Pub Date : 2023-04-01DOI: 10.1177/07419325231160293
Jesse I. Fleming, Alan S. McLucas, Bryan G. Cook
Preregistration involves researchers publicly registering key study elements before conducting a study to increase the transparency of research and limit the use and impact of questionable research practices. To support special education researchers’ engagement with preregistrations, in this article we provide an overview of preregistration and systematically review four preregistration registries (Open Science Framework, Registry of Efficacy and Effectiveness Studies, AsPredicted, and ClinicalTrials). Each of the registry templates reviewed effectively addresses most questionable research practices and can accommodate a variety of research designs, with the exception of mixed-methods research. Among the benefits of Registry of Efficacy and Effectiveness Studies, Open Science Framework, and ClinicalTrials are the provision of highly specific templates and allowing users to update the preregistration when changes to the original study occur. Researchers can use this review to help select and use a registry that is appropriate for their study design and purpose.
{"title":"Review of Four Preregistration Registries for Special Education Researchers","authors":"Jesse I. Fleming, Alan S. McLucas, Bryan G. Cook","doi":"10.1177/07419325231160293","DOIUrl":"https://doi.org/10.1177/07419325231160293","url":null,"abstract":"Preregistration involves researchers publicly registering key study elements before conducting a study to increase the transparency of research and limit the use and impact of questionable research practices. To support special education researchers’ engagement with preregistrations, in this article we provide an overview of preregistration and systematically review four preregistration registries (Open Science Framework, Registry of Efficacy and Effectiveness Studies, AsPredicted, and ClinicalTrials). Each of the registry templates reviewed effectively addresses most questionable research practices and can accommodate a variety of research designs, with the exception of mixed-methods research. Among the benefits of Registry of Efficacy and Effectiveness Studies, Open Science Framework, and ClinicalTrials are the provision of highly specific templates and allowing users to update the preregistration when changes to the original study occur. Researchers can use this review to help select and use a registry that is appropriate for their study design and purpose.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44042336","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 : 2023-04-01DOI: 10.1177/07419325221102539
Jennifer R. Ledford, Kathleen N. Zimmerman
A number of resources are available for evaluating the rigor of single-case designs, including the commonly used multiple baseline design. In this article, we discuss two characteristics commonly cited as necessary for the highest rigor in multiple baseline designs—concurrence and response-guided baseline condition duration. We suggest that both nonconcurrence and response-independent baseline condition duration may be appropriate in some situations. Suggestions for researchers include improved reporting and graphing. Future research is needed to determine experimental differences when these design variations are used.
{"title":"Rethinking Rigor in Multiple Baseline and Multiple Probe Designs","authors":"Jennifer R. Ledford, Kathleen N. Zimmerman","doi":"10.1177/07419325221102539","DOIUrl":"https://doi.org/10.1177/07419325221102539","url":null,"abstract":"A number of resources are available for evaluating the rigor of single-case designs, including the commonly used multiple baseline design. In this article, we discuss two characteristics commonly cited as necessary for the highest rigor in multiple baseline designs—concurrence and response-guided baseline condition duration. We suggest that both nonconcurrence and response-independent baseline condition duration may be appropriate in some situations. Suggestions for researchers include improved reporting and graphing. Future research is needed to determine experimental differences when these design variations are used.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"154 - 167"},"PeriodicalIF":2.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46574292","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 : 2023-03-31DOI: 10.1177/07419325231161322
Sudha Krishnan
This qualitative study examined special education teachers’ perceptions of student success in online instruction during the pandemic school closures to isolate the key determinants in the differential student outcomes reported by the teachers. Data were collected from 16 teachers using semi-structured interviews and analyzed using thematic coding. The six themes that emerged from the data were that the key determinants of student outcomes were variables related to teacher, school administrator, district, student, parent, and pedagogy. The study showed that underlying deficit thinking in school professionals, lack of planned support for those parents and students needing the most support, and limited range of teaching practices were responsible for the equity gap seen in the differential student outcomes. Recommendations include training school administrators, providing parent support to access technology, addressing needs of non-English speaking families, expanded pedagogical practices, and planning for students with the most extensive support needs.
