Pub Date : 2021-06-19DOI: 10.1177/01623532211023596
Jaret Hodges, Rachel U. Mun, Rebecca Johnson
Scholars do not dispute that Lewis Terman is an influential figure in the field of gifted education. What is less well understood is the extent of that influence within the field and outside the field of gifted education. Citation analysis provides one method to quantify and analyze a scholar’s influence. In our analysis, we use citation analysis to categorize and analyze a sample (n= 213) of scholarly works which cite one of Lewis Terman’s Genetic Studies of Genius or successive works produced by his students. Our analysis provided evidence that nearly half of all citations of Terman’s work are considered incidental and do not directly reference his work or legacy. Furthermore, we found that negative citations of Terman’s work were in the minority compared with positive and neutral citations.
{"title":"Lewis Terman in Context: An Analysis of Citations of Genetic Studies of Genius Inside and Outside the Field of Gifted Education","authors":"Jaret Hodges, Rachel U. Mun, Rebecca Johnson","doi":"10.1177/01623532211023596","DOIUrl":"https://doi.org/10.1177/01623532211023596","url":null,"abstract":"Scholars do not dispute that Lewis Terman is an influential figure in the field of gifted education. What is less well understood is the extent of that influence within the field and outside the field of gifted education. Citation analysis provides one method to quantify and analyze a scholar’s influence. In our analysis, we use citation analysis to categorize and analyze a sample (n= 213) of scholarly works which cite one of Lewis Terman’s Genetic Studies of Genius or successive works produced by his students. Our analysis provided evidence that nearly half of all citations of Terman’s work are considered incidental and do not directly reference his work or legacy. Furthermore, we found that negative citations of Terman’s work were in the minority compared with positive and neutral citations.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"44 1","pages":"227 - 259"},"PeriodicalIF":1.3,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01623532211023596","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47012195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-07DOI: 10.1177/01623532211001452
Eleonoor van Gerven
Currently, in Western society, five significant paradigm shifts can be distinguished affecting Dutch and Flemish gifted education: (a) an inclusive approach of education, (b) response to educational needs, (c) new perspectives on giftedness, (d) social constructivism, and (e) evidence-informed teaching. In this review article, the positioning of the education of gifted students in primary schools in the Netherlands and Flanders is explained within the context of these five significant paradigm shifts. There are frictions between what is, from a theoretical perspective, desirable optimally and what can currently be realized in Dutch and Flemish education. The process of change demonstrates a need for competent specialists in gifted education. Because basic teacher competencies for the Netherlands and Flanders are already prescribed by law, the construction of a competency matrix is recommended for specialists in gifted education that combines the general teaching competencies with competencies that apply specifically for gifted education.
{"title":"Educational Paradigm Shifts and the Effects on Educating Gifted Students in the Netherlands and Flanders","authors":"Eleonoor van Gerven","doi":"10.1177/01623532211001452","DOIUrl":"https://doi.org/10.1177/01623532211001452","url":null,"abstract":"Currently, in Western society, five significant paradigm shifts can be distinguished affecting Dutch and Flemish gifted education: (a) an inclusive approach of education, (b) response to educational needs, (c) new perspectives on giftedness, (d) social constructivism, and (e) evidence-informed teaching. In this review article, the positioning of the education of gifted students in primary schools in the Netherlands and Flanders is explained within the context of these five significant paradigm shifts. There are frictions between what is, from a theoretical perspective, desirable optimally and what can currently be realized in Dutch and Flemish education. The process of change demonstrates a need for competent specialists in gifted education. Because basic teacher competencies for the Netherlands and Flanders are already prescribed by law, the construction of a competency matrix is recommended for specialists in gifted education that combines the general teaching competencies with competencies that apply specifically for gifted education.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"44 1","pages":"171 - 200"},"PeriodicalIF":1.3,"publicationDate":"2021-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01623532211001452","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42387703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-02DOI: 10.1177/01623532211001450
L. Lee, M. S. Meyer, Kacey Crutchfield
As the expectations for including creativity in K–12 education continually grow, creative process skills equip students with thinking strategies to generate and evaluate ideas. This systematic review explored existing research on elementary and secondary gifted classroom environments that promote creative process skills. A database search yielded peer-reviewed literature, empirical and practitioner-focused, for systematic evaluation. A critical examination of literature published from 2011 to 2019 identified characteristics of educational environments that foster creative processes and highlighted key themes, including integrating creative process skills, adaptive environments, reflective classroom culture, and challenges to implementation. Implications for classroom application and suggestions for future research are discussed.
