M. Rehm, Frank Cornelissen, A. Daly, Miguel del Fresno García
The continuous professional development of teachers is a pivotal element in the provision of high-quality education. Informal social networking sites (SNS), such as Twitter, can contribute to this process by enabling teachers to share their ideas and collaboratively reflect on their practice. In this context, educational scientists have increasingly acknowledged that the concept of social capital can contribute to our understanding of how such networks develop and evolve over time. This study uses a multi-method approach to investigate the role of structural and cognitive social capital in the #observeme Twitter conversation. Moreover, our results show that Twitter users are able to gain structural and cognitive social capital.
{"title":"Drinking from the Firehose: The Structural and Cognitive Dimensions of Sharing Information on Twitter","authors":"M. Rehm, Frank Cornelissen, A. Daly, Miguel del Fresno García","doi":"10.1086/711014","DOIUrl":"https://doi.org/10.1086/711014","url":null,"abstract":"The continuous professional development of teachers is a pivotal element in the provision of high-quality education. Informal social networking sites (SNS), such as Twitter, can contribute to this process by enabling teachers to share their ideas and collaboratively reflect on their practice. In this context, educational scientists have increasingly acknowledged that the concept of social capital can contribute to our understanding of how such networks develop and evolve over time. This study uses a multi-method approach to investigate the role of structural and cognitive social capital in the #observeme Twitter conversation. Moreover, our results show that Twitter users are able to gain structural and cognitive social capital.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"127 1","pages":"77 - 105"},"PeriodicalIF":2.5,"publicationDate":"2020-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47360619","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, Sihua Hu, Yuqing Liu, Zixi Chen
There is growing evidence that educators engage in social media and virtual social networks across formal and informal settings to direct the trajectory of their curriculum. Interactions within and across virtual spaces provide opportunities to flatten hierarchical structures as teachers may directly or indirectly engage with educational decision making and reform implementation (e.g., Supovitz et al. 2015). This article examines an educational phenomenon, the emergence of a teacherpreneurial guild—that is, a teacher collective promoting professional practices, norms, and entrepreneurial activity—creating and defining knowledge underlying educational practices and classroom behaviors. Using a sample of Midwestern elementary teachers, this work identifies patterns of online educational resource access over 4 years across 135,000 pins shared within Pinterest, a social media platform. Results indicate teachers most often turn to one another for resources and professional materials. This may have implications for trust developed within teacherpreneurial guilds and teachers’ ability to exert agency within their profession.
越来越多的证据表明，教育工作者在正式和非正式的环境中参与社交媒体和虚拟社交网络，以指导他们的课程轨迹。虚拟空间内部和之间的互动提供了扁平化分层结构的机会，因为教师可以直接或间接地参与教育决策和改革实施(例如，Supovitz et al. 2015)。本文考察了一种教育现象，即教师创业协会的出现——即一个教师集体，促进专业实践、规范和创业活动——创造和定义教育实践和课堂行为背后的知识。本研究以中西部小学教师为样本，通过社交媒体平台Pinterest上共享的13.5万个pins，确定了4年来在线教育资源访问的模式。调查结果显示，教师们最常向彼此寻求资源和专业材料。这可能对教师创业协会内部发展的信任和教师在其职业中发挥代理作用的能力产生影响。
{"title":"Teachers Turning to Teachers: Teacherpreneurial Behaviors in Social Media","authors":"Kaitlin T. Torphy, Sihua Hu, Yuqing Liu, Zixi Chen","doi":"10.1086/711012","DOIUrl":"https://doi.org/10.1086/711012","url":null,"abstract":"There is growing evidence that educators engage in social media and virtual social networks across formal and informal settings to direct the trajectory of their curriculum. Interactions within and across virtual spaces provide opportunities to flatten hierarchical structures as teachers may directly or indirectly engage with educational decision making and reform implementation (e.g., Supovitz et al. 2015). This article examines an educational phenomenon, the emergence of a teacherpreneurial guild—that is, a teacher collective promoting professional practices, norms, and entrepreneurial activity—creating and defining knowledge underlying educational practices and classroom behaviors. Using a sample of Midwestern elementary teachers, this work identifies patterns of online educational resource access over 4 years across 135,000 pins shared within Pinterest, a social media platform. Results indicate teachers most often turn to one another for resources and professional materials. This may have implications for trust developed within teacherpreneurial guilds and teachers’ ability to exert agency within their profession.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"127 1","pages":"49 - 76"},"PeriodicalIF":2.5,"publicationDate":"2020-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47325285","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}
