To test emerging narratives of principals’ direct effect on student outcomes on a large scale, this study investigates whether school principals’ time use for interacting with individual students is associated with academic achievement and student safety at school. Built on recent research on principals’ time use, this study explores whether economic, sociocultural, and institutional features of societies influence the amount of time principals spend interacting with individual students. This time use, in turn, is assumed to be associated with academic achievement and safety at school. To explore the linkages, the study utilizes the Progress in International Reading Literacy Study (PIRLS) with multilevel modeling. Implications of the findings are offered for an emerging inquiry on principals’ direct effect on student outcomes and for US education policy.
{"title":"School Principals’ Time Use for Interaction with Individual Students: Macro Contexts, Organizational Conditions, and Student Outcomes","authors":"Moosung Lee, J. Ryoo, A. Walker","doi":"10.1086/712174","DOIUrl":"https://doi.org/10.1086/712174","url":null,"abstract":"To test emerging narratives of principals’ direct effect on student outcomes on a large scale, this study investigates whether school principals’ time use for interacting with individual students is associated with academic achievement and student safety at school. Built on recent research on principals’ time use, this study explores whether economic, sociocultural, and institutional features of societies influence the amount of time principals spend interacting with individual students. This time use, in turn, is assumed to be associated with academic achievement and safety at school. To explore the linkages, the study utilizes the Progress in International Reading Literacy Study (PIRLS) with multilevel modeling. Implications of the findings are offered for an emerging inquiry on principals’ direct effect on student outcomes and for US education policy.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"127 1","pages":"303 - 344"},"PeriodicalIF":2.5,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712174","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48999305","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}
This study aims to explore teachers’ perceptions of the role played by school principals in promoting teachers' well-being. The teachers in Israel have a low professional self-image and work under stressful conditions. Psychological wellbeing combines a good feeling with effective functioning and promoting wellbeing can enhance efficacy at work. This is a qualitative study, with a personal interpretive paradigm of teachers' reflections. Data was collected from 53 teachers and analyzed in a four-stage process: condensing, coding, categorizing, and theorizing. The study was based on the planned theory (Ajzen & Fishbein, 1980), and the data was encoded and categorized according to the Goleman, Boyatzis and McKee (2004) emotional intelligence (EI), leadership competence which founds to enhance well-being and effectiveness at work. Findings indicate that school principals can play an important role in promoting teachers’ wellbeing by displaying relationship management, which generates the highest level of EI: Creating a positive emotional climate, keeping relationships on the right track, and demonstrating genuine concern for teachers. Understanding the importance of EI and mastering it by educational leaders is important for promoting well-being. It is significant for the positive functioning of the teachers and school system. This study contributes to the epistemology of promoting teachers' well-being and developing EI by educational leader.
{"title":"The Role of Authentic School Leaders in Promoting Teachers' Well-Being: Perceptions of Israeli Teachers","authors":"Y. Buskila, Tamar Chen-Levi","doi":"10.30958/AJE.8-2-3","DOIUrl":"https://doi.org/10.30958/AJE.8-2-3","url":null,"abstract":"This study aims to explore teachers’ perceptions of the role played by school principals in promoting teachers' well-being. The teachers in Israel have a low professional self-image and work under stressful conditions. Psychological wellbeing combines a good feeling with effective functioning and promoting wellbeing can enhance efficacy at work. This is a qualitative study, with a personal interpretive paradigm of teachers' reflections. Data was collected from 53 teachers and analyzed in a four-stage process: condensing, coding, categorizing, and theorizing. The study was based on the planned theory (Ajzen & Fishbein, 1980), and the data was encoded and categorized according to the Goleman, Boyatzis and McKee (2004) emotional intelligence (EI), leadership competence which founds to enhance well-being and effectiveness at work. Findings indicate that school principals can play an important role in promoting teachers’ wellbeing by displaying relationship management, which generates the highest level of EI: Creating a positive emotional climate, keeping relationships on the right track, and demonstrating genuine concern for teachers. Understanding the importance of EI and mastering it by educational leaders is important for promoting well-being. It is significant for the positive functioning of the teachers and school system. This study contributes to the epistemology of promoting teachers' well-being and developing EI by educational leader.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"8 1","pages":"161-180"},"PeriodicalIF":2.5,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41820510","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}
In order to answer the call of Agenda 2030 (UN, 2015), higher education must assist in giving form to a new society in which democracy is cultivated in both the minds and practices of our society. A democratic education is the answer to the challenges of contemporary society, which is characterized by indifference and an unwillingness to engage for the common good. Educational practices are often aligned to this trend so that they are planned with the aim of developing competences useful for individual success and the economic improvement of society. It is necessary to envision a new design for higher education that promotes in people the disposition to engage in the construction of a society where everyone has an equal opportunity to live a good and fulfilling life. Useful for this purpose can be a rediscovery of the classical position of Plato, Socrates, and Aristotle that present virtue and ethics as a theoretical framework for education. This framework can be used as a foundation upon which to renew academic practices by planning and designing experiences able to translate theory into actions. Service learning is an interesting model that would allow for this and would guide practices that support a democratic education informed by virtue and ethics. If useful for redirecting higher education, service learning is particularly suitable for educating teachers, the practitioners who have a great responsibility for transforming society through education. In this paper, after developing the appropriate theoretical framework, we present, as an example of service learning, the Community Research Service Learning experience carried out at the University of Verona in the Primary Teacher Education master's degree program.