{"title":"Gifted Classroom Environments and the Creative Process: A Systematic Review","authors":"L. Lee, M. S. Meyer, Kacey Crutchfield","doi":"10.1177/01623532211001450","DOIUrl":"https://doi.org/10.1177/01623532211001450","url":null,"abstract":"As the expectations for including creativity in K–12 education continually grow, creative process skills equip students with thinking strategies to generate and evaluate ideas. This systematic review explored existing research on elementary and secondary gifted classroom environments that promote creative process skills. A database search yielded peer-reviewed literature, empirical and practitioner-focused, for systematic evaluation. A critical examination of literature published from 2011 to 2019 identified characteristics of educational environments that foster creative processes and highlighted key themes, including integrating creative process skills, adaptive environments, reflective classroom culture, and challenges to implementation. Implications for classroom application and suggestions for future research are discussed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"44 1","pages":"107 - 148"},"PeriodicalIF":1.3,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01623532211001450","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46644724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-02DOI: 10.1177/01623532211001443
A. Szymanski
The aim of this study was to explore the lived experiences of advanced students who live in poverty and their choices regarding taking Advanced Placement (AP) courses. Ten urban high school students were interviewed regarding their decision-making process regarding coursework to investigate supports or barriers that exist. Four themes became apparent: Gifted students take advanced classes for challenge and to decrease boredom; internalized messages about what it means to be smart influenced decisions regarding taking advanced classes; external influences could apply positive or negative pressure that affect the decision to take AP courses; and it is difficult for gifted students to find balance between the stress of the AP workload and time management with working and trying to fit in other interests. The themes reflected the complex interplay of internal and external forces that influence whether or not students take AP courses regardless of high academic ability.
{"title":"High Expectations, Limited Options: How Gifted Students Living in Poverty Approach the Demands of AP Coursework","authors":"A. Szymanski","doi":"10.1177/01623532211001443","DOIUrl":"https://doi.org/10.1177/01623532211001443","url":null,"abstract":"The aim of this study was to explore the lived experiences of advanced students who live in poverty and their choices regarding taking Advanced Placement (AP) courses. Ten urban high school students were interviewed regarding their decision-making process regarding coursework to investigate supports or barriers that exist. Four themes became apparent: Gifted students take advanced classes for challenge and to decrease boredom; internalized messages about what it means to be smart influenced decisions regarding taking advanced classes; external influences could apply positive or negative pressure that affect the decision to take AP courses; and it is difficult for gifted students to find balance between the stress of the AP workload and time management with working and trying to fit in other interests. The themes reflected the complex interplay of internal and external forces that influence whether or not students take AP courses regardless of high academic ability.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"44 1","pages":"149 - 170"},"PeriodicalIF":1.3,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01623532211001443","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42024357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-22DOI: 10.1177/01623532211001440
Saskia Stollman, J. Meirink, M. Westenberg, J. V. van Driel
Differentiated instruction (DI) is an effective instructional strategy to maximize individual students’ abilities; in practice, however, its implementation appears to be problematic. To better understand teachers’ perspectives on DI and the effect different teaching contexts can have, we explored teachers’ interactive cognitions of DI in their regular lessons and in “talent lessons.” Four stimulated recall interviews were conducted with a sample of secondary school teachers (n = 4) in the Netherlands. We found that teachers’ interactive cognitions varied depending on the context. More specifically, it appeared that in the “talent lessons,” teachers focused more on small groups or on individual students than they did in the regular lessons. Also, regardless of context, teachers often take student characteristics into account, but how they do this varies among teachers. This study provides a valuable starting point for professional development trajectories and aimed to develop teachers’ implementation of DI while taking individual differences among teachers into account.
