Pub Date : 2022-09-20DOI: 10.1177/00131245221121664
Vannessa Smith Washington
Serving over 1.1 million students in more than 1,800 public schools, the New York City Department of Education is the largest school district in the nation. When individuals graduate from college with a bachelor’s degree in teacher education the New York City Department of Education assign a school-based mentor for one year. The case study examined how a novice special education teacher described his reflective experiences and progress, or lack thereof. The central research question was, “What were the differences, challenges, and successes between novice teachers’ first-year experiences and their third-year mentoring experiences?” Data collection included an individual interview. Data analysis was analyzing themes by manual coding. The findings were a lack of resources and exemplary administrative support. Still, often too late, lack of available materials, qualified mentor-teacher role, impractical standard planning time, meaningful observations, and good work ethics are qualities of mentors and initial dissatisfaction without a mentor. These results can inform school districts what happens when mentors are not assigned and develop improved mentoring programs for new special education teachers. A limitation of this study was one novice teacher was interviewed, and the findings were not generalized to other novice special education teachers. However, the implication was that new teachers, especially special education teachers, need mentors in the first year of teaching and beyond. Social change may include improved mentoring programs for school districts to ensure that novice special education teachers remain in the teaching profession.
{"title":"A Case Study: A Novice Teacher’s Mentoring Experiences the First Year and Beyond","authors":"Vannessa Smith Washington","doi":"10.1177/00131245221121664","DOIUrl":"https://doi.org/10.1177/00131245221121664","url":null,"abstract":"Serving over 1.1 million students in more than 1,800 public schools, the New York City Department of Education is the largest school district in the nation. When individuals graduate from college with a bachelor’s degree in teacher education the New York City Department of Education assign a school-based mentor for one year. The case study examined how a novice special education teacher described his reflective experiences and progress, or lack thereof. The central research question was, “What were the differences, challenges, and successes between novice teachers’ first-year experiences and their third-year mentoring experiences?” Data collection included an individual interview. Data analysis was analyzing themes by manual coding. The findings were a lack of resources and exemplary administrative support. Still, often too late, lack of available materials, qualified mentor-teacher role, impractical standard planning time, meaningful observations, and good work ethics are qualities of mentors and initial dissatisfaction without a mentor. These results can inform school districts what happens when mentors are not assigned and develop improved mentoring programs for new special education teachers. A limitation of this study was one novice teacher was interviewed, and the findings were not generalized to other novice special education teachers. However, the implication was that new teachers, especially special education teachers, need mentors in the first year of teaching and beyond. Social change may include improved mentoring programs for school districts to ensure that novice special education teachers remain in the teaching profession.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41673679","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 : 2022-09-13DOI: 10.1177/00131245221106708
Brock Hicks, Michael C. Lens
The meteoric rise in charter schools has several implications for traditional public schools and their students. One understudied implication is the geographic competition for students. Given traditional public school boundaries are often fixed while charter school boundaries are more flexible, charter schools can draw students away from existing traditional public schools, and we have very little information about how distance matters in the competition for students. Because of this, traditional public schools and school districts have little ability to plan for enrollment changes in the face of charter school growth. Our paper uses data on enrollments and demographics in all charter and traditional public schools in Los Angeles from 2000 to 2013 to better understand these dynamics. We find that traditional public school enrollments clearly decline with competition from nearby charter schools. However, we also observe that charter schools tend to locate where traditional public school enrollments are on the decline. Competition is more relevant for elementary schools at short distances—within about 1 mi appears to be where the associations between charter school enrollments and TPS enrollment declines are the strongest. For middle and high schools, those connections are apparent within 2 to 6 mi in some models.
{"title":"Incoming! Spatial Enrollment Competition between Charter Schools and Traditional Public Schools","authors":"Brock Hicks, Michael C. Lens","doi":"10.1177/00131245221106708","DOIUrl":"https://doi.org/10.1177/00131245221106708","url":null,"abstract":"The meteoric rise in charter schools has several implications for traditional public schools and their students. One understudied implication is the geographic competition for students. Given traditional public school boundaries are often fixed while charter school boundaries are more flexible, charter schools can draw students away from existing traditional public schools, and we have very little information about how distance matters in the competition for students. Because of this, traditional public schools and school districts have little ability to plan for enrollment changes in the face of charter school growth. Our paper uses data on enrollments and demographics in all charter and traditional public schools in Los Angeles from 2000 to 2013 to better understand these dynamics. We find that traditional public school enrollments clearly decline with competition from nearby charter schools. However, we also observe that charter schools tend to locate where traditional public school enrollments are on the decline. Competition is more relevant for elementary schools at short distances—within about 1 mi appears to be where the associations between charter school enrollments and TPS enrollment declines are the strongest. For middle and high schools, those connections are apparent within 2 to 6 mi in some models.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43001362","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 : 2022-09-08DOI: 10.1177/00131245221110558
Jason E. Saltmarsh
Parental access to useful information about schools continues to be a structural barrier that limits the equity potential of school choice programs. While “information interventions” or simplified and readable knowledge resources show promise for counteracting information disparities between families, this line of research has provided limited insight on the particular preferences and needs of parents or the value of person-to-person interpretive assistance in school decisions. This exploratory study uses qualitative methods to investigate parent-school collaboration for the purpose of school selection in Washington, D.C. Drawing on a social capital framework, this study analyzes information transactions from parents’ perspectives to clarify ways in which school personnel currently function as liaisons of choice. Findings from this study indicate future opportunities for districts to improve the outcome of school choice through better training of school and district personnel.