{"title":"Service Learning: A Philosophy and Practice to Reframe Higher Education","authors":"L. Mortari, M. Ubbiali","doi":"10.30958/AJE.8-2-1","DOIUrl":"https://doi.org/10.30958/AJE.8-2-1","url":null,"abstract":"In order to answer the call of Agenda 2030 (UN, 2015), higher education must assist in giving form to a new society in which democracy is cultivated in both the minds and practices of our society. A democratic education is the answer to the challenges of contemporary society, which is characterized by indifference and an unwillingness to engage for the common good. Educational practices are often aligned to this trend so that they are planned with the aim of developing competences useful for individual success and the economic improvement of society. It is necessary to envision a new design for higher education that promotes in people the disposition to engage in the construction of a society where everyone has an equal opportunity to live a good and fulfilling life. Useful for this purpose can be a rediscovery of the classical position of Plato, Socrates, and Aristotle that present virtue and ethics as a theoretical framework for education. This framework can be used as a foundation upon which to renew academic practices by planning and designing experiences able to translate theory into actions. Service learning is an interesting model that would allow for this and would guide practices that support a democratic education informed by virtue and ethics. If useful for redirecting higher education, service learning is particularly suitable for educating teachers, the practitioners who have a great responsibility for transforming society through education. In this paper, after developing the appropriate theoretical framework, we present, as an example of service learning, the Community Research Service Learning experience carried out at the University of Verona in the Primary Teacher Education master's degree program.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"8 1","pages":"115-138"},"PeriodicalIF":2.5,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46935952","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}
This study explores how college and university presidents strategically negotiate institutional pressures and competing social norms in an attempt to maintain organizational legitimacy. It examines how presidents strategically frame organizational events in ways that help constituents make sense of their actions. Using archival and qualitative methods, I examine executive sensegiving strategies in the presidential communiqués of university magazines from eight tuition-driven universities during a 15-year period (2000–2014). Data revealed presidents employed three strategies—foundational, configurational, and transformational—driven by connecting different cues (i.e., events) with frames (i.e., institutional logics). Although prior literature has described actors draw on logics as a “toolkit,” this study illuminates how they modify those “tools” over time. In the transformational strategy, university leaders engaged in boundary work, acting as “institutional entrepreneurs” to change the microfoundations—or core elements—of an institutional logic over time and especially the meanings associated with its symbols and language.
{"title":"The Language of Leaders: Executive Sensegiving Strategies in Higher Education","authors":"J. Brown","doi":"10.1086/712113","DOIUrl":"https://doi.org/10.1086/712113","url":null,"abstract":"This study explores how college and university presidents strategically negotiate institutional pressures and competing social norms in an attempt to maintain organizational legitimacy. It examines how presidents strategically frame organizational events in ways that help constituents make sense of their actions. Using archival and qualitative methods, I examine executive sensegiving strategies in the presidential communiqués of university magazines from eight tuition-driven universities during a 15-year period (2000–2014). Data revealed presidents employed three strategies—foundational, configurational, and transformational—driven by connecting different cues (i.e., events) with frames (i.e., institutional logics). Although prior literature has described actors draw on logics as a “toolkit,” this study illuminates how they modify those “tools” over time. In the transformational strategy, university leaders engaged in boundary work, acting as “institutional entrepreneurs” to change the microfoundations—or core elements—of an institutional logic over time and especially the meanings associated with its symbols and language.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"127 1","pages":"265 - 302"},"PeriodicalIF":2.5,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712113","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44701607","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}
This article is a case study of how educators made sense of the core ideas of a new statewide initiative intentionally designed to foster local flexibility. We trace the initiative’s core elements through (1) communication materials, (2) school principals’ understandings of the initiative and reasons for participation, and (3) teachers’ understandings of what the initiative required of them. Using interviews from principals and teachers, this article sheds light on tensions between providing flexibility and ensuring integrity to core components. Overall, our findings suggest that while principals understood the core elements of the initiative, some elements were pushed to the front and others were pushed to the back.
