Pub Date : 2024-01-27DOI: 10.1177/21651434231221493
Michael Levere, Todd Honeycutt, Gina Livermore, Arif Mamun, Karen Katz
Families of youth with disabilities often access services to promote youth’s transitions to adulthood. Such services can be oriented toward the youth or family. Using descriptive statistics and regression modeling of survey and administrative data, we explored patterns of service use and the association between outcomes for 9,013 youth with disabilities who enrolled in a demonstration project. Those randomly assigned to a treatment group used family services more frequently than those in a control group, and youth in families using family services were more likely to use services themselves. The use of family and youth services together was associated with better youth employment. Because few programs offer family services, policymakers and practitioners might consider ways to connect families to such services.
{"title":"Family Service Use and Outcomes for Youth With Disabilities","authors":"Michael Levere, Todd Honeycutt, Gina Livermore, Arif Mamun, Karen Katz","doi":"10.1177/21651434231221493","DOIUrl":"https://doi.org/10.1177/21651434231221493","url":null,"abstract":"Families of youth with disabilities often access services to promote youth’s transitions to adulthood. Such services can be oriented toward the youth or family. Using descriptive statistics and regression modeling of survey and administrative data, we explored patterns of service use and the association between outcomes for 9,013 youth with disabilities who enrolled in a demonstration project. Those randomly assigned to a treatment group used family services more frequently than those in a control group, and youth in families using family services were more likely to use services themselves. The use of family and youth services together was associated with better youth employment. Because few programs offer family services, policymakers and practitioners might consider ways to connect families to such services.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"21 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956979","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 : 2023-12-23DOI: 10.1177/21651434231217717
Anya Sheftel, Marcus I. Poppen, Amber Brown Ruiz
Youth with disabilities encounter multiple systemic barriers to post-school success, including racism and discrimination. Critical consciousness is the foundation of culturally responsive and anti-racist work and supports self-determination and vocational outcomes expectations among marginalized youth. While secondary special educators are interested in learning more about culturally responsive practices such as critical consciousness, they lack institutional support and resources to implement these practices. In this article, we present an ecologically based conceptual framework of Critical Consciousness in Secondary Special Education and Transition (CCSSET) to demonstrate how special education teacher preparation programs and school administrators can leverage funding, laws, policies, and resources to support critical consciousness among teachers and students. Implications for research and practice are discussed.
{"title":"Pulling the Lever: Supporting Critical Consciousness in Secondary Special Education and Transition","authors":"Anya Sheftel, Marcus I. Poppen, Amber Brown Ruiz","doi":"10.1177/21651434231217717","DOIUrl":"https://doi.org/10.1177/21651434231217717","url":null,"abstract":"Youth with disabilities encounter multiple systemic barriers to post-school success, including racism and discrimination. Critical consciousness is the foundation of culturally responsive and anti-racist work and supports self-determination and vocational outcomes expectations among marginalized youth. While secondary special educators are interested in learning more about culturally responsive practices such as critical consciousness, they lack institutional support and resources to implement these practices. In this article, we present an ecologically based conceptual framework of Critical Consciousness in Secondary Special Education and Transition (CCSSET) to demonstrate how special education teacher preparation programs and school administrators can leverage funding, laws, policies, and resources to support critical consciousness among teachers and students. Implications for research and practice are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"10 8","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139162124","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 : 2023-12-23DOI: 10.1177/21651434231218708
Hannah R. Brenner, S. Dymond
A host of challenges have been associated with providing work-based learning experiences (WBLEs) for students with disabilities; however, little is known about how special education teachers navigate or overcome these challenges. The purpose of this qualitative study therefore was to understand how special education teachers respond to the challenges they experience when providing WBLEs for students with extensive support needs. Participants included nine special education teachers who primarily serve 14- to 22-year-old students with extensive support needs. Each teacher participated in one semi-structured interview, and transcripts were analyzed using thematic analysis. Teachers reported responding to challenges by (a) creating authentic school-based work experiences, (b) providing direct support for students and families, (c) networking and building new connections, and (d) advocating for students in school and community contexts. Findings from this study have practical implications for special education teachers who provide WBLEs for students with extensive support needs.
