Pub Date : 2021-07-23DOI: 10.1177/02711214211030341
LeAnne D. Johnson, Andrea L. B. Ford, Danielle Dupuis, Maria L. Hugh
Adopting an “act-in-context” approach is helpful to researchers investigating situational variability in children’s active engagement in preschool classrooms. Aligned with this approach, we propose an empirical pathway and a conceptual model to support examinations of contextual factors hypothesized to impact active engagement as well as the means by which adults promote it. We defined two overarching factors—cognitive and organizational—and explored the predictive nature of seven features within them. With video recordings from 31 classrooms (inclusive and self-contained) of three instructional routines on three different occasions, we derived averages for classwide active engagement during each observation. A series of linear mixed effects models revealed that instructional routines significantly predicted variability in classwide active engagement as did interactions of other contextual features with instructional routines. These findings provide a foundation for continued, systematic examinations of situational factors and conceptualizations of engagement within carefully specified pathways for improving active engagement.
{"title":"Exploring Features Within Organizational and Cognitive Factors That Predict Variability in Estimates of Classwide Active Engagement","authors":"LeAnne D. Johnson, Andrea L. B. Ford, Danielle Dupuis, Maria L. Hugh","doi":"10.1177/02711214211030341","DOIUrl":"https://doi.org/10.1177/02711214211030341","url":null,"abstract":"Adopting an “act-in-context” approach is helpful to researchers investigating situational variability in children’s active engagement in preschool classrooms. Aligned with this approach, we propose an empirical pathway and a conceptual model to support examinations of contextual factors hypothesized to impact active engagement as well as the means by which adults promote it. We defined two overarching factors—cognitive and organizational—and explored the predictive nature of seven features within them. With video recordings from 31 classrooms (inclusive and self-contained) of three instructional routines on three different occasions, we derived averages for classwide active engagement during each observation. A series of linear mixed effects models revealed that instructional routines significantly predicted variability in classwide active engagement as did interactions of other contextual features with instructional routines. These findings provide a foundation for continued, systematic examinations of situational factors and conceptualizations of engagement within carefully specified pathways for improving active engagement.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"41 1","pages":"207 - 220"},"PeriodicalIF":2.1,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211030341","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46160651","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 : 2021-07-23DOI: 10.1177/02711214211030010
C. Greenwood, J. Carta, Dwight W. Irvin, Alana G. Schnitz
Children’s engagement is an important construct often reported in early intervention and early childhood special education. However, its utility depends on its definition, measurement, theory of change, and empirical evidence. Our purpose is to discuss innovations in children’s literacy engagement (CLE) and report empirical evidence demonstrating how these advancements can be used to promote children’s learning and school readiness. We discuss five specific innovations: (1) defining CLE as the behavioral target of intentional instruction, (2) directly assessing CLE using the CIRCLE ecobehavioral observation system, (3) including CLE in a larger framework of instructional decision-making, (4) evaluating new CLE-focused instructional interventions, and (5) supporting children who are not responding to instructional intervention. We describe how these innovations help address the questions of under what conditions and for whom preschool instructional interventions are effective. Implications are discussed.
{"title":"Advancing Children’s Learning Through Innovations in the Measurement of Literacy Engagement","authors":"C. Greenwood, J. Carta, Dwight W. Irvin, Alana G. Schnitz","doi":"10.1177/02711214211030010","DOIUrl":"https://doi.org/10.1177/02711214211030010","url":null,"abstract":"Children’s engagement is an important construct often reported in early intervention and early childhood special education. However, its utility depends on its definition, measurement, theory of change, and empirical evidence. Our purpose is to discuss innovations in children’s literacy engagement (CLE) and report empirical evidence demonstrating how these advancements can be used to promote children’s learning and school readiness. We discuss five specific innovations: (1) defining CLE as the behavioral target of intentional instruction, (2) directly assessing CLE using the CIRCLE ecobehavioral observation system, (3) including CLE in a larger framework of instructional decision-making, (4) evaluating new CLE-focused instructional interventions, and (5) supporting children who are not responding to instructional intervention. We describe how these innovations help address the questions of under what conditions and for whom preschool instructional interventions are effective. Implications are discussed.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"41 1","pages":"191 - 206"},"PeriodicalIF":2.1,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211030010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46423249","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 : 2021-07-07DOI: 10.1177/02711214211027625
Na Young Kong, Nicole Hurless
Vocabulary plays a critical role in later reading achievement of emergent bilingual children (EBC) who are learning two languages. Given emerging vocabulary intervention research for EBC, we synthesize studies on vocabulary interventions designed for preschool and kindergarten EBC to provide the cumulative knowledge on the following dimensions: (a) EBC’s characteristics, (b) features of selected target words and books, (c) critical components of vocabulary interventions, and (d) the overall effectiveness of the interventions as reflected by the percentage of studies reporting a significant increase on proximal measures of EBC’s target words. Through a systematic search, we identified 19 articles using experimental or quasi-experimental designs. Overall, EBC increased their knowledge of words taught through vocabulary instruction, and the use of bilingual or family heritage instructional language increased EBC’s vocabulary knowledge in both languages.