{"title":"Exploring the Role of Family-School Partnerships in School Choice","authors":"Jason E. Saltmarsh","doi":"10.1177/00131245221110558","DOIUrl":"https://doi.org/10.1177/00131245221110558","url":null,"abstract":"Parental access to useful information about schools continues to be a structural barrier that limits the equity potential of school choice programs. While “information interventions” or simplified and readable knowledge resources show promise for counteracting information disparities between families, this line of research has provided limited insight on the particular preferences and needs of parents or the value of person-to-person interpretive assistance in school decisions. This exploratory study uses qualitative methods to investigate parent-school collaboration for the purpose of school selection in Washington, D.C. Drawing on a social capital framework, this study analyzes information transactions from parents’ perspectives to clarify ways in which school personnel currently function as liaisons of choice. Findings from this study indicate future opportunities for districts to improve the outcome of school choice through better training of school and district personnel.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"18 8","pages":"698 - 717"},"PeriodicalIF":1.2,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41278108","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 : 2022-09-06DOI: 10.1177/00131245221121665
A. Anthony, Dustin Miller
COVID-19 shed light on persistent disparities among K-12 school districts, particularly regarding technology access, its use, and educational outcomes. Although resources exist to inform the design and delivery of distance education at the course level, there is a lack of resources to inform program-level decisions about equitable distance education that impact educators and learners across a school system. Drawing on existing literature on educational equity, this article discusses four ways schools may frame equitable distance education. This article also discusses critical lessons schools learned from the COVID-19 pandemic about sustaining equitable technology-supported learning environments during times of crisis.
{"title":"Leading Equitable Distance Education During Times of Crisis","authors":"A. Anthony, Dustin Miller","doi":"10.1177/00131245221121665","DOIUrl":"https://doi.org/10.1177/00131245221121665","url":null,"abstract":"COVID-19 shed light on persistent disparities among K-12 school districts, particularly regarding technology access, its use, and educational outcomes. Although resources exist to inform the design and delivery of distance education at the course level, there is a lack of resources to inform program-level decisions about equitable distance education that impact educators and learners across a school system. Drawing on existing literature on educational equity, this article discusses four ways schools may frame equitable distance education. This article also discusses critical lessons schools learned from the COVID-19 pandemic about sustaining equitable technology-supported learning environments during times of crisis.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43537986","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 : 2022-09-05DOI: 10.1177/00131245221121662
Ashley D. Domínguez, Amber Overholser, Carrie Sampson
Although research illustrates that community-based organizations (CBOs) offer critical support to the education of historically marginalized youth, less is known about CBOs’ role in developing youth’s critical civic praxis toward social justice. In this case study, we analyzed semi-structured interviews with youth who participated in a college preparation and social justice-focused CBO during high school in an urban community where many of them experienced profound disparities. The purpose of this study was to explore the role that CBOs play in shaping youth’s critical civic praxis during and post high school. The study findings suggest that CBOs can significantly influence youth’s commitment to social justice far beyond K-12 schooling, instilling community values such as reciprocity that reposition the pursuit of higher education as a form of social justice. We offer implications for CBOs who serve historically marginalized youth, whose commitment to improving educational opportunities include social justice for youth and their surrounding communities.
