Pub Date : 2022-12-02DOI: 10.1080/02607476.2022.2152653
A. Baroncelli, Marisabel Iacopino, Carolina Facci, Lucrezia Tomberli, Enrica Ciucci
{"title":"The boundaries between personal life and professional role: a proposal to apply some principles of the Structural Family Therapy by Salvador Minuchin to teachers","authors":"A. Baroncelli, Marisabel Iacopino, Carolina Facci, Lucrezia Tomberli, Enrica Ciucci","doi":"10.1080/02607476.2022.2152653","DOIUrl":"https://doi.org/10.1080/02607476.2022.2152653","url":null,"abstract":"","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"26 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72778776","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 : 2022-12-02DOI: 10.1080/02607476.2022.2152654
J. A. Datu, Xunyi Lin
ABSTRACT There is growing attention about the psychological rewards associated with kind school climates in primary and secondary school settings. Its mental health benefits, however, remain under-explored in higher education contexts. This study addresses this gap through examining the role of university kindness or perception of kind acts in university settings in emotion regulation, life satisfaction, psychological flourishing, and coronavirus disease-19 (COVID-19) anxiety among 915 Chinese early childhood pre-service teachers using a structural equation modelling (SEM) approach. Results demonstrated that university kindness was related to increased life satisfaction and psychological flourishing as well as reduced the COVID-19 anxiety. Bias-corrected bootstrapping analysis showed that university kindness had indirect effects on life satisfaction and psychological flourishing via cognitive reappraisal. This research underscores the mental health advantages associated with promoting kindness-oriented climates in university contexts.
{"title":"Perception of kindness at university relates to emotion regulation and well-being outcomes among Chinese early childhood pre-service teachers during the COVID-19 pandemic","authors":"J. A. Datu, Xunyi Lin","doi":"10.1080/02607476.2022.2152654","DOIUrl":"https://doi.org/10.1080/02607476.2022.2152654","url":null,"abstract":"ABSTRACT There is growing attention about the psychological rewards associated with kind school climates in primary and secondary school settings. Its mental health benefits, however, remain under-explored in higher education contexts. This study addresses this gap through examining the role of university kindness or perception of kind acts in university settings in emotion regulation, life satisfaction, psychological flourishing, and coronavirus disease-19 (COVID-19) anxiety among 915 Chinese early childhood pre-service teachers using a structural equation modelling (SEM) approach. Results demonstrated that university kindness was related to increased life satisfaction and psychological flourishing as well as reduced the COVID-19 anxiety. Bias-corrected bootstrapping analysis showed that university kindness had indirect effects on life satisfaction and psychological flourishing via cognitive reappraisal. This research underscores the mental health advantages associated with promoting kindness-oriented climates in university contexts.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"4 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86625791","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 : 2022-12-02DOI: 10.1080/02607476.2022.2152315
Dennis Hauk, A. Gröschner, M. Weil, R. Böheim, Ann-Kathrin Schindler, M. Alles, T. Seidel
ABSTRACT Promoting teachers to lead classroom discourse effectively is a relevant topic for teacher professional development worldwide. This study compares the impacts of two teacher professional development programmes that aim to support teachers in their classroom discourse practices. In one programme, an adaptive and practitioner-led approach was applied, while in the other programme, a more specified and direct instructional approach was implemented. In a one-year intervention study, we investigated how both designs affected teacher knowledge about classroom discourse and teacher beliefs. Both programmes were filmed, and the implementation of their design features was video-analysed. The effects on teacher knowledge and beliefs were measured via self-reporting and a knowledge test. The results show no differences in teachers’ knowledge acquisition over time. However, the adaptive-to-practice programme was significantly more successful in affecting teacher beliefs. The findings are discussed in light of further research and practical implications for teacher professional development.