{"title":"Factors Influencing Educational Equity in Online Instruction for Students During Covid-19","authors":"Sudha Krishnan","doi":"10.1177/07419325231161322","DOIUrl":"https://doi.org/10.1177/07419325231161322","url":null,"abstract":"This qualitative study examined special education teachers’ perceptions of student success in online instruction during the pandemic school closures to isolate the key determinants in the differential student outcomes reported by the teachers. Data were collected from 16 teachers using semi-structured interviews and analyzed using thematic coding. The six themes that emerged from the data were that the key determinants of student outcomes were variables related to teacher, school administrator, district, student, parent, and pedagogy. The study showed that underlying deficit thinking in school professionals, lack of planned support for those parents and students needing the most support, and limited range of teaching practices were responsible for the equity gap seen in the differential student outcomes. Recommendations include training school administrators, providing parent support to access technology, addressing needs of non-English speaking families, expanded pedagogical practices, and planning for students with the most extensive support needs.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48523434","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 : 2023-02-16DOI: 10.1177/07419325231152453
Seth A. King, Lanqi Wang, Brendon Nylen, Olivia G. Enders
Special education policy and scholarship have increasingly emphasized the use of research, which encompasses interdependent methodological approaches designed to address specific questions. Consequently, the knowledge available to practitioners, policymakers, and other consumers is a function of the research designs featured in the literature. This study describes the prevalence of methodological approaches appearing in special education journals ( n = 33). An assessment of a sample of articles ( n = 12,669) published from 1999 to 2019 found that much of the published research ( n = 9,543) emphasizes nonexperimental, quantitative inquiry (57.86%). Experimental research is comparatively less common (25.51%) and encompasses both single-case (14.22%) and group experimental designs (11.29%). Qualitative studies (9.38%) appear far less frequently. Patterns of publication vary based on journal emphasis. A description of results is followed by a discussion of implications for the consumption and generation of evidence in special education.
{"title":"Prevalence of Research Design in Special Education: A Survey of Peer-Reviewed Journals","authors":"Seth A. King, Lanqi Wang, Brendon Nylen, Olivia G. Enders","doi":"10.1177/07419325231152453","DOIUrl":"https://doi.org/10.1177/07419325231152453","url":null,"abstract":"Special education policy and scholarship have increasingly emphasized the use of research, which encompasses interdependent methodological approaches designed to address specific questions. Consequently, the knowledge available to practitioners, policymakers, and other consumers is a function of the research designs featured in the literature. This study describes the prevalence of methodological approaches appearing in special education journals ( n = 33). An assessment of a sample of articles ( n = 12,669) published from 1999 to 2019 found that much of the published research ( n = 9,543) emphasizes nonexperimental, quantitative inquiry (57.86%). Experimental research is comparatively less common (25.51%) and encompasses both single-case (14.22%) and group experimental designs (11.29%). Qualitative studies (9.38%) appear far less frequently. Patterns of publication vary based on journal emphasis. A description of results is followed by a discussion of implications for the consumption and generation of evidence in special education.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46994528","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 : 2023-02-02DOI: 10.1177/07419325221143761
Charis L. Wahman, Angel Fettig, Kathleen N. Zimmerman
The field of special education is recognized for conducting research designed to improve the quality of life for the children and families we serve. However, our field has been criticized for empirical approaches that are inconsistent with the values and beliefs we articulate as central to our scientific practice. As such, a shift in our research endeavors is warranted. Given the specific calls within early childhood special education for research programs that consider the marginalized experiences of children and families, we posit five guidelines to reframe social and emotional intervention research in early childhood special education as justice-oriented. These guidelines are (a) understand the historical and immediate context of research participants; (b) incorporate best practices in social and emotional assessment to reduce bias; (c) center children’s and families’ voices in social validity measures; (d) address confounding variables to fidelity of implementation; and (e) examine diversity in research team composition.
{"title":"Social and Emotional Intervention Research as Justice: A Case for Accountability","authors":"Charis L. Wahman, Angel Fettig, Kathleen N. Zimmerman","doi":"10.1177/07419325221143761","DOIUrl":"https://doi.org/10.1177/07419325221143761","url":null,"abstract":"The field of special education is recognized for conducting research designed to improve the quality of life for the children and families we serve. However, our field has been criticized for empirical approaches that are inconsistent with the values and beliefs we articulate as central to our scientific practice. As such, a shift in our research endeavors is warranted. Given the specific calls within early childhood special education for research programs that consider the marginalized experiences of children and families, we posit five guidelines to reframe social and emotional intervention research in early childhood special education as justice-oriented. These guidelines are (a) understand the historical and immediate context of research participants; (b) incorporate best practices in social and emotional assessment to reduce bias; (c) center children’s and families’ voices in social validity measures; (d) address confounding variables to fidelity of implementation; and (e) examine diversity in research team composition.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"423 - 438"},"PeriodicalIF":2.4,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42370397","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 : 2023-01-13DOI: 10.1177/07419325221147699
G. Lee, Yitong Jiang, Xiaoyi Hu
Given the impact of the global pandemic on children’s schooling and learning, evidence for interventions implemented by parents is urgently needed. This study aimed to evaluate the effects of a parent-mediated LEGO intervention on the social interactions of four children on the autism spectrum. The intervention involved four sets of two parents engaging with their child in collaborative LEGO construction, with each person assigned a role as Engineer, Supplier, or Builder. Using a multiple probe design across the four family triads, the intervention effectively increased spontaneous social initiations and responses in all four children, and these behaviors were maintained for 6 weeks following the intervention. The effect on inappropriate interactions was not detected; parental prompts increased in initial intervention sessions but decreased over time. Parents implemented the intervention at home with high fidelity. Efficacy of the intervention and potential benefits of virtual parent training are discussed.