{"title":"A Critical Civic Praxis Approach to Empowering Urban Youth Leaders in a Community-Based Organization","authors":"Ashley D. Domínguez, Amber Overholser, Carrie Sampson","doi":"10.1177/00131245221121662","DOIUrl":"https://doi.org/10.1177/00131245221121662","url":null,"abstract":"Although research illustrates that community-based organizations (CBOs) offer critical support to the education of historically marginalized youth, less is known about CBOs’ role in developing youth’s critical civic praxis toward social justice. In this case study, we analyzed semi-structured interviews with youth who participated in a college preparation and social justice-focused CBO during high school in an urban community where many of them experienced profound disparities. The purpose of this study was to explore the role that CBOs play in shaping youth’s critical civic praxis during and post high school. The study findings suggest that CBOs can significantly influence youth’s commitment to social justice far beyond K-12 schooling, instilling community values such as reciprocity that reposition the pursuit of higher education as a form of social justice. We offer implications for CBOs who serve historically marginalized youth, whose commitment to improving educational opportunities include social justice for youth and their surrounding communities.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47441279","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 : 2022-08-17DOI: 10.1177/00131245221106735
Jessica E. Schnittka Hoskins, J. Schweig
Social-emotional competencies (SECs) stand to benefit children in a myriad of ways. However, school-based social-emotional learning (SEL) programs are often ineffective in low-income, urban school districts, calling into question whether they adequately address student needs. The present study investigated whether and how one source of stress more common in these communities—school mobility—impacted SEL for predominantly African American students living in a low-income, urban district. Using a series of multi-level growth models, we found that school mobility was only detrimental (on average) under certain circumstances—for example, when students moved to schools with worse relative levels of school safety. These findings suggest that SEL programs should address school climate and safety in addition to individual-level competencies.
{"title":"SEL in Context: School Mobility and Social-Emotional Learning Trajectories in a Low-Income, Urban School District","authors":"Jessica E. Schnittka Hoskins, J. Schweig","doi":"10.1177/00131245221106735","DOIUrl":"https://doi.org/10.1177/00131245221106735","url":null,"abstract":"Social-emotional competencies (SECs) stand to benefit children in a myriad of ways. However, school-based social-emotional learning (SEL) programs are often ineffective in low-income, urban school districts, calling into question whether they adequately address student needs. The present study investigated whether and how one source of stress more common in these communities—school mobility—impacted SEL for predominantly African American students living in a low-income, urban district. Using a series of multi-level growth models, we found that school mobility was only detrimental (on average) under certain circumstances—for example, when students moved to schools with worse relative levels of school safety. These findings suggest that SEL programs should address school climate and safety in addition to individual-level competencies.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43608510","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 : 2022-08-08DOI: 10.1177/00131245221114882
Liane I. Hypolite
Formerly preferred, but increasingly required, a college degree has become a prerequisite in a competitive job market. For Black undergraduates who continue to face systemic disparities in college completion, gaps in hiring are exacerbated by unequal access to leadership positions and professional training, such as internships, during college. Since informal connections and social networks heavily influence occupational access, this research article presents a relational, ethnographic approach to better understand the opportunities and constraints of networking for Black undergraduates in an urban campus context. This study advances prior social capital research by not only offering where networks exist but also presenting how they form and develop over time and across space. The findings show how Black students attending an urban, selective, and historically White institution (HWI) do not merely discover connections but deliberately construct them, illuminating the process through which social capital is made.
{"title":"Black Undergraduate Networking on an Urban, Historically White Campus: The Making of Social Capital","authors":"Liane I. Hypolite","doi":"10.1177/00131245221114882","DOIUrl":"https://doi.org/10.1177/00131245221114882","url":null,"abstract":"Formerly preferred, but increasingly required, a college degree has become a prerequisite in a competitive job market. For Black undergraduates who continue to face systemic disparities in college completion, gaps in hiring are exacerbated by unequal access to leadership positions and professional training, such as internships, during college. Since informal connections and social networks heavily influence occupational access, this research article presents a relational, ethnographic approach to better understand the opportunities and constraints of networking for Black undergraduates in an urban campus context. This study advances prior social capital research by not only offering where networks exist but also presenting how they form and develop over time and across space. The findings show how Black students attending an urban, selective, and historically White institution (HWI) do not merely discover connections but deliberately construct them, illuminating the process through which social capital is made.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46558888","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 : 2022-07-28DOI: 10.1177/00131245221110555
Kfir Mordechay, Jennifer B. Ayscue
College-educated White households have increasingly opted to live in central urban neighborhoods, transforming many parts of the urban core. While there is emerging evidence that schools may play a key part in this process, little is known about the extent of racial contract between children of gentrifier households and original residents. This study examines NYC’s gentrifying areas, and the changing racial diversity in schools. Using data from the Census and the National Center for Educational Statistics, this study finds that schools in NYC’s gentrifying areas have seen a reduction in racial segregation, more in traditional public schools than in charters. While this trend may be promising, high levels of segregation persist. Policy and research implications are discussed.