{"title":"Vocabulary Interventions for Young Emergent Bilingual Children: A Systematic Review of Experimental and Quasi-Experimental Studies","authors":"Na Young Kong, Nicole Hurless","doi":"10.1177/02711214211027625","DOIUrl":"https://doi.org/10.1177/02711214211027625","url":null,"abstract":"Vocabulary plays a critical role in later reading achievement of emergent bilingual children (EBC) who are learning two languages. Given emerging vocabulary intervention research for EBC, we synthesize studies on vocabulary interventions designed for preschool and kindergarten EBC to provide the cumulative knowledge on the following dimensions: (a) EBC’s characteristics, (b) features of selected target words and books, (c) critical components of vocabulary interventions, and (d) the overall effectiveness of the interventions as reflected by the percentage of studies reporting a significant increase on proximal measures of EBC’s target words. Through a systematic search, we identified 19 articles using experimental or quasi-experimental designs. Overall, EBC increased their knowledge of words taught through vocabulary instruction, and the use of bilingual or family heritage instructional language increased EBC’s vocabulary knowledge in both languages.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"17 - 29"},"PeriodicalIF":2.1,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211027625","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46020199","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 : 2021-06-22DOI: 10.1177/02711214211020197
{"title":"Future Topics","authors":"","doi":"10.1177/02711214211020197","DOIUrl":"https://doi.org/10.1177/02711214211020197","url":null,"abstract":"","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"41 1","pages":"71 - 71"},"PeriodicalIF":2.1,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211020197","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48904803","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 : 2021-06-07DOI: 10.1177/02711214211019117
Xinyue Liu, Hannah H. Schertz
Parent-mediated intervention can enhance parents’ competence in supporting parent–child social interactions. Research and current policy have highlighted the importance of building family capacity in supporting parents to help children with autism develop social communication abilities. Parents who experienced parent-mediated interventions have reported reduced parenting stress; however, few studies have examined parents’ learning outcomes from such interventions for children with autism. We assessed parents’ learning outcomes from participation in the Joint Attention Mediated Learning (JAML) intervention and explored differences in parents’ application of mediated learning principles between intervention and control groups. We used parent–child interaction videos to analyze parents’ application of mediated learning principles with their toddlers in home settings and found significant group differences in parents’ application of the principles at postintervention. Parents in the intervention group showed significant improvements in their competence in mediating child learning in unstructured parent–child interactions, but there were no significant gains for parents in the control group.
{"title":"Parents Outcomes of Parent-Mediated Intervention for Toddlers With Autism","authors":"Xinyue Liu, Hannah H. Schertz","doi":"10.1177/02711214211019117","DOIUrl":"https://doi.org/10.1177/02711214211019117","url":null,"abstract":"Parent-mediated intervention can enhance parents’ competence in supporting parent–child social interactions. Research and current policy have highlighted the importance of building family capacity in supporting parents to help children with autism develop social communication abilities. Parents who experienced parent-mediated interventions have reported reduced parenting stress; however, few studies have examined parents’ learning outcomes from such interventions for children with autism. We assessed parents’ learning outcomes from participation in the Joint Attention Mediated Learning (JAML) intervention and explored differences in parents’ application of mediated learning principles between intervention and control groups. We used parent–child interaction videos to analyze parents’ application of mediated learning principles with their toddlers in home settings and found significant group differences in parents’ application of the principles at postintervention. Parents in the intervention group showed significant improvements in their competence in mediating child learning in unstructured parent–child interactions, but there were no significant gains for parents in the control group.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"42 1","pages":"259 - 268"},"PeriodicalIF":2.1,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211019117","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47730978","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 : 2021-05-21DOI: 10.1177/02711214211007572
M. Romano, Melissa P. Schnurr, E. Barton, Juliann Woods, C. Weigel
Using an implementation science framework, this study examines the impact of a multicomponent professional development (PD) approach implemented by internal peer coaches on early intervention providers’ use of Family Guided Routines-Based Intervention. The experimental study used a single-case multiple baseline design across participants, replicated in three sites with early interventionist (EI) providers (n = 9) and families with infants and toddlers (n = 18) in U.S. community-based Part C programs. Data indicate a functional relation between the multicomponent PD approach and EIs’ use of the intervention. A between-case standardized mean difference effect size was used to confirm the results of the visual analysis. The implications for the use of implementation science frameworks to build competency drivers within early intervention systems are discussed.
