessment tool. In overall, students’ performance improved as the intervention was introduced; however, the extent and maintenance of improvement varied according to the students’ participation and perspectives regarding online instruction.
{"title":"Effects of a Synchronous Online Fraction Intervention Using Virtual Manipulatives for Students With Learning Disabilities","authors":"Jiyeon Park, D. Bryant, Mikyung Shin","doi":"10.1177/01626434231195313","DOIUrl":"https://doi.org/10.1177/01626434231195313","url":null,"abstract":"This study investigates the effects of a synchronous online intervention that explicitly taught equivalent fractions using virtual manipulatives to fifth-grade students with learning disabilities. Employing a multiple probe across participants single-case design, this study provided 15 fraction lessons via video conferencing programs to three fifth-grade students with learning disabilities. During these online interventions, participants received one-on-one explicit instruction, practiced key concepts using virtual manipulatives, and solved fraction problems using interactive boards. Researcher-developed probes measured the participants’ percentages of correct answers across baseline, intervention, and maintenance phases via an online assessment tool. In overall, students’ performance improved as the intervention was introduced; however, the extent and maintenance of improvement varied according to the students’ participation and perspectives regarding online instruction.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43988003","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}
Families of children with developmental disabilities in rural and underserved areas may lack access to direct service providers. Global pandemics such as COVID-19 have further affected access to service providers for most children, often shifting services online and increasing the role of technology and involvement of parents and caregivers in intervention. Thus, there is a need to examine the characteristics and effects of caregiver implemented technology-based interventions for children with developmental disabilities. The present synthesis evaluates the research on caregiver implemented technology-based interventions for children with autism spectrum disorder and other developmental disabilities aged 21 or younger. A systematic search of four electronic databases resulted in 14 single-case design studies which encompassed 58 participants with a developmental disability, along with 62 caregivers. Studies used a variety of technologies and involved strategies such as computer assisted instruction, self-management, and variations of video modeling. Interventions targeted a variety of outcomes and most incorporated behavioral strategies such as prompting or positive reinforcement. Results indicate positive outcomes without overly time intensive parent training; however, it is important to consider these findings within context of methodological strength, as only four included studies utilized strong experimental methods according to the evaluative framework provided by Reichow et al. (2008) . Implications for practice and recommendations for future research are provided.
{"title":"Caregiver Implemented Technology-Based Interventions for Children with Autism and Developmental Disabilities: A Research Synthesis","authors":"Allie M. Cramer, Laci Watkins, Brad Bloomfield, Allyson Pitzel, Katherine Ledbetter-Cho","doi":"10.1177/01626434231184822","DOIUrl":"https://doi.org/10.1177/01626434231184822","url":null,"abstract":"Families of children with developmental disabilities in rural and underserved areas may lack access to direct service providers. Global pandemics such as COVID-19 have further affected access to service providers for most children, often shifting services online and increasing the role of technology and involvement of parents and caregivers in intervention. Thus, there is a need to examine the characteristics and effects of caregiver implemented technology-based interventions for children with developmental disabilities. The present synthesis evaluates the research on caregiver implemented technology-based interventions for children with autism spectrum disorder and other developmental disabilities aged 21 or younger. A systematic search of four electronic databases resulted in 14 single-case design studies which encompassed 58 participants with a developmental disability, along with 62 caregivers. Studies used a variety of technologies and involved strategies such as computer assisted instruction, self-management, and variations of video modeling. Interventions targeted a variety of outcomes and most incorporated behavioral strategies such as prompting or positive reinforcement. Results indicate positive outcomes without overly time intensive parent training; however, it is important to consider these findings within context of methodological strength, as only four included studies utilized strong experimental methods according to the evaluative framework provided by Reichow et al. (2008) . Implications for practice and recommendations for future research are provided.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44921413","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 : 2023-08-02DOI: 10.1177/01626434231180579
Di Liu, Yiwen Mao, Weiwei Cai, Qingli Lei, R. Kang, Yingying Zeng
Tablet-mediated interventions have shown promise in improving the mathematical skills of individuals with autism spectrum disorder (ASD) and/or intellectual disability (ID). This meta-analysis aims to provide a quantitative synthesis of single-case experimental studies of using tablet-mediated interventions to teach mathematics to individuals with ASD and/or ID. Twenty-seven published studies between 2012 and 2022 were included. The Tau-U effect size index was used to gauge the overall effect size of tablet-mediated interventions. The obtained effect size (Tau-U = 0.98, 95% CI 0.92–1.00) indicated large improvements in mathematics performance after using tablet-mediated interventions. The analysis of potential moderating variables, including participant characteristics, intervention components, and target mathematical skills found no statistically significant moderators. Implications for researchers and practitioners who use tablet-mediated interventions to teach mathematics to individuals with ASD and/or ID are also discussed.
