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":null,"pages":null},"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}
Pub Date : 2022-07-17DOI: 10.1177/00131245221106725
Eóin MacMaoilir, Deirdre McGillicuddy
Internationally, there is increasing concern regarding the disengagement of marginalized students, particularly girls, from the formal education system, particularly since Covid-19. Students experiencing oppression/marginalization within urban education systems are considered at-risk from poor attendance, early school leaving, underperformance, low self-confidence, and social exclusion. In considering Paolo Freire’s conceptualization of education as “the practice of freedom,” this paper presents findings from an intervention, the Female Empowerment Group, a critical pedagogical approach to re/engaging at-risk female students in school. The Female Empowerment Group created a space for at-risk female students to explore complex contemporary issues shaping the intersectionality of their identities as marginalized, feminized, and politicized citizens in/outside school. Drawing on findings from a mixed methods design (quantitative surveys (n = 21 girls), qualitative interviews (n = 9 students, 7 teachers, 2 parents), Ketso (n = 9 students), this study presents the power of critical pedagogy for empowering and re/engaging at-risk students in school. Findings illustrate the powerful impact of a critical pedagogical approach for empowering students, enhancing self-confidence, motivation, empathy, and engagement with issues impacting their lives. Reported outcomes included more positive relationships with adults/peers, increased re/engagement in class and enhanced sense of belonging in school.
{"title":"“I’m Actually a Female Empowerer”: Student Perspectives on a Critical Pedagogical Approach to Re/Engage At-Risk Females in School","authors":"Eóin MacMaoilir, Deirdre McGillicuddy","doi":"10.1177/00131245221106725","DOIUrl":"https://doi.org/10.1177/00131245221106725","url":null,"abstract":"Internationally, there is increasing concern regarding the disengagement of marginalized students, particularly girls, from the formal education system, particularly since Covid-19. Students experiencing oppression/marginalization within urban education systems are considered at-risk from poor attendance, early school leaving, underperformance, low self-confidence, and social exclusion. In considering Paolo Freire’s conceptualization of education as “the practice of freedom,” this paper presents findings from an intervention, the Female Empowerment Group, a critical pedagogical approach to re/engaging at-risk female students in school. The Female Empowerment Group created a space for at-risk female students to explore complex contemporary issues shaping the intersectionality of their identities as marginalized, feminized, and politicized citizens in/outside school. Drawing on findings from a mixed methods design (quantitative surveys (n = 21 girls), qualitative interviews (n = 9 students, 7 teachers, 2 parents), Ketso (n = 9 students), this study presents the power of critical pedagogy for empowering and re/engaging at-risk students in school. Findings illustrate the powerful impact of a critical pedagogical approach for empowering students, enhancing self-confidence, motivation, empathy, and engagement with issues impacting their lives. Reported outcomes included more positive relationships with adults/peers, increased re/engagement in class and enhanced sense of belonging in school.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45229847","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 : 2022-07-15DOI: 10.1177/00131245221107230
K. Beard
{"title":"When Day Comes We Ask Ourselves, Where Can We Find Light in This Never-Ending Shade? An Introduction to Time for Change","authors":"K. Beard","doi":"10.1177/00131245221107230","DOIUrl":"https://doi.org/10.1177/00131245221107230","url":null,"abstract":"","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43877226","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 : 2022-07-14DOI: 10.1177/00131245221110557
Anjali J. Forber-Pratt, Rachel A Hanebutt, B. Minotti, Nicole A. Cobb, Kortney Peagram
Motivational interviewing (MI), a therapy strategy used to guide students to help students better understand how to develop their social emotional learning (SEL) skills to make positive choices that resolve social conflict, bodes promising for helping youth to cultivate the social and emotional skills needed to address bullying, peer drama, and other issues affecting their mental, physical, and emotional health. Bulldog Solution, Inc., a Chicago-based organization, utilized MI research-informed approach to increase students’ social conflict management and leadership skills through self-awareness and self-discovery, as a mechanism for preventing bullying and supporting the social and emotional growth of young people. This study presents emerging themes resulting from a 9-week, motivational interview and SEL-based program titled, “Peace Over Drama,” implemented with middle school students (sixth–seventh–eighth grade) with disabilities and/or at risk for disability-identification ( n = 17) in one Chicago middle school on the south side. Implications for school-based prevention models and scaling of similar SEL and MI programing are discussed.
