Pub Date : 2023-11-20DOI: 10.1080/01596306.2023.2283700
Lauren Alexandra Weber, Mary Ryan, Maryam Khosronejad
This article conceptualises studies in professional learning through the novel lens of ‘reflexive empathy’. Reflexive empathy draws on Margaret Archer’s theory of reflexivity, and positions it as a...
{"title":"Reflexive empathy as social relation: the case for contextualised professional learning","authors":"Lauren Alexandra Weber, Mary Ryan, Maryam Khosronejad","doi":"10.1080/01596306.2023.2283700","DOIUrl":"https://doi.org/10.1080/01596306.2023.2283700","url":null,"abstract":"This article conceptualises studies in professional learning through the novel lens of ‘reflexive empathy’. Reflexive empathy draws on Margaret Archer’s theory of reflexivity, and positions it as a...","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"21 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528766","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 : 2023-10-29DOI: 10.1080/01596306.2023.2276223
Kipton D. Smilie
ABSTRACTLockers in middle schools and high schools in the United States are currently disappearing. Due to safety concerns and digitalized textbooks and other school supplies, lockers are becoming obsolete. As larger societal and technological changes drive this trend, the loss of lockers as a shared social space demands careful attention and consideration. Many students use lockers as a means in which to project their identities and membership in different social groups. At the same time, visiting lockers during passing periods provides students opportunities to run into (often literally) students from other social groups, creating unique possibilities for relationship-building that are rare in other school spaces. As social and political polarization continues to intensity in the US and other countries around the world, the loss of lockers in American schools can serve as a caution of the consequences that accrue from disappearing shared social spaces.KEYWORDS: School lockerstechnologysocial spacesocial relationsstudent cliqueshallways Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Recently in Australia, for example, parents have raised concerns about new schools without lockers. See Vanessa Arundale (Citation2021 Not in refs, February 12), ‘State-of-the-art agriculture at our $121M school – Take a video tour here’. The Armidale Express; Jordan Baker and Deanna Ruseka (Citation2020 Not in refs, 26 January), ‘Parents are genuinely confused’: The problem with tech in schools. The Sydney Morning Herald.2 Additional surveys have been conducted in individual schools. The student newspaper of Downers Grove North in Downers Grove, Illinois, reported in their 23 September 2023 issue that 44.2% of the 283 students surveyed said that ‘they have never used their locker’. https://dgnomega.org/12702/feature/the-decrease-in-locker-usage/. The school newspaper of Alliance High School in Alliance, Ohio, reported in 2019 that in a survey of 204 students, 91.2% said that ‘they do not use their locker at all’ and that 79.4% said it was not important to use a locker. https://www.accrtw.org/o/high-school/article/1718003 See, particularly, Chapter 5.
【摘要】美国初高中的储物柜正在逐渐消失。出于安全考虑以及教科书和其他学习用品的数字化，储物柜正变得过时。随着更大的社会和技术变革推动这一趋势，作为共享社会空间的储物柜的消失需要仔细关注和考虑。许多学生使用储物柜作为一种手段，以显示他们在不同社会群体中的身份和成员身份。与此同时，在经过的时间访问储物柜为学生提供了与其他社会群体的学生(通常是字面上的)相遇的机会，为建立关系创造了独特的可能性，这在其他学校空间中是罕见的。随着美国和世界其他国家的社会和政治两极分化持续加剧，美国学校储物柜的消失可以作为一种警告，提醒人们注意共享社会空间消失所带来的后果。关键词:学校储物柜科技社会空间社会关系学生小团体走廊披露声明作者未报告潜在的利益冲突。例如，最近在澳大利亚，家长们对没有储物柜的新学校表示担忧。参见Vanessa Arundale (Citation2021 Not in refs, 2月12日)，“我们1.21亿美元学校的最先进农业-在这里进行视频参观”。阿米代尔快车;Jordan Baker和Deanna Ruseka (Citation2020 Not in refs, 1月26日)，“父母真的很困惑”:学校里的科技问题。《悉尼先驱晨报》在个别学校进行了额外的调查。伊利诺斯州唐纳斯格罗夫北部的唐纳斯格罗夫学生报在其2023年9月23日的期刊上报道说，在接受调查的283名学生中，44.2%的人表示“他们从未使用过他们的储物柜”。https://dgnomega.org/12702/feature/the-decrease-in-locker-usage/。俄亥俄州联盟高中的校报在2019年报道说，在对204名学生的调查中，91.2%的学生表示“他们根本不使用储物柜”，79.4%的学生表示使用储物柜并不重要。https://www.accrtw.org/o/high-school/article/1718003具体请看第5章。
{"title":"Losing lockers: the disappearance of a social space in US middle schools and high schools","authors":"Kipton D. Smilie","doi":"10.1080/01596306.2023.2276223","DOIUrl":"https://doi.org/10.1080/01596306.2023.2276223","url":null,"abstract":"ABSTRACTLockers in middle schools and high schools in the United States are currently disappearing. Due to safety concerns and digitalized textbooks and other school supplies, lockers are becoming obsolete. As larger societal and technological changes drive this trend, the loss of lockers as a shared social space demands careful attention and consideration. Many students use lockers as a means in which to project their identities and membership in different social groups. At the same time, visiting lockers during passing periods provides students opportunities to run into (often literally) students from other social groups, creating unique possibilities for relationship-building that are rare in other school spaces. As social and political polarization continues to intensity in the US and other