Pub Date : 2021-04-19DOI: 10.1080/00131725.2021.1908467
D. Sheeler
Abstract This paper focuses on the partnership between Writopia Lab and PS 89, a K-8, Title 1 School in the Bronx, to explore concrete ways of inviting joy and play into the classroom while interacting with the embedded obstacles within our education culture.
{"title":"Inviting Joy into Classroom Writing Instruction: An Exploration of the Use of Creative Writing within the Neoliberal Context of Standardization","authors":"D. Sheeler","doi":"10.1080/00131725.2021.1908467","DOIUrl":"https://doi.org/10.1080/00131725.2021.1908467","url":null,"abstract":"Abstract This paper focuses on the partnership between Writopia Lab and PS 89, a K-8, Title 1 School in the Bronx, to explore concrete ways of inviting joy and play into the classroom while interacting with the embedded obstacles within our education culture.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"249 - 255"},"PeriodicalIF":1.3,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1908467","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42459302","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 : 2021-04-19DOI: 10.1080/00131725.2021.1908468
C. Gillespie, Kali Thompson
Abstract Women teachers often endure trauma and shame as a result of systems of oppression that permeate schools. In this article, we share our stories as white women teachers in the U.S. to illustrate how systems of domination prevent us from enacting authentic teaching and offer a way forward via a pedagogy of authenticity. This three-part approach aims to foster authentic living and teaching and potentially counteract trauma enacted upon women teachers’ bodies.
{"title":"Women Teachers and the Fight to Be “Good Enough”: A Call for a Pedagogy of Authenticity","authors":"C. Gillespie, Kali Thompson","doi":"10.1080/00131725.2021.1908468","DOIUrl":"https://doi.org/10.1080/00131725.2021.1908468","url":null,"abstract":"Abstract Women teachers often endure trauma and shame as a result of systems of oppression that permeate schools. In this article, we share our stories as white women teachers in the U.S. to illustrate how systems of domination prevent us from enacting authentic teaching and offer a way forward via a pedagogy of authenticity. This three-part approach aims to foster authentic living and teaching and potentially counteract trauma enacted upon women teachers’ bodies.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"256 - 268"},"PeriodicalIF":1.3,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1908468","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43616931","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 : 2021-04-19DOI: 10.1080/00131725.2021.1908469
E. Yomantas
Abstract This interactive conceptual essay analyzes Glennon Doyle’s memoir Untamed (2020) to open new possibilities for transformation of the self and consequently as a vehicle to embrace wholehearted living in educational spaces. This article is designed to be read and discussed alongside a trusted educator ally in order to arrive at new understandings, open new dialogues, and unlock new possibilities for wholehearted teaching and learning through a radical togetherness in educational spaces and beyond.
{"title":"Becoming Untamed Educators","authors":"E. Yomantas","doi":"10.1080/00131725.2021.1908469","DOIUrl":"https://doi.org/10.1080/00131725.2021.1908469","url":null,"abstract":"Abstract This interactive conceptual essay analyzes Glennon Doyle’s memoir Untamed (2020) to open new possibilities for transformation of the self and consequently as a vehicle to embrace wholehearted living in educational spaces. This article is designed to be read and discussed alongside a trusted educator ally in order to arrive at new understandings, open new dialogues, and unlock new possibilities for wholehearted teaching and learning through a radical togetherness in educational spaces and beyond.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"303 - 316"},"PeriodicalIF":1.3,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1908469","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47872602","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 : 2021-04-16DOI: 10.1080/00131725.2021.1908466
Katie Cunningham
Abstract This autoethnography investigation used guideposts for whole-hearted living as a means of processing grief as a teacher educator during the COVID-19 pandemic. Life stories were drawn upon to understand the social, cultural, and political dimensions of the mental health crisis facing teachers and students. I conclude by asserting that centering stories and trauma as powerful pedagogy offers a path forward for humanizing education following a global pandemic.
{"title":"In Search of Hope and Healing: Guideposts for Whole-Hearted Living, Loving, and Teaching after Loss","authors":"Katie Cunningham","doi":"10.1080/00131725.2021.1908466","DOIUrl":"https://doi.org/10.1080/00131725.2021.1908466","url":null,"abstract":"Abstract This autoethnography investigation used guideposts for whole-hearted living as a means of processing grief as a teacher educator during the COVID-19 pandemic. Life stories were drawn upon to understand the social, cultural, and political dimensions of the mental health crisis facing teachers and students. I conclude by asserting that centering stories and trauma as powerful pedagogy offers a path forward for humanizing education following a global pandemic.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"283 - 302"},"PeriodicalIF":1.3,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1908466","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42716810","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 : 2021-04-03DOI: 10.1080/00131725.2020.1790705
Alexis Jones, Stacey Korson, Natasha C. Murray-Everett, Meghan A. Kessler, Dorian L. Harrison, S. Cronenberg, Michael Parrish, M. Parsons
Abstract The edTPA, a recent example of a teacher candidate assessment, has influenced how teacher education classes are taught and how teacher candidates are learning. We describe three tensions present in candidate narratives during two separate years of edTPA implementation: attention to the edTPA rubrics vs. the student teachers’ real teaching, a focus on Pearson vs. the teacher education program, and candidates’ feelings of being monitored during the process rather than mentored.
