Pub Date : 2023-06-18DOI: 10.1080/00071005.2023.2218768
Tanya Fitzgerald
{"title":"Gender and Education in England since 1770: a social and cultural history","authors":"Tanya Fitzgerald","doi":"10.1080/00071005.2023.2218768","DOIUrl":"https://doi.org/10.1080/00071005.2023.2218768","url":null,"abstract":"","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"71 1","pages":"470 - 472"},"PeriodicalIF":1.9,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42018416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-18DOI: 10.1080/00071005.2023.2215857
Rosie Allen, C. Kannangara, J. Carson
ABSTRACT University students in the UK have encountered many challenges as a result of the COVID-19 pandemic. This research aimed to track the mental well-being of a large sample of British university students (n = 554) over a one-year period of the COVID-19 pandemic, capturing data at four time points between May 2020 and May 2021. Overall retention after 12 months was 34.73%. Findings showed the COVID-19 pandemic has caused a significant, negative impact on the well-being of British university students. Students are suffering from prolonged and high levels of psychological distress and anxiety. Levels of flourishing in students are still very low. The different phases of the pandemic appear to have played an influential role in student mental health. The practical implications for higher education and recommendations for future research are discussed.
{"title":"LONG-TERM MENTAL HEALTH IMPACTS OF THE COVID-19 PANDEMIC ON UNIVERSITY STUDENTS IN THE UK: A LONGITUDINAL ANALYSIS OVER 12 MONTHS","authors":"Rosie Allen, C. Kannangara, J. Carson","doi":"10.1080/00071005.2023.2215857","DOIUrl":"https://doi.org/10.1080/00071005.2023.2215857","url":null,"abstract":"ABSTRACT University students in the UK have encountered many challenges as a result of the COVID-19 pandemic. This research aimed to track the mental well-being of a large sample of British university students (n = 554) over a one-year period of the COVID-19 pandemic, capturing data at four time points between May 2020 and May 2021. Overall retention after 12 months was 34.73%. Findings showed the COVID-19 pandemic has caused a significant, negative impact on the well-being of British university students. Students are suffering from prolonged and high levels of psychological distress and anxiety. Levels of flourishing in students are still very low. The different phases of the pandemic appear to have played an influential role in student mental health. The practical implications for higher education and recommendations for future research are discussed.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43975212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-07DOI: 10.1080/00071005.2023.2218023
A. Mazhar
{"title":"Practising Compassion in Higher Education: Caring for Self and Others Through Challenging Times","authors":"A. Mazhar","doi":"10.1080/00071005.2023.2218023","DOIUrl":"https://doi.org/10.1080/00071005.2023.2218023","url":null,"abstract":"","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"71 1","pages":"468 - 470"},"PeriodicalIF":1.9,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44425379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1080/00071005.2023.2195478
Jake Anders, John Jerrim, L. Macmillan
Previous research has shown that the UK has low levels of financial literacy by international standards, particularly among those in lower socio-economic groups. This may, in turn, have an impact upon young people, with social inequalities in financial attitudes, behaviours and skills perpetuating across generations. Yet there has been relatively little empirical research on this topic to date, including how such inequalities may be linked to the parents’ actions and financial education provided by schools. This paper provides new evidence on this issue for the UK. Using parent-child linked survey data from 3,745 families, we find sizeable socioeconomic inequalities in young people’s financial capabilities, aspects of their mindset, and their financial behaviours. 15-year-olds from disadvantaged backgrounds having similar financial skills to an 11-year-old from an affluent background. Sizeable differences are also observed in the financial education that socio-economically advantaged and disadvantaged children receive at school, and how they interact with their parents about money. Parental interactions can account for part of the socio-economic gap in money confidence, money management, financial connections, and financial behaviours, but less so in boosting financial abilities. However, we find no evidence of differences in financial education in schools driving differences in young people’s financial capabilities.