countries around the world, the loss of lockers in American schools can serve as a caution of the consequences that accrue from disappearing shared social spaces.KEYWORDS: School lockerstechnologysocial spacesocial relationsstudent cliqueshallways Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Recently in Australia, for example, parents have raised concerns about new schools without lockers. See Vanessa Arundale (Citation2021 Not in refs, February 12), ‘State-of-the-art agriculture at our $121M school – Take a video tour here’. The Armidale Express; Jordan Baker and Deanna Ruseka (Citation2020 Not in refs, 26 January), ‘Parents are genuinely confused’: The problem with tech in schools. The Sydney Morning Herald.2 Additional surveys have been conducted in individual schools. The student newspaper of Downers Grove North in Downers Grove, Illinois, reported in their 23 September 2023 issue that 44.2% of the 283 students surveyed said that ‘they have never used their locker’. https://dgnomega.org/12702/feature/the-decrease-in-locker-usage/. The school newspaper of Alliance High School in Alliance, Ohio, reported in 2019 that in a survey of 204 students, 91.2% said that ‘they do not use their locker at all’ and that 79.4% said it was not important to use a locker. https://www.accrtw.org/o/high-school/article/1718003 See, particularly, Chapter 5.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136134595","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 : 2023-10-29DOI: 10.1080/01596306.2023.2273336
David Ben Shannon, Abigail Hackett
In this article, the authors argue for what Édouard Glissant terms the ‘right to opacity’ in teaching and assessing communication and language skills in early childhood education (ECE). We draw from Glissant’s writing on Relation, and his interrelated concepts of ‘opacity’ and ‘transparency’, to consider two vignettes from sensory ethnographic research conducted in ECE settings: a special education classroom and a nursery. We contest the international emphasis on efficiency, clarity, and rationality in ECE communication and language provision as one informed by colonial and ableist logics of ‘transparency’. Instead, we argue for an attention to moments of what we call ‘opaque reciprocity’: of (1) non-dyadic, non-developmentalist, more-than-human exchange, within which (2) authorship becomes distributed inter-subjectively, thereby (3) de-emphasising efficient, clear, and rational notions of meaning-making.
{"title":"Opaque reciprocity: or theorising Glissant’s ‘right to opacity’ as a communication and language praxis in early childhood education","authors":"David Ben Shannon, Abigail Hackett","doi":"10.1080/01596306.2023.2273336","DOIUrl":"https://doi.org/10.1080/01596306.2023.2273336","url":null,"abstract":"In this article, the authors argue for what Édouard Glissant terms the ‘right to opacity’ in teaching and assessing communication and language skills in early childhood education (ECE). We draw from Glissant’s writing on Relation, and his interrelated concepts of ‘opacity’ and ‘transparency’, to consider two vignettes from sensory ethnographic research conducted in ECE settings: a special education classroom and a nursery. We contest the international emphasis on efficiency, clarity, and rationality in ECE communication and language provision as one informed by colonial and ableist logics of ‘transparency’. Instead, we argue for an attention to moments of what we call ‘opaque reciprocity’: of (1) non-dyadic, non-developmentalist, more-than-human exchange, within which (2) authorship becomes distributed inter-subjectively, thereby (3) de-emphasising efficient, clear, and rational notions of meaning-making.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"26 5-6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136134421","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 : 2023-10-22DOI: 10.1080/01596306.2023.2271406
Francesca Peruzzo, Rille Raaper
ABSTRACTDrawing on a Foucauldian theorisation and an in-depth study with eight disabled student activists in England, this paper explores how persistent marginalisation and ableism in higher education has triggered a wave of activism among disabled students, who, just before the advent of the pandemic, had organised a structured movement, Disabled Students UK. We employ Foucault’s ideas of the care of the self and others to discuss the formation of disabled students as activist subjects fighting discrimination in English higher education, in a moment in which the intersection between inclusive policies and austerity measures exposed the ableism rooted in academic practices. This paper promotes discussion on the nurturing relationship that exists between the individual and the community in constituting disability activism and disabled activists.KEYWORDS: Higher educationFoucaultdisabilityactivismcare of the selfableism Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"The making of the activist disabled subject: disability and political activism in English higher education","authors":"Francesca Peruzzo, Rille