{"title":"Social-Emotional Learning and Motivational Interviews With Middle School Youth With Disabilities or At-Risk for Disability Identification","authors":"Anjali J. Forber-Pratt, Rachel A Hanebutt, B. Minotti, Nicole A. Cobb, Kortney Peagram","doi":"10.1177/00131245221110557","DOIUrl":"https://doi.org/10.1177/00131245221110557","url":null,"abstract":"Motivational interviewing (MI), a therapy strategy used to guide students to help students better understand how to develop their social emotional learning (SEL) skills to make positive choices that resolve social conflict, bodes promising for helping youth to cultivate the social and emotional skills needed to address bullying, peer drama, and other issues affecting their mental, physical, and emotional health. Bulldog Solution, Inc., a Chicago-based organization, utilized MI research-informed approach to increase students’ social conflict management and leadership skills through self-awareness and self-discovery, as a mechanism for preventing bullying and supporting the social and emotional growth of young people. This study presents emerging themes resulting from a 9-week, motivational interview and SEL-based program titled, “Peace Over Drama,” implemented with middle school students (sixth–seventh–eighth grade) with disabilities and/or at risk for disability-identification ( n = 17) in one Chicago middle school on the south side. Implications for school-based prevention models and scaling of similar SEL and MI programing are discussed.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48961916","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 : 2022-07-14DOI: 10.1177/00131245221110554
Navid Sabet
This article examines the potential contribution of social enterprise to the “wicked” problem of creativity and literacy in a performative schooling environment, drawing on an ethnographic study of Ciento, a social enterprise organization that works with under-resourced young people, families, and communities in Melbourne, Australia. In light of the growing body of research on the ways in which schools navigate creativity and performativity, this article contributes new knowledge on non-school organizations that is largely missing from this conversation, as well as new insights on the operations of education-focused social enterprises in Australia. It considers the social, political, and historical factors that have shaped this unique space of educational “wickedity” and the ways in which organizational rationales and practices, as well as the experiences and views of staff and participants, indicate a complex, promising, and innovative approach to educational problem-solving.
{"title":"Educational Social Enterprise and the Wicked Problem of Creativity and Literacy","authors":"Navid Sabet","doi":"10.1177/00131245221110554","DOIUrl":"https://doi.org/10.1177/00131245221110554","url":null,"abstract":"This article examines the potential contribution of social enterprise to the “wicked” problem of creativity and literacy in a performative schooling environment, drawing on an ethnographic study of Ciento, a social enterprise organization that works with under-resourced young people, families, and communities in Melbourne, Australia. In light of the growing body of research on the ways in which schools navigate creativity and performativity, this article contributes new knowledge on non-school organizations that is largely missing from this conversation, as well as new insights on the operations of education-focused social enterprises in Australia. It considers the social, political, and historical factors that have shaped this unique space of educational “wickedity” and the ways in which organizational rationales and practices, as well as the experiences and views of staff and participants, indicate a complex, promising, and innovative approach to educational problem-solving.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46408034","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}
This qualitative study examined the perspectives of Black and Latino high school and undergraduate students involved in an aspirational peer mentoring program for college access. Our findings identified five central themes that contributed to the development of social capital for participants: program expectations and experiences, sustaining relationships, near-peer network support, connecting through symbiotic roles, and keeping the legacy going. Findings contribute to an understanding of the relationship among factors that facilitate social network development.