{"title":"Teacher Candidate Tensions with the edTPA: A Neoliberal Policy Analysis","authors":"Alexis Jones, Stacey Korson, Natasha C. Murray-Everett, Meghan A. Kessler, Dorian L. Harrison, S. Cronenberg, Michael Parrish, M. Parsons","doi":"10.1080/00131725.2020.1790705","DOIUrl":"https://doi.org/10.1080/00131725.2020.1790705","url":null,"abstract":"Abstract The edTPA, a recent example of a teacher candidate assessment, has influenced how teacher education classes are taught and how teacher candidates are learning. We describe three tensions present in candidate narratives during two separate years of edTPA implementation: attention to the edTPA rubrics vs. the student teachers’ real teaching, a focus on Pearson vs. the teacher education program, and candidates’ feelings of being monitored during the process rather than mentored.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"193 - 211"},"PeriodicalIF":1.3,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2020.1790705","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46732200","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 : 2021-04-03DOI: 10.1080/00131725.2021.1894068
L. Kenny
preferred sports and fraternities rather than wearing bell-bottom jeans or trying LSD. And in addition to more social history, The Lost Promise could have explored what happened in professional schools. Protests in colleges of education? MBA programs? Medical schools? Law schools beyond Yale? (Laura Kalman’s excellent 2006 Yale Law School and the Sixties described substantial dissent over race, governance, teaching methods, and courses.) A full defense of Schrecker’s title would also take more space. The post-World War II “promise”—higher education deserves to expand rapidly because it offers upward mobility at a reasonable cost—faded quickly after the 1960s, she claims. To make the case that higher education faltered—and to connect that decline with the late 1960s— would take several chapters. As she acknowledged during a Roosevelt House panel discussion on December 17, 2021, “the real title of the book is A Political History of American Higher Education during the Long 1960s.” Her epilogue is too brief to clinch the case that public confidence and policy support plunged, permanently, as a result of a few stormy years. Whatever the need to say more, Schrecker packs a great deal of important information in this well-written book. Instructors of survey courses will find it essential preparation for their week on the 1960s—this book will jog the memory and fill gaps. For graduate seminars, faculty could assign The Lost Promise along with John Thelin’s shorter but broader Going to College in the Sixties (2018) and, for a case study, Donald Alexander Downs’s Cornell ’69 (2014). Rather than quarrel about which one is best, the instructor can remind the seminar that one legacy of the 1960s is greater tolerance.
{"title":"The Education Trap: Schools and the Remaking of Inequality in Boston","authors":"L. Kenny","doi":"10.1080/00131725.2021.1894068","DOIUrl":"https://doi.org/10.1080/00131725.2021.1894068","url":null,"abstract":"preferred sports and fraternities rather than wearing bell-bottom jeans or trying LSD. And in addition to more social history, The Lost Promise could have explored what happened in professional schools. Protests in colleges of education? MBA programs? Medical schools? Law schools beyond Yale? (Laura Kalman’s excellent 2006 Yale Law School and the Sixties described substantial dissent over race, governance, teaching methods, and courses.) A full defense of Schrecker’s title would also take more space. The post-World War II “promise”—higher education deserves to expand rapidly because it offers upward mobility at a reasonable cost—faded quickly after the 1960s, she claims. To make the case that higher education faltered—and to connect that decline with the late 1960s— would take several chapters. As she acknowledged during a Roosevelt House panel discussion on December 17, 2021, “the real title of the book is A Political History of American Higher Education during the Long 1960s.” Her epilogue is too brief to clinch the case that public confidence and policy support plunged, permanently, as a result of a few stormy years. Whatever the need to say more, Schrecker packs a great deal of important information in this well-written book. Instructors of survey courses will find it essential preparation for their week on the 1960s—this book will jog the memory and fill gaps. For graduate seminars, faculty could assign The Lost Promise along with John Thelin’s shorter but broader Going to College in the Sixties (2018) and, for a case study, Donald Alexander Downs’s Cornell ’69 (2014). Rather than quarrel about which one is best, the instructor can remind the seminar that one legacy of the 1960s is greater tolerance.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"232 - 234"},"PeriodicalIF":1.3,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1894068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41332501","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 : 2021-04-03DOI: 10.1080/00131725.2021.1894014
M. Taylor, Emily J. Klein
It has been a year since we began a socially distanced existence during the Covid pandemic. We are reminded that teachers have been teaching remotely for an entire year now, navigating new terrains, trying to find new and innovative tools to engage students, and holding loving and compassionate spaces for the emotional roller coaster that so many students, teachers, and families are experiencing. We have certainly been on what The Grateful Dead would call “a long strange trip” and we are tired, burned out, and at times hopeless. As Julia Ries’ title in a recent article in the Huff Post states, It’s not just you. A lot of us are hitting a pandemic wall right now (https://www.huffpost.com/entry/coronavirus-pandemic-wall-mental-health_l_ 601b3c9dc5b6c0af54d09ccb?utm_campaign=share_facebook&ncid=engmodushpmg00000003&fbclid=IwAR2FDa5JinH0aPYuCRNztELZ1I8NNLs_62RhuJZn6kJmsJvAaW3Uy_aVZzQ). Acknowledging the wall we are pushing up