Pub Date : 2024-04-01DOI: 10.3102/01623737241239916
Wendy Castillo
Drawing on the special issue’s collection of articles, the following commentary examines the racial biases in K-12 and higher education policies and products revealing their seemingly neutral and objective facades to be inherently racialized and, at times, explicitly racist. The article also highlights the damaging effects of race-evasive language in K-12 and higher education, advocating for the prioritization of the most vulnerable students in policy and product design. Rooted in prior research and the author’s experiences as a Latina, a first-generation college student, and a former K -12 educator, the article argues for the abolition of harmful practices like corporal punishment and school resource officers. The author suggests that effective policy design for racial justice may require both mainstream and alternative approaches and highlights successful programs like Freedom Schools and ethnic studies programs. Lastly, the article emphasizes the need for educational policies to reflect a deep understanding of systemic racial inequities and for the research community to directly influence policy design towards equity and inclusion.
{"title":"The Next Chapter of Critical Educational Policy Research: Research Informing Policy Design","authors":"Wendy Castillo","doi":"10.3102/01623737241239916","DOIUrl":"https://doi.org/10.3102/01623737241239916","url":null,"abstract":"Drawing on the special issue’s collection of articles, the following commentary examines the racial biases in K-12 and higher education policies and products revealing their seemingly neutral and objective facades to be inherently racialized and, at times, explicitly racist. The article also highlights the damaging effects of race-evasive language in K-12 and higher education, advocating for the prioritization of the most vulnerable students in policy and product design. Rooted in prior research and the author’s experiences as a Latina, a first-generation college student, and a former K -12 educator, the article argues for the abolition of harmful practices like corporal punishment and school resource officers. The author suggests that effective policy design for racial justice may require both mainstream and alternative approaches and highlights successful programs like Freedom Schools and ethnic studies programs. Lastly, the article emphasizes the need for educational policies to reflect a deep understanding of systemic racial inequities and for the research community to directly influence policy design towards equity and inclusion.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140789049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.3102/01623737241239299
J. Plasman, Marc L. Stein, Rachel E. Durham, Zyrashae Smith-Onyewu
While there is a growing body of literature related to the benefits of participation in career and technical education (CTE) in high school, there remains a dearth of causal work in this area. Relying on administrative data from Baltimore City Public Schools, which uses a ranking system with a strict cut score to assign students into CTE-focused high schools, we employ a regression discontinuity design to estimate the causal effects of attending one of these high-quality CTE schools on attendance, career pathway completion, high school GPA, and SAT scores. We find that students who are offered admission to a program within one of the CTE centers are significantly more likely to complete a CTE pathway, though they present significantly lower GPAs. Implications are discussed.
{"title":"CTE Mechanisms: The Effects of Career and Technical Education Center Admissions Offers in Baltimore","authors":"J. Plasman, Marc L. Stein, Rachel E. Durham, Zyrashae Smith-Onyewu","doi":"10.3102/01623737241239299","DOIUrl":"https://doi.org/10.3102/01623737241239299","url":null,"abstract":"While there is a growing body of literature related to the benefits of participation in career and technical education (CTE) in high school, there remains a dearth of causal work in this area. Relying on administrative data from Baltimore City Public Schools, which uses a ranking system with a strict cut score to assign students into CTE-focused high schools, we employ a regression discontinuity design to estimate the causal effects of attending one of these high-quality CTE schools on attendance, career pathway completion, high school GPA, and SAT scores. We find that students who are offered admission to a program within one of the CTE centers are significantly more likely to complete a CTE pathway, though they present significantly lower GPAs. Implications are discussed.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140791504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-18DOI: 10.3102/01623737241229990
Kaitlyn G. O’Hagan, Leanna Stiefel, A. Schwartz
Middle school transitions are increasingly required, despite documented negative effects on general education students (GENs). We explore if and how the move to middle school differentially affects students with disabilities (SWDs), a large and low-performing group. Using an instrumental variables strategy and New York City (NYC) data on nine student cohorts, we find the middle school transition causes a 0.29 SD decline in SWD math performance, a 0.16 SD decline in English language-arts (ELA) performance, and a one percentage point increase in grade retention. Accounting for potential mediators (e.g., peer cohort stability) does not substantially explain estimated effects on SWD performance. However, the middle school transition has similarly large negative effects on GENs, suggesting the need to ease this transition for all students.