{"title":"Using Peer Coaches as Community-Based Competency Drivers in Part C Early Intervention","authors":"M. Romano, Melissa P. Schnurr, E. Barton, Juliann Woods, C. Weigel","doi":"10.1177/02711214211007572","DOIUrl":"https://doi.org/10.1177/02711214211007572","url":null,"abstract":"Using an implementation science framework, this study examines the impact of a multicomponent professional development (PD) approach implemented by internal peer coaches on early intervention providers’ use of Family Guided Routines-Based Intervention. The experimental study used a single-case multiple baseline design across participants, replicated in three sites with early interventionist (EI) providers (n = 9) and families with infants and toddlers (n = 18) in U.S. community-based Part C programs. Data indicate a functional relation between the multicomponent PD approach and EIs’ use of the intervention. A between-case standardized mean difference effect size was used to confirm the results of the visual analysis. The implications for the use of implementation science frameworks to build competency drivers within early intervention systems are discussed.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"89 - 102"},"PeriodicalIF":2.1,"publicationDate":"2021-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211007572","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49142289","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 : 2021-05-20DOI: 10.1177/02711214211012772
J. Hardy, M. Hemmeter
Early math skills predict later academic achievement and are of critical importance in preschool. There also are discrepancies in early math skills of preschoolers with disabilities compared with their typically developing peers. We used an experimental single-case research design, multiple probe across skills, to investigate the effectiveness of systematic modeling with mathematical language and a prompting procedure on increasing the early math skills of two preschoolers with disabilities or delays. A functional relation was observed for one participant. Equivocal findings may be due to the following: (a) challenges in assessing early math skills, which may have affected the identification of appropriate target skills, and (b) the involvement of multiple developmental domains in performing math skills, which may have affected the demonstration of target behaviors for the participant with significant fine motor and language delays.
{"title":"Systematic Modeling and Prompting to Teach Math Skills to Preschoolers With Disabilities","authors":"J. Hardy, M. Hemmeter","doi":"10.1177/02711214211012772","DOIUrl":"https://doi.org/10.1177/02711214211012772","url":null,"abstract":"Early math skills predict later academic achievement and are of critical importance in preschool. There also are discrepancies in early math skills of preschoolers with disabilities compared with their typically developing peers. We used an experimental single-case research design, multiple probe across skills, to investigate the effectiveness of systematic modeling with mathematical language and a prompting procedure on increasing the early math skills of two preschoolers with disabilities or delays. A functional relation was observed for one participant. Equivocal findings may be due to the following: (a) challenges in assessing early math skills, which may have affected the identification of appropriate target skills, and (b) the involvement of multiple developmental domains in performing math skills, which may have affected the demonstration of target behaviors for the participant with significant fine motor and language delays.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"103 - 115"},"PeriodicalIF":2.1,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211012772","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44483571","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 : 2021-05-20DOI: 10.1177/02711214211013889
Sloan O. Storie, C. Coogle
Providing opportunities for reflection is one way to gain a deeper understanding of teacher candidate’s perceptions of diversity and how their perceptions regarding diversity evolve. We conducted a qualitative content analysis of reflections to explore teacher candidates’ perceptions regarding instructional material selection. By prompting teacher candidates to consider their selection of materials to use with diverse learners within inclusive, bilingual, early childhood classrooms, we were able to organize data within themes and use pattern coding to identify subthemes that emerged. The a priori themes included identify, describe, judge, and apply. Various subthemes emerged within teacher candidates’ reflection matrices (general statements on diversity, combination, age, ability, cultural, and individual). Results revealed that teacher candidates increased their consideration of some areas of diversity (i.e., general statements on diversity, cultural) while others stayed constant (i.e., combination, age, ability).