{"title":"Socio-Economic Inequality in Young People’s Financial Capabilities","authors":"Jake Anders, John Jerrim, L. Macmillan","doi":"10.1080/00071005.2023.2195478","DOIUrl":"https://doi.org/10.1080/00071005.2023.2195478","url":null,"abstract":"Previous research has shown that the UK has low levels of financial literacy by international standards, particularly among those in lower socio-economic groups. This may, in turn, have an impact upon young people, with social inequalities in financial attitudes, behaviours and skills perpetuating across generations. Yet there has been relatively little empirical research on this topic to date, including how such inequalities may be linked to the parents’ actions and financial education provided by schools. This paper provides new evidence on this issue for the UK. Using parent-child linked survey data from 3,745 families, we find sizeable socioeconomic inequalities in young people’s financial capabilities, aspects of their mindset, and their financial behaviours. 15-year-olds from disadvantaged backgrounds having similar financial skills to an 11-year-old from an affluent background. Sizeable differences are also observed in the financial education that socio-economically advantaged and disadvantaged children receive at school, and how they interact with their parents about money. Parental interactions can account for part of the socio-economic gap in money confidence, money management, financial connections, and financial behaviours, but less so in boosting financial abilities. However, we find no evidence of differences in financial education in schools driving differences in young people’s financial capabilities.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42042185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.1080/00071005.2023.2216457
J. Gagnon
{"title":"Elite Universities and the Making of Privilege: Exploring Race and Class in Global Educational Inequalities","authors":"J. Gagnon","doi":"10.1080/00071005.2023.2216457","DOIUrl":"https://doi.org/10.1080/00071005.2023.2216457","url":null,"abstract":"","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"22 1","pages":"466 - 468"},"PeriodicalIF":1.9,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41301479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-22DOI: 10.1080/00071005.2023.2215554
Xuenan Zhao
learners, which allows for student-driven language learning. Chapter 9 presents Risager’s multilingual research project that incorporates several languages to not only raise the awareness of language hierarchies but to de-hierarchise the research practice and reflect a worldview: ‘Weltanschauung’ in German, ‘Dünya Görüşü’ in Turkish and ‘Vision del Mundo’ in Spanish. Researcher awareness and transparency are prerequisites in translingual research given the epistemological complexity. In Chapter 10, the editors bring the focus back to the nexus of translanguaging and epistemological decentring by presenting student testimonies. These testimonies gathered during extracurricular courses provide a valuable vista into the reconceptualization, analysis, and performance of BA students experience of translanguaging while enrolled in different study programmes in humanities and social sciences. Overall, this edited collection contributes to the understanding of translanguaging as a theory and practice in higher education in diverse contexts and provides a welcome focus on students’ perspectives. Furthermore, the design of the book takes the reader to, as it were, the different rooms of the bilinguals’ inner house having similar shades to those in different parts of the world. Translanguaging is always there, be it visible or invisible. As researchers, educators, and administrative staff, we must not be indifferent to the bottom-up demand for critical pedagogy, deeper learning, and internalised internationalization.