{"title":"How is the design of teacher professional development related to teacher learning about classroom discourse? Findings from a one-year intervention study","authors":"Dennis Hauk, A. Gröschner, M. Weil, R. Böheim, Ann-Kathrin Schindler, M. Alles, T. Seidel","doi":"10.1080/02607476.2022.2152315","DOIUrl":"https://doi.org/10.1080/02607476.2022.2152315","url":null,"abstract":"ABSTRACT Promoting teachers to lead classroom discourse effectively is a relevant topic for teacher professional development worldwide. This study compares the impacts of two teacher professional development programmes that aim to support teachers in their classroom discourse practices. In one programme, an adaptive and practitioner-led approach was applied, while in the other programme, a more specified and direct instructional approach was implemented. In a one-year intervention study, we investigated how both designs affected teacher knowledge about classroom discourse and teacher beliefs. Both programmes were filmed, and the implementation of their design features was video-analysed. The effects on teacher knowledge and beliefs were measured via self-reporting and a knowledge test. The results show no differences in teachers’ knowledge acquisition over time. However, the adaptive-to-practice programme was significantly more successful in affecting teacher beliefs. The findings are discussed in light of further research and practical implications for teacher professional development.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"1 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81693029","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 : 2022-12-02DOI: 10.1080/02607476.2022.2150537
Tom van Rossum, Julie Pearson, K. Howells, Victoria Randall
ABSTRACT This paper offers a snapshot into the unexpected and yet positive results of a small-scale survey about learning to teach Physical Education within initial teacher education and school-based settings. It shares data from four institutions about how pre-service teachers explained their learning and teaching experiences within Physical Education during the COVID-19 pandemic, often working within a number of social and physical restrictions and teaching within enforced bubbles.
{"title":"Student experiences of learning how to teach primary physical education during the Covid-19 pandemic","authors":"Tom van Rossum, Julie Pearson, K. Howells, Victoria Randall","doi":"10.1080/02607476.2022.2150537","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150537","url":null,"abstract":"ABSTRACT This paper offers a snapshot into the unexpected and yet positive results of a small-scale survey about learning to teach Physical Education within initial teacher education and school-based settings. It shares data from four institutions about how pre-service teachers explained their learning and teaching experiences within Physical Education during the COVID-19 pandemic, often working within a number of social and physical restrictions and teaching within enforced bubbles.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"124 1","pages":"534 - 536"},"PeriodicalIF":4.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75498854","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 : 2022-11-30DOI: 10.1080/02607476.2022.2151878
H. Nguyen
ABSTRACT Feedback is widely viewed as a powerful tool, yet a challenging professional undertaking, in initial teacher education. This paper explored how feedback was used to mediate pre-service teachers’ (PSTs’) learning, in the form of a qualitative study that illuminates both the perspectives of HEI tutors, school mentors and PSTs and the actual feedback provision process taking place in an EFL practicum in Vietnam. Data revealed a diversity of ways through which feedback was provided by mentors. Most prominent seemed to be that of ‘detailed’ but ‘authoritative’ feedback, the latter denoting a transmission approach whereby mentors were positioned as ‘knowledge givers’ and PSTs as ‘knowledge receivers’. Drawing on the reflective practitioner perspective, the paper, however, argues that in a Confucian-influenced culture where PSTs might be accustomed to the ‘listener’ role like Vietnam, the monological feedback could be an effective supplement to the dialogical, reflective feedback widely advocated in Western contexts.
{"title":"Feedback as a tool in practicum-based learning to teach: A ‘Gift’ given or a ‘Shared’ practice?","authors":"H. Nguyen","doi":"10.1080/02607476.2022.2151878","DOIUrl":"https://doi.org/10.1080/02607476.2022.2151878","url":null,"abstract":"ABSTRACT Feedback is widely viewed as a powerful tool, yet a challenging professional undertaking, in initial teacher education. This paper explored how feedback was used to mediate pre-service teachers’ (PSTs’) learning, in the form of a qualitative study that illuminates both the perspectives of HEI tutors, school mentors and PSTs and the actual feedback provision process taking place in an EFL practicum in Vietnam. Data revealed a diversity of ways through which feedback was provided by mentors. Most prominent seemed to be that of ‘detailed’ but ‘authoritative’ feedback, the latter denoting a transmission approach whereby mentors were positioned as ‘knowledge givers’ and PSTs as ‘knowledge receivers’. Drawing on the reflective practitioner perspective, the paper, however, argues that in a Confucian-influenced culture where PSTs might be accustomed to the ‘listener’ role like Vietnam, the monological feedback could be an effective supplement to the dialogical, reflective feedback widely advocated in Western contexts.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"74 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80730329","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 : 2022-11-30DOI: 10.1080/02607476.2022.2150962
M. Cheng, S. Tang, Angel K. Y. Wong, Fang-yin Yeh
ABSTRACT Drawing on the concept of teacher buoyancy which is teachers’ capacity to deal with the everyday challenges that most teachers face in their teaching, this qualitative study investigates the capacity of ten early career teachers to derive sustenance from overcoming minor and frequent challenges in their everyday work. A semi-structured interview was used to investigate early career teachers’ adaptive and proactive experiences dealing with frequent challenges at work. Findings indicated that early career teachers utilised problem-focused strategies, cognitive-related strategies, and well-being and emotion-related strategies, and mobilised different personal and contextual resources to sustain themselves in the realities of their professional work and life. This study advocates the enhancement of teacher buoyancy as a capacity among early career teachers to empower them to stay on top of recurrent problems, and suggests potential implications for teacher education programmes and professional development for early career teachers.
