Pub Date : 2022-02-09DOI: 10.1080/1743727X.2022.2035352
Cheyeon Ha
ABSTRACT This study aims to introduce network meta-analysis (NMA) to provide educational researchers with an extended view of the reviewing educational research. Meta-analytic methods have been widely used in educational research reviews. However, weaknesses have emerged in the multi-group comparison analysis of educational studies where different interventions are applied because general meta-analysis is structured for a two-group comparison (i.e. treatment versus control group) of the same structure. Alternatively, when synthesizing experimental results of previous studies, NMA aims to verify related effect sizes by considering various experimental environments and research variables. Using NMA with simulation data, along with five types of online learning designs, this study describes how educational researchers could compare complex intervention effects between ten networks derived from five groups. The use of NMA in review research can provide rich interpretations of multi-group comparison results. Additionally, it can reflect on the complexity of real-world experimental design conditions.
{"title":"How to compare multiple intervention effects: Educational research using network meta-analysis","authors":"Cheyeon Ha","doi":"10.1080/1743727X.2022.2035352","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2035352","url":null,"abstract":"ABSTRACT This study aims to introduce network meta-analysis (NMA) to provide educational researchers with an extended view of the reviewing educational research. Meta-analytic methods have been widely used in educational research reviews. However, weaknesses have emerged in the multi-group comparison analysis of educational studies where different interventions are applied because general meta-analysis is structured for a two-group comparison (i.e. treatment versus control group) of the same structure. Alternatively, when synthesizing experimental results of previous studies, NMA aims to verify related effect sizes by considering various experimental environments and research variables. Using NMA with simulation data, along with five types of online learning designs, this study describes how educational researchers could compare complex intervention effects between ten networks derived from five groups. The use of NMA in review research can provide rich interpretations of multi-group comparison results. Additionally, it can reflect on the complexity of real-world experimental design conditions.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60206165","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 : 2022-02-07DOI: 10.1080/1743727X.2022.2035353
Mia Heikkilä, J. Schaeffer
ABSTRACT Preschool, understood as being both a physical and psychological environment, is, according to objectives in national curriculum, required to be inclusive for all those who attend it. Previous studies have identified the stereotypical norms of several everyday activities of preschools, including both interactions and premises. The aim of this article is to present and discuss a possible methodological idea of a ‘provotype’ as a model for re-representing empirical analysis based on different data types that are combined in a research process. Research concerning provotypes will be presented. The research method will be presented in detail and the analytical process described. In the results section, the provotype and its aspects will be presented. Both during the work with the provotype as well as afterwards we have learned that working with the ‘provotyping’ (what we like to call the whole process of analysing the results, visualizing, discussing the form of it and our reactions to the provotype) involves several phases of exproration and those phases includes uncertainty. A provotype might be a good way of re-illustrating, or as we put it re-representing, results from case studies with a number of different data, as in this study.
{"title":"The Provotype as a methodological exploration in educational research","authors":"Mia Heikkilä, J. Schaeffer","doi":"10.1080/1743727X.2022.2035353","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2035353","url":null,"abstract":"ABSTRACT Preschool, understood as being both a physical and psychological environment, is, according to objectives in national curriculum, required to be inclusive for all those who attend it. Previous studies have identified the stereotypical norms of several everyday activities of preschools, including both interactions and premises. The aim of this article is to present and discuss a possible methodological idea of a ‘provotype’ as a model for re-representing empirical analysis based on different data types that are combined in a research process. Research concerning provotypes will be presented. The research method will be presented in detail and the analytical process described. In the results section, the provotype and its aspects will be presented. Both during the work with the provotype as well as afterwards we have learned that working with the ‘provotyping’ (what we like to call the whole process of analysing the results, visualizing, discussing the form of it and our reactions to the provotype) involves several phases of exproration and those phases includes uncertainty. A provotype might be a good way of re-illustrating, or as we put it re-representing, results from case studies with a number of different data, as in this study.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45036424","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 : 2022-02-07DOI: 10.1080/1743727X.2022.2035351
Stine Mariegaard, Lars Seidelin, J. Bruun
ABSTRACT Reviews of literature often summarize research within a given field to provide succinct information about state of the art as well as gaps for future research to address. In educational research, such information includes different positions within a field; for example, theoretical positions underpinning empirical studies. Such theoretical positions may influence interpretations of research results and remain a challenge to map and present. Here, we show how to use thematic analysis and network analysis to construct maps, analyse and synthesize theoretical positions within educational research. We use early childhood inquiry-based science education (ECIBSE) literature as a case because of its historical roots in Dewey’s educational philosophy. This allows us to discuss findings in light of a well-known theoretical framework. Using our methodology, we analyse four theoretical positions for teaching and learning: (1) science should be learned through inquiry, (2) teaching should model scientific practices, (3) children should develop science-related competencies (4) child’s experience should take precedence. After discussing these positions, we turn to methodological possibilities and challenges of using thematic network analysis for literature reviews. R-code, data and instructions for reproducing our results are available at: https://github.com/jbruun/thematicDiscourseNetworkAnalysis/.
