Pub Date : 2022-10-17DOI: 10.1080/00405841.2022.2135931
Audrey King, Michelle T. Chamberlin
ABSTRACT As a prospective mathematics teacher, the most inspiring observation I, Audrey, the first author, made about Terry Wood, from those who spoke at the May 2021 Memorial Event, was her passion for mathematics education as evidenced by the intermingling of her work and personal life. From the colleagues whom she invited to live in her home to the teachers she collaborated with to her son speaking of the ways his children’s grandma watched them become mathematics learners, it was clear that both her personal and professional life was dedicated to the field. The community that Terry created, inspired, and impacted is one that boldly and critically reflects on traditional methods, contributing to practical and lasting changes in the field. In particular, her work with social norms in the mathematics classroom and processes of argumentation inspires new teachers like me to embrace her ideas and vision and move them over the horizon, to see the field shift in positive directions and turn theories into practice.
{"title":"Continuing Terry Wood’s legacy of theory informing practice: Inspiring new teachers","authors":"Audrey King, Michelle T. Chamberlin","doi":"10.1080/00405841.2022.2135931","DOIUrl":"https://doi.org/10.1080/00405841.2022.2135931","url":null,"abstract":"ABSTRACT As a prospective mathematics teacher, the most inspiring observation I, Audrey, the first author, made about Terry Wood, from those who spoke at the May 2021 Memorial Event, was her passion for mathematics education as evidenced by the intermingling of her work and personal life. From the colleagues whom she invited to live in her home to the teachers she collaborated with to her son speaking of the ways his children’s grandma watched them become mathematics learners, it was clear that both her personal and professional life was dedicated to the field. The community that Terry created, inspired, and impacted is one that boldly and critically reflects on traditional methods, contributing to practical and lasting changes in the field. In particular, her work with social norms in the mathematics classroom and processes of argumentation inspires new teachers like me to embrace her ideas and vision and move them over the horizon, to see the field shift in positive directions and turn theories into practice.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79296889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-17DOI: 10.1080/00405841.2022.2135903
R. Hunter
ABSTRACT Research by Wood and her colleagues has had a lasting and transformative impact on the mathematical outcomes for Pāsifika learners is Aotearoa/New Zealand. In this chapter, I describe a journey from what began as a solitary teacher searching for answers for their own discomfort at the inequitable outcomes for some students in her classroom to that of teacher educator and researcher. I describe the excitement of finding a myriad of studies by Wood and peers which opened doors to potential changes in pedagogical practices to better meet the needs of Pāsifika and Māori students. I outline the essence of these many studies and how they have been foundational for current 21st century mathematics classrooms. More importantly, I show how Wood and her fellow researcher’s many theories have been extended in practical ways to be inclusive and build on the cultural and social world of Pāsifika and Māori students.
{"title":"Tracing the threads of research to establish equitable and culturally appropriate pedagogical practices within mathematical interactions and discourse for all learners","authors":"R. Hunter","doi":"10.1080/00405841.2022.2135903","DOIUrl":"https://doi.org/10.1080/00405841.2022.2135903","url":null,"abstract":"ABSTRACT Research by Wood and her colleagues has had a lasting and transformative impact on the mathematical outcomes for Pāsifika learners is Aotearoa/New Zealand. In this chapter, I describe a journey from what began as a solitary teacher searching for answers for their own discomfort at the inequitable outcomes for some students in her classroom to that of teacher educator and researcher. I describe the excitement of finding a myriad of studies by Wood and peers which opened doors to potential changes in pedagogical practices to better meet the needs of Pāsifika and Māori students. I outline the essence of these many studies and how they have been foundational for current 21st century mathematics classrooms. More importantly, I show how Wood and her fellow researcher’s many theories have been extended in practical ways to be inclusive and build on the cultural and social world of Pāsifika and Māori students.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77889448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-17DOI: 10.1080/00405841.2022.2135910
Betsy Berry, Graceann Merkel, Janell Uerkwitz
ABSTRACT In this article, we explore Terry Wood’s participation in the Purdue Problem-Centered Mathematics Curriculum Project, along with the rich and enduring personal and professional friendships that she built with the classroom teachers who were so important to the project. We highlight connections between these working relationships and the research publications that resulted from the project. The contributions of classroom teachers, Graceann Merkel and Janell Uerkwitz are evident in several of the papers published by Terry and the other researchers, including Erna Yackel, Paul Cobb and others. The testimonies and personal stories that each of these teachers shared during and following the May 2021 Terry Wood Memorial Event provide an enhanced picture of her contributions to their teaching practice and professional lives. As such, we gain insights into the reciprocal relationships and learning that occurs between education researchers and their partner classroom teachers.
