Pub Date : 2023-11-20DOI: 10.1080/13603116.2023.2274106
Alison L. Milner
Students with low socio-economic status (SES) often have lower levels of academic achievement. In England, various UK governments have sought to address this disadvantage gap through reforms to nat...
社会经济地位低的学生通常学业成绩较低。在英格兰，各届英国政府都试图通过改革来解决这一劣势差距。
{"title":"Confronting the disadvantage gap: the challenges to transformative leadership in a high-stakes assessment system","authors":"Alison L. Milner","doi":"10.1080/13603116.2023.2274106","DOIUrl":"https://doi.org/10.1080/13603116.2023.2274106","url":null,"abstract":"Students with low socio-economic status (SES) often have lower levels of academic achievement. In England, various UK governments have sought to address this disadvantage gap through reforms to nat...","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"142 3","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138507849","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 : 2023-11-20DOI: 10.1080/13603116.2023.2279556
Mel Ainscow, Mercedes Viola
This paper addresses one of the greatest challenges facing education systems globally, that of making progress in relation to inclusion and equity in schools. Building on the findings of a programm...
本文讨论了全球教育系统面临的最大挑战之一，即在学校包容和公平方面取得进展。基于一个项目的发现…
{"title":"Developing inclusive and equitable education systems: some lessons from Uruguay","authors":"Mel Ainscow, Mercedes Viola","doi":"10.1080/13603116.2023.2279556","DOIUrl":"https://doi.org/10.1080/13603116.2023.2279556","url":null,"abstract":"This paper addresses one of the greatest challenges facing education systems globally, that of making progress in relation to inclusion and equity in schools. Building on the findings of a programm...","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"112 2","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138507840","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 : 2023-11-13DOI: 10.1080/13603116.2023.2281487
Frances Barr, Tony Yeigh, Christos Markopoulos
ABSTRACTEngaging high school students experiencing a mild to moderate Intellectual Disability (ID) in conversations about their math learning experiences can provide valuable insights for enhancing inclusive classroom teaching and learning. This paper reports on the pilot study of a broader research project that focuses on the voice of high school students experiencing ID in relation to their mathematics education. The study aims to analyse students’ experiences and perspectives on how they are taught mathematics based upon direct input from the students themselves.This research is significant because students experiencing ID have not been provided with the same opportunities to contribute to their learning as most other education stakeholders (parents, school leaders, teachers, and other student groups). This discrepancy is exemplified by the exclusion of students with ID from the descriptions of academic success in the NSW Curriculum Review (Citation2020).The current research study addresses an important gap by acknowledging that students with ID have been underrepresented in the collection of student voices recognised in education. The study confirms that students with ID can actively participate in discussions about their learning experiences, offering unique and insightful recommendations for improving how mathematics is taught to them.KEYWORDS: Intellectual disabilitymathematicsinclusive educationstudent voiceteaching and learninglife skills Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsFrances BarrFrances Barr is a Secondary Mathematics teacher with a background in Special Education. She is a PhD candidate in the Faculty of Education at Southern Cross University. Her thesis aims to identify the perspectives and recommendations of high school students experiencing mild to moderate intellectual disability (ID) concerning their mathematics education. She lived and worked for fifteen years in Malawi, Africa and is the Co-founder of Kindle Orphan Outreach. Currently, she teaches at a New South Wales public school catering to students with diverse abilities.Tony YeighAssociate Professor Tony Yeigh is an experienced academic with a demonstrated history of successful teaching and research. He is a strong education professional with a PhD focused in Educational Psychology. His research interests include Inclusive Education, Technology Enhanced Learning, School Improvement, School Leadership, Initial Teacher Education, Educational Mindfulness and “wicked” problem solving.Christos MarkopoulosDr. Christos Markopoulos has extensive experience in undergraduate and postgraduate mathematics education in Europe and Australia. He is currently a Senior Lecturer at the Faculty of Education of Southern Cross University, where he has developed and taught mathematics content knowledge and mathematics paedagogy units for pre-service teachers. Christos has received the SCU Vice Chance