受过大学教育的白人家庭越来越多地选择住在城市中心社区，改变了城市核心的许多部分。虽然越来越多的证据表明，学校可能在这一过程中发挥了关键作用，但人们对中产阶级家庭的孩子与原始居民之间的种族契约程度知之甚少。这项研究考察了纽约的中产阶级化地区，以及学校中不断变化的种族多样性。根据人口普查和国家教育统计中心(National Center for Educational Statistics)的数据，这项研究发现，在纽约高档化地区的学校里，种族隔离现象有所减少，传统公立学校的种族隔离现象比特许学校更严重。虽然这种趋势可能是有希望的，但高度的隔离仍然存在。讨论了政策和研究意义。
{"title":"Diversifying Neighborhoods, Diversifying Schools? The Relationship Between Neighborhood Racial Change and School Segregation in New York City","authors":"Kfir Mordechay, Jennifer B. Ayscue","doi":"10.1177/00131245221110555","DOIUrl":"https://doi.org/10.1177/00131245221110555","url":null,"abstract":"College-educated White households have increasingly opted to live in central urban neighborhoods, transforming many parts of the urban core. While there is emerging evidence that schools may play a key part in this process, little is known about the extent of racial contract between children of gentrifier households and original residents. This study examines NYC’s gentrifying areas, and the changing racial diversity in schools. Using data from the Census and the National Center for Educational Statistics, this study finds that schools in NYC’s gentrifying areas have seen a reduction in racial segregation, more in traditional public schools than in charters. While this trend may be promising, high levels of segregation persist. Policy and research implications are discussed.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42589963","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 : 2022-07-25DOI: 10.1177/00131245221110552
Robert Kaiser, Daniel Hamlin
The National School Lunch Program (NSLP) is a federal program that provides free and reduced priced lunch to millions of low-income children in urban schools. Empirical research shows mixed results on the physical and nutritional health of urban students participating in the program. However, a considerable limitation of this literature is that it focuses on student participation in the NSLP rather than what students consume when they receive a school lunch. By directly collecting a random of sample of school lunches, we analyze the nutritional content of both selected and consumed school lunches ( n = 141) at a Title I middle school in a large US city. Results indicated that the food items that students select for school lunch are low in nutrients and high in sugar. Furthermore, food that students ultimately consumed during lunch had even lower nutritional value while consumption of sugar remained high. Future research is needed to investigate school-based interventions that leaders can deploy to foster healthy eating in urban schools.
{"title":"The National School Lunch Program and Healthy Eating: An Analysis of Food Selection and Consumption in an Urban Title I Middle School","authors":"Robert Kaiser, Daniel Hamlin","doi":"10.1177/00131245221110552","DOIUrl":"https://doi.org/10.1177/00131245221110552","url":null,"abstract":"The National School Lunch Program (NSLP) is a federal program that provides free and reduced priced lunch to millions of low-income children in urban schools. Empirical research shows mixed results on the physical and nutritional health of urban students participating in the program. However, a considerable limitation of this literature is that it focuses on student participation in the NSLP rather than what students consume when they receive a school lunch. By directly collecting a random of sample of school lunches, we analyze the nutritional content of both selected and consumed school lunches ( n = 141) at a Title I middle school in a large US city. Results indicated that the food items that students select for school lunch are low in nutrients and high in sugar. Furthermore, food that students ultimately consumed during lunch had even lower nutritional value while consumption of sugar remained high. Future research is needed to investigate school-based interventions that leaders can deploy to foster healthy eating in urban schools.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43890194","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 : 2022-07-25DOI: 10.1177/00131245221110556
Loraine D. Cook
This study examined stakeholders’ views on parental involvement in students’ school experiences at Eagle’s Remedial School (a pseudonym). The school system has a diverse group of students, and stakeholders (such as teachers, parents, and principals) have varied parental involvement perceptions. The interactions between parents and other stakeholders were examined to determine how grounded parental involvement views were. The study examines the research question: How do stakeholders support parental involvement? A qualitative case study design was utilized to explore stakeholders’ and students’ views on parental involvement in school life. The study is significant because the findings can be used by the selected school to implement workshops for parents, teachers, and principals to close the gap between perceptions on parental involvement in students’ school experiences and strategies that parents, and school personnel can adopt to enhance the quality of students’ experiences at school.
{"title":"Stakeholders’ Views on Parental Involvement in the Schooling of Children in an Urban School: A Case Study","authors":"Loraine D. Cook","doi":"10.1177/00131245221110556","DOIUrl":"https://doi.org/10.1177/00131245221110556","url":null,"abstract":"This study examined stakeholders’ views on parental involvement in students’ school experiences at Eagle’s Remedial School (a pseudonym). The school system has a diverse group of students, and stakeholders (such as teachers, parents, and principals) have varied parental involvement perceptions. The interactions between parents and other stakeholders were examined to determine how grounded parental involvement views were. The study examines the research question: How do stakeholders support parental involvement? A qualitative case study design was utilized to explore stakeholders’ and students’ views on parental involvement in school life. The study is significant because the findings can be used by the selected school to implement workshops for parents, teachers, and principals to close the gap between perceptions on parental involvement in students’ school experiences and strategies that parents, and school personnel can adopt to enhance the quality of students’ experiences at school.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45229578","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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