{"title":"Identification of positions in literature using thematic network analysis: the case of early childhood inquiry-based science education","authors":"Stine Mariegaard, Lars Seidelin, J. Bruun","doi":"10.1080/1743727X.2022.2035351","DOIUrl":"https://doi.org/10.1080/1743727X.2022.2035351","url":null,"abstract":"ABSTRACT Reviews of literature often summarize research within a given field to provide succinct information about state of the art as well as gaps for future research to address. In educational research, such information includes different positions within a field; for example, theoretical positions underpinning empirical studies. Such theoretical positions may influence interpretations of research results and remain a challenge to map and present. Here, we show how to use thematic analysis and network analysis to construct maps, analyse and synthesize theoretical positions within educational research. We use early childhood inquiry-based science education (ECIBSE) literature as a case because of its historical roots in Dewey’s educational philosophy. This allows us to discuss findings in light of a well-known theoretical framework. Using our methodology, we analyse four theoretical positions for teaching and learning: (1) science should be learned through inquiry, (2) teaching should model scientific practices, (3) children should develop science-related competencies (4) child’s experience should take precedence. After discussing these positions, we turn to methodological possibilities and challenges of using thematic network analysis for literature reviews. R-code, data and instructions for reproducing our results are available at: https://github.com/jbruun/thematicDiscourseNetworkAnalysis/.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43494304","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 : 2022-01-01DOI: 10.1080/1743727x.2022.2043620
L. Todd, Jo Rose
{"title":"Researching in COVID times: reflection and action","authors":"L. Todd, Jo Rose","doi":"10.1080/1743727x.2022.2043620","DOIUrl":"https://doi.org/10.1080/1743727x.2022.2043620","url":null,"abstract":"","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49060444","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 : 2021-12-03DOI: 10.1080/1743727X.2021.2011196
David DeLiema, Ashley S. Hufnagle, V. Rao, Justin Baker, J. Valerie, Jasmine Kim
ABSTRACT Approaches to discourse analysis in educational research tend to operate within the boundaries of particular video-based research traditions. We examine four of these traditions that are especially relevant to the learning sciences – conversation analysis, discursive psychology, interaction analysis, and video-cued ethnography – and instead of assuming that they are incommensurate, we examine their interconnections and areas of synthesis to make space for methodological innovations. In looking for unforeseen or de-emphasized points of synergy, we consider four approaches to each tradition: (1) making claims about internal processes; (2) inviting research participants to reflect on the video records; (3) formulating conjectures about the video data; and (4) noticing and documenting patterns. We examine the above approaches in the context of a research-practice partnership between educational researchers and a non-profit organization focused on outdoor family play, focusing in particular on autonomy-supportive parenting. Through this methodological reflection, we raise a number of novel considerations regarding how video-based educational researchers can understand what is relevant to the participants, engage with data selection, and formulate claims about recognizable phenomena in the data. We conclude by discussing problems of practice in video-based educational research that this mixed-tradition approach can address.