学习者，这允许学生驱动的语言学习。第9章介绍了Risager的多语言研究项目，该项目融合了几种语言，不仅提高了人们对语言等级制度的认识，而且使研究实践分层，并反映了世界观：德语的“Weltanschaung”、土耳其语的“Dünya Görüşüü”和西班牙语的“Vision del Mundo”。鉴于认识论的复杂性，研究者的意识和透明度是跨语言研究的先决条件。在第10章中，编辑们通过展示学生的证词，将焦点重新放回语言转换和认识论偏离的关系上。这些在课外课程中收集的证词为BA学生在参加不同的人文和社会科学学习项目时跨语言体验的重新定义、分析和表现提供了一个有价值的视角。总的来说，这本经过编辑的合集有助于理解跨语言作为一种理论和实践在不同背景下的高等教育，并为关注学生的观点提供了一个受欢迎的焦点。此外，这本书的设计将读者带到了双语者内部的不同房间，这些房间与世界不同地区的房间色调相似。翻译总是存在的，无论它是可见的还是不可见的。作为研究人员、教育工作者和行政人员，我们决不能对自下而上的批判性教育学、更深层次的学习和内化的国际化需求无动于衷。
{"title":"How World Events Are Changing Education","authors":"Xuenan Zhao","doi":"10.1080/00071005.2023.2215554","DOIUrl":"https://doi.org/10.1080/00071005.2023.2215554","url":null,"abstract":"learners, which allows for student-driven language learning. Chapter 9 presents Risager’s multilingual research project that incorporates several languages to not only raise the awareness of language hierarchies but to de-hierarchise the research practice and reflect a worldview: ‘Weltanschauung’ in German, ‘Dünya Görüşü’ in Turkish and ‘Vision del Mundo’ in Spanish. Researcher awareness and transparency are prerequisites in translingual research given the epistemological complexity. In Chapter 10, the editors bring the focus back to the nexus of translanguaging and epistemological decentring by presenting student testimonies. These testimonies gathered during extracurricular courses provide a valuable vista into the reconceptualization, analysis, and performance of BA students experience of translanguaging while enrolled in different study programmes in humanities and social sciences. Overall, this edited collection contributes to the understanding of translanguaging as a theory and practice in higher education in diverse contexts and provides a welcome focus on students’ perspectives. Furthermore, the design of the book takes the reader to, as it were, the different rooms of the bilinguals’ inner house having similar shades to those in different parts of the world. Translanguaging is always there, be it visible or invisible. As researchers, educators, and administrative staff, we must not be indifferent to the bottom-up demand for critical pedagogy, deeper learning, and internalised internationalization.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"71 1","pages":"461 - 464"},"PeriodicalIF":1.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43789045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-19DOI: 10.1080/00071005.2023.2213310
J. Hordern
ABSTRACT This paper assesses prospects for the relationship between educational studies and educational practice, with reference to the current institutional and policy context in England. Drawing on the sociology of educational knowledge and practice, it is argued that educational studies can be conceptualised in contrasting ways, by considering internal structures, external relations and how disciplinary problematics are defined, but also by how educational practice is portrayed. To develop the analysis, Bernstein’s work on knowledge structures and academic and professional discourses is articulated with philosophical work that distinguishes between different conceptualisations of practice prevalent in the humanities and social sciences. This enables critical reflection on three arrangements of educational studies (the foundation disciplines, the new science, and the deliberative traditions) each with their own internal dynamic, socio-epistemic assumptions, relationship to policy, and implications for the future production of knowledge. This process of reflection is illustrated with reference to some recent developments in England that illuminate the current position of educational studies in relation to educational policy and practice.
{"title":"Educational Studies and Educational Practice: A Necessary Engagement","authors":"J. Hordern","doi":"10.1080/00071005.2023.2213310","DOIUrl":"https://doi.org/10.1080/00071005.2023.2213310","url":null,"abstract":"ABSTRACT This paper assesses prospects for the relationship between educational studies and educational practice, with reference to the current institutional and policy context in England. Drawing on the sociology of educational knowledge and practice, it is argued that educational studies can be conceptualised in contrasting ways, by considering internal structures, external relations and how disciplinary problematics are defined, but also by how educational practice is portrayed. To develop the analysis, Bernstein’s work on knowledge structures and academic and professional discourses is articulated with philosophical work that distinguishes between different conceptualisations of practice prevalent in the humanities and social sciences. This enables critical reflection on three arrangements of educational studies (the foundation disciplines, the new science, and the deliberative traditions) each with their own internal dynamic, socio-epistemic assumptions, relationship to policy, and implications for the future production of knowledge. This process of reflection is illustrated with reference to some recent developments in England that illuminate the current position of educational studies in relation to educational policy and practice.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"71 1","pages":"567 - 583"},"PeriodicalIF":1.9,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43099618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.1080/00071005.2023.2209953