{"title":"Meta-Analysis of Tablet-Mediated Interventions to Teach Mathematics for Individuals With Autism Spectrum Disorder and/or Intellectual Disability","authors":"Di Liu, Yiwen Mao, Weiwei Cai, Qingli Lei, R. Kang, Yingying Zeng","doi":"10.1177/01626434231180579","DOIUrl":"https://doi.org/10.1177/01626434231180579","url":null,"abstract":"Tablet-mediated interventions have shown promise in improving the mathematical skills of individuals with autism spectrum disorder (ASD) and/or intellectual disability (ID). This meta-analysis aims to provide a quantitative synthesis of single-case experimental studies of using tablet-mediated interventions to teach mathematics to individuals with ASD and/or ID. Twenty-seven published studies between 2012 and 2022 were included. The Tau-U effect size index was used to gauge the overall effect size of tablet-mediated interventions. The obtained effect size (Tau-U = 0.98, 95% CI 0.92–1.00) indicated large improvements in mathematics performance after using tablet-mediated interventions. The analysis of potential moderating variables, including participant characteristics, intervention components, and target mathematical skills found no statistically significant moderators. Implications for researchers and practitioners who use tablet-mediated interventions to teach mathematics to individuals with ASD and/or ID are also discussed.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45642888","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 : 2023-07-17DOI: 10.1177/01626434231187061
Briella Baer Chen, Gulnoza Yakubova, Julia T. O’Connor, Stacey Herman, Linda Myers
This study evaluated the impact of training two practitioners to create and implement video-based intervention (VBI) to teach vocational skills to three autistic young adults in authentic workplace settings, via a multiple-probe single-case research design. A behavioral skills training (BST) package was used to train the practitioners to create and implement VBI. Practitioners’ fidelity of VBI creation and implementation was also evaluated via pretest-posttest. There was a functional relation between the practitioner-created and -implemented VBI and the autistic young adults’ vocational skill acquisition, with all three reaching 100% independent accuracy and demonstrating maintenance of the learned vocational skills. The practitioners also showed large increases in their fidelity of VBI creation and implementation from pretest to posttest, although their VBI creation performance decreased slightly at follow-up. All participants reported positive experiences with the VBI and rated it as socially valid.