{"title":"Improving Social Interactions for Young Children on the Autism Spectrum Through Parent-Mediated LEGO Play Activities","authors":"G. Lee, Yitong Jiang, Xiaoyi Hu","doi":"10.1177/07419325221147699","DOIUrl":"https://doi.org/10.1177/07419325221147699","url":null,"abstract":"Given the impact of the global pandemic on children’s schooling and learning, evidence for interventions implemented by parents is urgently needed. This study aimed to evaluate the effects of a parent-mediated LEGO intervention on the social interactions of four children on the autism spectrum. The intervention involved four sets of two parents engaging with their child in collaborative LEGO construction, with each person assigned a role as Engineer, Supplier, or Builder. Using a multiple probe design across the four family triads, the intervention effectively increased spontaneous social initiations and responses in all four children, and these behaviors were maintained for 6 weeks following the intervention. The effect on inappropriate interactions was not detected; parental prompts increased in initial intervention sessions but decreased over time. Parents implemented the intervention at home with high fidelity. Efficacy of the intervention and potential benefits of virtual parent training are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44069270","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 : 2023-01-11DOI: 10.1177/07419325221143965
A. R. Campbell, M. Sallese, Julie L. Thompson, C. J. Fournier, Meghan L. Allen
Black learners, like all other learners, bring their cultural values into the classroom, how they express themselves, and how they problem-solve. In addition, their life experiences influence their social and emotional behaviors. This study examined the effects of a multicomponent intervention approach—including a culturally adapted social and emotional learning curriculum, check-in/check-out, and self-monitoring—on the externalizing behaviors of Black male learners in an urban elementary school. A multiple-baseline-across-classes, single-case, experimental design evaluated the effects of the intervention package. Results from the study show a consistent decrease in externalizing problem behaviors, increases in social and emotional competencies, and high levels of social validity for the intervention package based on the input of relevant stakeholders. An embedded alternating-treatment, single-case design explored the relative impact of self-monitoring. The authors also include a discussion of the limitations of this work and the implications for future research.
{"title":"Culturally Adapted Social, Emotional, and Behavioral Support for Black Male Learners","authors":"A. R. Campbell, M. Sallese, Julie L. Thompson, C. J. Fournier, Meghan L. Allen","doi":"10.1177/07419325221143965","DOIUrl":"https://doi.org/10.1177/07419325221143965","url":null,"abstract":"Black learners, like all other learners, bring their cultural values into the classroom, how they express themselves, and how they problem-solve. In addition, their life experiences influence their social and emotional behaviors. This study examined the effects of a multicomponent intervention approach—including a culturally adapted social and emotional learning curriculum, check-in/check-out, and self-monitoring—on the externalizing behaviors of Black male learners in an urban elementary school. A multiple-baseline-across-classes, single-case, experimental design evaluated the effects of the intervention package. Results from the study show a consistent decrease in externalizing problem behaviors, increases in social and emotional competencies, and high levels of social validity for the intervention package based on the input of relevant stakeholders. An embedded alternating-treatment, single-case design explored the relative impact of self-monitoring. The authors also include a discussion of the limitations of this work and the implications for future research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45089142","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 : 2022-11-30DOI: 10.1177/07419325221135613
Kristabel Stark, Elizabeth F. Bettini, Olivia L. Chi
Emotions play an important role in the work of teachers serving students with emotional and behavioral disabilities (EBD), yet little is known about teachers’ momentary affective experiences. In this study, we collected 710 surveys regarding momentary affect from 14 teachers of students with EBD. We used descriptive analysis and variance decomposition to examine the frequency, intensity, and variability of these experiences. We then tested a series of models to explore how specific professional activities relate to teachers’ momentary affect. We found that teachers experienced positive affect more frequently and intensely than negative affect and that large proportions of the variation in positive and negative affect can be attributed to variation within individual teachers across time points. For these teachers, engaging in discipline was significantly associated with a higher negative affect, whereas engaging in instructional activities was associated with a higher positive affect. We discuss implications for researchers and practitioners.
