Pub Date : 2025-01-01DOI: 10.1016/j.ijedudev.2024.103194
Hiroyuki Yamada , Tien Manh Vu
Using commune-level panel data for 11 years, we investigate whether there is a relationship between toilet facilities at primary and lower secondary schools and school enrollment rates in Cambodia. We differentiate toilet facilities by type (improved and unimproved) and by gender. We find that the number of improved toilets at both primary schools and lower secondary schools per boy/girl in the commune is positively associated with the school enrollment rate of boys/girls of the corresponding age range (7–11 or 12–14 years). A positive association between the number of unimproved toilets per boy/girl and the school enrollment rate of boys/girls was found only at the lower secondary-school level, but the association was much weaker than that for improved toilets. These findings suggest that the construction of improved toilet facilities might lead to higher school enrollment rates.
{"title":"The number of toilets, toilet types, and school enrollment rates: Evidence from Cambodia","authors":"Hiroyuki Yamada , Tien Manh Vu","doi":"10.1016/j.ijedudev.2024.103194","DOIUrl":"10.1016/j.ijedudev.2024.103194","url":null,"abstract":"<div><div>Using commune-level panel data for 11 years, we investigate whether there is a relationship between toilet facilities at primary and lower secondary schools and school enrollment rates in Cambodia. We differentiate toilet facilities by type (improved and unimproved) and by gender. We find that the number of improved toilets at both primary schools and lower secondary schools per boy/girl in the commune is positively associated with the school enrollment rate of boys/girls of the corresponding age range (7–11 or 12–14 years). A positive association between the number of unimproved toilets per boy/girl and the school enrollment rate of boys/girls was found only at the lower secondary-school level, but the association was much weaker than that for improved toilets. These findings suggest that the construction of improved toilet facilities might lead to higher school enrollment rates.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103194"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01DOI: 10.1016/j.ijedudev.2024.103192
Marina Avelar
The COVID-19 pandemic has significantly accelerated the digitalization of education, integrating digital tools such as platforms, apps, games, and virtual learning environments into schools worldwide. This expansion of educational technology is intertwined with complex governance networks, where new private actors play an increasingly prominent role in managing public education. Alongside traditional stakeholders, EdTech startups, new philanthropists, venture capitalists, and intermediaries have emerged as influential participants in shaping the educational landscape. This paper maps the stakeholder groups and their interconnections within Brazil’s digital education governance networks, identifying the most influential and well-connected organizations. It explores their interactions, highlighting collaborative efforts to drive education reform through technology. Employing network ethnography and a policy-following approach, this paper analyses the digital education landscape in Brazil, with critical insights into the governance dynamics shaping education.
{"title":"Mapping the digital education landscape: Stakeholders and networks of governance in Brazil","authors":"Marina Avelar","doi":"10.1016/j.ijedudev.2024.103192","DOIUrl":"10.1016/j.ijedudev.2024.103192","url":null,"abstract":"<div><div>The COVID-19 pandemic has significantly accelerated the digitalization of education, integrating digital tools such as platforms, apps, games, and virtual learning environments into schools worldwide. This expansion of educational technology is intertwined with complex governance networks, where new private actors play an increasingly prominent role in managing public education. Alongside traditional stakeholders, EdTech startups, new philanthropists, venture capitalists, and intermediaries have emerged as influential participants in shaping the educational landscape. This paper maps the stakeholder groups and their interconnections within Brazil’s digital education governance networks, identifying the most influential and well-connected organizations. It explores their interactions, highlighting collaborative efforts to drive education reform through technology. Employing network ethnography and a policy-following approach, this paper analyses the digital education landscape in Brazil, with critical insights into the governance dynamics shaping education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103192"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096870","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 : 2025-01-01DOI: 10.1016/j.ijedudev.2024.103174
Hai-Anh H. Dang , Gbemisola Oseni , Kseniya Abanokova
While the literature on the COVID-19 pandemic is growing, there are few studies on learning inequalities in a lower-income, multi-country context. Analyzing a rich database consisting of 34 longitudinal household and phone survey rounds from Burkina Faso, Ethiopia, Malawi, Mali, Nigeria, Tanzania, and Uganda with a rigorous linear mixed model framework, we find lower school enrolment rates during the pandemic. But countries exhibit heterogeneity. Our variance decomposition analysis suggests that policies targeting individual household members are most effective for improving learning activities, followed by those targeting households, communities, and regions. Households with higher education levels or living standards or those in urban residences are more likely to engage their children in learning activities and more diverse types of learning activities. Furthermore, we find some evidence for a strong and positive relationship between public transfers and household head employment with learning activities for almost all the countries.