{"title":"Lifting as You Climb: Social Capital Development Through Aspirational Peer Mentoring","authors":"Wendy Cavendish, Déborah Perez, Lydia Ocasio-Stoutenburg","doi":"10.1177/00131245221106716","DOIUrl":"https://doi.org/10.1177/00131245221106716","url":null,"abstract":"This qualitative study examined the perspectives of Black and Latino high school and undergraduate students involved in an aspirational peer mentoring program for college access. Our findings identified five central themes that contributed to the development of social capital for participants: program expectations and experiences, sustaining relationships, near-peer network support, connecting through symbiotic roles, and keeping the legacy going. Findings contribute to an understanding of the relationship among factors that facilitate social network development.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46273960","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 : 2022-07-11DOI: 10.1177/00131245221110553
Sonyia C. Richardson, Stephen D. Hancock
Math programming that includes assessments to predict standardized mathematics scores can help evaluate student performance and growth during the academic year. ACALETICS® is a highly interactive, culturally inclusive mathematics program that utilizes posttests as continuous comprehensive assessments to evaluate student mathematical knowledge. ACALETICS® also seeks to mitigate demographic student factors that may influence outcomes. However, the ACALETICS® posttest has not been examined to determine if it is predictive of standardized mathematics scores. The purpose of this research is to explore how much variance is accounted for by the ACALETICS® posttest scores with the Florida Standards Assessment Mathematics test scores among 427 racially diverse and economically disadvantaged urban elementary school students after controlling for gender, grade level, and race. Findings indicated that the ACALETICS® posttest significantly explained variance in standardized mathematics scores among a diverse sample and can be used as a tool to monitor and predict mathematics outcomes.
{"title":"ACALETICS® and Predicting Mathematics Achievement With Racially Diverse and Economically Disadvantaged Students","authors":"Sonyia C. Richardson, Stephen D. Hancock","doi":"10.1177/00131245221110553","DOIUrl":"https://doi.org/10.1177/00131245221110553","url":null,"abstract":"Math programming that includes assessments to predict standardized mathematics scores can help evaluate student performance and growth during the academic year. ACALETICS® is a highly interactive, culturally inclusive mathematics program that utilizes posttests as continuous comprehensive assessments to evaluate student mathematical knowledge. ACALETICS® also seeks to mitigate demographic student factors that may influence outcomes. However, the ACALETICS® posttest has not been examined to determine if it is predictive of standardized mathematics scores. The purpose of this research is to explore how much variance is accounted for by the ACALETICS® posttest scores with the Florida Standards Assessment Mathematics test scores among 427 racially diverse and economically disadvantaged urban elementary school students after controlling for gender, grade level, and race. Findings indicated that the ACALETICS® posttest significantly explained variance in standardized mathematics scores among a diverse sample and can be used as a tool to monitor and predict mathematics outcomes.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44634031","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 : 2022-07-03DOI: 10.1177/00131245221106714
E. Bronson, Leroy L. Long
Research shows student success in advanced-level science, technology, engineering, and mathematics (STEM) programs is connected to future educational and economic opportunities. Yet, Black students have been excluded from participating in rigorous mathematics courses that prepare them to engage in STEM majors and careers. This article reviews research on Black student mathematics participation at the pre-college, post-secondary, and professional levels. Three systemic barriers to Black student participation are limited access, limiting mindsets and beliefs, and lack of support. Eliminating these barriers can result in an increase in Black students’ enrollment, persistence, and achievement in advanced mathematics courses. The article provides strategies proven successful in urban contexts to ensure equitable learning environments that maximize the full potential of Black students. Educational leaders must address systemic inequities rooted in racism, purposefully engage Black students in rigorous and extended learning opportunities, and provide them with peer and faculty support.
{"title":"Today’s Civil Rights Fight: What’s Math Got to Do With It?","authors":"E. Bronson, Leroy L. Long","doi":"10.1177/00131245221106714","DOIUrl":"https://doi.org/10.1177/00131245221106714","url":null,"abstract":"Research shows student success in advanced-level science, technology, engineering, and mathematics (STEM) programs is connected to future educational and economic opportunities. Yet, Black students have been excluded from participating in rigorous mathematics courses that prepare them to engage in STEM majors and careers. This article reviews research on Black student mathematics participation at the pre-college, post-secondary, and professional levels. Three systemic barriers to Black student participation are limited access, limiting mindsets and beliefs, and lack of support. Eliminating these barriers can result in an increase in Black students’ enrollment, persistence, and achievement in advanced mathematics courses. The article provides strategies proven successful in urban contexts to ensure equitable learning environments that maximize the full potential of Black students. Educational leaders must address systemic inequities rooted in racism, purposefully engage Black students in rigorous and extended learning opportunities, and provide them with peer and faculty support.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43507796","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 : 2022-07-01DOI: 10.1177/00131245221106717
I. Ahmed, M. Mikail
With or without pandemics, successful knowledge transfers and instilment of critical thinking in learners are strategic to teaching delivery. To revolutionize teaching practice and profession, the specific needs of every group of learners (such as gifted and talented, depressed, attention deficit hyperactivity disorder students, minority ethnic pupils, and low attaining) must be met. Therefore, a new paradigm that employs the right teaching styles for the right student at the right time should be adopted. A plethora of research has shown that enhanced understanding, retention, and critical thinking are better promoted in active learning strategies as compared to conventional passive learning. On the other hand, students’ critical thinking is most effectively enhanced by instructional approaches that incorporate constructivist, active-learning, and student-centered philosophies, in addition to other concepts like biosocial, psychological, psychosocial, emotional, motivational, and sociocultural perspectives. The execution of such a holistic perspective would inevitably require concerted efforts from all relevant key players and stakeholders.