在本文中，我们探讨了Terry Wood参与普渡大学以问题为中心的数学课程项目，以及她与对该项目非常重要的课堂教师建立的丰富而持久的个人和专业友谊。我们强调这些工作关系与项目研究成果之间的联系。在Terry和其他研究者(包括Erna Yackel, Paul Cobb和其他人)发表的几篇论文中，课堂教师Graceann Merkel和Janell Uerkwitz的贡献是显而易见的。这些教师在2021年5月特里·伍德纪念活动期间和之后分享的证词和个人故事，进一步展示了她对他们的教学实践和职业生涯的贡献。因此，我们深入了解了教育研究人员和他们的合作伙伴课堂教师之间的相互关系和学习。
{"title":"Revealing theory and enhancing practice: The Purdue Problem-Centered Mathematics Curriculum Project","authors":"Betsy Berry, Graceann Merkel, Janell Uerkwitz","doi":"10.1080/00405841.2022.2135910","DOIUrl":"https://doi.org/10.1080/00405841.2022.2135910","url":null,"abstract":"ABSTRACT In this article, we explore Terry Wood’s participation in the Purdue Problem-Centered Mathematics Curriculum Project, along with the rich and enduring personal and professional friendships that she built with the classroom teachers who were so important to the project. We highlight connections between these working relationships and the research publications that resulted from the project. The contributions of classroom teachers, Graceann Merkel and Janell Uerkwitz are evident in several of the papers published by Terry and the other researchers, including Erna Yackel, Paul Cobb and others. The testimonies and personal stories that each of these teachers shared during and following the May 2021 Terry Wood Memorial Event provide an enhanced picture of her contributions to their teaching practice and professional lives. As such, we gain insights into the reciprocal relationships and learning that occurs between education researchers and their partner classroom teachers.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89953700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-17DOI: 10.1080/00405841.2022.2136480
Carla V. Gerberry
ABSTRACT In this article, I connect self-efficacy and social constructivism and how this shaped me as a researcher and academic, as well as how connections to my advisor, Dr. Terry Wood, gave me the self-efficacy to persevere during the personal and scholarly challenges of my doctoral program. I discuss, using Bandura’s social cognitive sources of self-efficacy, how my development from graduate student, to researcher, to professor was influenced by verbal persuasions, mastery experiences, vicarious experiences and emotional/affective states. I also take up how social cognitive theory informed the lens I use in my current research. My interactions with Dr. Wood as a graduate student also showed me how to apply theory to my ideas and how it looks different in different settings. From her, I learned how to formulate studies that inform mathematics education through a situated learning perspective and be confident and efficacious while doing so.
{"title":"Developing self-efficacy through the social constructivist mentorship","authors":"Carla V. Gerberry","doi":"10.1080/00405841.2022.2136480","DOIUrl":"https://doi.org/10.1080/00405841.2022.2136480","url":null,"abstract":"ABSTRACT In this article, I connect self-efficacy and social constructivism and how this shaped me as a researcher and academic, as well as how connections to my advisor, Dr. Terry Wood, gave me the self-efficacy to persevere during the personal and scholarly challenges of my doctoral program. I discuss, using Bandura’s social cognitive sources of self-efficacy, how my development from graduate student, to researcher, to professor was influenced by verbal persuasions, mastery experiences, vicarious experiences and emotional/affective states. I also take up how social cognitive theory informed the lens I use in my current research. My interactions with Dr. Wood as a graduate student also showed me how to apply theory to my ideas and how it looks different in different settings. From her, I learned how to formulate studies that inform mathematics education through a situated learning perspective and be confident and efficacious while doing so.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79171452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-17DOI: 10.1080/00405841.2022.2135908
Lindsay Keazer
ABSTRACT In this article, I explore the impact of receiving mentorship into research and theory of the field that was guided by a social constructivist learning lens. I reflect on the ways that my conception of research and research agenda were framed subconsciously by early experiences investigating my secondary mathematics teaching practice under the mentorship of Dr. Terry Wood. Terry mentored through listening, posing questions, creating cognitive conflict, and encouraging my autonomous exploration. What stood out from this process are the parallels between her words about constructivism, applied to the elementary mathematics classroom, and her ways of mentoring me into the space of mathematics education research, theory, and practice. Her patient and student-centered mentorship had a profound impact on my ways of framing and studying teacher learning.
