Pub Date : 2022-08-08DOI: 10.1080/1743727X.2022.2110231
S. Marx
ABSTRACT This paper examines the contributions of mapping research to critical qualitative research methodology. Mapping research is introduced, along with its history, the prevalence of geo- and socio-spatial theoretical frameworks used with the methodology, and the predominant framing of mapping research in the field of education. The main goal of this paper is to share some of the wide variety of approaches to mapping research to help scholars understand where the methodology comes from, where it is going, as well as its scope, strengths, limitations, and possibilities for critical qualitative research. Three diverse examples of mapping research are analysed in detail with attention given to their theoretical and methodological contexts, prompts and generated artefacts, as well as strengths and limitations.
{"title":"Mapping as critical qualitative research methodology","authors":"S. Marx","doi":"10.1080/1743727X.2022.2110231","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2110231","url":null,"abstract":"ABSTRACT This paper examines the contributions of mapping research to critical qualitative research methodology. Mapping research is introduced, along with its history, the prevalence of geo- and socio-spatial theoretical frameworks used with the methodology, and the predominant framing of mapping research in the field of education. The main goal of this paper is to share some of the wide variety of approaches to mapping research to help scholars understand where the methodology comes from, where it is going, as well as its scope, strengths, limitations, and possibilities for critical qualitative research. Three diverse examples of mapping research are analysed in detail with attention given to their theoretical and methodological contexts, prompts and generated artefacts, as well as strengths and limitations.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48928711","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 : 2022-08-06DOI: 10.1080/1743727X.2022.2109875
L. M. Smith
{"title":"Narrative inquiry: Philosophical roots","authors":"L. M. Smith","doi":"10.1080/1743727X.2022.2109875","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2109875","url":null,"abstract":"","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42010959","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 : 2022-08-02DOI: 10.1080/1743727X.2022.2106366
M. Pérez, Cinthya M. Saavedra, N. Jones, Paty Abril-Gonzalez
ABSTRACT There is an overwhelming presence and dominance of white-centric methodologies in educational research. To create necessary re-envisionings, we theorize how approaches to methodology can be disrupted and rethought through Black feminisms, Chicana feminism and Womanism. While each are distinct in their standpoints and contours, they have strong points of affinity, such as their focus on the generation of theory through lived experiences, interrogating various forms of oppression, coalition building and spirituality. From these intersections, we begin by discussing how Black feminisms, Chicana feminism and Womanism, as theories in the flesh, can re-envision methodology, generally. We then provide specific examples of putting Chicana feminism and Black feminisms to work in order to foster authentic relationships in collaborative inquiry and incite ruptures and renarrativizations through life story inquiry. We end with a discussion of how working in solidarity among women of color feminists can enact coalition building as a site of methodological revolution.
{"title":"Woman of colour feminisms as a vehicle for racially-just methodologies in educational research","authors":"M. Pérez, Cinthya M. Saavedra, N. Jones, Paty Abril-Gonzalez","doi":"10.1080/1743727X.2022.2106366","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2106366","url":null,"abstract":"ABSTRACT There is an overwhelming presence and dominance of white-centric methodologies in educational research. To create necessary re-envisionings, we theorize how approaches to methodology can be disrupted and rethought through Black feminisms, Chicana feminism and Womanism. While each are distinct in their standpoints and contours, they have strong points of affinity, such as their focus on the generation of theory through lived experiences, interrogating various forms of oppression, coalition building and spirituality. From these intersections, we begin by discussing how Black feminisms, Chicana feminism and Womanism, as theories in the flesh, can re-envision methodology, generally. We then provide specific examples of putting Chicana feminism and Black feminisms to work in order to foster authentic relationships in collaborative inquiry and incite ruptures and renarrativizations through life story inquiry. We end with a discussion of how working in solidarity among women of color feminists can enact coalition building as a site of methodological revolution.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48032797","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 : 2022-07-27DOI: 10.1080/1743727X.2022.2099826
Nicolette van Halem, I. Cornelisz, A. Daly, C. van Klaveren
ABSTRACT In educational contexts where many domains subject to improvement are interdependent and causal evidence is frequently lacking it is difficult, if not impossible, for policymakers and educational practitioners to decide which domain should be invested in. This paper proposes a new method that uses Conditional Mean Independent Correlations (CMIC) and normative growth functions to inform such decision-making processes. In this paper, CMIC and growth functions are applied to data from a research-practice partnership to identify high impact improvements among domains that are considered important to the district’s mission and vision around student learning. The results point to improvement domains that administrators did not consider to be high impact improvements initially, suggesting that this method brings leaders food for thought around strategies for improvement efforts. The CMIC and growth functions moreover accommodate opportunities for policymakers and practitioners to base their decisions on theory and data, providing them with a stronger degree of decision-making authority for use of resources for improvement. Simultaneously, CMIC and growth functions enable researchers to test and further develop theoretical models on improvement efforts. Limitations and suggestions for further research are discussed.