{"title":"From Fidelity to Integrity: Navigating Flexibility in Scaling Up a Statewide Initiative","authors":"Marisa Cannata, Mollie Rubin, Michael A. Neel","doi":"10.1086/712085","DOIUrl":"https://doi.org/10.1086/712085","url":null,"abstract":"This article is a case study of how educators made sense of the core ideas of a new statewide initiative intentionally designed to foster local flexibility. We trace the initiative’s core elements through (1) communication materials, (2) school principals’ understandings of the initiative and reasons for participation, and (3) teachers’ understandings of what the initiative required of them. Using interviews from principals and teachers, this article sheds light on tensions between providing flexibility and ensuring integrity to core components. Overall, our findings suggest that while principals understood the core elements of the initiative, some elements were pushed to the front and others were pushed to the back.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"127 1","pages":"233 - 263"},"PeriodicalIF":2.5,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712085","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44570378","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}
In this article, I use ethnographic data to theorize about the causes of Black-White racial disparities in discipline at a “mostly White” middle school. Using critical race and institutional theories, I identify two racial discipline logics: criminalized sequestering and racial exemption. These logics differently governed how school leaders and teachers administered discipline among Black and White students and created a dual system that generated disparate outcomes. Overall, my analysis aids in understanding the organizational processes that produce Black-White racial discipline disparities, introduces new theoretical concepts for future research, and brings to the fore largely unexamined punitive, in-school discipline practices.
{"title":"A Tale of Two Logics: School Discipline and Racial Disparities in a “Mostly White” Middle School","authors":"Kathryn E. Wiley","doi":"10.1086/712084","DOIUrl":"https://doi.org/10.1086/712084","url":null,"abstract":"In this article, I use ethnographic data to theorize about the causes of Black-White racial disparities in discipline at a “mostly White” middle school. Using critical race and institutional theories, I identify two racial discipline logics: criminalized sequestering and racial exemption. These logics differently governed how school leaders and teachers administered discipline among Black and White students and created a dual system that generated disparate outcomes. Overall, my analysis aids in understanding the organizational processes that produce Black-White racial discipline disparities, introduces new theoretical concepts for future research, and brings to the fore largely unexamined punitive, in-school discipline practices.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"127 1","pages":"163 - 192"},"PeriodicalIF":2.5,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/712084","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46660779","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}
A. Daly, Miguel Del Fresno García, Peter Bjorklund
As an international team (US and Spain), we write these words while both our countries and the rest of the world are in the throes of a pandemic. We are all social-distancing, and the normalcy we once took for granted has shifted dramatically, leaving us to struggle to find our equilibrium. The shift has been significant for every aspect of life, particularly for educational institutions. For many, this quick transition has not been a smooth one as the means to execute high-quality online education are somewhat limited and require systems to adapt quickly. We will use this commentary to outline some of our thoughts amidst this unprecedented time and to explore social media, the pandemic, pitfalls, and possibilities as we move forward into new futures.
{"title":"Social Media in a New Era: Pandemic, Pitfalls, and Possibilities","authors":"A. Daly, Miguel Del Fresno García, Peter Bjorklund","doi":"10.1086/711018","DOIUrl":"https://doi.org/10.1086/711018","url":null,"abstract":"As an international team (US and Spain), we write these words while both our countries and the rest of the world are in the throes of a pandemic. We are all social-distancing, and the normalcy we once took for granted has shifted dramatically, leaving us to struggle to find our equilibrium. The shift has been significant for every aspect of life, particularly for educational institutions. For many, this quick transition has not been a smooth one as the means to execute high-quality online education are somewhat limited and require systems to adapt quickly. We will use this commentary to outline some of our thoughts amidst this unprecedented time and to explore social media, the pandemic, pitfalls, and possibilities as we move forward into new futures.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"127 1","pages":"143 - 151"},"PeriodicalIF":2.5,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47541692","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}
This study examines the role of six popular social networking sites (SNSs)—Instagram, Snapchat, Facebook, Twitter, YouTube, and Pinterest—in a high school setting. Students, teachers, and administrators were interviewed to learn how they use these SNSs to support a variety of functions in the school setting, including professional development, classroom learning, self-directed learning, and socializing. Participants also were asked about how they use SNSs more generally and points of overlap between personal and school-related uses. Findings show that although instructional use is low, SNSs nonetheless have a pervasive presence in the school. Being highly connected has both advantages and disadvantages for students and teachers alike. For individuals with poor social connections, the heavy use of SNSs can result in greater disconnection from school-related information and social circles. Implications show opportunities for selecting classroom learning tools, developing digital literacy and citizenship curricula, and supporting all members of the school community.