{"title":"The Academic Effects of Moving to Middle School on Students With Disabilities Relative to Their General Education Peers","authors":"Kaitlyn G. O’Hagan, Leanna Stiefel, A. Schwartz","doi":"10.3102/01623737241229990","DOIUrl":"https://doi.org/10.3102/01623737241229990","url":null,"abstract":"Middle school transitions are increasingly required, despite documented negative effects on general education students (GENs). We explore if and how the move to middle school differentially affects students with disabilities (SWDs), a large and low-performing group. Using an instrumental variables strategy and New York City (NYC) data on nine student cohorts, we find the middle school transition causes a 0.29 SD decline in SWD math performance, a 0.16 SD decline in English language-arts (ELA) performance, and a one percentage point increase in grade retention. Accounting for potential mediators (e.g., peer cohort stability) does not substantially explain estimated effects on SWD performance. However, the middle school transition has similarly large negative effects on GENs, suggesting the need to ease this transition for all students.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140233216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-11DOI: 10.3102/01623737241230474
Stacey L. Brockman, Jasmina Camo-Biogradlija, Alyssa Ratledge, Rebekah O’Donoghue, Micah Y. Baum, Brian Jacob
Detroit students who obtain a college degree overcome many obstacles to do so. This article reports the results of a randomized evaluation of a program meant to provide support to low-income community college students. The Detroit Promise Path program was designed to complement an existing College Promise scholarship, providing students with coaching, summer engagement, and financial incentives. The evaluation found that students offered the program enrolled in more semesters and earned more credits compared with those offered the scholarship alone. However, at the 3-year mark, there were no discernable impacts on degrees earned. This article examines systemic barriers to degree completion and offers lessons for the design of interventions to increase equity in postsecondary attainment.
{"title":"Forging a Path to College Persistence: An Experimental Evaluation of the Detroit Promise Path Program","authors":"Stacey L. Brockman, Jasmina Camo-Biogradlija, Alyssa Ratledge, Rebekah O’Donoghue, Micah Y. Baum, Brian Jacob","doi":"10.3102/01623737241230474","DOIUrl":"https://doi.org/10.3102/01623737241230474","url":null,"abstract":"Detroit students who obtain a college degree overcome many obstacles to do so. This article reports the results of a randomized evaluation of a program meant to provide support to low-income community college students. The Detroit Promise Path program was designed to complement an existing College Promise scholarship, providing students with coaching, summer engagement, and financial incentives. The evaluation found that students offered the program enrolled in more semesters and earned more credits compared with those offered the scholarship alone. However, at the 3-year mark, there were no discernable impacts on degrees earned. This article examines systemic barriers to degree completion and offers lessons for the design of interventions to increase equity in postsecondary attainment.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140252000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-11DOI: 10.3102/01623737241232939
Jurgen Willems, Fredrik O. Andersson
We evaluate public opinion on the sufficiency of school funding and teacher salaries in the United States, using a representative survey (n = 12,151). Data were collected during the COVID-19 pandemic (2020/2021), with schools and teachers having a reduced role due to homeschooling. While opinions are diverse for sufficiency of school funding, most respondents indicated that teacher salaries should increase. For respondents who received additional information about average school funding and teacher salaries, the overall opinion about funding and salaries being insufficient was less strong. Furthermore, this information effect differs as per respondents’ demographic variables.
{"title":"Public Opinion on School Funding and Teacher Salaries: The Information Gap Explained?","authors":"Jurgen Willems, Fredrik O. Andersson","doi":"10.3102/01623737241232939","DOIUrl":"https://doi.org/10.3102/01623737241232939","url":null,"abstract":"We evaluate public opinion on the sufficiency of school funding and teacher salaries in the United States, using a representative survey (n = 12,151). Data were collected during the COVID-19 pandemic (2020/2021), with schools and teachers having a reduced role due to homeschooling. While opinions are diverse for sufficiency of school funding, most respondents indicated that teacher salaries should increase. For respondents who received additional information about average school funding and teacher salaries, the overall opinion about funding and salaries being insufficient was less strong. Furthermore, this information effect differs as per respondents’ demographic variables.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140252068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-18DOI: 10.3102/01623737231213082
Hayley Weddle
A growing body of scholarship foregrounds research–practice partnerships (RPPs) as venues for advancing equity in education. However, few studies focus on partnerships with state education agency leaders, despite their influential roles connecting policy and practice. This article explores state leaders’ experiences collaborating in an early-phase, national RPP focused on advancing multilingual learner equity. Findings shed light on how joint work was facilitated through the development of evidence-based resources addressing current problems of practice. Findings also demonstrate the importance of attending to leaders’ dual responsibilities across state and local levels, informing future efforts to foster partnerships with state leaders. Future research is needed to examine the sustainability of state-level RPPs, as well as the experiences of researchers engaging in such partnerships.