{"title":"Identifying high impact school improvements using conditional mean independent correlations and growth functions","authors":"Nicolette van Halem, I. Cornelisz, A. Daly, C. van Klaveren","doi":"10.1080/1743727X.2022.2099826","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2099826","url":null,"abstract":"ABSTRACT In educational contexts where many domains subject to improvement are interdependent and causal evidence is frequently lacking it is difficult, if not impossible, for policymakers and educational practitioners to decide which domain should be invested in. This paper proposes a new method that uses Conditional Mean Independent Correlations (CMIC) and normative growth functions to inform such decision-making processes. In this paper, CMIC and growth functions are applied to data from a research-practice partnership to identify high impact improvements among domains that are considered important to the district’s mission and vision around student learning. The results point to improvement domains that administrators did not consider to be high impact improvements initially, suggesting that this method brings leaders food for thought around strategies for improvement efforts. The CMIC and growth functions moreover accommodate opportunities for policymakers and practitioners to base their decisions on theory and data, providing them with a stronger degree of decision-making authority for use of resources for improvement. Simultaneously, CMIC and growth functions enable researchers to test and further develop theoretical models on improvement efforts. Limitations and suggestions for further research are discussed.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48286242","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 : 2022-07-25DOI: 10.1080/1743727X.2022.2103112
N. Ali
ABSTRACT Critical Race Theory (CRT) has provided academia a theoretical framework to engage in a conversation and explore the lived experiences of people as they are impacted by the endemic nature of racism. The creation of subsets within CRT have made space for minoritized populations in ways that are specific to them. The author proposes the creation of MusCrit as a means to explore the experiences of Muslim Americans with a CRT lens by sharing six tenets that are unique to the lived reality of this demographic.
{"title":"Muscrit: towards carving a niche in critical race theory for the Muslim educational experience","authors":"N. Ali","doi":"10.1080/1743727X.2022.2103112","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2103112","url":null,"abstract":"ABSTRACT Critical Race Theory (CRT) has provided academia a theoretical framework to engage in a conversation and explore the lived experiences of people as they are impacted by the endemic nature of racism. The creation of subsets within CRT have made space for minoritized populations in ways that are specific to them. The author proposes the creation of MusCrit as a means to explore the experiences of Muslim Americans with a CRT lens by sharing six tenets that are unique to the lived reality of this demographic.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41994792","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 : 2022-07-25DOI: 10.1080/1743727X.2022.2094361
N. Pantić, J. Brouwer, Laura Thomas, D. Froehlich
ABSTRACT This article discusses the potential of mixed-method social network analysis (MMSNA) as a methodology for designing and conducting studies that address questions of interplay between human agency and social structures in educational settings. First, we discuss a rationale for using MMSNA referring to the theoretical calls for better understanding the role of agency in network structures. Next, we discuss examples of studies that illustrate how MMSNA has been applied to investigate (a) the role of agency in social network formation and (b) how social networks facilitate actors’ agency in educational processes. Finally, we outline a guide for how to use MMSNA and consider its potential for future studies of interactions between agency and structures in educational settings.
{"title":"The potential of mixed-method social network analysis for studying interaction between agency and structure in education","authors":"N. Pantić, J. Brouwer, Laura Thomas, D. Froehlich","doi":"10.1080/1743727X.2022.2094361","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2094361","url":null,"abstract":"ABSTRACT This article discusses the potential of mixed-method social network analysis (MMSNA) as a methodology for designing and conducting studies that address questions of interplay between human agency and social structures in educational settings. First, we discuss a rationale for using MMSNA referring to the theoretical calls for better understanding the role of agency in network structures. Next, we discuss examples of studies that illustrate how MMSNA has been applied to investigate (a) the role of agency in social network formation and (b) how social networks facilitate actors’ agency in educational processes. Finally, we outline a guide for how to use MMSNA and consider its potential for future studies of interactions between agency and structures in educational settings.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45138547","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 : 2022-07-14DOI: 10.1080/1743727X.2022.2099827
Haoran Zheng, A. Keary, A. Filipi
ABSTRACT Researcher roles as insiders and outsiders are important in qualitative studies. Yet, the roles and perspectives of insider and outsider researchers working collaboratively in transnational learning contexts have received little research attention. This paper reports on a small-scale qualitative project that explored our research collaboration as insiders and outsiders. We investigated three undergraduate Chinese international pre-service teachers’ academic experiences in one Australian university. The doctoral student researcher, as an insider who shared language and culture with the participants, undertook in-class observations and semi-structured interviews with the three participants while the outsider researchers developed and guided the overall project. In the course of data analysis, and using a reflexive lens, we were given insight into how our distinct cultural and linguistic identities and positionings steered our interpretations and enriched them as we made sense of them. In so doing we became aware of the ways in which our research plans and our own roles and dispositions were dynamically shaped and shifted as we worked with our participants and with each other. In this way, our research plan itself was changed while the process of interpreting the data became enriched and inspired confidence.