{"title":"Examining Early Childhood Teacher Candidate’s Perceptions of Diversity Regarding Material Selection","authors":"Sloan O. Storie, C. Coogle","doi":"10.1177/02711214211013889","DOIUrl":"https://doi.org/10.1177/02711214211013889","url":null,"abstract":"Providing opportunities for reflection is one way to gain a deeper understanding of teacher candidate’s perceptions of diversity and how their perceptions regarding diversity evolve. We conducted a qualitative content analysis of reflections to explore teacher candidates’ perceptions regarding instructional material selection. By prompting teacher candidates to consider their selection of materials to use with diverse learners within inclusive, bilingual, early childhood classrooms, we were able to organize data within themes and use pattern coding to identify subthemes that emerged. The a priori themes included identify, describe, judge, and apply. Various subthemes emerged within teacher candidates’ reflection matrices (general statements on diversity, combination, age, ability, cultural, and individual). Results revealed that teacher candidates increased their consideration of some areas of diversity (i.e., general statements on diversity, cultural) while others stayed constant (i.e., combination, age, ability).","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"43 1","pages":"129 - 141"},"PeriodicalIF":2.1,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02711214211013889","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47982059","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 : 2021-05-01DOI: 10.1177/0271121421989797
C. L. Hancock, Chelsea W. Morgan, J. Holly
Early childhood personnel preparation programs must prepare future early educators who can counteract racism and ableism to provide all children with an equitable and just education. We applied Dis/ability Critical Race Theory (DisCrit) Classroom Ecology to early childhood and specifically to preschool settings. We argue that early childhood personnel preparation programs can utilize this framework to prepare preservice early educators to facilitate more equitable experiences for Children of Color with disabilities and their families. We discuss the importance of preparing future early educators to counteract racism and ableism through their fieldwork experiences. We also provide a brief overview of DisCrit in relation to early childhood personnel preparation and present DisCrit Classroom Ecology to apply the framework components to preschool fieldwork.
{"title":"Counteracting Dysconscious Racism and Ableism Through Fieldwork: Applying DisCrit Classroom Ecology in Early Childhood Personnel Preparation","authors":"C. L. Hancock, Chelsea W. Morgan, J. Holly","doi":"10.1177/0271121421989797","DOIUrl":"https://doi.org/10.1177/0271121421989797","url":null,"abstract":"Early childhood personnel preparation programs must prepare future early educators who can counteract racism and ableism to provide all children with an equitable and just education. We applied Dis/ability Critical Race Theory (DisCrit) Classroom Ecology to early childhood and specifically to preschool settings. We argue that early childhood personnel preparation programs can utilize this framework to prepare preservice early educators to facilitate more equitable experiences for Children of Color with disabilities and their families. We discuss the importance of preparing future early educators to counteract racism and ableism through their fieldwork experiences. We also provide a brief overview of DisCrit in relation to early childhood personnel preparation and present DisCrit Classroom Ecology to apply the framework components to preschool fieldwork.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"41 1","pages":"45 - 56"},"PeriodicalIF":2.1,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121421989797","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48952759","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 : 2021-05-01DOI: 10.1177/0271121421991222
Xigrid Soto-Boykin, Anne L. Larson, Arnold Olszewski, Veena Velury, Anna-Lena Feldberg
Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in Infants and Young Children, Journal of Early Intervention, or Topics in Early Childhood Special Education between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers’ descriptions of participants’ linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice.
{"title":"Who Is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers From Linguistically Minoritized Communities","authors":"Xigrid Soto-Boykin, Anne L. Larson, Arnold Olszewski, Veena Velury, Anna-Lena Feldberg","doi":"10.1177/0271121421991222","DOIUrl":"https://doi.org/10.1177/0271121421991222","url":null,"abstract":"Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in Infants and Young Children, Journal of Early Intervention, or Topics in Early Childhood Special Education between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers’ descriptions of participants’ linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice.","PeriodicalId":47496,"journal":{"name":"Topics in Early Childhood Special Education","volume":"41 1","pages":"18 - 30"},"PeriodicalIF":2.1,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0271121421991222","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41936983","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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