{"title":"Methodological innovations at the intersection of video-based educational research traditions: Reflections on relevance, data selection, and phenomena of interest","authors":"David DeLiema, Ashley S. Hufnagle, V. Rao, Justin Baker, J. Valerie, Jasmine Kim","doi":"10.1080/1743727X.2021.2011196","DOIUrl":"https://doi.org/10.1080/1743727X.2021.2011196","url":null,"abstract":"ABSTRACT Approaches to discourse analysis in educational research tend to operate within the boundaries of particular video-based research traditions. We examine four of these traditions that are especially relevant to the learning sciences – conversation analysis, discursive psychology, interaction analysis, and video-cued ethnography – and instead of assuming that they are incommensurate, we examine their interconnections and areas of synthesis to make space for methodological innovations. In looking for unforeseen or de-emphasized points of synergy, we consider four approaches to each tradition: (1) making claims about internal processes; (2) inviting research participants to reflect on the video records; (3) formulating conjectures about the video data; and (4) noticing and documenting patterns. We examine the above approaches in the context of a research-practice partnership between educational researchers and a non-profit organization focused on outdoor family play, focusing in particular on autonomy-supportive parenting. Through this methodological reflection, we raise a number of novel considerations regarding how video-based educational researchers can understand what is relevant to the participants, engage with data selection, and formulate claims about recognizable phenomena in the data. We conclude by discussing problems of practice in video-based educational research that this mixed-tradition approach can address.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44807272","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 : 2021-11-30DOI: 10.1080/1743727X.2021.2011195
A. Poole
ABSTRACT Participatory based methodologies, like the funds of identity approach, often employ arts-based methods and graphic elicitation as a complement to the traditional autobiographical interview. The funds of identity approach addresses deficit discourses that position disadvantaged learners as problematic by encouraging teachers to construct curriculum based on their learners’ experiences and identities. Whilst previous research has validated the efficacy of visual strategies in uncovering students’ funds of identity, the role of visual strategies rooted in digital literacies, such as avatars, has yet to be fully explored. This paper contributes to the funds of identity literature by exploring how avatars could be used as a visual strategy for uncovering Chinese students’ funds of identity. It argues that text-based strategies are generally used in funds of identity research as a first step whilst there is not continued or sufficiently robust use of text-based elicitation in association with visual-based creation. This paper shows how text based strategies can be used throughout the data collection process as more than just a complement to visual strategies, but as an integral part of it, in the form of a multimodal method.
{"title":"Towards a multimodal method for identifying and interpreting funds of identity derived from avatars","authors":"A. Poole","doi":"10.1080/1743727X.2021.2011195","DOIUrl":"https://doi.org/10.1080/1743727X.2021.2011195","url":null,"abstract":"ABSTRACT Participatory based methodologies, like the funds of identity approach, often employ arts-based methods and graphic elicitation as a complement to the traditional autobiographical interview. The funds of identity approach addresses deficit discourses that position disadvantaged learners as problematic by encouraging teachers to construct curriculum based on their learners’ experiences and identities. Whilst previous research has validated the efficacy of visual strategies in uncovering students’ funds of identity, the role of visual strategies rooted in digital literacies, such as avatars, has yet to be fully explored. This paper contributes to the funds of identity literature by exploring how avatars could be used as a visual strategy for uncovering Chinese students’ funds of identity. It argues that text-based strategies are generally used in funds of identity research as a first step whilst there is not continued or sufficiently robust use of text-based elicitation in association with visual-based creation. This paper shows how text based strategies can be used throughout the data collection process as more than just a complement to visual strategies, but as an integral part of it, in the form of a multimodal method.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48885753","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 : 2021-11-12DOI: 10.1080/1743727X.2021.2001644
Elizabeth E. Smith
ABSTRACT The purpose of this paper is to analyze the use of the exemplar methodology (ExM) as a method for selecting exemplars in education research. ExM is a systematic approach to selecting outliers that can be used to education researchers who investigate outliers to better understand phenomena among students, teachers, schools, and communities. While ExM is prevalent in development psychology and its use is growing in other social science fields, it is not yet frequently used in education. Selecting outliers while maintaining validity requires a methodological approach. When there are not established standards for exemplarity, ExM provides a step-by-step approach to choosing exemplars to study. While there are great opportunities in using ExM, investigating outliers comes with inherent challenges; this paper examines those challenges and describes how education researchers using ExM can mitigate them.
