Pub Date : 2023-09-12DOI: 10.1080/14613808.2023.2258151
Vesna Svalina, Zrinka Šimunović
ABSTRACT
Croatian music education is implemented within the national education system. In this research, we focused on secondary education, or, more precisely, on teachers who work in Specialised music schools – independent institutions that prepare students for higher education in the field of music. The national curriculum for art education in the Republic of Croatia, published in 2017, has still remained at the level of proposal, and the teaching process is conducted according to the syllabuses designed in 2006. Considering these facts, we were interested in how teachers evaluate the syllabuses they follow and what changes they require. We used survey questionnaires and assessment scales, and qualitative and quantitative methods for data analysis. As expected, teachers showed dissatisfaction with the syllabuses they follow. Instrumental and vocal teachers and senior teachers showed somewhat greater satisfaction. The results of the research can help in the creation of new subject curricula and the analysis of the current situation in practice for all those who will be involved in curricular changes.
{"title":"Teachers’ perspectives on music education in Croatian music schools","authors":"Vesna Svalina, Zrinka Šimunović","doi":"10.1080/14613808.2023.2258151","DOIUrl":"https://doi.org/10.1080/14613808.2023.2258151","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>Croatian music education is implemented within the national education system. In this research, we focused on secondary education, or, more precisely, on teachers who work in Specialised music schools – independent institutions that prepare students for higher education in the field of music. The national curriculum for art education in the Republic of Croatia, published in 2017, has still remained at the level of proposal, and the teaching process is conducted according to the syllabuses designed in 2006. Considering these facts, we were interested in how teachers evaluate the syllabuses they follow and what changes they require. We used survey questionnaires and assessment scales, and qualitative and quantitative methods for data analysis. As expected, teachers showed dissatisfaction with the syllabuses they follow. Instrumental and vocal teachers and senior teachers showed somewhat greater satisfaction. The results of the research can help in the creation of new subject curricula and the analysis of the current situation in practice for all those who will be involved in curricular changes.</p>","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":"78 8","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-06DOI: 10.1080/14613808.2023.2255209
Chunxiao Zhang, Bo-Wah Leung, Matthew D. Thibeault
ABSTRACT The primary purpose of this study is to explore how parents involve themselves in their children’s music practice. It is based on the retrospective views of Chinese collegiate students majoring in music. A total of 14 Chinese students participated in individual semi-structured interviews. The qualitative analysis in this study centred on the type and frequency of parental behaviours. The results demonstrate that each of the participants remembered their parents being involved in their music practice to varying degrees. Specific types of involvement are organised into five categories: controlling, supervising, supporting, engaging, and prohibiting. Based on the findings, a model is proposed to aid understanding of the complexity of parental behaviour of music practice in the Chinese context. A potential trajectory of parental behaviours pertinent to highly self-regulated music learners was also identified. The study suggests possible theoretical foundations for further exploration of the role of parents in music learning.
{"title":"A proposed model of parental behaviours of music practice: based on music majors’ retrospective views in mainland China","authors":"Chunxiao Zhang, Bo-Wah Leung, Matthew D. Thibeault","doi":"10.1080/14613808.2023.2255209","DOIUrl":"https://doi.org/10.1080/14613808.2023.2255209","url":null,"abstract":"ABSTRACT The primary purpose of this study is to explore how parents involve themselves in their children’s music practice. It is based on the retrospective views of Chinese collegiate students majoring in music. A total of 14 Chinese students participated in individual semi-structured interviews. The qualitative analysis in this study centred on the type and frequency of parental behaviours. The results demonstrate that each of the participants remembered their parents being involved in their music practice to varying degrees. Specific types of involvement are organised into five categories: controlling, supervising, supporting, engaging, and prohibiting. Based on the findings, a model is proposed to aid understanding of the complexity of parental behaviour of music practice in the Chinese context. A potential trajectory of parental behaviours pertinent to highly self-regulated music learners was also identified. The study suggests possible theoretical foundations for further exploration of the role of parents in music learning.","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47733689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.1080/14613808.2023.2249020
José Álamos-Gómez, Jesús Tejada, Felipe Farías
ABSTRACT
This paper explores how Chilean teachers approach fundamental aspects of rhythm, verifying their consistency with cognitive processing theory and findings. 203 music teachers completed a validated questionnaire with closed and open items regarding how they approach pulse, tempo, meter and rhythmic patterns during rhythm production and perception activities. The results show that, in general, teaching practices are congruent with the scientific evidence related to the processing of these musical aspects. Finally, the use of elements that facilitate synchronization or constant pulse is suggested: optimal tempi ranges for adults, use of binary meters, and the use of rhythmic patterns that prioritise the double-half relationship.