{"title":"Teachers’ Interactive Cognitions of Differentiated Instruction: An Exploration in Regular and Talent Development Lessons","authors":"Saskia Stollman, J. Meirink, M. Westenberg, J. V. van Driel","doi":"10.1177/01623532211001440","DOIUrl":"https://doi.org/10.1177/01623532211001440","url":null,"abstract":"Differentiated instruction (DI) is an effective instructional strategy to maximize individual students’ abilities; in practice, however, its implementation appears to be problematic. To better understand teachers’ perspectives on DI and the effect different teaching contexts can have, we explored teachers’ interactive cognitions of DI in their regular lessons and in “talent lessons.” Four stimulated recall interviews were conducted with a sample of secondary school teachers (n = 4) in the Netherlands. We found that teachers’ interactive cognitions varied depending on the context. More specifically, it appeared that in the “talent lessons,” teachers focused more on small groups or on individual students than they did in the regular lessons. Also, regardless of context, teachers often take student characteristics into account, but how they do this varies among teachers. This study provides a valuable starting point for professional development trajectories and aimed to develop teachers’ implementation of DI while taking individual differences among teachers into account.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"44 1","pages":"201 - 222"},"PeriodicalIF":1.3,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01623532211001440","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42584359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/0162353220978304
Nielsen Pereira, Juliana Tay, O. Desmet, Y. Maeda, Marcia Gentry
We evaluated the psychometric properties of the Classroom Practices Survey–Revised (CPS-R) when used with students achieving at low, average, and high levels. A total of 739 teachers completed CPS-R for students in their classrooms. Results showed improvement in the reliability of CPS-R across all achievement levels when compared with its previous version. Internal consistency estimates for the four factors were higher for the high-achieving students (α = .84–.94) compared with estimates for students who achieve at average (α = .83–.92) and low (α = .81–.90) levels. Model fit of the data was in the acceptable range across all achievement levels. However, model fit indices for the high-achieving group were slightly better than for the average- and low-achieving groups. Results support the practical value of CPS-R as a tool to assess teachers’ use of differentiation strategies.
{"title":"Validity Evidence for the Revised Classroom Practices Survey: An Instrument to Measure Teachers’ Differentiation Practices","authors":"Nielsen Pereira, Juliana Tay, O. Desmet, Y. Maeda, Marcia Gentry","doi":"10.1177/0162353220978304","DOIUrl":"https://doi.org/10.1177/0162353220978304","url":null,"abstract":"We evaluated the psychometric properties of the Classroom Practices Survey–Revised (CPS-R) when used with students achieving at low, average, and high levels. A total of 739 teachers completed CPS-R for students in their classrooms. Results showed improvement in the reliability of CPS-R across all achievement levels when compared with its previous version. Internal consistency estimates for the four factors were higher for the high-achieving students (α = .84–.94) compared with estimates for students who achieve at average (α = .83–.92) and low (α = .81–.90) levels. Model fit of the data was in the acceptable range across all achievement levels. However, model fit indices for the high-achieving group were slightly better than for the average- and low-achieving groups. Results support the practical value of CPS-R as a tool to assess teachers’ use of differentiation strategies.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"44 1","pages":"31 - 55"},"PeriodicalIF":1.3,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220978304","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45466888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/0162353220978306
Jaret Hodges, Kacey Crutchfield, L. Lee
Self-assessments utilizing designated, objective standards are critical in program evaluation. Although 2013–2014 Texas policy mandated districts self-assess their gifted programs using the community and student engagement performance rating system, little is known about how districts determined their self-assessment ratings. Following gifted program evaluation guidelines from the Texas State Plan for Gifted/Talented Students and the National Association for Gifted Children Pre-K–Grade 12 Gifted Programming Standards, researchers used logistic ordered regression to examine Texas districts’ 2014–2015 locale, proportional representation, and budgetary allotments in relation to gifted program self-assessed performance ratings. Results indicate proportional representation of Black and Hispanic students in gifted programs did not influence school district self-assessed ratings. On the contrary, locale, proportion of Black and Hispanic students to the overall district population, and budget allocation did relate to self-assessed ratings of gifted programs. Future research directions and implications for the use of self-assessments within gifted program evaluation are discussed.