{"title":"Educational inequalities during COVID-19: Results from longitudinal surveys in Sub-Saharan Africa","authors":"Hai-Anh H. Dang , Gbemisola Oseni , Kseniya Abanokova","doi":"10.1016/j.ijedudev.2024.103174","DOIUrl":"10.1016/j.ijedudev.2024.103174","url":null,"abstract":"<div><div>While the literature on the COVID-19 pandemic is growing, there are few studies on learning inequalities in a lower-income, multi-country context. Analyzing a rich database consisting of 34 longitudinal household and phone survey rounds from Burkina Faso, Ethiopia, Malawi, Mali, Nigeria, Tanzania, and Uganda with a rigorous linear mixed model framework, we find lower school enrolment rates during the pandemic. But countries exhibit heterogeneity. Our variance decomposition analysis suggests that policies targeting individual household members are most effective for improving learning activities, followed by those targeting households, communities, and regions. Households with higher education levels or living standards or those in urban residences are more likely to engage their children in learning activities and more diverse types of learning activities. Furthermore, we find some evidence for a strong and positive relationship between public transfers and household head employment with learning activities for almost all the countries.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103174"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143135714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01DOI: 10.1016/j.ijedudev.2024.103185
Carmen Montecinos , Mónica Cortez , Juan Pablo Valenzuela , Oscar Maureira , Xavier Vanni
Prior research conducted in the Global North has established that effective and less effective schools differ in their academic climate. This article examines the contributions of subject departments to sustaining a strong academic climate in four effective, high-poverty public secondary schools in Chile. Data were collected through individual interviews with senior leaders and department heads, group interviews with teachers and observations of meetings of the mathematics and language departments (N = 72). Findings from a thematic analysis of transcripts illustrate how the work conducted in the departments mobilized essential components of effective secondary schools associated with an academic climate: a culture of professional learning, collaboration, and accountability, high expectations and commitment to the success of all students, and distributed learning-centered leadership. Considering that public schools in Chile have high concentrations of low-income students and few public highpoverty secondary schools are deemed as high performing, this study sheds light on within-school practices that foster an improvement culture.
{"title":"Mobilizing continuous improvement in high-poverty effective public secondary schools in Chile: The contributions of subject departments","authors":"Carmen Montecinos , Mónica Cortez , Juan Pablo Valenzuela , Oscar Maureira , Xavier Vanni","doi":"10.1016/j.ijedudev.2024.103185","DOIUrl":"10.1016/j.ijedudev.2024.103185","url":null,"abstract":"<div><div>Prior research conducted in the Global North has established that effective and less effective schools differ in their academic climate. This article examines the contributions of subject departments to sustaining a strong academic climate in four effective, high-poverty public secondary schools in Chile. Data were collected through individual interviews with senior leaders and department heads, group interviews with teachers and observations of meetings of the mathematics and language departments (N = 72). Findings from a thematic analysis of transcripts illustrate how the work conducted in the departments mobilized essential components of effective secondary schools associated with an academic climate: a culture of professional learning, collaboration, and accountability, high expectations and commitment to the success of all students, and distributed learning-centered leadership. Considering that public schools in Chile have high concentrations of low-income students and few public highpoverty secondary schools are deemed as high performing, this study sheds light on within-school practices that foster an improvement culture.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103185"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096964","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 : 2025-01-01DOI: 10.1016/j.ijedudev.2024.103176
Belete Tesfaw , Gerima Tefera , Sisay Awoke , Nigussie Abye , Mohammed Adem , Sintayehu Yigzaw , Gedefaw Wubie , Amsalu Arega , Molly Ott , David Lee Carlson
This case study explores the impact of armed conflict on science education in secondary schools and higher education institutions in South Wollo, an area in Northeast Ethiopia that was for two years a battlefield during the country’s civil war. The purpose of this inquiry is to assess the extent of damage to science education infrastructure, examine how the disruption affected teaching and learning continuity, and explore the psychosocial consequences for students, educators, and the community. The findings reveal how war results in extensive damage to laboratories and science facilities, leading to a decline in the quality of science education. Ethiopian students and teachers experienced considerable challenges adapting to the unexpected, abrupt loss of practical teaching and learning resources during and after the conflict, resulting in reliance on theoretical instruction insufficiently connected to the application of science concepts. The results underscore the need for innovative solutions such as virtual laboratories and also highlight the importance of addressing the psychosocial needs of the affected community to restore effective science education.