{"title":"Navigating Challenges to Work-Based Learning Experiences: Responses From Special Educators","authors":"Hannah R. Brenner, S. Dymond","doi":"10.1177/21651434231218708","DOIUrl":"https://doi.org/10.1177/21651434231218708","url":null,"abstract":"A host of challenges have been associated with providing work-based learning experiences (WBLEs) for students with disabilities; however, little is known about how special education teachers navigate or overcome these challenges. The purpose of this qualitative study therefore was to understand how special education teachers respond to the challenges they experience when providing WBLEs for students with extensive support needs. Participants included nine special education teachers who primarily serve 14- to 22-year-old students with extensive support needs. Each teacher participated in one semi-structured interview, and transcripts were analyzed using thematic analysis. Teachers reported responding to challenges by (a) creating authentic school-based work experiences, (b) providing direct support for students and families, (c) networking and building new connections, and (d) advocating for students in school and community contexts. Findings from this study have practical implications for special education teachers who provide WBLEs for students with extensive support needs.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"26 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139162567","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 : 2023-12-15DOI: 10.1177/21651434231211562
Jennifer Freeman, Devon Carter, Lee Kern, Chris Liang, Sarah Rosati, Sarah Sinnott, Vivian Mui
The purpose of this review was to investigate the extent to which students with emotional and behavioral disorders (EBD) are adequately represented in and benefiting from college and career readiness (CCR) intervention research across race and gender groups. We conducted a secondary analysis of 14 intervention studies meeting the criteria for a prior systematic literature review examining CCR for students with and at risk for emotional and behavioral problems. We found that the majority (86%) of studies reported the race and gender of participants and more recent studies were more likely to have included this information. Students with EBD are more likely to be Black and identify as male, while the participants in our study samples were more likely to be White/Caucasian and identify as female. All studies reported gender exclusively within a gender binary. Furthermore, only three studies provided overall school or district demographics, allowing the reader to assess the extent to which the participants were representative of the school/district population. Finally, only two studies parceled out findings by race, making it difficult to assess the overall extent to which interventions for CCR are effective for students across race and gender groups. Given the high priority currently placed on preparing all students for college and career, these findings have important implications for practitioners, researchers, and policymakers.
{"title":"Race and Gender Representation in College and Career Readiness Research for Students With Emotional Behavioral Disorders","authors":"Jennifer Freeman, Devon Carter, Lee Kern, Chris Liang, Sarah Rosati, Sarah Sinnott, Vivian Mui","doi":"10.1177/21651434231211562","DOIUrl":"https://doi.org/10.1177/21651434231211562","url":null,"abstract":"The purpose of this review was to investigate the extent to which students with emotional and behavioral disorders (EBD) are adequately represented in and benefiting from college and career readiness (CCR) intervention research across race and gender groups. We conducted a secondary analysis of 14 intervention studies meeting the criteria for a prior systematic literature review examining CCR for students with and at risk for emotional and behavioral problems. We found that the majority (86%) of studies reported the race and gender of participants and more recent studies were more likely to have included this information. Students with EBD are more likely to be Black and identify as male, while the participants in our study samples were more likely to be White/Caucasian and identify as female. All studies reported gender exclusively within a gender binary. Furthermore, only three studies provided overall school or district demographics, allowing the reader to assess the extent to which the participants were representative of the school/district population. Finally, only two studies parceled out findings by race, making it difficult to assess the overall extent to which interventions for CCR are effective for students across race and gender groups. Given the high priority currently placed on preparing all students for college and career, these findings have important implications for practitioners, researchers, and policymakers.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"120 S16","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138999741","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 : 2023-12-11DOI: 10.1177/21651434231214161
Magen Rooney-Kron, S. Dymond
Work-based learning experiences (WBLEs) provide students with opportunities to learn about careers and gain work skills required for post school employment. WBLEs may be especially important for students with extensive support needs (ESN) who often struggle to access competitive, integrated employment after graduation. The purpose of this study was to understand teachers’ beliefs about the benefits of and barriers to school and community WBLEs for students with ESN. We invited 1,498 special education teachers with a license in ESN to participate. Eligibility criteria required teachers to have at least one high school student with ESN on their caseload. Of the 273 teachers who responded, 137 met criteria and completed the questionnaire. We used descriptive statistics, exploratory factor analyses, and nonparametric inferential statistics to analyze our data. Teachers believed students benefit from WBLEs because they learn skills and have improved outcomes; however, they rated student outcomes higher for community WBLEs (vs. school WBLEs). Barriers to WBLEs included limited resources, stakeholder support, curriculum, and support for students. Teachers rated barriers related to stakeholder support and support for students higher for community WBLEs (vs. school WBLEs). Teachers’ beliefs about the benefits of and barriers to WBLEs varied by their experience with WBLEs. Implications for future research about students’ experiences during WBLEs and how teachers make decisions about WBLEs are discussed.