{"title":"Student voice, not student echoes: increasing inclusive learning for students experiencing mild to moderate intellectual disabilities","authors":"Frances Barr, Tony Yeigh, Christos Markopoulos","doi":"10.1080/13603116.2023.2281487","DOIUrl":"https://doi.org/10.1080/13603116.2023.2281487","url":null,"abstract":"ABSTRACTEngaging high school students experiencing a mild to moderate Intellectual Disability (ID) in conversations about their math learning experiences can provide valuable insights for enhancing inclusive classroom teaching and learning. This paper reports on the pilot study of a broader research project that focuses on the voice of high school students experiencing ID in relation to their mathematics education. The study aims to analyse students’ experiences and perspectives on how they are taught mathematics based upon direct input from the students themselves.This research is significant because students experiencing ID have not been provided with the same opportunities to contribute to their learning as most other education stakeholders (parents, school leaders, teachers, and other student groups). This discrepancy is exemplified by the exclusion of students with ID from the descriptions of academic success in the NSW Curriculum Review (Citation2020).The current research study addresses an important gap by acknowledging that students with ID have been underrepresented in the collection of student voices recognised in education. The study confirms that students with ID can actively participate in discussions about their learning experiences, offering unique and insightful recommendations for improving how mathematics is taught to them.KEYWORDS: Intellectual disabilitymathematicsinclusive educationstudent voiceteaching and learninglife skills Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsFrances BarrFrances Barr is a Secondary Mathematics teacher with a background in Special Education. She is a PhD candidate in the Faculty of Education at Southern Cross University. Her thesis aims to identify the perspectives and recommendations of high school students experiencing mild to moderate intellectual disability (ID) concerning their mathematics education. She lived and worked for fifteen years in Malawi, Africa and is the Co-founder of Kindle Orphan Outreach. Currently, she teaches at a New South Wales public school catering to students with diverse abilities.Tony YeighAssociate Professor Tony Yeigh is an experienced academic with a demonstrated history of successful teaching and research. He is a strong education professional with a PhD focused in Educational Psychology. His research interests include Inclusive Education, Technology Enhanced Learning, School Improvement, School Leadership, Initial Teacher Education, Educational Mindfulness and “wicked” problem solving.Christos MarkopoulosDr. Christos Markopoulos has extensive experience in undergraduate and postgraduate mathematics education in Europe and Australia. He is currently a Senior Lecturer at the Faculty of Education of Southern Cross University, where he has developed and taught mathematics content knowledge and mathematics paedagogy units for pre-service teachers. Christos has received the SCU Vice Chance","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"131 38","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351280","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 : 2023-11-06DOI: 10.1080/13603116.2023.2274112
Jo-Anne Baird, Louise Hayward, Michelle Meadows, Zhanxin Hao
Disruption of the status quo caused by the pandemic in England provides a lens to view the priorities embedded in the qualifications system. The Government’s initial priority was to avert grade inflation, followed by a populist turn to teacher assessment after a widespread backlash. Subsequent Government arguments for the return to examinations as the fairest way to assess re-introduced policies which emphasised excellence agenda. Learning loss, a consequence of the pandemic, compounded pre-existing patterns of inequality. Inclusive policies to address this in the qualification system would require fundamentally different ways of thinking compared to, for example, the current adaptations that are made for young people with special educational needs because the modern inclusion agenda is broader. The excellence agenda assumes a competitive system in which educational resources must be rationed; that there will be winners and losers. We question this logic, arguing for principles that would underpin a more inclusive qualification system. Since 2015, pupils must stay in education or training until they are 18. Thus, at very least, rationing educational access before this is unwarranted. A modern approach would be more flexible, putting learners first and embrace diversity rather than standardisation as the main principle for fair assessment.
{"title":"Assessment and learning loss in England: never let a good crisis go to waste","authors":"Jo-Anne Baird, Louise Hayward, Michelle Meadows, Zhanxin Hao","doi":"10.1080/13603116.2023.2274112","DOIUrl":"https://doi.org/10.1080/13603116.2023.2274112","url":null,"abstract":"Disruption of the status quo caused by the pandemic in England provides a lens to view the priorities embedded in the qualifications system. The Government’s initial priority was to avert grade inflation, followed by a populist turn to teacher assessment after a widespread backlash. Subsequent Government arguments for the return to examinations as the fairest way to assess re-introduced policies which emphasised excellence agenda. Learning loss, a consequence of the pandemic, compounded pre-existing patterns of inequality. Inclusive policies to address this in the qualification system would require fundamentally different ways of thinking compared to, for example, the current adaptations that are made for young people with special educational needs because the modern inclusion agenda is broader. The excellence agenda assumes a competitive system in which educational resources must be rationed; that there will be winners and losers. We question this logic, arguing for principles that would underpin a more inclusive qualification system. Since 2015, pupils must stay in education or training until they are 18. Thus, at very least, rationing educational access before this is unwarranted. A modern approach would be more flexible, putting learners first and embrace diversity rather than standardisation as the main principle for fair assessment.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"2017 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135635740","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 : 2023-10-31DOI: 10.1080/13603116.2023.2274115