{"title":"Cognitive processing of rhythm in primary education: encounters between teaching practice and scientific evidence","authors":"José Álamos-Gómez, Jesús Tejada, Felipe Farías","doi":"10.1080/14613808.2023.2249020","DOIUrl":"https://doi.org/10.1080/14613808.2023.2249020","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>This paper explores how Chilean teachers approach fundamental aspects of rhythm, verifying their consistency with cognitive processing theory and findings. 203 music teachers completed a validated questionnaire with closed and open items regarding how they approach pulse, tempo, meter and rhythmic patterns during rhythm production and perception activities. The results show that, in general, teaching practices are congruent with the scientific evidence related to the processing of these musical aspects. Finally, the use of elements that facilitate synchronization or constant pulse is suggested: optimal tempi ranges for adults, use of binary meters, and the use of rhythmic patterns that prioritise the double-half relationship.</p>","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":"78 5","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1080/14613808.2023.2246146
A. Kallio
ABSTRACT Reflecting an international shift from punitive to more rehabilitative responses to youth offending, many Australian youth justice systems are undergoing significant revision and reform. The urgency of these changes are intensified by longstanding inequities pertaining to the gross overrepresentation of Aboriginal and Torres Strait Islander youth and documented violations of human rights within Australian youth detention centres. As state and territory jurisdictions strive towards more child-centred practices, music programmes have been seen to provide transformative experiences for incarcerated young people through opportunities to express themselves and form positive relationships with others. In considering the potentials of music programmes to contribute towards such a child-centred youth justice ‘solution’, this article reports a poststructural policy analysis of Australian youth justice policy texts that produce child-centredness in particular ways. Music programmes are thus positioned as inherently political endeavours that hold potential to reinforce or disrupt policy problems, with implications for equity and justice.
{"title":"Problematising the potentials of music programs to address Australia’s youth justice policy problems","authors":"A. Kallio","doi":"10.1080/14613808.2023.2246146","DOIUrl":"https://doi.org/10.1080/14613808.2023.2246146","url":null,"abstract":"ABSTRACT Reflecting an international shift from punitive to more rehabilitative responses to youth offending, many Australian youth justice systems are undergoing significant revision and reform. The urgency of these changes are intensified by longstanding inequities pertaining to the gross overrepresentation of Aboriginal and Torres Strait Islander youth and documented violations of human rights within Australian youth detention centres. As state and territory jurisdictions strive towards more child-centred practices, music programmes have been seen to provide transformative experiences for incarcerated young people through opportunities to express themselves and form positive relationships with others. In considering the potentials of music programmes to contribute towards such a child-centred youth justice ‘solution’, this article reports a poststructural policy analysis of Australian youth justice policy texts that produce child-centredness in particular ways. Music programmes are thus positioned as inherently political endeavours that hold potential to reinforce or disrupt policy problems, with implications for equity and justice.","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":"25 1","pages":"458 - 467"},"PeriodicalIF":2.3,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46620507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1080/14613808.2023.2246136
Yang Yang
ABSTRACT Professional identity development (PID) of school music teachers is critical to teacher community sustainability, the quality of school music practices, and the long-term well-being of the music education system. While in-service music teacher training strengthens the occupational aspects of teachers’ identity, the iterative PID process is both content-dependent and context-dependent. Using a framework based on the Surveys of Enacted Curriculum (SEC), this study explored school music teachers’ PID profiles in Mainland China after a 10-year implementation of the National Teacher Training Program (NTTP). Prominent characteristics of teachers’ PID were analysed regarding self-efficacy, belief, professional commitment, and task orientation, relating to self-report and observed classroom instructional practices. Statistical analysis showed high coverage of curriculum content in teachers’ daily instructional practices, while minor differences are evident among groups by region, grade band, and years of teaching. The impact of NTTP on PID and implications for in-service music teacher training are discussed.
{"title":"Challenges in teachers’ professional identity development under the National Teacher Training Programme: an exploratory study of seven major cities in Mainland China","authors":"Yang Yang","doi":"10.1080/14613808.2023.2246136","DOIUrl":"https://doi.org/10.1080/14613808.2023.2246136","url":null,"abstract":"ABSTRACT Professional identity development (PID) of school music teachers is critical to teacher community sustainability, the quality of school music practices, and the long-term well-being of the music education system. While in-service music teacher training strengthens the occupational aspects of teachers’ identity, the iterative PID process is both content-dependent and context-dependent. Using a framework based on the Surveys of Enacted Curriculum (SEC), this study explored school music teachers’ PID profiles in Mainland China after a 10-year implementation of the National Teacher Training Program (NTTP). Prominent characteristics of teachers’ PID were analysed regarding self-efficacy, belief, professional commitment, and task orientation, relating to self-report and observed classroom instructional practices. Statistical analysis showed high coverage of curriculum content in teachers’ daily instructional practices, while minor differences are evident among groups by region, grade band, and years of teaching. The impact of NTTP on PID and implications for in-service music teacher training are discussed.","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":"25 1","pages":"468 - 484"},"PeriodicalIF":2.3,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41827846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT The main purpose of this paper was to carry out an analysis of the scientific production in the last decade on the creation and use of materials in the field of music related to digital technology. For this purpose, a bibliometric study was carried out on 773 articles available in Scopus, and a content analysis was done on 252 open access articles. Conceptual clarifications of concepts in the field and a brief contextualisation of the study are also included. We go on to present the findings of the study showing a substantial advance in the use and consideration of digital media in music education. Nevertheless, no indication was found of improvement in learning, comprehensive student development, or competencies.