{"title":"Creating a context for graduate student learning through constructivist inquiry: Introduction to academia as learning through play","authors":"Lindsay Keazer","doi":"10.1080/00405841.2022.2135908","DOIUrl":"https://doi.org/10.1080/00405841.2022.2135908","url":null,"abstract":"ABSTRACT In this article, I explore the impact of receiving mentorship into research and theory of the field that was guided by a social constructivist learning lens. I reflect on the ways that my conception of research and research agenda were framed subconsciously by early experiences investigating my secondary mathematics teaching practice under the mentorship of Dr. Terry Wood. Terry mentored through listening, posing questions, creating cognitive conflict, and encouraging my autonomous exploration. What stood out from this process are the parallels between her words about constructivism, applied to the elementary mathematics classroom, and her ways of mentoring me into the space of mathematics education research, theory, and practice. Her patient and student-centered mentorship had a profound impact on my ways of framing and studying teacher learning.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85478074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/00405841.2022.2109902
D. Cristol, Eric M. Anderman
This second issue of “Confronting Contemporary Controversies in Education” continues the first issue’s goal: an exploration of the research behind some contemporary controversial concerns commonly found in schools. We are thrilled to present the second set of 10 articles in the fall 2022 issue that we believe will positively impact education policy and practice. These articles focus on the research evidence behind the various controversies, sometimes supporting or contradicting the concerns and in some cases, a mixture of both. Hopefully, for the readers, they will better understand these controversies and practice education in a more thoughtful manner.
{"title":"Confronting contemporary controversies in education","authors":"D. Cristol, Eric M. Anderman","doi":"10.1080/00405841.2022.2109902","DOIUrl":"https://doi.org/10.1080/00405841.2022.2109902","url":null,"abstract":"This second issue of “Confronting Contemporary Controversies in Education” continues the first issue’s goal: an exploration of the research behind some contemporary controversial concerns commonly found in schools. We are thrilled to present the second set of 10 articles in the fall 2022 issue that we believe will positively impact education policy and practice. These articles focus on the research evidence behind the various controversies, sometimes supporting or contradicting the concerns and in some cases, a mixture of both. Hopefully, for the readers, they will better understand these controversies and practice education in a more thoughtful manner.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82885954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-05DOI: 10.1080/00405841.2022.2107345
Daniell Difrancesca, D. Spencer
ABSTRACT Although we can be proud of the way that K-12 educators and students battled the COVID-19 online learning storm, the experience may not provide the most representative version of what “online learning” can be. Many teachers, students, and parents were left with a distaste for this experience even though the emergency shift varied extensively from true virtual learning. It is important to consider how to best facilitate the movement toward true online education as the situations we have experienced during the pandemic are not going to end. Many schools are regularly implementing virtual learning for circumstances that would traditionally cause a break in learning, such as snow days. In order to take advantage of all that virtual learning can offer, it is key to explore some of the most effective virtual learning practices.
{"title":"The new normal: How virtual learning can benefit K-12 students","authors":"Daniell Difrancesca, D. Spencer","doi":"10.1080/00405841.2022.2107345","DOIUrl":"https://doi.org/10.1080/00405841.2022.2107345","url":null,"abstract":"ABSTRACT Although we can be proud of the way that K-12 educators and students battled the COVID-19 online learning storm, the experience may not provide the most representative version of what “online learning” can be. Many teachers, students, and parents were left with a distaste for this experience even though the emergency shift varied extensively from true virtual learning. It is important to consider how to best facilitate the movement toward true online education as the situations we have experienced during the pandemic are not going to end. Many schools are regularly implementing virtual learning for circumstances that would traditionally cause a break in learning, such as snow days. In order to take advantage of all that virtual learning can offer, it is key to explore some of the most effective virtual learning practices.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78643241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-29DOI: 10.1080/00405841.2022.2107343
Samuel Burmester, Lionel C. Howard
ABSTRACT Recently, false accusations of Critical Race Theory (CRT) being taught in elementary and secondary schools have emerged in response to culturally relevant, sustaining, and revitalizing curricula; this pushback makes it difficult for many educators to safely employ culturally relevant literature in their classrooms. This article confronts the increasing censoring of curriculum (via book banning and other policies) that privileges White, unidimensional perspectives on language, culture, and curricular topics. Specifically, we suggest a critical inquiry framework (CIF) to guide how students read such text and that draws on the tenets of Yosso’s Cultural Wealth model. Our CIF is rooted in (1) student examination of the economic and political contexts of literary production and constructs of linguistic and cultural legibility, (2) critical engagement with the represented values of literature, and (3) research and critical engagement in the unrepresented and misrepresented values, languages, and cultures of the literary artifact. Collectively, these components contribute to a framework of how to engage traditionally canonical texts in ways that are culturally sustaining and revitalizing by troubling the assumed neutrality of such literature. The article demonstrates the utility of the CIF in its application to sample text; F. Scott’s Fitzgerald’s essay “Winter Dreams.” We offer consideration for pedagogy and other mediating issues.