{"title":"How early career teachers overcome everyday work-related challenges: an analysis from the perspective of teacher buoyancy","authors":"M. Cheng, S. Tang, Angel K. Y. Wong, Fang-yin Yeh","doi":"10.1080/02607476.2022.2150962","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150962","url":null,"abstract":"ABSTRACT Drawing on the concept of teacher buoyancy which is teachers’ capacity to deal with the everyday challenges that most teachers face in their teaching, this qualitative study investigates the capacity of ten early career teachers to derive sustenance from overcoming minor and frequent challenges in their everyday work. A semi-structured interview was used to investigate early career teachers’ adaptive and proactive experiences dealing with frequent challenges at work. Findings indicated that early career teachers utilised problem-focused strategies, cognitive-related strategies, and well-being and emotion-related strategies, and mobilised different personal and contextual resources to sustain themselves in the realities of their professional work and life. This study advocates the enhancement of teacher buoyancy as a capacity among early career teachers to empower them to stay on top of recurrent problems, and suggests potential implications for teacher education programmes and professional development for early career teachers.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"22 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75301136","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 : 2022-11-30DOI: 10.1080/02607476.2022.2150963
P. Mak, Min Yang, R. Yuan
ABSTRACT This qualitative case study explores how a group of pre-service teachers develop teacher competence through conducting their own classroom-based research during teaching practicum. By conceptualising teacher competence as knowledge, strategies, and dispositions, this study used semi-structured interviews with the participants and their final-year dissertations. The findings revealed that the classroom-based research helped the participants gain competence in research and in teaching, as they gradually developed and practicalised research knowledge in classrooms, acquired social strategies in schools, and cultivated dispositions as classroom-based researchers. The paper concludes with practical implications on supporting pre-service teachers’ research-teaching integration and developing their sense of self-efficacy as a classroom-based researcher to benefit their future practice.
{"title":"Fostering teacher competence through classroom-based research during field experiences","authors":"P. Mak, Min Yang, R. Yuan","doi":"10.1080/02607476.2022.2150963","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150963","url":null,"abstract":"ABSTRACT This qualitative case study explores how a group of pre-service teachers develop teacher competence through conducting their own classroom-based research during teaching practicum. By conceptualising teacher competence as knowledge, strategies, and dispositions, this study used semi-structured interviews with the participants and their final-year dissertations. The findings revealed that the classroom-based research helped the participants gain competence in research and in teaching, as they gradually developed and practicalised research knowledge in classrooms, acquired social strategies in schools, and cultivated dispositions as classroom-based researchers. The paper concludes with practical implications on supporting pre-service teachers’ research-teaching integration and developing their sense of self-efficacy as a classroom-based researcher to benefit their future practice.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"12 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88085105","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 : 2022-11-30DOI: 10.1080/02607476.2022.2150534
Mesture Kayhan Altay, Elif Yetkin Özdemir
ABSTRACT The purpose of this study is to examine how preservice middle-school mathematics teachers connect mathematics with museum resources in their lesson plans. Nine museum-based mathematics lesson plans developed by preservice teachers were examined, based on the interactive experience model. The findings showed that although the preservice teachers were able to connect museum exhibits with many mathematical concepts, most recognised only explicit representations of mathematics in the various objects, and not the more abstract mathematical concepts embedded in those objects. The preservice teachers also used the museum resources in their lesson plans to provide a context or problem situation in which students could use mathematics in procedural ways.