Muhammet Yaşar Yüzlü
This edited volume addresses lacunae given the momentum translanguaging has already gained internationally in publications on school contexts for pupils aged 4 to 18. In this book, the epistemological shift enriches the educational landscape with a particular focus on higher education and research. The editors Bojsen, Daryai-Hansen, Holmen, and Risager together with 16 other contributing authors address dialogic, context-bound social power relations in different languages and regions of the world. In doing so, they distance themselves from the dominant monoglossia-oriented knowledge, i.e., the structuralist perception of a language, often embodied and deployed in universities, by instead offering compelling narratives to unravel the hidden and suppressed reality of bilinguals and the bilingual world. Thus, they promote multiperspectivity and coproduction of knowledge through the notions of symbolic competence (Kramsch, 2006), pluricultural capital (Zarate, 1998), centrifugal and centripetal vectors (Bakhtin, 1981), and forced and free poetics (Glissant, 1981). Presenting studies from the nano, micro, meso, and macro levels, the book reflects multiperspectivities by drawing on different data types in various languages. Most data reflects students’ experiences but teachers’ viewpoints and researchers’ perspectives are also represented. The book is well structured and sets the scene in explaining the sequence of chapters in addition to providing a concise genealogy of translanguaging and epistemological decentring. The volume includes studies focusing mainly on students’ beliefs and language practices and researchers’ perspectives in line with translanguaging from different contexts. Finally, the editors bring together critical insights from students’ testimonies along with chapter abstracts at the end of the book. In Chapter 1, Bojsen, Daryai-Hansen, Holmen, and Risager situate the nexus of translanguaging and epistemological decentring after a concise genealogy of these two constructs by highlighting the transformational potential of translanguaging beyond a theory of language and a pedagogical stance. Moreover, they invite the reader to employ a different epistemological frame after having presented a brief overview of the chapters through Glissant’s notion of Lieu (place), which is understood as social locality. This chapter also alludes to the empirical context of the study, which explores how students had to silence their plurilingualism if it was under appreciated but it is now regarded as an asset through a translanguaging prism. Chapter 2 illustrates the connection between translanguaging and epistemological decentring through extracurricular courses entitled ‘Language Profiles’ in which students from different contexts with different languages reflect on the normativity of knowledge production and conceptual tools as well as navigating across their perceived boundaries. This offers a very useful empirical backdrop. This chapter applies the
{"title":"Translanguaging and Epistemological Decentring in Higher Education and Research","authors":"Muhammet Yaşar Yüzlü","doi":"10.1080/00071005.2023.2209953","DOIUrl":"https://doi.org/10.1080/00071005.2023.2209953","url":null,"abstract":"This edited volume addresses lacunae given the momentum translanguaging has already gained internationally in publications on school contexts for pupils aged 4 to 18. In this book, the epistemological shift enriches the educational landscape with a particular focus on higher education and research. The editors Bojsen, Daryai-Hansen, Holmen, and Risager together with 16 other contributing authors address dialogic, context-bound social power relations in different languages and regions of the world. In doing so, they distance themselves from the dominant monoglossia-oriented knowledge, i.e., the structuralist perception of a language, often embodied and deployed in universities, by instead offering compelling narratives to unravel the hidden and suppressed reality of bilinguals and the bilingual world. Thus, they promote multiperspectivity and coproduction of knowledge through the notions of symbolic competence (Kramsch, 2006), pluricultural capital (Zarate, 1998), centrifugal and centripetal vectors (Bakhtin, 1981), and forced and free poetics (Glissant, 1981). Presenting studies from the nano, micro, meso, and macro levels, the book reflects multiperspectivities by drawing on different data types in various languages. Most data reflects students’ experiences but teachers’ viewpoints and researchers’ perspectives are also represented. The book is well structured and sets the scene in explaining the sequence of chapters in addition to providing a concise genealogy of translanguaging and epistemological decentring. The volume includes studies focusing mainly on students’ beliefs and language practices and researchers’ perspectives in line with translanguaging from different contexts. Finally, the editors bring together critical insights