{"title":"Confronting book banning and assumed curricular neutrality: A critical inquiry framework","authors":"Samuel Burmester, Lionel C. Howard","doi":"10.1080/00405841.2022.2107343","DOIUrl":"https://doi.org/10.1080/00405841.2022.2107343","url":null,"abstract":"ABSTRACT Recently, false accusations of Critical Race Theory (CRT) being taught in elementary and secondary schools have emerged in response to culturally relevant, sustaining, and revitalizing curricula; this pushback makes it difficult for many educators to safely employ culturally relevant literature in their classrooms. This article confronts the increasing censoring of curriculum (via book banning and other policies) that privileges White, unidimensional perspectives on language, culture, and curricular topics. Specifically, we suggest a critical inquiry framework (CIF) to guide how students read such text and that draws on the tenets of Yosso’s Cultural Wealth model. Our CIF is rooted in (1) student examination of the economic and political contexts of literary production and constructs of linguistic and cultural legibility, (2) critical engagement with the represented values of literature, and (3) research and critical engagement in the unrepresented and misrepresented values, languages, and cultures of the literary artifact. Collectively, these components contribute to a framework of how to engage traditionally canonical texts in ways that are culturally sustaining and revitalizing by troubling the assumed neutrality of such literature. The article demonstrates the utility of the CIF in its application to sample text; F. Scott’s Fitzgerald’s essay “Winter Dreams.” We offer consideration for pedagogy and other mediating issues.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79418725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-28DOI: 10.1080/00405841.2022.2107822
N. Hosan, V. Smith, W. Strean, E. Sibinga, S. Punja, S. Vohra
ABSTRACT Mindfulness-based interventions (MBIs) have recently proliferated among schools. Although MBIs show much promise in alleviating mental distress, their increase in school settings may outpace the evidence base for such implementation. In the present literature review, we define the different types of MBIs implemented in school settings: mindfulness-based stress reduction, mindfulness-based cognitive therapy for children, and mindfulness-based social-emotional learning programs. We next identify the outcomes most commonly addressed by MBIs in school settings, such as mental health, social-emotional, and academic outcomes. We conclude with a discussion of MBI implementation in schools and recommendations for educators and policymakers on best practices to maximize MBI effectiveness.
{"title":"The “what,” “why,” and “when” of using mindfulness in schools: Best practices and guidance for educators and policymakers","authors":"N. Hosan, V. Smith, W. Strean, E. Sibinga, S. Punja, S. Vohra","doi":"10.1080/00405841.2022.2107822","DOIUrl":"https://doi.org/10.1080/00405841.2022.2107822","url":null,"abstract":"ABSTRACT Mindfulness-based interventions (MBIs) have recently proliferated among schools. Although MBIs show much promise in alleviating mental distress, their increase in school settings may outpace the evidence base for such implementation. In the present literature review, we define the different types of MBIs implemented in school settings: mindfulness-based stress reduction, mindfulness-based cognitive therapy for children, and mindfulness-based social-emotional learning programs. We next identify the outcomes most commonly addressed by MBIs in school settings, such as mental health, social-emotional, and academic outcomes. We conclude with a discussion of MBI implementation in schools and recommendations for educators and policymakers on best practices to maximize MBI effectiveness.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76252181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-28DOI: 10.1080/00405841.2022.2107808
Jonathan Smith, Fanny-Alexandra Guimond, Jérôme St-Amand, Elizabeth Olivier, R. Chouinard
ABSTRACT The use of reward systems is common in education, particularly at the primary school level. Indeed, there are very few classes in primary schools in which such systems are not implemented. Token economy are used to encourage students to adopt appropriate target social and academic behaviors. However, consensus on their effectiveness is lacking. It is beyond the scope of this article to determine whether token economy systems actually achieve their intended purpose. This article does provide important insights into their origins and offers an up-to-date overview of the research on their effects, which serve as a basis for recommendations to educators and administrators who may need to take a position on their use.
{"title":"“Keep calm and earn more points”: What research says about token economy systems","authors":"Jonathan Smith, Fanny-Alexandra Guimond, Jérôme St-Amand, Elizabeth Olivier, R. Chouinard","doi":"10.1080/00405841.2022.2107808","DOIUrl":"https://doi.org/10.1080/00405841.2022.2107808","url":null,"abstract":"ABSTRACT The use of reward systems is common in education, particularly at the primary school level. Indeed, there are very few classes in primary schools in which such systems are not implemented. Token economy are used to encourage students to adopt appropriate target social and academic behaviors. However, consensus on their effectiveness is lacking. It is beyond the scope of this article to determine whether token economy systems actually achieve their intended purpose. This article does provide important insights into their origins and offers an up-to-date overview of the research on their effects, which serve as a basis for recommendations to educators and administrators who may need to take a position on their use.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80373506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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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