{"title":"Interactive Instructor for a Synergistic Student-Centered and Personalized Teaching: A Biosocial Approach","authors":"I. Ahmed, M. Mikail","doi":"10.1177/00131245221106717","DOIUrl":"https://doi.org/10.1177/00131245221106717","url":null,"abstract":"With or without pandemics, successful knowledge transfers and instilment of critical thinking in learners are strategic to teaching delivery. To revolutionize teaching practice and profession, the specific needs of every group of learners (such as gifted and talented, depressed, attention deficit hyperactivity disorder students, minority ethnic pupils, and low attaining) must be met. Therefore, a new paradigm that employs the right teaching styles for the right student at the right time should be adopted. A plethora of research has shown that enhanced understanding, retention, and critical thinking are better promoted in active learning strategies as compared to conventional passive learning. On the other hand, students’ critical thinking is most effectively enhanced by instructional approaches that incorporate constructivist, active-learning, and student-centered philosophies, in addition to other concepts like biosocial, psychological, psychosocial, emotional, motivational, and sociocultural perspectives. The execution of such a holistic perspective would inevitably require concerted efforts from all relevant key players and stakeholders.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45583736","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 : 2022-07-01DOI: 10.1177/00131245221106724
Lisa D. Bendixen, Tara J. Plachowski, Lori J. Olafson
This study seeks to critically examine perceptions of urban school climate from a predominantly white teacher workforce and discuss the role that white identity, as the Dominant culture, plays in maintaining the status quo of racialized school climate. Participants included 145 teachers from a large southwestern urban setting. Teachers’ perceptions were measured by the Teacher Perceptions of Urban School Climate survey that includes six dimensions that are important aspects of urban school climate: (1) Leadership, Relationality, and Care, (2) Perceptions of Security and Safety, (3) Student Belonging, (4) Constructivist Teacher Practice, (5) Diversity, Equity, and Inclusion, and (6) Educator Retention. Results indicate that elementary school teachers had more positive perceptions of urban school climate and beginning teachers were less positive about aspects of urban school climate. Implications stemming from the results are discussed including the role whiteness and racism play in teacher perceptions of urban school climate and teacher education.
{"title":"Criticalizing Teacher Perceptions of Urban School Climate: Exploring the Impact of Racism and Race-Evasive Culture in a Predominantly White Teacher Workforce","authors":"Lisa D. Bendixen, Tara J. Plachowski, Lori J. Olafson","doi":"10.1177/00131245221106724","DOIUrl":"https://doi.org/10.1177/00131245221106724","url":null,"abstract":"This study seeks to critically examine perceptions of urban school climate from a predominantly white teacher workforce and discuss the role that white identity, as the Dominant culture, plays in maintaining the status quo of racialized school climate. Participants included 145 teachers from a large southwestern urban setting. Teachers’ perceptions were measured by the Teacher Perceptions of Urban School Climate survey that includes six dimensions that are important aspects of urban school climate: (1) Leadership, Relationality, and Care, (2) Perceptions of Security and Safety, (3) Student Belonging, (4) Constructivist Teacher Practice, (5) Diversity, Equity, and Inclusion, and (6) Educator Retention. Results indicate that elementary school teachers had more positive perceptions of urban school climate and beginning teachers were less positive about aspects of urban school climate. Implications stemming from the results are discussed including the role whiteness and racism play in teacher perceptions of urban school climate and teacher education.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47527120","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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