The COVID-19 pandemic in 2020 had many unprecedented, long-lasting and consequential effects on virtually all aspects of society worldwide Education is certainly one of the most affected sectors With more than 1 5 billion students being forced to stay away from their schools for extended periods of time, policy makers, school leaders, teachers, and parents all had to scramble to improvise education without physical schools Going online was one of the most frequent chosen options for delivering education during the pandemic Going online forced educators and parents to face one of the biggest challenges in education today: preparing children to live well in the digital world
{"title":"Social Learning and Learning to Be Social: From Online Instruction to Online Education","authors":"Yong Zhao","doi":"10.1086/711017","DOIUrl":"https://doi.org/10.1086/711017","url":null,"abstract":"The COVID-19 pandemic in 2020 had many unprecedented, long-lasting and consequential effects on virtually all aspects of society worldwide Education is certainly one of the most affected sectors With more than 1 5 billion students being forced to stay away from their schools for extended periods of time, policy makers, school leaders, teachers, and parents all had to scramble to improvise education without physical schools Going online was one of the most frequent chosen options for delivering education during the pandemic Going online forced educators and parents to face one of the biggest challenges in education today: preparing children to live well in the digital world","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"127 1","pages":"137 - 142"},"PeriodicalIF":2.5,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43045885","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}
COVID-19 forced many colleges and universities to suspend in-person operations in spring 2020. Students and instructors abruptly shifted to virtual learning and teaching, and most employees began working remotely during the global pandemic. Presented in this article are 12 racial equity implications for federal and state policy makers, as well as higher education leaders, as they consider reopening campuses across the United States.
{"title":"COVID-19 and the Racial Equity Implications of Reopening College and University Campuses","authors":"S. R. Harper","doi":"10.1086/711095","DOIUrl":"https://doi.org/10.1086/711095","url":null,"abstract":"COVID-19 forced many colleges and universities to suspend in-person operations in spring 2020. Students and instructors abruptly shifted to virtual learning and teaching, and most employees began working remotely during the global pandemic. Presented in this article are 12 racial equity implications for federal and state policy makers, as well as higher education leaders, as they consider reopening campuses across the United States.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"127 1","pages":"153 - 162"},"PeriodicalIF":2.5,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/711095","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47693264","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 study, the graduation and persistence rates of African-American students at Texas 4-year universities were examined for the 2003-2004 academic year, the 2009-2010 academic year, and the 2014-2015 academic year. Of specific interest was whether the graduation and persistence rates for African-American students changed over an 11-year time period in Texas, from 2003-2004 to 2014-2015. Inferential statistical analyses did not reveal the presence of any statistically significant differences in the 1-year graduation and persistence rates of African-American students over the 11-year time period that were investigated. The 1-year graduation and persistence rates were stable, ranging only from 53% to 56%, over this 11-year time period. Suggestions for policy and for practice, as well as recommendations for future research, were mentioned.