against, we asked ourselves what do we do in our personal and professional lives when we feel stagnant, spent, or done? How do we reenergize and renew ourselves? Where do we usually look for inspiration? What do we do to shake things up when many of our ideas for doing so are unsafe or non-existent? We are reminded that when we feel at a loss, our most powerful tools involve finding ways to see whatever is in front of us differently. That might mean taking a new walking route, listening to a different podcast or radio station, trying a new physical activity or hobby, or reading new research. In fact, Monica remembers that when she was writing her dissertation and would get stuck during her data analysis process, her advisor would tell her to go back to the literature to jumpstart a new way of thinking. In this issue, we ask readers to do the exact same thing. We offer a collection of articles that ask you to think differently about familiar topics, so that you consider new ways of thinking about them. At a time when our ability to change our perspective is limited, when we must sit within the same four walls day after day, we offer another way–of delving into the experiences of another and of changing and trying on a new lens in order to see teaching practices or assessments with fresh eyes. The pieces in this issue help us to make the familiar distant, to create space in our minds, for another way of being and doing. We begin the issue with pieces by several of our international authors. These global perspectives help us to reexamine, rethink, and renovate the ways in which we think about teaching. The first article by Bara and Fuentes invite us to critical examine the taken for granted conceptions of contemporary educational practice, of those who teach and those who learn and how they work together, using a communitarian lens. They contend that the stage where teaching and learning occurs has become overly focused on the technical tools of teaching— resources, techniques, strategies, and ways of thinking, which seem to distra
{"title":"Editorial Statement","authors":"M. Taylor, Emily J. Klein","doi":"10.1080/00131725.2021.1894014","DOIUrl":"https://doi.org/10.1080/00131725.2021.1894014","url":null,"abstract":"It has been a year since we began a socially distanced existence during the Covid pandemic. We are reminded that teachers have been teaching remotely for an entire year now, navigating new terrains, trying to find new and innovative tools to engage students, and holding loving and compassionate spaces for the emotional roller coaster that so many students, teachers, and families are experiencing. We have certainly been on what The Grateful Dead would call “a long strange trip” and we are tired, burned out, and at times hopeless. As Julia Ries’ title in a recent article in the Huff Post states, It’s not just you. A lot of us are hitting a pandemic wall right now (https://www.huffpost.com/entry/coronavirus-pandemic-wall-mental-health_l_ 601b3c9dc5b6c0af54d09ccb?utm_campaign=share_facebook&ncid=engmodushpmg00000003&fbclid=IwAR2FDa5JinH0aPYuCRNztELZ1I8NNLs_62RhuJZn6kJmsJvAaW3Uy_aVZzQ). Acknowledging the wall we are pushing up against, we asked ourselves what do we do in our personal and professional lives when we feel stagnant, spent, or done? How do we reenergize and renew ourselves? Where do we usually look for inspiration? What do we do to shake things up when many of our ideas for doing so are unsafe or non-existent? We are reminded that when we feel at a loss, our most powerful tools involve finding ways to see whatever is in front of us differently. That might mean taking a new walking route, listening to a different podcast or radio station, trying a new physical activity or hobby, or reading new research. In fact, Monica remembers that when she was writing her dissertation and would get stuck during her data analysis process, her advisor would tell her to go back to the literature to jumpstart a new way of thinking. In this issue, we ask readers to do the exact same thing. We offer a collection of articles that ask you to think differently about familiar topics, so that you consider new ways of thinking about them. At a time when our ability to change our perspective is limited, when we must sit within the same four walls day after day, we offer another way–of delving into the experiences of another and of changing and trying on a new lens in order to see teaching practices or assessments with fresh eyes. The pieces in this issue help us to make the familiar distant, to create space in our minds, for another way of being and doing. We begin the issue with pieces by several of our international authors. These global perspectives help us to reexamine, rethink, and renovate the ways in which we think about teaching. The first article by Bara and Fuentes invite us to critical examine the taken for granted conceptions of contemporary educational practice, of those who teach and those who learn and how they work together, using a communitarian lens. They contend that the stage where teaching and learning occurs has become overly focused on the technical tools of teaching— resources, techniques, strategies, and ways of thinking, which seem to distra","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"111 - 113"},"PeriodicalIF":1.3,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1894014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48210637","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 : 2021-02-16DOI: 10.1080/00131725.2021.1873474
L. Diamond, T. Abernathy, M. Demchak
Abstract The purpose of the current study was to investigate urban school principals’ preferences for the types of teacher preparation programs completed, to understand their perceptions regarding factors that impact the selection of teacher candidates, and to determine if these preferences have changed over time. Data were collected using an online cross-sectional survey. Results indicate that urban school principals prefer to hire applicants who have completed a traditional four-year college or university preparation program.