{"title":"Equitable Access, Locale, Funding, and the Alignment to Performance Ratings in Texas Gifted Programs","authors":"Jaret Hodges, Kacey Crutchfield, L. Lee","doi":"10.1177/0162353220978306","DOIUrl":"https://doi.org/10.1177/0162353220978306","url":null,"abstract":"Self-assessments utilizing designated, objective standards are critical in program evaluation. Although 2013–2014 Texas policy mandated districts self-assess their gifted programs using the community and student engagement performance rating system, little is known about how districts determined their self-assessment ratings. Following gifted program evaluation guidelines from the Texas State Plan for Gifted/Talented Students and the National Association for Gifted Children Pre-K–Grade 12 Gifted Programming Standards, researchers used logistic ordered regression to examine Texas districts’ 2014–2015 locale, proportional representation, and budgetary allotments in relation to gifted program self-assessed performance ratings. Results indicate proportional representation of Black and Hispanic students in gifted programs did not influence school district self-assessed ratings. On the contrary, locale, proportion of Black and Hispanic students to the overall district population, and budget allocation did relate to self-assessed ratings of gifted programs. Future research directions and implications for the use of self-assessments within gifted program evaluation are discussed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"44 1","pages":"3 - 30"},"PeriodicalIF":1.3,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220978306","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47807401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/0162353220978295
Dilek GİRİT YILDIZ, Burcu Durmaz
Mathematically gifted students have a high potential for understanding and thinking through mathematical relations and connections between mathematical concepts. Currently, it is thought that generalizing patterns algebraically can serve to provide challenges and opportunities that match their potential. This article focuses on a mathematically gifted student’s use of generalization strategies to identify linear and nonlinear patterns in the context of a matchstick problem. Data were collected from a 10th-grade gifted student’s problem-solving process in a qualitative research design. It was observed that the gifted student’s ways of generalizing the linear and nonlinear patterns were different. In a generalization process, the student used figural reasoning in the linear pattern and numerical reasoning in the nonlinear patterns. It was noted that the student explored using Gauss’s approach in structuring the general rules of nonlinear patterns. Accordingly, aside from assisting their more gifted students, mathematics teachers may want to consider ways to introduce Gaussian thinking to the benefit of all their students.
{"title":"A Gifted High School Student’s Generalization Strategies of Linear and Nonlinear Patterns via Gauss’s Approach","authors":"Dilek GİRİT YILDIZ, Burcu Durmaz","doi":"10.1177/0162353220978295","DOIUrl":"https://doi.org/10.1177/0162353220978295","url":null,"abstract":"Mathematically gifted students have a high potential for understanding and thinking through mathematical relations and connections between mathematical concepts. Currently, it is thought that generalizing patterns algebraically can serve to provide challenges and opportunities that match their potential. This article focuses on a mathematically gifted student’s use of generalization strategies to identify linear and nonlinear patterns in the context of a matchstick problem. Data were collected from a 10th-grade gifted student’s problem-solving process in a qualitative research design. It was observed that the gifted student’s ways of generalizing the linear and nonlinear patterns were different. In a generalization process, the student used figural reasoning in the linear pattern and numerical reasoning in the nonlinear patterns. It was noted that the student explored using Gauss’s approach in structuring the general rules of nonlinear patterns. Accordingly, aside from assisting their more gifted students, mathematics teachers may want to consider ways to introduce Gaussian thinking to the benefit of all their students.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"44 1","pages":"56 - 80"},"PeriodicalIF":1.3,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220978295","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47186770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-28DOI: 10.1177/0162353220978302
Diane Barone, Rebecca E. Barone
This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.
{"title":"Exploring Bullying: Fifth Graders’ Interpretations and Understandings","authors":"Diane Barone, Rebecca E. Barone","doi":"10.1177/0162353220978302","DOIUrl":"https://doi.org/10.1177/0162353220978302","url":null,"abstract":"This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"44 1","pages":"81 - 103"},"PeriodicalIF":1.3,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220978302","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45429070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1177/0162353220955163
Del Siegle
{"title":"English Language Special Issue","authors":"Del Siegle","doi":"10.1177/0162353220955163","DOIUrl":"https://doi.org/10.1177/0162353220955163","url":null,"abstract":"","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"295 - 296"},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220955163","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41543616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：