{"title":"Assessing the Effects of Practitioner-Created and Implemented Video-Based Intervention to Teach Vocational Skills to Autistic Young Adults","authors":"Briella Baer Chen, Gulnoza Yakubova, Julia T. O’Connor, Stacey Herman, Linda Myers","doi":"10.1177/01626434231187061","DOIUrl":"https://doi.org/10.1177/01626434231187061","url":null,"abstract":"This study evaluated the impact of training two practitioners to create and implement video-based intervention (VBI) to teach vocational skills to three autistic young adults in authentic workplace settings, via a multiple-probe single-case research design. A behavioral skills training (BST) package was used to train the practitioners to create and implement VBI. Practitioners’ fidelity of VBI creation and implementation was also evaluated via pretest-posttest. There was a functional relation between the practitioner-created and -implemented VBI and the autistic young adults’ vocational skill acquisition, with all three reaching 100% independent accuracy and demonstrating maintenance of the learned vocational skills. The practitioners also showed large increases in their fidelity of VBI creation and implementation from pretest to posttest, although their VBI creation performance decreased slightly at follow-up. All participants reported positive experiences with the VBI and rated it as socially valid.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47308077","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 : 2023-07-06DOI: 10.1177/01626434231184828
Miriam C. Boesch, M. A. Da Fonte, Melissa J. Cavagnini, Kaitlyn R. Shaw, Keren E. Deneny, Margaret F. Davis
Students with complex communication needs have increasingly been using non-dedicated communication systems, such as mobile devices, to support their communication needs. This in turn, has led to an increased used of augmentative and alternative communication apps. The main challenge currently faced is the lack of empirically validated apps and evaluation systems to assess the features of the apps. As a result, this study attempted to determine the reliability of an app evaluation tool that was grounded in the components of the feature matching model. The goal was also to identify if the app evaluation tool could be used to evaluate various types of augmentative and alternative communication apps. Participants evaluated apps across the dimensions of usability, output, and display. Results suggest that expert raters were more reliability than novice raters across the various types of apps. Practical implications and future research directions are discussed.
{"title":"Designing A Valid and Reliable AAC App Evaluation Tool: Differences Between Team and Novice Raters","authors":"Miriam C. Boesch, M. A. Da Fonte, Melissa J. Cavagnini, Kaitlyn R. Shaw, Keren E. Deneny, Margaret F. Davis","doi":"10.1177/01626434231184828","DOIUrl":"https://doi.org/10.1177/01626434231184828","url":null,"abstract":"Students with complex communication needs have increasingly been using non-dedicated communication systems, such as mobile devices, to support their communication needs. This in turn, has led to an increased used of augmentative and alternative communication apps. The main challenge currently faced is the lack of empirically validated apps and evaluation systems to assess the features of the apps. As a result, this study attempted to determine the reliability of an app evaluation tool that was grounded in the components of the feature matching model. The goal was also to identify if the app evaluation tool could be used to evaluate various types of augmentative and alternative communication apps. Participants evaluated apps across the dimensions of usability, output, and display. Results suggest that expert raters were more reliability than novice raters across the various types of apps. Practical implications and future research directions are discussed.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43610329","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 : 2023-06-30DOI: 10.1177/01626434231182958
Jennifer Annette Cottrell, Robert Alex Smith, Audra I. Classen
Online instructional delivery has always been viewed as beneficial due to its flexibility in settings and times, but the Covid-19 pandemic produced an essential need for the ability to engage in learning without direct contact with others. For students with Autism Spectrum Disorder and Intellectual Disability (ASD and ID) who have extensive support needs, developing the skills required to engage with online content is critical for utilizing and interacting with distance learning platforms and resources. Using a visual task analysis, least-to-most prompting, and reinforcement, students with ASD and ID can be taught to use technological devices for virtual instruction without adult support. By teaching students to access and use point-of-view video modeling for online instructional delivery, teachers can facilitate skills their students need to access evidence-based practices and meet diverse learning goals and objectives.
{"title":"Teaching Students With Autism Spectrum Disorder and Intellectual Disability to Independently Access and Use Point-Of-View Video Models for Virtual Instruction","authors":"Jennifer Annette Cottrell, Robert Alex Smith, Audra I. Classen","doi":"10.1177/01626434231182958","DOIUrl":"https://doi.org/10.1177/01626434231182958","url":null,"abstract":"Online instructional delivery has always been viewed as beneficial due to its flexibility in settings and times, but the Covid-19 pandemic produced an essential need for the ability to engage in learning without direct contact with others. For students with Autism Spectrum Disorder and Intellectual Disability (ASD and ID) who have extensive support needs, developing the skills required to engage with online content is critical for utilizing and interacting with distance learning platforms and resources. Using a visual task analysis, least-to-most prompting, and reinforcement, students with ASD and ID can be taught to use technological devices for virtual instruction without adult support. By teaching students to access and use point-of-view video modeling for online instructional delivery, teachers can facilitate skills their students need to access evidence-based practices and meet diverse learning goals and objectives.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45063131","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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