{"title":"Principals’ Preferences in the Hiring Process: Is Everything Old New Again?","authors":"L. Diamond, T. Abernathy, M. Demchak","doi":"10.1080/00131725.2021.1873474","DOIUrl":"https://doi.org/10.1080/00131725.2021.1873474","url":null,"abstract":"Abstract The purpose of the current study was to investigate urban school principals’ preferences for the types of teacher preparation programs completed, to understand their perceptions regarding factors that impact the selection of teacher candidates, and to determine if these preferences have changed over time. Data were collected using an online cross-sectional survey. Results indicate that urban school principals prefer to hire applicants who have completed a traditional four-year college or university preparation program.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"290 - 304"},"PeriodicalIF":1.3,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1873474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45251814","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 : 2021-02-16DOI: 10.1080/00131725.2020.1869874
Liat Biberman-Shalev
Abstract The current study examined the perceptions of 14 third year student teachers regarding their experience of “opening the time capsule” practice. Qualitative analysis revealed that the student teachers enjoyed rereading their blogs, were able to identify their development in terms of their professional identity, and their writing skills, and felt that the practice increased their sense of self-efficacy. Recommendations for teacher educators regarding using the blog as a time capsule are discussed.
{"title":"The Blog as a Time Capsule: Student Teachers Review Their Reflective Blogs","authors":"Liat Biberman-Shalev","doi":"10.1080/00131725.2020.1869874","DOIUrl":"https://doi.org/10.1080/00131725.2020.1869874","url":null,"abstract":"Abstract The current study examined the perceptions of 14 third year student teachers regarding their experience of “opening the time capsule” practice. Qualitative analysis revealed that the student teachers enjoyed rereading their blogs, were able to identify their development in terms of their professional identity, and their writing skills, and felt that the practice increased their sense of self-efficacy. Recommendations for teacher educators regarding using the blog as a time capsule are discussed.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"170 - 184"},"PeriodicalIF":1.3,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2020.1869874","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41584798","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 : 2021-02-16DOI: 10.1080/00131725.2020.1869358
T. Reeves, Dan Wei, Val Hamilton
Abstract Non-academic factors such as school climate, grit, and growth mindset are receiving much attention in recent education policy and practice. Within this context, this study (N = 425) describes the distribution of U.S. in-service teachers’ access to and use of 10 categories of non-academic data. Findings indicate that in-service teachers vary widely in their access to, and use of, these types of data. This study also indicates unambiguously that teachers prioritise use of classroom-based academic assessment data.
{"title":"In-Service Teacher Access to and Use of Non-Academic Data for Decision Making","authors":"T. Reeves, Dan Wei, Val Hamilton","doi":"10.1080/00131725.2020.1869358","DOIUrl":"https://doi.org/10.1080/00131725.2020.1869358","url":null,"abstract":"Abstract Non-academic factors such as school climate, grit, and growth mindset are receiving much attention in recent education policy and practice. Within this context, this study (N = 425) describes the distribution of U.S. in-service teachers’ access to and use of 10 categories of non-academic data. Findings indicate that in-service teachers vary widely in their access to, and use of, these types of data. This study also indicates unambiguously that teachers prioritise use of classroom-based academic assessment data.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"199 - 220"},"PeriodicalIF":1.3,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2020.1869358","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45762698","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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