{"title":"Science education and conflict: The case of South Wollo, Ethiopia","authors":"Belete Tesfaw , Gerima Tefera , Sisay Awoke , Nigussie Abye , Mohammed Adem , Sintayehu Yigzaw , Gedefaw Wubie , Amsalu Arega , Molly Ott , David Lee Carlson","doi":"10.1016/j.ijedudev.2024.103176","DOIUrl":"10.1016/j.ijedudev.2024.103176","url":null,"abstract":"<div><div>This case study explores the impact of armed conflict on science education in secondary schools and higher education institutions in South Wollo, an area in Northeast Ethiopia that was for two years a battlefield during the country’s civil war. The purpose of this inquiry is to assess the extent of damage to science education infrastructure, examine how the disruption affected teaching and learning continuity, and explore the psychosocial consequences for students, educators, and the community. The findings reveal how war results in extensive damage to laboratories and science facilities, leading to a decline in the quality of science education. Ethiopian students and teachers experienced considerable challenges adapting to the unexpected, abrupt loss of practical teaching and learning resources during and after the conflict, resulting in reliance on theoretical instruction insufficiently connected to the application of science concepts. The results underscore the need for innovative solutions such as virtual laboratories and also highlight the importance of addressing the psychosocial needs of the affected community to restore effective science education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103176"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096965","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 : 2024-12-30DOI: 10.1016/j.ijedudev.2024.103171
Kurt D. Moses
This essay reflects over 40 years of international educational development experiences in selected lower and lower middle-income countries (LMIC) out of 72 countries of all income levels where the author worked. Moses focuses on knowledge appropriate to a beginning or early career international education development professional. He discusses how someone may become an international development person including key categories to deal with: Education, Context, People, Institutions, and Technical that affect success and failure in development work. This includes crucial factors such as a detailed understanding of the context for a country, capacity for absorption, extent of essential education information, support for appropriate technology, information innovations including future use of Artificial Intelligence (AI)) and approaches that over time shape education delivery improvements. Moses pays particular attention to Sub-Saharan Africa, which is home to most LMICs, whose issues embody many of the challenges found in pursuing educational development. Additionally, the author discusses thoughts on challenges in leadership, government, donors, private sector, and political interactions that affect changes in the K-12 and related education sectors.
{"title":"Unfinished development work—One person’s journey and thoughts","authors":"Kurt D. Moses","doi":"10.1016/j.ijedudev.2024.103171","DOIUrl":"10.1016/j.ijedudev.2024.103171","url":null,"abstract":"<div><div>This essay reflects over 40 years of international educational development experiences in selected lower and lower middle-income countries (LMIC) out of 72 countries of all income levels where the author worked. Moses focuses on knowledge appropriate to a beginning or early career international education development professional. He discusses how someone may become an international development person including key categories to deal with: Education, Context, People, Institutions, and Technical that affect success and failure in development work. This includes crucial factors such as a detailed understanding of the context for a country, capacity for absorption, extent of essential education information, support for appropriate technology, information innovations including future use of Artificial Intelligence (AI)) and approaches that over time shape education delivery improvements. Moses pays particular attention to Sub-Saharan Africa, which is home to most LMICs, whose issues embody many of the challenges found in pursuing educational development. Additionally, the author discusses thoughts on challenges in leadership, government, donors, private sector, and political interactions that affect changes in the K-12 and related education sectors.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103171"},"PeriodicalIF":2.8,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143148284","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 : 2024-12-30DOI: 10.1016/j.ijedudev.2024.103197
Subin Sarah Yeo
This study examines the critical roles and innovative practices of refugee teachers in the borderland of Thailand and Myanmar amidst protracted refugee situations. Utilizing qualitative methods, the research explores how these teachers navigate spatial and temporal liminality, characterized by dislocation and indefinite waiting periods, respectively, inherent in their environment. Despite these adversities, refugee teachers demonstrate remarkable resilience and entrepreneurship by engaging in income-generating activities, securing internal recognition, and integrating cultural identity into their teaching, thereby fostering a strong sense of community and hope. By highlighting the efforts of refugee teachers, this study critiques the market-oriented shift from humanitarian to developmental approaches that emphasize 'self-reliance', revealing the necessity of addressing the complex realities of refugee life.
{"title":"From liminality to self-reliance: Refugee teachers’ roles and practices during protracted uncertainties","authors":"Subin Sarah Yeo","doi":"10.1016/j.ijedudev.2024.103197","DOIUrl":"10.1016/j.ijedudev.2024.103197","url":null,"abstract":"<div><div>This study examines the critical roles and innovative practices of refugee teachers in the borderland of Thailand and Myanmar amidst protracted refugee situations. Utilizing qualitative methods, the research explores how these teachers navigate spatial and temporal liminality, characterized by dislocation and indefinite waiting periods, respectively, inherent in their environment. Despite these adversities, refugee teachers demonstrate remarkable resilience and entrepreneurship by engaging in income-generating activities, securing internal recognition, and integrating cultural identity into their teaching, thereby fostering a strong sense of community and hope. By highlighting the efforts of refugee teachers, this study critiques the market-oriented shift from humanitarian to developmental approaches that emphasize 'self-reliance', revealing the necessity of addressing the complex realities of refugee life.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103197"},"PeriodicalIF":2.8,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147191","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 : 2024-12-27DOI: 10.1016/j.ijedudev.2024.103186
Julia Novrita , Elizarni , Rini Oktavia , Trie Yunita Sari
Community Learning Centres (CLCs) play a vital role in promoting literacy development and lifelong learning, particularly for marginalized populations in developing countries. This study delves into the sustainability factors of CLCs in Indonesia, specifically focusing on Taman Baca Masyarakat (TBM), also known as community reading parks. Despite the establishment of numerous TBMs, only a small percentage have successfully transitioned into Community Learning Centres (CLCs) that address the broader learning needs of the community. Ten TBMs in Aceh, a province known for its history of armed conflict and natural disasters, were the subject of this study. Findings from focus groups, interviews, and secondary sources show that leaders with strong social capital are more likely to build lasting TBMs. This is because they can use that capital to attract volunteers, form partnerships with various institutions, and use digital technology to develop programs that are aligned with local cultural values and community needs. This study concludes with recommendations for the government to support community-based TBMs to maximize their roles as CLCs and promote their sustainability.