{"title":"Insider outsider perspectives: making sense of first-year Chinese international students’ academic experience","authors":"Haoran Zheng, A. Keary, A. Filipi","doi":"10.1080/1743727X.2022.2099827","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2099827","url":null,"abstract":"ABSTRACT Researcher roles as insiders and outsiders are important in qualitative studies. Yet, the roles and perspectives of insider and outsider researchers working collaboratively in transnational learning contexts have received little research attention. This paper reports on a small-scale qualitative project that explored our research collaboration as insiders and outsiders. We investigated three undergraduate Chinese international pre-service teachers’ academic experiences in one Australian university. The doctoral student researcher, as an insider who shared language and culture with the participants, undertook in-class observations and semi-structured interviews with the three participants while the outsider researchers developed and guided the overall project. In the course of data analysis, and using a reflexive lens, we were given insight into how our distinct cultural and linguistic identities and positionings steered our interpretations and enriched them as we made sense of them. In so doing we became aware of the ways in which our research plans and our own roles and dispositions were dynamically shaped and shifted as we worked with our participants and with each other. In this way, our research plan itself was changed while the process of interpreting the data became enriched and inspired confidence.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42361804","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 : 2022-07-12DOI: 10.1080/1743727X.2022.2097218
Tiera Tanksley, Cynthia Estrada
ABSTRACT This research article challenges the normative construction of RPPs as an inherently equitable, post-racial and ungendered methodological framework. By utilizing critical race theory broadly, and whiteness as property in particular, we highlight how without explicit consideration for the racialization of research identities, RPPs are incapable of disrupting oppressive power structures that hinder equity and social change. As WOC researchers working on a large National Science Foundation granted study, we witnessed two issues in RPP methodologies: (1) institutional power granted by Academe is negated when whiteness is prioritized and minoritized race/gender identities are involved; and (2) niceness is weaponized as a means of protecting education and research as the property of whites in order to maintain the status quo. By utilizing our counterstories to unpack and interrogate the onto-epistemological and sociopolitical infrastructure of RPPs, we offer implications and best practices for how to foster more transformative and racially-just research partnerships. Specifically, we use CRT to theorize a Critical Race-RPP (CR-RPP) methodology that seeks to decentre whiteness and privilege the voices and needs of People of Color and other marginalized communities within schools and academia.
{"title":"Toward a Critical Race RPP: how race, power and positionality inform Research Practice Partnerships","authors":"Tiera Tanksley, Cynthia Estrada","doi":"10.1080/1743727X.2022.2097218","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2097218","url":null,"abstract":"ABSTRACT This research article challenges the normative construction of RPPs as an inherently equitable, post-racial and ungendered methodological framework. By utilizing critical race theory broadly, and whiteness as property in particular, we highlight how without explicit consideration for the racialization of research identities, RPPs are incapable of disrupting oppressive power structures that hinder equity and social change. As WOC researchers working on a large National Science Foundation granted study, we witnessed two issues in RPP methodologies: (1) institutional power granted by Academe is negated when whiteness is prioritized and minoritized race/gender identities are involved; and (2) niceness is weaponized as a means of protecting education and research as the property of whites in order to maintain the status quo. By utilizing our counterstories to unpack and interrogate the onto-epistemological and sociopolitical infrastructure of RPPs, we offer implications and best practices for how to foster more transformative and racially-just research partnerships. Specifically, we use CRT to theorize a Critical Race-RPP (CR-RPP) methodology that seeks to decentre whiteness and privilege the voices and needs of People of Color and other marginalized communities within schools and academia.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45465564","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 : 2022-07-04DOI: 10.1080/1743727X.2022.2094359
N. Siddiqui, S. Gorard
ABSTRACT Robust indicators are important for identifying disadvantaged pupils in education, and for ensuring that they are rightly receiving relevant state-funded assistance. This paper compares the quality and completeness of data from England on student eligibility for free school meals (FSM) based on an administrative census, with more all-encompassing household income measures, from a smaller sample of young people. The first measure comes from the National Pupil Database (NPD), and the second from Next Steps (NS). The two datasets are linked at the individual student level. In this restricted group, FSM data is more complete (97%) than household income (47%). The bias created by missing data on income in NS calls into question its more general usefulness for analysts. FSM cannot be read neatly from income, such as referring to an income below a certain level, and vice versa. Many reportedly low-income children are not listed as FSM-eligible. However, the two values are linked, while each also provides unique information. Both measures predict attainment at school, to some extent. The paper concludes that FSM is the more practical measure at present, but also considers how access to limited income data could be made more widespread while maintaining individual data rights.