{"title":"Developing a Research–Practice Partnership With Policy Intermediaries: An Examination of Collaboration With State Education Agency Leaders","authors":"Hayley Weddle","doi":"10.3102/01623737231213082","DOIUrl":"https://doi.org/10.3102/01623737231213082","url":null,"abstract":"A growing body of scholarship foregrounds research–practice partnerships (RPPs) as venues for advancing equity in education. However, few studies focus on partnerships with state education agency leaders, despite their influential roles connecting policy and practice. This article explores state leaders’ experiences collaborating in an early-phase, national RPP focused on advancing multilingual learner equity. Findings shed light on how joint work was facilitated through the development of evidence-based resources addressing current problems of practice. Findings also demonstrate the importance of attending to leaders’ dual responsibilities across state and local levels, informing future efforts to foster partnerships with state leaders. Future research is needed to examine the sustainability of state-level RPPs, as well as the experiences of researchers engaging in such partnerships.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-18DOI: 10.3102/01623737231210243
A. Davis
Many students work during college to offset rising costs, but significant time on the job affects postsecondary outcomes. Analyzing the High School Longitudinal Study (N = 4,418), this article estimates the effects of hours worked on grades, credits earned, persistence, stopping out (i.e., unenrolling for 5 months before reenrolling), and dropping out. The polynomial regression analysis shows that after adjusting for background characteristics, prior academic achievement, institution types, and family obligations, “traditional” undergraduate students begin seeing deleterious effects at 20 hours, which becomes even more severe for those working 28+ hours (and the worst for Pell Grant recipients working long hours). While some work was good for students, on average, financial and family circumstances help explain the curvilinear relationships.
{"title":"Is Working in College Worth It? How Hours on the Job Affect Postsecondary Outcomes","authors":"A. Davis","doi":"10.3102/01623737231210243","DOIUrl":"https://doi.org/10.3102/01623737231210243","url":null,"abstract":"Many students work during college to offset rising costs, but significant time on the job affects postsecondary outcomes. Analyzing the High School Longitudinal Study (N = 4,418), this article estimates the effects of hours worked on grades, credits earned, persistence, stopping out (i.e., unenrolling for 5 months before reenrolling), and dropping out. The polynomial regression analysis shows that after adjusting for background characteristics, prior academic achievement, institution types, and family obligations, “traditional” undergraduate students begin seeing deleterious effects at 20 hours, which becomes even more severe for those working 28+ hours (and the worst for Pell Grant recipients working long hours). While some work was good for students, on average, financial and family circumstances help explain the curvilinear relationships.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138995479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.3102/01623737231210285
Julie Cohen, Arielle Boguslav, James Wyckoff, Veronica Katz, Katherine Sadowski, Emily A. Wiseman
Professional development (PD) for teachers is a ubiquitous feature of the American educational landscape. Yet we know little about how districts navigate the variation in teacher learning needs when designing and implementing district-wide PD programs. In this paper, we describe how the District of Columbia Public Schools implemented an ambitious PD program called LEAP (LEarning together to Advance our Practice). Aligned with best practices, LEAP consisted of weekly group learning in content-specific teams, followed by individualized coaching support, all guided by a district-provided professional learning curriculum. We capitalize on both quantitative and qualitative data to understand how the program was implemented and how the district’s implementation efforts shaped what happened on the ground. Finally, we highlight implications for other districts interested in implementing complex PD.