{"title":"Making ‘Taman Baca’ Sustainable”, lessons learned from community-based non-formal education in Aceh, Indonesia","authors":"Julia Novrita , Elizarni , Rini Oktavia , Trie Yunita Sari","doi":"10.1016/j.ijedudev.2024.103186","DOIUrl":"10.1016/j.ijedudev.2024.103186","url":null,"abstract":"<div><div>Community Learning Centres (CLCs) play a vital role in promoting literacy development and lifelong learning, particularly for marginalized populations in developing countries. This study delves into the sustainability factors of CLCs in Indonesia, specifically focusing on <em>Taman Baca Masyarakat</em> (TBM), also known as community reading parks. Despite the establishment of numerous TBMs, only a small percentage have successfully transitioned into Community Learning Centres (CLCs) that address the broader learning needs of the community. Ten TBMs in Aceh, a province known for its history of armed conflict and natural disasters, were the subject of this study. Findings from focus groups, interviews, and secondary sources show that leaders with strong social capital are more likely to build lasting TBMs. This is because they can use that capital to attract volunteers, form partnerships with various institutions, and use digital technology to develop programs that are aligned with local cultural values and community needs. This study concludes with recommendations for the government to support community-based TBMs to maximize their roles as CLCs and promote their sustainability.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103186"},"PeriodicalIF":2.8,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147225","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 : 2024-12-26DOI: 10.1016/j.ijedudev.2024.103193
Juan Fernando Montaño-Bardales , Paola Palacios
The purpose of this study is to analyze the impact of the 2016 Peace Agreement in Colombia on three educational outcomes: gross coverage rates, dropout rates, and academic performance. An empirical analysis was carried out at the municipal level by means of two-way fixed effects difference-in-difference and dynamic difference-in-difference methods. Findings indicate that Colombia has had positive results in the three aforementioned categories since the signing of the agreement, both in the municipalities most affected by the armed conflict, as well as in the least affected ones. Access to education has been greater and the dropout rates have been lower, while the performance in state examinations has increased. However, the gaps in dropout rates and results in standardized tests have widened between municipalities most and least affected by violence. The dynamic difference-in-difference approach shows that the effects of the Peace Agreement on dropout rates are initially significant but fade away, while the effects for gross coverage appear after a few periods. On the other hand, the consequences on academic achievement are negative and persist in time. In terms of public policies, these results suggest that Colombia has improved the quality and quantity of education, but more attention should be devoted to the municipalities most affected by violence.
{"title":"Educational outcomes in times of conflict and post-conflict","authors":"Juan Fernando Montaño-Bardales , Paola Palacios","doi":"10.1016/j.ijedudev.2024.103193","DOIUrl":"10.1016/j.ijedudev.2024.103193","url":null,"abstract":"<div><div>The purpose of this study is to analyze the impact of the 2016 Peace Agreement in Colombia on three educational outcomes: gross coverage rates, dropout rates, and academic performance. An empirical analysis was carried out at the municipal level by means of two-way fixed effects difference-in-difference and dynamic difference-in-difference methods. Findings indicate that Colombia has had positive results in the three aforementioned categories since the signing of the agreement, both in the municipalities most affected by the armed conflict, as well as in the least affected ones. Access to education has been greater and the dropout rates have been lower, while the performance in state examinations has increased. However, the gaps in dropout rates and results in standardized tests have widened between municipalities most and least affected by violence. The dynamic difference-in-difference approach shows that the effects of the Peace Agreement on dropout rates are initially significant but fade away, while the effects for gross coverage appear after a few periods. On the other hand, the consequences on academic achievement are negative and persist in time. In terms of public policies, these results suggest that Colombia has improved the quality and quantity of education, but more attention should be devoted to the municipalities most affected by violence.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103193"},"PeriodicalIF":2.8,"publicationDate":"2024-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147192","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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