{"title":"Teachers’ Beliefs About the Benefits of and Barriers to School and Community WBLEs","authors":"Magen Rooney-Kron, S. Dymond","doi":"10.1177/21651434231214161","DOIUrl":"https://doi.org/10.1177/21651434231214161","url":null,"abstract":"Work-based learning experiences (WBLEs) provide students with opportunities to learn about careers and gain work skills required for post school employment. WBLEs may be especially important for students with extensive support needs (ESN) who often struggle to access competitive, integrated employment after graduation. The purpose of this study was to understand teachers’ beliefs about the benefits of and barriers to school and community WBLEs for students with ESN. We invited 1,498 special education teachers with a license in ESN to participate. Eligibility criteria required teachers to have at least one high school student with ESN on their caseload. Of the 273 teachers who responded, 137 met criteria and completed the questionnaire. We used descriptive statistics, exploratory factor analyses, and nonparametric inferential statistics to analyze our data. Teachers believed students benefit from WBLEs because they learn skills and have improved outcomes; however, they rated student outcomes higher for community WBLEs (vs. school WBLEs). Barriers to WBLEs included limited resources, stakeholder support, curriculum, and support for students. Teachers rated barriers related to stakeholder support and support for students higher for community WBLEs (vs. school WBLEs). Teachers’ beliefs about the benefits of and barriers to WBLEs varied by their experience with WBLEs. Implications for future research about students’ experiences during WBLEs and how teachers make decisions about WBLEs are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"18 12","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138979864","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 : 2023-11-18DOI: 10.1177/21651434231211258
Amy D Spriggs, Sally B. Shepley, Mark D. Samudre, Hannah E. Keene, Kai O’Neill, Shealynn Hall
This study evaluated the effects of behavior skills training (BST) as a means to acquire and generalize self-instruction behaviors using video activity schedules (VidAS) loaded on an iPod Touch for four high school students with intellectual disabilities. Behavior skills training procedures were implemented in two different vocational training environments and evaluated using a multiple probe across participants design. Following the mastery criterion in the training environments, the generalization of self-instruction behaviors to two different vocational training environments was assessed. All participants acquired self-instruction behaviors with BST instruction. However, only three of four participants independently generalized responding to two additional vocational environments. Results and directions for future research regarding training loosely and using multiple exemplars to program for generalization are discussed.
{"title":"Behavioral Skills Training to Teach Self-Instruction of Video Activity Schedules for Vocational Skills","authors":"Amy D Spriggs, Sally B. Shepley, Mark D. Samudre, Hannah E. Keene, Kai O’Neill, Shealynn Hall","doi":"10.1177/21651434231211258","DOIUrl":"https://doi.org/10.1177/21651434231211258","url":null,"abstract":"This study evaluated the effects of behavior skills training (BST) as a means to acquire and generalize self-instruction behaviors using video activity schedules (VidAS) loaded on an iPod Touch for four high school students with intellectual disabilities. Behavior skills training procedures were implemented in two different vocational training environments and evaluated using a multiple probe across participants design. Following the mastery criterion in the training environments, the generalization of self-instruction behaviors to two different vocational training environments was assessed. All participants acquired self-instruction behaviors with BST instruction. However, only three of four participants independently generalized responding to two additional vocational environments. Results and directions for future research regarding training loosely and using multiple exemplars to program for generalization are discussed.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"69 4","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139261815","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 : 2023-10-17DOI: 10.1177/21651434231200176
Tammy Ellis-Robinson, Elizabeth Slusarz, Maria Haji-Georgi, Julienne Slichko, Audrey Mohammed, Kayla Terry, Ketrina Hazell
Historically based systemic oppressions have exacerbated disparities in post-school outcomes among youth with disabilities transitioning to adulthood. Using a community action research (CAR) approach, the Disability Champions Mentoring Network was founded by a community of diverse stakeholders to address inequities in transition outcomes. Centering transition as a cultural practice, the project connected theoretical frameworks to develop a supportive community through interagency collaboration and mentorship. We conducted a self-examination using deductive category application and an open coding process to identify major themes in the project development process. The themes identified by collaborators include self-determination/mentorship, authentic interagency collaborative processes, identify needs, barriers and resources, and promote public awareness. Project achievements and barriers recognized by the community network are discussed in the context of the CAR model. Implications for policy, programming, and research are considered.