教师专业发展（PD）是美国教育的一个普遍特征。然而，我们对各学区在设计和实施全学区范围的教师专业发展项目时，如何把握教师学习需求的差异性知之甚少。在本文中，我们将介绍哥伦比亚特区公立学校如何实施一项名为 LEAP（LEarning together to Advance our Practice）的雄心勃勃的教师进修计划。LEAP 与最佳实践相一致，包括每周在特定内容团队中开展小组学习，随后提供个别辅导支持，所有这些都以学区提供的专业学习课程为指导。我们利用定量和定性数据来了解该计划是如何实施的，以及学区的实施工作是如何影响实际情况的。最后，我们强调了对其他有意实施复合型专业发展项目的学区的启示。
{"title":"Core Requirements, Structured Flexibility, and Local Judgment: Balancing Adherence and Adaptation in the Design and Implementation of District-Wide Professional Development","authors":"Julie Cohen, Arielle Boguslav, James Wyckoff, Veronica Katz, Katherine Sadowski, Emily A. Wiseman","doi":"10.3102/01623737231210285","DOIUrl":"https://doi.org/10.3102/01623737231210285","url":null,"abstract":"Professional development (PD) for teachers is a ubiquitous feature of the American educational landscape. Yet we know little about how districts navigate the variation in teacher learning needs when designing and implementing district-wide PD programs. In this paper, we describe how the District of Columbia Public Schools implemented an ambitious PD program called LEAP (LEarning together to Advance our Practice). Aligned with best practices, LEAP consisted of weekly group learning in content-specific teams, followed by individualized coaching support, all guided by a district-provided professional learning curriculum. We capitalize on both quantitative and qualitative data to understand how the program was implemented and how the district’s implementation efforts shaped what happened on the ground. Finally, we highlight implications for other districts interested in implementing complex PD.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138979593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.3102/01623737231210291
Christopher Redding, Tuan D. Nguyen
We estimate the effects of Race to the Top (RTTT) on teacher qualifications, work environments, and job attitudes. Drawing on the Schools and Staffing Survey and the National Teacher and Principal Survey, we create a nationally representative data set of public school teachers from 1988 to 2018. We adopt an event study difference-in-differences research design to estimate the dynamic effect of RTTT on several teacher outcomes. We find evidence that, following RTTT, teachers were more worried about job security relative to prereform years. We find smaller and less consistent evidence of a relationship between RTTT and decreased teacher certification levels and increased levels of cooperation with colleagues.
我们估算了 "力争上游 "计划（RTTT）对教师资格、工作环境和工作态度的影响。我们利用学校与人员编制调查（Schools and Staffing Survey）和全国教师与校长调查（National Teacher and Principal Survey），创建了一个从 1988 年到 2018 年具有全国代表性的公立学校教师数据集。我们采用事件研究差分法的研究设计，来估计 RTTT 对几种教师结果的动态影响。我们发现有证据表明，与改革前相比，RTTT 之后，教师对工作保障更加担忧。我们发现，RTTT 与教师认证水平下降和与同事合作水平提高之间的关系证据较少，且不太一致。
{"title":"The Effects of Race to the Top on Teacher Qualifications, Work Environments, and Job Attitudes","authors":"Christopher Redding, Tuan D. Nguyen","doi":"10.3102/01623737231210291","DOIUrl":"https://doi.org/10.3102/01623737231210291","url":null,"abstract":"We estimate the effects of Race to the Top (RTTT) on teacher qualifications, work environments, and job attitudes. Drawing on the Schools and Staffing Survey and the National Teacher and Principal Survey, we create a nationally representative data set of public school teachers from 1988 to 2018. We adopt an event study difference-in-differences research design to estimate the dynamic effect of RTTT on several teacher outcomes. We find evidence that, following RTTT, teachers were more worried about job security relative to prereform years. We find smaller and less consistent evidence of a relationship between RTTT and decreased teacher certification levels and increased levels of cooperation with colleagues.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138979815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-04DOI: 10.3102/01623737231206777
Lauren Sartain, Riley Lewers, Lisa Barrow
Districts with expansive school choice must decide how to match students and schools. Increasingly, districts are centralizing applications on one-stop portals that feature information about schooling options, admission requirements, and a single application and deadline with the hope of increasing transparency and streamlining the enrollment process. After Chicago Public Schools introduced a centralized platform (GoCPS), students were more likely to enroll in high-performing high schools, although this continued as a pre-existing upward trend. Enrollment declined slightly at charter schools and increased at neighborhood schools, mirroring shifts in applications. GoCPS reduced the number of admission offers, likely lessening uncertainty around ninth-grade enrollment. Districts implementing similar systems should consider the availability of seats at high-demand schools and reduce barriers to navigating choice systems.
{"title":"Assigning Students to Schools in an Era of Public School Choice: Patterns in Enrollment, Applications, and Offers in Chicago","authors":"Lauren Sartain, Riley Lewers, Lisa Barrow","doi":"10.3102/01623737231206777","DOIUrl":"https://doi.org/10.3102/01623737231206777","url":null,"abstract":"Districts with expansive school choice must decide how to match students and schools. Increasingly, districts are centralizing applications on one-stop portals that feature information about schooling options, admission requirements, and a single application and deadline with the hope of increasing transparency and streamlining the enrollment process. After Chicago Public Schools introduced a centralized platform (GoCPS), students were more likely to enroll in high-performing high schools, although this continued as a pre-existing upward trend. Enrollment declined slightly at charter schools and increased at neighborhood schools, mirroring shifts in applications. GoCPS reduced the number of admission offers, likely lessening uncertainty around ninth-grade enrollment. Districts implementing similar systems should consider the availability of seats at high-demand schools and reduce barriers to navigating choice systems.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138602393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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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