Trevor McCandless, Tim Corcoran, Ben Whitburn
{"title":"Normative power in higher education: the ghost of inherent requirements","authors":"Trevor McCandless, Tim Corcoran, Ben Whitburn","doi":"10.1080/13603116.2023.2274115","DOIUrl":"https://doi.org/10.1080/13603116.2023.2274115","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135872693","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 : 2023-10-31DOI: 10.1080/13603116.2023.2275156
Thomas S. Popkewitz
{"title":"Infrastructures and phantasmagrams of inclusions that exclude: international student assessments","authors":"Thomas S. Popkewitz","doi":"10.1080/13603116.2023.2275156","DOIUrl":"https://doi.org/10.1080/13603116.2023.2275156","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"43 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135872767","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 : 2023-10-31DOI: 10.1080/13603116.2023.2274111
Joanna McIntyre, Kerryn Dixon, Elizabeth Walton
Refugee education has become an issue of national and international concern as the numbers of refugees rise globally. In a world where global issues such as forced migration are communicated and consumed through the visual mode, understanding how discursive agendas are constituted visually is important. This paper explores the representations of Refugee Education, toggled with Refugees and Education with a focus on images available from a Google Images search. The analysis is framed by critical visual literacy, with the assumption that visual images are embedded in wider sociocultural practices and ideologies. Images of Refugee Education depict impoverished, teacher-centred classrooms, restricted knowledge and a docile population. Toggling with images of Refugees emphasises the racial otherness of refugee students, their numbers, and schooling as the means to contain the discursively constructed representations of refugees-as-threat. Toggling with Education emphasises Refugee Education as merely an issue of access, rather than quality, inclusive or lifelong learning as envisaged in Sustainable Development Goal 4. We conclude that images of refugee education undermine the quest for a compassionate inclusive education for refugees of all ages and that caution and critique are needed in the consumption of images.
{"title":"Refugee education: a critical visual analysis","authors":"Joanna McIntyre, Kerryn Dixon, Elizabeth Walton","doi":"10.1080/13603116.2023.2274111","DOIUrl":"https://doi.org/10.1080/13603116.2023.2274111","url":null,"abstract":"Refugee education has become an issue of national and international concern as the numbers of refugees rise globally. In a world where global issues such as forced migration are communicated and consumed through the visual mode, understanding how discursive agendas are constituted visually is important. This paper explores the representations of Refugee Education, toggled with Refugees and Education with a focus on images available from a Google Images search. The analysis is framed by critical visual literacy, with the assumption that visual images are embedded in wider sociocultural practices and ideologies. Images of Refugee Education depict impoverished, teacher-centred classrooms, restricted knowledge and a docile population. Toggling with images of Refugees emphasises the racial otherness of refugee students, their numbers, and schooling as the means to contain the discursively constructed representations of refugees-as-threat. Toggling with Education emphasises Refugee Education as merely an issue of access, rather than quality, inclusive or lifelong learning as envisaged in Sustainable Development Goal 4. We conclude that images of refugee education undermine the quest for a compassionate inclusive education for refugees of all ages and that caution and critique are needed in the consumption of images.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"2022 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135813658","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: 10.57142/inclusion.v2i1.24
Zulhafizsyam Zulkifli, Ardzulyna Anal
Vocational skills are important in career development and play an important role in the economic growth of a country. However, MBPK (MBPK) face major challenges in acquiring appropriate vocational skills, which affects their employability prospects. This study aims to investigate the implementation of vocational skills for MBPK in primary schools in Malaysia. The aim is to evaluate the effectiveness of the vocational skills program in improving MBPK employment outcomes. The methodological section describes the research design used in this study, including sampling techniques, data collection, and analysis. The research findings section presents the results of the study, highlighting the strengths and limitations of the vocational skills program. The discussion section analyzes and interprets the findings in the context of existing theory and research. Finally, the conclusion provides recommendations for the improvement of vocational skills programs for MBPK in primary schools in Malaysia, with an emphasis on the need to increase collaborative efforts between government agencies, schools and other stakeholders.