{"title":"(Dis)connected: The Role of Social Networking Sites in the High School Setting","authors":"V. Dennen, S. Rutledge, L. Bagdy","doi":"10.1086/711016","DOIUrl":"https://doi.org/10.1086/711016","url":null,"abstract":"This study examines the role of six popular social networking sites (SNSs)—Instagram, Snapchat, Facebook, Twitter, YouTube, and Pinterest—in a high school setting. Students, teachers, and administrators were interviewed to learn how they use these SNSs to support a variety of functions in the school setting, including professional development, classroom learning, self-directed learning, and socializing. Participants also were asked about how they use SNSs more generally and points of overlap between personal and school-related uses. Findings show that although instructional use is low, SNSs nonetheless have a pervasive presence in the school. Being highly connected has both advantages and disadvantages for students and teachers alike. For individuals with poor social connections, the heavy use of SNSs can result in greater disconnection from school-related information and social circles. Implications show opportunities for selecting classroom learning tools, developing digital literacy and citizenship curricula, and supporting all members of the school community.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"127 1","pages":"107 - 136"},"PeriodicalIF":2.5,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46475175","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}
Christine Greenhow, Sarah Galvin, Emilia Askari, Diana L. Brandon
This article provides an overview of the state of research on social media and education in the twenty-first century. We begin with a synthesis of recent literature reviews to provide context for the articles within this special issue of the American Journal of Education titled “#Cloud2Class: The Disruption and Reorganization of Access and Use of Educational Resources in the 21st Century.” Next, we introduce each of the four articles and two commentaries in the issue, highlighting their intersections. We conclude with a synthesis of three themes that run across the articles. Together, these articles illuminate the disruption and reorganization of education in the age of social media, forefront critical evaluation of social media’s challenges to education, and off-practical reflections on the future of education during an emergency, such as the global health crisis in 2020 posed by the novel coronavirus—COVID-19.
{"title":"#Cloud2Class: The Disruption and Reorganization of Educational Resources with Social Media","authors":"Christine Greenhow, Sarah Galvin, Emilia Askari, Diana L. Brandon","doi":"10.1086/711062","DOIUrl":"https://doi.org/10.1086/711062","url":null,"abstract":"This article provides an overview of the state of research on social media and education in the twenty-first century. We begin with a synthesis of recent literature reviews to provide context for the articles within this special issue of the American Journal of Education titled “#Cloud2Class: The Disruption and Reorganization of Access and Use of Educational Resources in the 21st Century.” Next, we introduce each of the four articles and two commentaries in the issue, highlighting their intersections. We conclude with a synthesis of three themes that run across the articles. Together, these articles illuminate the disruption and reorganization of education in the age of social media, forefront critical evaluation of social media’s challenges to education, and off-practical reflections on the future of education during an emergency, such as the global health crisis in 2020 posed by the novel coronavirus—COVID-19.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"127 1","pages":"1 - 11"},"PeriodicalIF":2.5,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47830929","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}
Kaitlin T. Torphy, Yuqing Liu, Sihua Hu, Zixi Chen
In twenty-first-century classrooms, teachers are increasingly seeking resources and finding connection within the virtual space. Within a mass of online choice, this work tests theories related to the choices of individuals on social media and examines individuals’ agency as they curate resources. Identifying driving forces across individuals’ choice and school district purview, this work examines the similarity of teachers’ curation of educational resources across particular factors. Examining a sample of 100 teachers, we calculated the resource homogeneity of teacher pairs over 1,029 online sites. Results indicated teachers’ organizational context significantly contributed to their likelihood to share resources from same online sites, including school and district affiliations. Furthermore, of those similar teachers, the degree of similarity was affected by particular traits, including grade level taught, experience level, and disposition toward teaching. This may inform researchers and educators as they attempt to understand teachers’ contexts and motivations for supplemental resource curation.
{"title":"Sources of Professional Support: Patterns of Teachers’ Curation of Instructional Resources in Social Media","authors":"Kaitlin T. Torphy, Yuqing Liu, Sihua Hu, Zixi Chen","doi":"10.1086/711008","DOIUrl":"https://doi.org/10.1086/711008","url":null,"abstract":"In twenty-first-century classrooms, teachers are increasingly seeking resources and finding connection within the virtual space. Within a mass of online choice, this work tests theories related to the choices of individuals on social media and examines individuals’ agency as they curate resources. Identifying driving forces across individuals’ choice and school district purview, this work examines the similarity of teachers’ curation of educational resources across particular factors. Examining a sample of 100 teachers, we calculated the resource homogeneity of teacher pairs over 1,029 online sites. Results indicated teachers’ organizational context significantly contributed to their likelihood to share resources from same online sites, including school and district affiliations. Furthermore, of those similar teachers, the degree of similarity was affected by particular traits, including grade level taught, experience level, and disposition toward teaching. This may inform researchers and educators as they attempt to understand teachers’ contexts and motivations for supplemental resource curation.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"127 1","pages":"13 - 47"},"PeriodicalIF":2.5,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44585581","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：