{"title":"Is household income a reliable measure when assessing educational outcomes? A Jigsaw of two datasets (Next Steps and National Pupil Database) for understanding indicators of disadvantage","authors":"N. Siddiqui, S. Gorard","doi":"10.1080/1743727X.2022.2094359","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2094359","url":null,"abstract":"ABSTRACT Robust indicators are important for identifying disadvantaged pupils in education, and for ensuring that they are rightly receiving relevant state-funded assistance. This paper compares the quality and completeness of data from England on student eligibility for free school meals (FSM) based on an administrative census, with more all-encompassing household income measures, from a smaller sample of young people. The first measure comes from the National Pupil Database (NPD), and the second from Next Steps (NS). The two datasets are linked at the individual student level. In this restricted group, FSM data is more complete (97%) than household income (47%). The bias created by missing data on income in NS calls into question its more general usefulness for analysts. FSM cannot be read neatly from income, such as referring to an income below a certain level, and vice versa. Many reportedly low-income children are not listed as FSM-eligible. However, the two values are linked, while each also provides unique information. Both measures predict attainment at school, to some extent. The paper concludes that FSM is the more practical measure at present, but also considers how access to limited income data could be made more widespread while maintaining individual data rights.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41676527","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 : 2022-07-01DOI: 10.1080/1743727X.2022.2094356
L. Lahn, Kirsti Klette
ABSTRACT The growing interest in video research and new technologies for recording human interaction has stirred debates about intrusiveness and ‘reactivity’ understood as researcher-derived changes in subjects. In addition to a plethora of concepts referring to such effects in extant literature, different ontological and epistemological positions provide contrasting frameworks for interpreting and deciding on methodological guidelines. In this article we discuss these elements, that we have called ‘meta-methodological’, from the standpoints of experimental research, social-constructivism and scientific realism. We combine conceptual analysis and a literature review of video-studies in teaching in order to identify both possible traces of contesting beliefs and to provide a glance at different aspects of ‘reactivity’ that needs to be systematized in the ongoing debates. Whereas the methodological literature underline the importance of such effects, these are rarely reported in the reviewed video studies. Moreover, reactivity is seen as a minor problem in the latter, and we found few instances that validated the effects on the field and on the empirical conclusions. Our article ask for more transparency in field researchers’ judgment about reactivity and mitigating measures.
{"title":"Reactivity beyond contamination. An integrative literature review of video studies in educational research","authors":"L. Lahn, Kirsti Klette","doi":"10.1080/1743727X.2022.2094356","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2094356","url":null,"abstract":"ABSTRACT The growing interest in video research and new technologies for recording human interaction has stirred debates about intrusiveness and ‘reactivity’ understood as researcher-derived changes in subjects. In addition to a plethora of concepts referring to such effects in extant literature, different ontological and epistemological positions provide contrasting frameworks for interpreting and deciding on methodological guidelines. In this article we discuss these elements, that we have called ‘meta-methodological’, from the standpoints of experimental research, social-constructivism and scientific realism. We combine conceptual analysis and a literature review of video-studies in teaching in order to identify both possible traces of contesting beliefs and to provide a glance at different aspects of ‘reactivity’ that needs to be systematized in the ongoing debates. Whereas the methodological literature underline the importance of such effects, these are rarely reported in the reviewed video studies. Moreover, reactivity is seen as a minor problem in the latter, and we found few instances that validated the effects on the field and on the empirical conclusions. Our article ask for more transparency in field researchers’ judgment about reactivity and mitigating measures.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47866352","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}
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