Raaper","doi":"10.1080/01596306.2023.2271406","DOIUrl":"https://doi.org/10.1080/01596306.2023.2271406","url":null,"abstract":"ABSTRACTDrawing on a Foucauldian theorisation and an in-depth study with eight disabled student activists in England, this paper explores how persistent marginalisation and ableism in higher education has triggered a wave of activism among disabled students, who, just before the advent of the pandemic, had organised a structured movement, Disabled Students UK. We employ Foucault’s ideas of the care of the self and others to discuss the formation of disabled students as activist subjects fighting discrimination in English higher education, in a moment in which the intersection between inclusive policies and austerity measures exposed the ableism rooted in academic practices. This paper promotes discussion on the nurturing relationship that exists between the individual and the community in constituting disability activism and disabled activists.KEYWORDS: Higher educationFoucaultdisabilityactivismcare of the selfableism Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"31 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461511","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 : 2023-10-22DOI: 10.1080/01596306.2023.2271856
Meghan Stacey, Mihajla Gavin, Scott Fitzgerald, Susan McGrath-Champ, Rachel Wilson
ABSTRACTTeacher workload is a growing problem internationally. In this article, we analyse an attempt by the state education bureaucracy of New South Wales (NSW), Australia, to address this through the ‘Quality Time Program’. Drawing on labour process theory and Carol Bacchi’s framework of ‘What’s the problem represented to be?’, we analyse how the Quality Time policy documents conceptualise and aim to address a particular kind of teacher ‘workload problem’. We argue the policy defines the ‘problem’ as one of efficiency. At the same time, through use of the category of ‘administration’ the policy proposes the reduction of ‘core’ work, such as lesson planning, representing a potential deskilling of teachers. We argue that policies such as the Quality Time Program reflect the way in which teachers’ work is emerging as a site of contestation in the context of workload reduction efforts, requiring ongoing monitoring and analysis.KEYWORDS: Teacherschoolwork intensificationdeskillingpolicy analysisworkload Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Reducing teachers’ workload or deskilling ‘core’ work? Analysis of a policy response to teacher workload demands","authors":"Meghan Stacey, Mihajla Gavin, Scott Fitzgerald, Susan McGrath-Champ, Rachel Wilson","doi":"10.1080/01596306.2023.2271856","DOIUrl":"https://doi.org/10.1080/01596306.2023.2271856","url":null,"abstract":"ABSTRACTTeacher workload is a growing problem internationally. In this article, we analyse an attempt by the state education bureaucracy of New South Wales (NSW), Australia, to address this through the ‘Quality Time Program’. Drawing on labour process theory and Carol Bacchi’s framework of ‘What’s the problem represented to be?’, we analyse how the Quality Time policy documents conceptualise and aim to address a particular kind of teacher ‘workload problem’. We argue the policy defines the ‘problem’ as one of efficiency. At the same time, through use of the category of ‘administration’ the policy proposes the reduction of ‘core’ work, such as lesson planning, representing a potential deskilling of teachers. We argue that policies such as the Quality Time Program reflect the way in which teachers’ work is emerging as a site of contestation in the context of workload reduction efforts, requiring ongoing monitoring and analysis.KEYWORDS: Teacherschoolwork intensificationdeskillingpolicy analysisworkload Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"20 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461520","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 : 2023-09-03DOI: 10.1080/01596306.2022.2091519
Marcia McKenzie, Alex Wilson
ABSTRACT This paper engages narratives from Tess Lea’s (2020) book ‘Wild Policy’ for how they help consider the messy or ‘wild’ nature of global policy interventions on sustainability, including in its latest formation as the UN Sustainable Development Goals (SDGs). We do so alongside data from research on education in the territory of Nunavut, as well as informed by our experiences as settler and Cree university researchers concerned with place and land-informed education policy. Engaging with a methodological framing of policy ecology, the article considers both policy artifacts and ‘ambiences’ or materialities, and their interrelations. We examine how a Saskatchewan university’s draft SDG plan manifests aspects of pre-fabricated globally mobile ‘wild policy’, including in its gaps in land-informed Indigenous engagement. Instead, we suggest how more systemic and decolonizing approaches to land-informed education policy, as in development in Inuit-based higher education in Nunavut, can inform both future policy decision-making and policy research.