{"title":"Implementation of Vocational Skills for Students With Special Educational Needs in Primary Schools in Malaysia","authors":"Zulhafizsyam Zulkifli, Ardzulyna Anal","doi":"10.57142/inclusion.v2i1.24","DOIUrl":"https://doi.org/10.57142/inclusion.v2i1.24","url":null,"abstract":"Vocational skills are important in career development and play an important role in the economic growth of a country. However, MBPK (MBPK) face major challenges in acquiring appropriate vocational skills, which affects their employability prospects. This study aims to investigate the implementation of vocational skills for MBPK in primary schools in Malaysia. The aim is to evaluate the effectiveness of the vocational skills program in improving MBPK employment outcomes. The methodological section describes the research design used in this study, including sampling techniques, data collection, and analysis. The research findings section presents the results of the study, highlighting the strengths and limitations of the vocational skills program. The discussion section analyzes and interprets the findings in the context of existing theory and research. Finally, the conclusion provides recommendations for the improvement of vocational skills programs for MBPK in primary schools in Malaysia, with an emphasis on the need to increase collaborative efforts between government agencies, schools and other stakeholders.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"64 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":"136158149","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: 10.57142/inclusion.v2i1.37
Jiang Zhen, Low Hui Min
In Asian countries such as China, little research has been conducted on autism other than in early childhood, and thus the prevalence and psychosocial outcomes of young people with recognisable high levels of autistic traits remain largely unknown. This study used an online questionnaire format and the survey consisted of two scales, the Autism Spectrum Questionnaire (AQ-28) and the Perceived Stress Scale (PSS). The sample used for the study covered musicology majors, freshmen through seniors to ensure a diverse sample. A total of 111 undergraduate students participated in the survey. Their responses were analysed to examine the relationship between autistic traits and stress. The results of the study showed a positive correlation between autistic traits and stress, indicating that the higher the autistic traits, the higher the stress. Specifically, the social aspect of autistic traits was found to be the most significant predictor of stress. The findings suggest that it makes sense to provide social skills training to young people with high levels of autistic traits in order to improve their socialisation and reduce their stress. The paper also makes recommendations for environmental and social adaptation
{"title":"Self-Reported Autistic Traits and Stress Level of University Students in China","authors":"Jiang Zhen, Low Hui Min","doi":"10.57142/inclusion.v2i1.37","DOIUrl":"https://doi.org/10.57142/inclusion.v2i1.37","url":null,"abstract":"In Asian countries such as China, little research has been conducted on autism other than in early childhood, and thus the prevalence and psychosocial outcomes of young people with recognisable high levels of autistic traits remain largely unknown. This study used an online questionnaire format and the survey consisted of two scales, the Autism Spectrum Questionnaire (AQ-28) and the Perceived Stress Scale (PSS). The sample used for the study covered musicology majors, freshmen through seniors to ensure a diverse sample. A total of 111 undergraduate students participated in the survey. Their responses were analysed to examine the relationship between autistic traits and stress. The results of the study showed a positive correlation between autistic traits and stress, indicating that the higher the autistic traits, the higher the stress. Specifically, the social aspect of autistic traits was found to be the most significant predictor of stress. The findings suggest that it makes sense to provide social skills training to young people with high levels of autistic traits in order to improve their socialisation and reduce their stress. The paper also makes recommendations for environmental and social adaptation","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"36 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136134976","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}
Inclusive education system is a new challenge for teachers in teaching and learning activity. Homogeneity in learning activity has always been there but inclusive education system brings a new setting where regular students and students with special needs learn in the same classroom. The issue emerges due to teachers’ lack of competencies in implementing inclusive education. For this reason, teachers need to be provided with training on inclusive education. This research aims to examine whether teachers’ competencies can be improved through inclusive education training, specifically for social and personality competencies. This research used associative method which aims to find the influence of training on teachers’ social and personality competencies. The samples selected for this research were 42 elementary school teachers in inclusive education. The technique of data analysis used was T-test. Findings showed that inclusive education training has improved teachers’ social competency, while it gives no influence on teachers’ personality competency.
{"title":"The Effect of Inclusive Education Training on Teachers’ Social and Personality Competencies","authors":"Irda Murni, None Nurhastuti, Johandri Taufan, None Ardisal, Teguh Wijaksana Isma","doi":"10.57142/inclusion.v2i1.32","DOIUrl":"https://doi.org/10.57142/inclusion.v2i1.32","url":null,"abstract":"Inclusive education system is a new challenge for teachers in teaching and learning activity. Homogeneity in learning activity has always been there but inclusive education system brings a new setting where regular students and students with special needs learn in the same classroom. The issue emerges due to teachers’ lack of competencies in implementing inclusive education. For this reason, teachers need to be provided with training on inclusive education. This research aims to examine whether teachers’ competencies can be improved through inclusive education training, specifically for social and personality competencies. This research used associative method which aims to find the influence of training on teachers’ social and personality competencies. The samples selected for this research were 42 elementary school teachers in inclusive education. The technique of data analysis used was T-test. Findings showed that inclusive education training has improved teachers’ social competency, while it gives no influence on teachers’ personality competency.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"231 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":"136158049","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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