{"title":"Differences in Graduation and Persistence Rates over Time for African-American Students at Texas 4-Year Universities","authors":"Jerrell Sherman, J. Slate","doi":"10.30958/aje.7-4-2","DOIUrl":"https://doi.org/10.30958/aje.7-4-2","url":null,"abstract":"In this study, the graduation and persistence rates of African-American students at Texas 4-year universities were examined for the 2003-2004 academic year, the 2009-2010 academic year, and the 2014-2015 academic year. Of specific interest was whether the graduation and persistence rates for African-American students changed over an 11-year time period in Texas, from 2003-2004 to 2014-2015. Inferential statistical analyses did not reveal the presence of any statistically significant differences in the 1-year graduation and persistence rates of African-American students over the 11-year time period that were investigated. The 1-year graduation and persistence rates were stable, ranging only from 53% to 56%, over this 11-year time period. Suggestions for policy and for practice, as well as recommendations for future research, were mentioned.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"7 1","pages":"353-364"},"PeriodicalIF":2.5,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43171531","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}
The Bologna Process has made a strong impact on the development of European higher education, although the greatest impact has not been from the process itself, but from the national reforms introduced along with it. With a relatively young higher education system, Norway was ahead of most European countries in implementing the Bologna Process and reforms indirectly linked to it. Due to path dependencies and the Higher Education Institutions being, to a certain extent, autonomous and carriers of their own culture, we cannot draw conclusions at the local level without empirical studies. Therefore, the case of Nord University shows us how this process directly and indirectly affected Higher Education Institutions in Norway. The Higher Education Institutions (HEI) integrated horizontally in an education system that was increasingly hierarchical and competitive. The need for standardisation in order to secure equality and efficiency, and the demand for greater autonomy in the HEIs was answered by strengthening some and weakening other forms of institutional autonomy along with the establishment of a new accreditation system. Three dimensions of autonomy are touched on in this study. Firstly, the question of who has decision-making power in the HEIs defines whether they are ruled by professional or administrative autonomy. Secondly, the question of the HEIs’ mission is decided either by the HEI itself, representing substantive autonomy, or by external demands on production and external funding, representing what I call beneficial autonomy. Finally, the question of how the HEIs fulfil their mission decides whether they have individual autonomy or procedural autonomy. In the last case, the HEIs are given external frameworks, which, to a great extent, define how they are to carry out their mission in order to succeed. The development of higher education in Norway shows how the introduction of the accreditation system hampered different types of institutional autonomy and strengthened others, a development that also brought dilemmas and tensions related to academic freedom. The Bologna Process played the role of both supplier of terms and a catalyst for these dilemmas. One of the consequences in Norway was a development where former colleges gained university status, among them Nord University (University of Nordland) in 2011.
{"title":"The Bologna Process and HEIs Institutional Autonomy","authors":"Linda Haukland","doi":"10.30958/aje.7-4-3","DOIUrl":"https://doi.org/10.30958/aje.7-4-3","url":null,"abstract":"The Bologna Process has made a strong impact on the development of European higher education, although the greatest impact has not been from the process itself, but from the national reforms introduced along with it. With a relatively young higher education system, Norway was ahead of most European countries in implementing the Bologna Process and reforms indirectly linked to it. Due to path dependencies and the Higher Education Institutions being, to a certain extent, autonomous and carriers of their own culture, we cannot draw conclusions at the local level without empirical studies. Therefore, the case of Nord University shows us how this process directly and indirectly affected Higher Education Institutions in Norway. The Higher Education Institutions (HEI) integrated horizontally in an education system that was increasingly hierarchical and competitive. The need for standardisation in order to secure equality and efficiency, and the demand for greater autonomy in the HEIs was answered by strengthening some and weakening other forms of institutional autonomy along with the establishment of a new accreditation system. Three dimensions of autonomy are touched on in this study. Firstly, the question of who has decision-making power in the HEIs defines whether they are ruled by professional or administrative autonomy. Secondly, the question of the HEIs’ mission is decided either by the HEI itself, representing substantive autonomy, or by external demands on production and external funding, representing what I call beneficial autonomy. Finally, the question of how the HEIs fulfil their mission decides whether they have individual autonomy or procedural autonomy. In the last case, the HEIs are given external frameworks, which, to a great extent, define how they are to carry out their mission in order to succeed. The development of higher education in Norway shows how the introduction of the accreditation system hampered different types of institutional autonomy and strengthened others, a development that also brought dilemmas and tensions related to academic freedom. The Bologna Process played the role of both supplier of terms and a catalyst for these dilemmas. One of the consequences in Norway was a development where former colleges gained university status, among them Nord University (University of Nordland) in 2011.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"7 1","pages":"365-383"},"PeriodicalIF":2.5,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43935142","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}