{"title":"Sustainability as Wild Policy: Mobile SDG Interventions and Land-informed Policy in Education","authors":"Marcia McKenzie, Alex Wilson","doi":"10.1080/01596306.2022.2091519","DOIUrl":"https://doi.org/10.1080/01596306.2022.2091519","url":null,"abstract":"ABSTRACT\u0000 This paper engages narratives from Tess Lea’s (2020) book ‘Wild Policy’ for how they help consider the messy or ‘wild’ nature of global policy interventions on sustainability, including in its latest formation as the UN Sustainable Development Goals (SDGs). We do so alongside data from research on education in the territory of Nunavut, as well as informed by our experiences as settler and Cree university researchers concerned with place and land-informed education policy. Engaging with a methodological framing of policy ecology, the article considers both policy artifacts and ‘ambiences’ or materialities, and their interrelations. We examine how a Saskatchewan university’s draft SDG plan manifests aspects of pre-fabricated globally mobile ‘wild policy’, including in its gaps in land-informed Indigenous engagement. Instead, we suggest how more systemic and decolonizing approaches to land-informed education policy, as in development in Inuit-based higher education in Nunavut, can inform both future policy decision-making and policy research.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"679 - 694"},"PeriodicalIF":1.7,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43618682","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 : 2023-08-23DOI: 10.1080/01596306.2023.2250273
Jill Koyama
{"title":"Fabricating and positioning refugees as workers in the United States","authors":"Jill Koyama","doi":"10.1080/01596306.2023.2250273","DOIUrl":"https://doi.org/10.1080/01596306.2023.2250273","url":null,"abstract":"","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41921902","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 : 2023-08-01DOI: 10.1080/01596306.2023.2239182
Nashid Nigar, Alexander Kostogriz, L. Gurney, Mahtab Janfada
{"title":"‘No one would give me that job in Australia’: when professional identities intersect with how teachers look, speak, and where they come from","authors":"Nashid Nigar, Alexander Kostogriz, L. Gurney, Mahtab Janfada","doi":"10.1080/01596306.2023.2239182","DOIUrl":"https://doi.org/10.1080/01596306.2023.2239182","url":null,"abstract":"","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43973484","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 : 2023-07-19DOI: 10.1080/01596306.2023.2237433
S. Power, Chris Taylor
Wales is often compared favourably to other countries because of its commitment to the UN Convention on the Rights of the Child and lower levels of school exclusions. Systematic analysis of policy documents reveals the dominance of a rights-based discourse in approaching the challenge of school exclusions, which are explained in terms of socio-economic circumstances rather than individual pathologies. However, the analysis also reveals silences and tensions within the discourse which suggest that a rights-based approach may not provide a useful framework for reducing school exclusions. There are challenges in balancing competing rights and in reconciling children as rights-holders with the rules and regimes of schools. There is also a significant mismatch between the causes of exclusions and the proposed remedies. The paper concludes by arguing that until these incongruities are addressed, it is hard to see how policy relating to school exclusion can be effective.
{"title":"Rights, rules and remedies: interrogating the policy discourse of school exclusion in Wales","authors":"S. Power, Chris Taylor","doi":"10.1080/01596306.2023.2237433","DOIUrl":"https://doi.org/10.1080/01596306.2023.2237433","url":null,"abstract":"Wales is often compared favourably to other countries because of its commitment to the UN Convention on the Rights of the Child and lower levels of school exclusions. Systematic analysis of policy documents reveals the dominance of a rights-based discourse in approaching the challenge of school exclusions, which are explained in terms of socio-economic circumstances rather than individual pathologies. However, the analysis also reveals silences and tensions within the discourse which suggest that a rights-based approach may not provide a useful framework for reducing school exclusions. There are challenges in balancing competing rights and in reconciling children as rights-holders with the rules and regimes of schools. There is also a significant mismatch between the causes of exclusions and the proposed remedies. The paper concludes by arguing that until these incongruities are addressed, it is hard to see how policy relating to school exclusion can be effective.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59158274","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 : 2023-07-01DOI: 10.1080/01596306.2023.2230926
Sicong Chen
{"title":"From confident subject to humble citizen: reimagining citizenship education in contemporary China","authors":"Sicong Chen","doi":"10.1080/01596306.2023.2230926","DOIUrl":"https://doi.org/10.1080/01596306.2023.2230926","url":null,"abstract":"","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42689571","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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