{"title":"The use of museum resources in mathematics education: a study with preservice middle-school mathematics teachers","authors":"Mesture Kayhan Altay, Elif Yetkin Özdemir","doi":"10.1080/02607476.2022.2150534","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150534","url":null,"abstract":"ABSTRACT The purpose of this study is to examine how preservice middle-school mathematics teachers connect mathematics with museum resources in their lesson plans. Nine museum-based mathematics lesson plans developed by preservice teachers were examined, based on the interactive experience model. The findings showed that although the preservice teachers were able to connect museum exhibits with many mathematical concepts, most recognised only explicit representations of mathematics in the various objects, and not the more abstract mathematical concepts embedded in those objects. The preservice teachers also used the museum resources in their lesson plans to provide a context or problem situation in which students could use mathematics in procedural ways.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"38 1","pages":"616 - 629"},"PeriodicalIF":4.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88507742","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 : 2022-11-30DOI: 10.1080/02607476.2022.2153018
Carmen Carrillo, Maria Assuncao Flores
The COVID-19 pandemic forced higher education institutions and teacher education programmes to transition from face-to-face to remote teaching. In this new educational environment, universities and schools had to make changes to address emerging teaching and learning needs. This literature review study provides an overview of research on teaching and learning practices published after the outbreak of COVID-19 in the context of teacher education. It aims to examine their characteristics after the pandemic and analyse issues that have affected their development. Based on the inclusion criteria, 28 papers were considered in the analysis. Findings point to the social and collaborative dimension of teaching, the caring component and the adoption of a more democratic and inclusive approach to teaching and learning. Personal and contextual factors and the challenges encountered related to poor interaction and difficulties in assessing students’ performance are also identified. Implications for rethinking current online teaching and learning practices in the context of teacher education are discussed. [ FROM AUTHOR]
{"title":"Online teaching and learning practices in teacher education after COVID-19: lessons learnt from the literature","authors":"Carmen Carrillo, Maria Assuncao Flores","doi":"10.1080/02607476.2022.2153018","DOIUrl":"https://doi.org/10.1080/02607476.2022.2153018","url":null,"abstract":"The COVID-19 pandemic forced higher education institutions and teacher education programmes to transition from face-to-face to remote teaching. In this new educational environment, universities and schools had to make changes to address emerging teaching and learning needs. This literature review study provides an overview of research on teaching and learning practices published after the outbreak of COVID-19 in the context of teacher education. It aims to examine their characteristics after the pandemic and analyse issues that have affected their development. Based on the inclusion criteria, 28 papers were considered in the analysis. Findings point to the social and collaborative dimension of teaching, the caring component and the adoption of a more democratic and inclusive approach to teaching and learning. Personal and contextual factors and the challenges encountered related to poor interaction and difficulties in assessing students’ performance are also identified. Implications for rethinking current online teaching and learning practices in the context of teacher education are discussed. [ FROM AUTHOR]","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"39 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72888505","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 : 2022-11-30DOI: 10.1080/02607476.2022.2150533
Xianhan Huang, Chun Lai, Chan Wang, G. Xu
ABSTRACT Although informal teacher learning (ITL) has been deemed critical for teachers in various contexts, it remains unknown how different kinds of ITL are associated with teacher self-efficacy, and how these relationships differ between public school teachers and private school teachers. Based on sociocultural theory and reflection theory, this study first categorised ITL activities into four types: (1) learning through interaction with colleagues, (2) learning through interaction with stakeholders (i.e. students, parents, friends, and researchers), (3) learning through interaction with multimedia, and (4) learning through reflection on practice. Borrowing from social cognitive theory, the study then investigated the relationship between each type of ITL and teacher self-efficacy among public school teachers and private school teachers. Survey responses were collected from 289 teachers in a pilot study and 510 teachers in the main study. Multigroup structural equation modelling was used to analyse the data. The results substantially support the existence of the four ITL categories listed above. Compared with the private school teachers, the public school teachers reported that they interacted more with stakeholders. The public school teachers’ reflection on practice was significantly related to their self-efficacy, whereas the private school teachers’ interaction with stakeholders and multimedia was important to their self-efficacy.
{"title":"The relationship between informal teacher learning and self-efficacy among public school teachers and private school teachers in China","authors":"Xianhan Huang, Chun Lai, Chan Wang, G. Xu","doi":"10.1080/02607476.2022.2150533","DOIUrl":"https://doi.org/10.1080/02607476.2022.2150533","url":null,"abstract":"ABSTRACT Although informal teacher learning (ITL) has been deemed critical for teachers in various contexts, it remains unknown how different kinds of ITL are associated with teacher self-efficacy, and how these relationships differ between public school teachers and private school teachers. Based on sociocultural theory and reflection theory, this study first categorised ITL activities into four types: (1) learning through interaction with colleagues, (2) learning through interaction with stakeholders (i.e. students, parents, friends, and researchers), (3) learning through interaction with multimedia, and (4) learning through reflection on practice. Borrowing from social cognitive theory, the study then investigated the relationship between each type of ITL and teacher self-efficacy among public school teachers and private school teachers. Survey responses were collected from 289 teachers in a pilot study and 510 teachers in the main study. Multigroup structural equation modelling was used to analyse the data. The results substantially support the existence of the four ITL categories listed above. Compared with the private school teachers, the public school teachers reported that they interacted more with stakeholders. The public school teachers’ reflection on practice was significantly related to their self-efficacy, whereas the private school teachers’ interaction with stakeholders and multimedia was important to their self-efficacy.","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"18 1","pages":"597 - 615"},"PeriodicalIF":4.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84803736","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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