Head Teachers in Saudi Arabia: A Qualitative Survey 2 3 4 This paper outlines the results of a research study, the objective of which 5 was to explore barriers to the effectiveness of training programmes for 6 female head teachers in the Kingdom of Saudi Arabia. The study was carried 7 out in the context of the National Vision 2030, implemented by the Ministry 8 of Education with the goal of developing education in Saudi Arabia. A 9 qualitative method survey was administered in 2018 to 24 supervisors and 10 head teachers; respondents were asked to outline their experiences with 11 teacher training programmes. The results provided insight into barriers to 12 training effectiveness. Specifically, four obstacles related to trainers, trainees 13 or the training environment were identified, all of which minimise the 14 positive impact of training programmes. The two most significant obstacles 15 are related to the trainers and to the lack of motivation among trainees. 16 Based on these findings, the paper provides a series of guidelines designed 17 to overcome these obstacles. The findings of this study are significant in that 18 they reveal important insights for training centres with regard to barriers to 19 effective training. These results may make it easier for trainers to tailor their 20 programmes in order to meet the changing needs of school leadership. 21 Trainees will be able to develop the managerial skills required of head 22 teachers and will meet the requirements of the Ministry of Education; 23 ultimately, educational training programmes in the Kingdom of Saudi 24 Arabia will be enhanced. 25 26
{"title":"Key Barriers to Training Effectiveness for Female Head Teachers in Saudi Arabia: A Qualitative Survey","authors":"Aljawharah Alsalamah, Carol Callinan","doi":"10.30958/aje.7-4-5","DOIUrl":"https://doi.org/10.30958/aje.7-4-5","url":null,"abstract":"Head Teachers in Saudi Arabia: A Qualitative Survey 2 3 4 This paper outlines the results of a research study, the objective of which 5 was to explore barriers to the effectiveness of training programmes for 6 female head teachers in the Kingdom of Saudi Arabia. The study was carried 7 out in the context of the National Vision 2030, implemented by the Ministry 8 of Education with the goal of developing education in Saudi Arabia. A 9 qualitative method survey was administered in 2018 to 24 supervisors and 10 head teachers; respondents were asked to outline their experiences with 11 teacher training programmes. The results provided insight into barriers to 12 training effectiveness. Specifically, four obstacles related to trainers, trainees 13 or the training environment were identified, all of which minimise the 14 positive impact of training programmes. The two most significant obstacles 15 are related to the trainers and to the lack of motivation among trainees. 16 Based on these findings, the paper provides a series of guidelines designed 17 to overcome these obstacles. The findings of this study are significant in that 18 they reveal important insights for training centres with regard to barriers to 19 effective training. These results may make it easier for trainers to tailor their 20 programmes in order to meet the changing needs of school leadership. 21 Trainees will be able to develop the managerial skills required of head 22 teachers and will meet the requirements of the Ministry of Education; 23 ultimately, educational training programmes in the Kingdom of Saudi 24 Arabia will be enhanced. 25 26","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"7 1","pages":"397-416"},"PeriodicalIF":2.5,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47492750","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}
{"title":"The Lure of Autocratic Education in a Somewhat Democratic Society","authors":"X. Coulter, L. Herman","doi":"10.30958/aje.7-4-1","DOIUrl":"https://doi.org/10.30958/aje.7-4-1","url":null,"abstract":"","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"7 1","pages":"331-352"},"PeriodicalIF":2.5,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44824708","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}
One educational structure with its own grammar is the student-teacher relationship. The conventional relational grammar involves teachers and students connecting to pursue academic learning—a grammar rooted in both historic attempts to define the professional domain of teaching as the transmission of academic knowledge as well as current efforts to “learnify” education. This study describes 154 student-teacher relationships experienced by three high school teachers in a Midwest middle college to depict a revised relational grammar. Encouraged to reimagine teaching as academic and nonacademic support-giving, the Lincoln teachers exhibited a relational grammar based on knowing students as learners and also deeply as people and giving nonacademic support as much as or more than academic support, with implications for equity.