from students’ testimonies along with chapter abstracts at the end of the book. In Chapter 1, Bojsen, Daryai-Hansen, Holmen, and Risager situate the nexus of translanguaging and epistemological decentring after a concise genealogy of these two constructs by highlighting the transformational potential of translanguaging beyond a theory of language and a pedagogical stance. Moreover, they invite the reader to employ a different epistemological frame after having presented a brief overview of the chapters through Glissant’s notion of Lieu (place), which is understood as social locality. This chapter also alludes to the empirical context of the study, which explores how students had to silence their plurilingualism if it was under appreciated but it is now regarded as an asset through a translanguaging prism. Chapter 2 illustrates the connection between translanguaging and epistemological decentring through extracurricular courses entitled ‘Language Profiles’ in which students from different contexts with different languages reflect on the normativity of knowledge production and conceptual tools as well as navigating across their perceived boundaries. This offers a very useful empirical backdrop. This chapter applies the","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"71 1","pages":"459 - 461"},"PeriodicalIF":1.9,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47739160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.1080/00071005.2023.2210653
Shane J. McLoughlin, Rosina Pendrous, Emerald Henderson, K. Kristjánsson
Abstract Ofsted requires UK schools to help students understand the working world and gain employability skills. However, the aims of education are much broader: Education should enable flourishing long after leaving school. Therefore, students’ career decisions should be conducive to long-term flourishing beyond career readiness and educational attainment. In this mixed-methods study, we asked a representative sample of UK adults to reflect on their career decision-making processes at school and at university. We also measured current levels of self-reported objective (e.g., financial security) and subjective (e.g., subjective well-being) flourishing. The open-ended career decision reflections were coded for three moral reasoning strategies: virtue ethical, consequentialist, and deontological. Using correlations and structural equation modelling, we examined the association between the propensity for using each moral reasoning strategy in past career decisions and current flourishing. Virtue ethical moral reasoning in relation to career decision-making predicted aspects of flourishing most strongly and frequently. Consequentialist reasoning weakly and infrequently positively predicted aspects of flourishing. Deontological reasoning either did not predict flourishing at all, or negatively predicted flourishing. Our results suggest that the reasoning strategy behind career decisions people take in school or university is important to consider in UK careers provision, and current best practice.
{"title":"Moral Reasoning Strategies and Wise Career Decision Making at School and University: Findings from a UK-Representative Sample","authors":"Shane J. McLoughlin, Rosina Pendrous, Emerald Henderson, K. Kristjánsson","doi":"10.1080/00071005.2023.2210653","DOIUrl":"https://doi.org/10.1080/00071005.2023.2210653","url":null,"abstract":"Abstract Ofsted requires UK schools to help students understand the working world and gain employability skills. However, the aims of education are much broader: Education should enable flourishing long after leaving school. Therefore, students’ career decisions should be conducive to long-term flourishing beyond career readiness and educational attainment. In this mixed-methods study, we asked a representative sample of UK adults to reflect on their career decision-making processes at school and at university. We also measured current levels of self-reported objective (e.g., financial security) and subjective (e.g., subjective well-being) flourishing. The open-ended career decision reflections were coded for three moral reasoning strategies: virtue ethical, consequentialist, and deontological. Using correlations and structural equation modelling, we examined the association between the propensity for using each moral reasoning strategy in past career decisions and current flourishing. Virtue ethical moral reasoning in relation to career decision-making predicted aspects of flourishing most strongly and frequently. Consequentialist reasoning weakly and infrequently positively predicted aspects of flourishing. Deontological reasoning either did not predict flourishing at all, or negatively predicted flourishing. Our results suggest that the reasoning strategy behind career decisions people take in school or university is important to consider in UK careers provision, and current best practice.","PeriodicalId":47509,"journal":{"name":"British Journal of Educational Studies","volume":"71 1","pages":"393 - 418"},"PeriodicalIF":1.9,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43226995","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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