{"title":"Digital didactic resources and music: mapping the last decade of research","authors":"Tania Caamaño Liñares, Jesús Rodríguez Rodríguez, Montse Castro Rodríguez, Diana Marín Suelves","doi":"10.1080/14613808.2023.2244520","DOIUrl":"https://doi.org/10.1080/14613808.2023.2244520","url":null,"abstract":"ABSTRACT\u0000 The main purpose of this paper was to carry out an analysis of the scientific production in the last decade on the creation and use of materials in the field of music related to digital technology. For this purpose, a bibliometric study was carried out on 773 articles available in Scopus, and a content analysis was done on 252 open access articles. Conceptual clarifications of concepts in the field and a brief contextualisation of the study are also included. We go on to present the findings of the study showing a substantial advance in the use and consideration of digital media in music education. Nevertheless, no indication was found of improvement in learning, comprehensive student development, or competencies.","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":"25 1","pages":"351 - 366"},"PeriodicalIF":2.3,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43792159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1080/14613808.2023.2242365
O. Yinger, Martina Vasil, Alaina Sheridan
ABSTRACT There is a need for music education research that uplifts and affirms disabled children by exploring their perceptions of participation in musical experiences in music classrooms. The purpose of this position paper is to a) define what it means to centre perspectives of disabled children, b) provide a rationale for centring perspectives of disabled children in music education research, c) describe and explore reasons why researchers often overlook the perspectives of disabled children, and d) provide information about best practices to centre the perspectives of disabled children in music education research. We highlight ideas for including disabled children in research from the fields of music education, disability studies, and music therapy. Recommendations include applications of participatory research, interviews with children, the Mosaic approach, and the In-The-Picture approach. By centring the perspectives of disabled children, researchers can learn a great deal and work to engage in anti-oppressive research practices.
摘要：音乐教育研究需要通过探索残疾儿童在音乐课堂上参与音乐体验的感受来提升和肯定他们。本立场文件的目的是：a）定义以残疾儿童的视角为中心意味着什么，b）为在音乐教育研究中以残疾儿童视角为中心提供理由，c）描述和探索研究人员经常忽视残疾儿童视角的原因，d）提供有关最佳实践的信息，将残疾儿童的观点集中在音乐教育研究中。我们强调了将残疾儿童纳入音乐教育、残疾研究和音乐治疗领域研究的想法。建议包括应用参与式研究、儿童访谈、Mosaic方法和In the Picture方法。通过集中残疾儿童的观点，研究人员可以学到很多东西，并致力于从事反压迫的研究实践。
{"title":"Centring perspectives of disabled children in music education research","authors":"O. Yinger, Martina Vasil, Alaina Sheridan","doi":"10.1080/14613808.2023.2242365","DOIUrl":"https://doi.org/10.1080/14613808.2023.2242365","url":null,"abstract":"ABSTRACT\u0000 There is a need for music education research that uplifts and affirms disabled children by exploring their perceptions of participation in musical experiences in music classrooms. The purpose of this position paper is to a) define what it means to centre perspectives of disabled children, b) provide a rationale for centring perspectives of disabled children in music education research, c) describe and explore reasons why researchers often overlook the perspectives of disabled children, and d) provide information about best practices to centre the perspectives of disabled children in music education research. We highlight ideas for including disabled children in research from the fields of music education, disability studies, and music therapy. Recommendations include applications of participatory research, interviews with children, the Mosaic approach, and the In-The-Picture approach. By centring the perspectives of disabled children, researchers can learn a great deal and work to engage in anti-oppressive research practices.","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":"25 1","pages":"406 - 417"},"PeriodicalIF":2.3,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46823416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-05DOI: 10.1080/14613808.2023.2244523
Daniel Mateos-Moreno, Paloma Bravo-Fuentes
ABSTRACT Music as a subject in compulsory education is thought to have both a low reputation and a globally declining relevance. However, research findings have been contradictory in exploring the beliefs of teachers on the subject and have mainly targeted the Anglo-Saxon context. With the present study, we aim to shed light on how teachers understand this subject by adopting an approach that is novel to the extant research. By means of a comparative multi-case study, we contrasted the views of purposefully selected music and non-music teachers in the context of primary education in Spain. Our findings indicate that both cases shared a relativistic perspective on the subject's value, which is conceived as highly dependent on the advocacy and in-class teaching methodology adopted by each music teacher, as well as concerns about its teaching methodology. However, our analysis also reveals several discrepancies between the beliefs of both cases that may lead to mutual misunderstandings. Furthermore, our study suggests a lack of understanding of the role and needs of the music teacher by their counterparts, alongside music teachers having false assumptions about their counterparts’ views on their subject. Finally, we provide implications for increasing the perceived relevance of the subject that may also contribute to a better school climate for music teachers in the context of our participants.