{"title":"Momentary Affective Experiences of Teachers Serving Students With Emotional and Behavioral Disabilities in Self-Contained Settings","authors":"Kristabel Stark, Elizabeth F. Bettini, Olivia L. Chi","doi":"10.1177/07419325221135613","DOIUrl":"https://doi.org/10.1177/07419325221135613","url":null,"abstract":"Emotions play an important role in the work of teachers serving students with emotional and behavioral disabilities (EBD), yet little is known about teachers’ momentary affective experiences. In this study, we collected 710 surveys regarding momentary affect from 14 teachers of students with EBD. We used descriptive analysis and variance decomposition to examine the frequency, intensity, and variability of these experiences. We then tested a series of models to explore how specific professional activities relate to teachers’ momentary affect. We found that teachers experienced positive affect more frequently and intensely than negative affect and that large proportions of the variation in positive and negative affect can be attributed to variation within individual teachers across time points. For these teachers, engaging in discipline was significantly associated with a higher negative affect, whereas engaging in instructional activities was associated with a higher positive affect. We discuss implications for researchers and practitioners.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"381 - 394"},"PeriodicalIF":2.4,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45800336","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 : 2022-11-23DOI: 10.1177/07419325221134122
Lisa A. Ruble, J. McGrew, LeAnne D. Johnson, Kahyah Pinkman
To understand the process by which evidence-based practices (EBPs) move from identification as effective through research establishing empirically validated effects, to being routinely adopted to bring about meaningful impact, we examined the selection/adaptation process within a well-established consultation model, COMPASS, applying two frameworks—the Evidence-Based Practice in Psychology (EBPP) Framework and the Consolidated Framework for Implementation Research (CFIR). The EBPP Framework proposes the equal importance of the EBP, student/family factors, and school/teacher factors in decision-making. CFIR highlights greater understanding of the iterative decision-making process and elucidates how an EBP moves through selection, adaptation, and use. Descriptive analysis of COMPASS intervention plans revealed that five EBPs were selected on average and specific EBPs were based on goal domain. Social goals used the widest variety of EBPs and demonstrated the greatest number of intercorrelations with other EBPs. Goal attainment outcomes were similar across goal domains.
{"title":"Matching Autism Interventions to Goals With Planned Adaptations Using COMPASS","authors":"Lisa A. Ruble, J. McGrew, LeAnne D. Johnson, Kahyah Pinkman","doi":"10.1177/07419325221134122","DOIUrl":"https://doi.org/10.1177/07419325221134122","url":null,"abstract":"To understand the process by which evidence-based practices (EBPs) move from identification as effective through research establishing empirically validated effects, to being routinely adopted to bring about meaningful impact, we examined the selection/adaptation process within a well-established consultation model, COMPASS, applying two frameworks—the Evidence-Based Practice in Psychology (EBPP) Framework and the Consolidated Framework for Implementation Research (CFIR). The EBPP Framework proposes the equal importance of the EBP, student/family factors, and school/teacher factors in decision-making. CFIR highlights greater understanding of the iterative decision-making process and elucidates how an EBP moves through selection, adaptation, and use. Descriptive analysis of COMPASS intervention plans revealed that five EBPs were selected on average and specific EBPs were based on goal domain. Social goals used the widest variety of EBPs and demonstrated the greatest number of intercorrelations with other EBPs. Goal attainment outcomes were similar across goal domains.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"365 - 380"},"PeriodicalIF":2.4,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44891178","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 : 2022-11-14DOI: 10.1177/07419325221134919
Melina Aurora, G. Farkas
One relatively low-cost mechanism to assist teachers serving many English learner (EL) students and struggling readers is to hire, train, and manage paraprofessionals to provide supplementary instruction to such students. This study evaluated a program in which one district provided instructional aides to all first-grade teachers in the lowest-performing schools. To estimate program effects on reading, we used matched comparison schools in two research designs. One was a comparative interrupted time-series design, which compared school-level test score averages for treatment and comparison schools before and after program implementation. The other analyzed student-level test scores in these schools before and after the program. Both yielded positive estimates of program effects, significant at the p < .10 and p < .05 levels.
{"title":"Paraprofessional Instructional Assistants Raise the Reading Performance of Latina/o First Graders in a Low-Income District","authors":"Melina Aurora, G. Farkas","doi":"10.1177/07419325221134919","DOIUrl":"https://doi.org/10.1177/07419325221134919","url":null,"abstract":"One relatively low-cost mechanism to assist teachers serving many English learner (EL) students and struggling readers is to hire, train, and manage paraprofessionals to provide supplementary instruction to such students. This study evaluated a program in which one district provided instructional aides to all first-grade teachers in the lowest-performing schools. To estimate program effects on reading, we used matched comparison schools in two research designs. One was a comparative interrupted time-series design, which compared school-level test score averages for treatment and comparison schools before and after program implementation. The other analyzed student-level test scores in these schools before and after the program. Both yielded positive estimates of program effects, significant at the p < .10 and p < .05 levels.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"308 - 318"},"PeriodicalIF":2.4,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44205673","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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