{"title":"Rethinking the Grammar of Student-Teacher Relationships","authors":"Hillary l. Greene Nolan","doi":"10.1086/709546","DOIUrl":"https://doi.org/10.1086/709546","url":null,"abstract":"One educational structure with its own grammar is the student-teacher relationship. The conventional relational grammar involves teachers and students connecting to pursue academic learning—a grammar rooted in both historic attempts to define the professional domain of teaching as the transmission of academic knowledge as well as current efforts to “learnify” education. This study describes 154 student-teacher relationships experienced by three high school teachers in a Midwest middle college to depict a revised relational grammar. Encouraged to reimagine teaching as academic and nonacademic support-giving, the Lincoln teachers exhibited a relational grammar based on knowing students as learners and also deeply as people and giving nonacademic support as much as or more than academic support, with implications for equity.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"40 10","pages":""},"PeriodicalIF":2.5,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509086","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}
For each generation of progressive educators since the early twentieth century, the history of attempted classroom, school, and district reforms to alter the “grammar of schooling” has been a dismal tale of disappointment and failure. The structures of the age-graded school and the district bureaucracy, both of which tilt pedagogy toward teacher-centered instruction, have seemingly forged cage-like steel bars to hold the “grammar of schooling” in place. Yet historians have recorded incremental changes that have marginally bent these structures and practices over time. School boards established alternative schools. Superintendents decentralized authority. Principals allowed multiage groupings in their schools. Teachers modified lessons and relationships with students. Such changes in the grammar of schooling and instruction have underwhelmed passionate progressive reformers inspired by Deweyan ideas but have given hope to many policy makers, practitioners, and researchers that the grammar of schooling and its apparent permanence can be amended, perhaps even banished. The articles in this special issue testify to the persistent belief that progressiveminded reformers can fix, if not eradicate, district bureaucracies, age-graded schools, and traditional instructional practices embedded within the steeltempered grammar of schooling. In commenting on these articles, I look first at the unit of analysis the five authors used and then what they documented as alterations (or not) in the
{"title":"Reforming the Grammar of Schooling Again and Again","authors":"Larry Cuban","doi":"10.1086/709959","DOIUrl":"https://doi.org/10.1086/709959","url":null,"abstract":"For each generation of progressive educators since the early twentieth century, the history of attempted classroom, school, and district reforms to alter the “grammar of schooling” has been a dismal tale of disappointment and failure. The structures of the age-graded school and the district bureaucracy, both of which tilt pedagogy toward teacher-centered instruction, have seemingly forged cage-like steel bars to hold the “grammar of schooling” in place. Yet historians have recorded incremental changes that have marginally bent these structures and practices over time. School boards established alternative schools. Superintendents decentralized authority. Principals allowed multiage groupings in their schools. Teachers modified lessons and relationships with students. Such changes in the grammar of schooling and instruction have underwhelmed passionate progressive reformers inspired by Deweyan ideas but have given hope to many policy makers, practitioners, and researchers that the grammar of schooling and its apparent permanence can be amended, perhaps even banished. The articles in this special issue testify to the persistent belief that progressiveminded reformers can fix, if not eradicate, district bureaucracies, age-graded schools, and traditional instructional practices embedded within the steeltempered grammar of schooling. In commenting on these articles, I look first at the unit of analysis the five authors used and then what they documented as alterations (or not) in the","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"126 1","pages":"665 - 671"},"PeriodicalIF":2.5,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/709959","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46504697","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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