{"title":"Collaborative Action Research with diverse stakeholders: Building the Disability Champions Mentoring Network","authors":"Tammy Ellis-Robinson, Elizabeth Slusarz, Maria Haji-Georgi, Julienne Slichko, Audrey Mohammed, Kayla Terry, Ketrina Hazell","doi":"10.1177/21651434231200176","DOIUrl":"https://doi.org/10.1177/21651434231200176","url":null,"abstract":"Historically based systemic oppressions have exacerbated disparities in post-school outcomes among youth with disabilities transitioning to adulthood. Using a community action research (CAR) approach, the Disability Champions Mentoring Network was founded by a community of diverse stakeholders to address inequities in transition outcomes. Centering transition as a cultural practice, the project connected theoretical frameworks to develop a supportive community through interagency collaboration and mentorship. We conducted a self-examination using deductive category application and an open coding process to identify major themes in the project development process. The themes identified by collaborators include self-determination/mentorship, authentic interagency collaborative processes, identify needs, barriers and resources, and promote public awareness. Project achievements and barriers recognized by the community network are discussed in the context of the CAR model. Implications for policy, programming, and research are considered.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135995969","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 : 2023-10-11DOI: 10.1177/21651434231200817
Sehrish Shikarpurya, Carly B. Gilson
Strengthening parent support is critical to increasing the transition to adulthood outcomes of racially minoritized youth. However, in literature, the transition experiences of racially minoritized parents are often characterized using deficit-based language. Strengths-based counternarratives of racially minoritized parents could offer a broader account of parent experiences. We conducted a pilot sequential explanatory transformative mixed methods design with equal priority to capture the adversities experienced and the strengths leveraged by South Asian parents when navigating the transition planning process. We used the strengths-based frameworks of community cultural wealth and counterstories to reframe and re(present) the transition experiences of South Asian parents. Specifically, we blended quantitative ( N = 46) and qualitative findings ( N = 8) to develop a preliminary meta-inference of the transition experiences of South Asian parents. We discuss the implications of our findings for research and practice.
{"title":"Resisting Legacies of Racialized Adversities: Counterstories of South Asians Navigating Transition Planning","authors":"Sehrish Shikarpurya, Carly B. Gilson","doi":"10.1177/21651434231200817","DOIUrl":"https://doi.org/10.1177/21651434231200817","url":null,"abstract":"Strengthening parent support is critical to increasing the transition to adulthood outcomes of racially minoritized youth. However, in literature, the transition experiences of racially minoritized parents are often characterized using deficit-based language. Strengths-based counternarratives of racially minoritized parents could offer a broader account of parent experiences. We conducted a pilot sequential explanatory transformative mixed methods design with equal priority to capture the adversities experienced and the strengths leveraged by South Asian parents when navigating the transition planning process. We used the strengths-based frameworks of community cultural wealth and counterstories to reframe and re(present) the transition experiences of South Asian parents. Specifically, we blended quantitative ( N = 46) and qualitative findings ( N = 8) to develop a preliminary meta-inference of the transition experiences of South Asian parents. We discuss the implications of our findings for research and practice.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210239","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 : 2023-10-11DOI: 10.1177/21651434231200000
Hunter A. Matusevich, Karrie A. Shogren, Sheida K. Raley, Kathleen N. Zimmerman, Abdulaziz Alsaeed, Richard Chapman
Self-determination is a predictor of postschool success. The importance of self-determination instruction for students with and without disabilities is increasingly being recognized. The Self-Determined Learning Model of Instruction (SDLMI) has been implemented in various settings and at various intensities with all students. Researchers have suggested a multi-tiered system of support (MTSS) framework could be used to organize self-determination instruction for all students. However, a systematic literature review to inform SDLMI implementation within MTSS has not been conducted. This systematic review examined intervention research, synthesizing key features that could inform ongoing research and practice applying an MTSS framework to self-determination instruction. Limitation and implications for research and practice are described.
{"title":"A Systematic Review of the Research: The Self-Determined Learning Model of Instruction Within MTSS","authors":"Hunter A. Matusevich, Karrie A. Shogren, Sheida K. Raley, Kathleen N. Zimmerman, Abdulaziz Alsaeed, Richard Chapman","doi":"10.1177/21651434231200000","DOIUrl":"https://doi.org/10.1177/21651434231200000","url":null,"abstract":"Self-determination is a predictor of postschool success. The importance of self-determination instruction for students with and without disabilities is increasingly being recognized. The Self-Determined Learning Model of Instruction (SDLMI) has been implemented in various settings and at various intensities with all students. Researchers have suggested a multi-tiered system of support (MTSS) framework could be used to organize self-determination instruction for all students. However, a systematic literature review to inform SDLMI implementation within MTSS has not been conducted. This systematic review examined intervention research, synthesizing key features that could inform ongoing research and practice applying an MTSS framework to self-determination instruction. Limitation and implications for research and practice are described.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210520","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 : 2023-10-09DOI: 10.1177/21651434231197314
Val Mazzotti, Allison Lombardi
{"title":"From the Editors","authors":"Val Mazzotti, Allison Lombardi","doi":"10.1177/21651434231197314","DOIUrl":"https://doi.org/10.1177/21651434231197314","url":null,"abstract":"","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135045221","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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