{"title":"The subject ‘music’ from inside versus outside the music teaching profession: a comparative case study on the views of music and non-music primary education teachers in Spain","authors":"Daniel Mateos-Moreno, Paloma Bravo-Fuentes","doi":"10.1080/14613808.2023.2244523","DOIUrl":"https://doi.org/10.1080/14613808.2023.2244523","url":null,"abstract":"ABSTRACT Music as a subject in compulsory education is thought to have both a low reputation and a globally declining relevance. However, research findings have been contradictory in exploring the beliefs of teachers on the subject and have mainly targeted the Anglo-Saxon context. With the present study, we aim to shed light on how teachers understand this subject by adopting an approach that is novel to the extant research. By means of a comparative multi-case study, we contrasted the views of purposefully selected music and non-music teachers in the context of primary education in Spain. Our findings indicate that both cases shared a relativistic perspective on the subject's value, which is conceived as highly dependent on the advocacy and in-class teaching methodology adopted by each music teacher, as well as concerns about its teaching methodology. However, our analysis also reveals several discrepancies between the beliefs of both cases that may lead to mutual misunderstandings. Furthermore, our study suggests a lack of understanding of the role and needs of the music teacher by their counterparts, alongside music teachers having false assumptions about their counterparts’ views on their subject. Finally, we provide implications for increasing the perceived relevance of the subject that may also contribute to a better school climate for music teachers in the context of our participants.","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":"25 1","pages":"447 - 457"},"PeriodicalIF":2.3,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49645957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-05DOI: 10.1080/14613808.2023.2244535
Ozan Gulum
ABSTRACT This research examines the comments on violin instruction videos on YouTube in the context of practice challenges encountered by learners while playing the violin and solutions provided by instructors to these challenges. 205 comments related to the research context were included in the analysis among a total of 4934 comments from 398 violin instruction videos in Turkish and they were examined through qualitative content analysis. It has been observed that all of the practice challenges experienced by learners while playing the violin are at the beginner level. Furthermore, instructors offer solutions to these challenges by providing short instructions, mainly through the comments section. They also emphasise patience and perseverance for learners. In some cases, it has been noticed that instructors assist learners by suggesting off-site communication, encouraging them to watch instructors’ videos again, and recommending taking private lessons to address their specific problems.
{"title":"YouTube comments on violin instruction videos: an analysis of comments in Turkish","authors":"Ozan Gulum","doi":"10.1080/14613808.2023.2244535","DOIUrl":"https://doi.org/10.1080/14613808.2023.2244535","url":null,"abstract":"ABSTRACT This research examines the comments on violin instruction videos on YouTube in the context of practice challenges encountered by learners while playing the violin and solutions provided by instructors to these challenges. 205 comments related to the research context were included in the analysis among a total of 4934 comments from 398 violin instruction videos in Turkish and they were examined through qualitative content analysis. It has been observed that all of the practice challenges experienced by learners while playing the violin are at the beginner level. Furthermore, instructors offer solutions to these challenges by providing short instructions, mainly through the comments section. They also emphasise patience and perseverance for learners. In some cases, it has been noticed that instructors assist learners by suggesting off-site communication, encouraging them to watch instructors’ videos again, and recommending taking private lessons to address their specific problems.","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":"25 1","pages":"367 - 380"},"PeriodicalIF":2.3,"publicationDate":"2023-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42338101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-05DOI: 10.1080/14613808.2023.2230587
Le-Xuan Zhang, B. Leung
{"title":"Context matters: adaptation of student-centred education in China school music classrooms","authors":"Le-Xuan Zhang, B. Leung","doi":"10.1080/14613808.2023.2230587","DOIUrl":"https://doi.org/10.1080/14613808.2023.2230587","url":null,"abstract":"","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44001061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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