{"title":"Challenges and opportunities when using the exemplar methodology to study outliers in education","authors":"Elizabeth E. Smith","doi":"10.1080/1743727X.2021.2001644","DOIUrl":"https://doi.org/10.1080/1743727X.2021.2001644","url":null,"abstract":"ABSTRACT The purpose of this paper is to analyze the use of the exemplar methodology (ExM) as a method for selecting exemplars in education research. ExM is a systematic approach to selecting outliers that can be used to education researchers who investigate outliers to better understand phenomena among students, teachers, schools, and communities. While ExM is prevalent in development psychology and its use is growing in other social science fields, it is not yet frequently used in education. Selecting outliers while maintaining validity requires a methodological approach. When there are not established standards for exemplarity, ExM provides a step-by-step approach to choosing exemplars to study. While there are great opportunities in using ExM, investigating outliers comes with inherent challenges; this paper examines those challenges and describes how education researchers using ExM can mitigate them.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45918096","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 : 2021-10-30DOI: 10.1080/1743727X.2021.1990881
Natalia Martin-Cruz, Adrián Martín-Gutiérrez, Miguel Rojo-Revenga
ABSTRACT Methods for teaching higher education students how to learn teamwork skills are constantly evolving. Over the last few years, serious games have become popular in business schools for stimulating teamwork among students by making them focus on the game while pursuing a team objective. Among these games, LEGO® Serious Play has shown enormous potential. However, the number of results published on its application to the development of teamwork skills remains scarce. This paper seeks to explain the development of a teaching activity designed to make all first year undergraduate students in a business school work in teams. The way in which LEGO® Serious Play can position students within the research process is discussed, as is the potential for LEGO® Serious Play as a participatory method. Additionally, we summarize teacher and student metrics related to their experience with the activity in terms of teamwork performance and results, and we show the effect of contextual factors such as daily or weekly schedule or team size. This ‘one shot’ teamwork activity with first year students is expected to have an effect later when they are able to re-create the processes used to work as a team.
{"title":"A LEGO® Serious Play activity to help teamwork skills development amongst business students","authors":"Natalia Martin-Cruz, Adrián Martín-Gutiérrez, Miguel Rojo-Revenga","doi":"10.1080/1743727X.2021.1990881","DOIUrl":"https://doi.org/10.1080/1743727X.2021.1990881","url":null,"abstract":"ABSTRACT Methods for teaching higher education students how to learn teamwork skills are constantly evolving. Over the last few years, serious games have become popular in business schools for stimulating teamwork among students by making them focus on the game while pursuing a team objective. Among these games, LEGO® Serious Play has shown enormous potential. However, the number of results published on its application to the development of teamwork skills remains scarce. This paper seeks to explain the development of a teaching activity designed to make all first year undergraduate students in a business school work in teams. The way in which LEGO® Serious Play can position students within the research process is discussed, as is the potential for LEGO® Serious Play as a participatory method. Additionally, we summarize teacher and student metrics related to their experience with the activity in terms of teamwork performance and results, and we show the effect of contextual factors such as daily or weekly schedule or team size. This ‘one shot’ teamwork activity with first year students is expected to have an effect later when they are able to re-create the processes used to work as a team.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46001837","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 : 2021-10-29DOI: 10.1080/1743727X.2021.1990880
A. Ahmed, Christine Howe, L. Major, S. Hennessy, N. Mercer, P. Warwick
ABSTRACT As part of an investigation into the relationship between classroom dialogue and student outcome, a test of reasoning has been developed that is suitable for preadolescents (i.e. c.10–13-year-olds). Building on previous work but expanding this considerably, the test focuses upon four areas of reasoning: differentiation of facts from opinions, differentiation of reasons from conclusions, inference of implications, and evaluation of multiple reasons. This paper reports on the test’s design and development (including the repeated cycles of piloting and redrafting), highlighting the methodological challenges that were faced (e.g. from linguistic demands), and how these were addressed. It also outlines how the test was trialled in English schools, including its use in a paper-based version with 218 students, and in a digital version with 129 students. Patterns of student performance were comparable across the two samples and also provide evidence for acceptable test reliability and validity. Thus, in addition to spotlighting methodological issues of general relevance within educational research, the paper presents a test that successfully assesses key aspects of student reasoning. The test is the first of its kind to be designed for this age group, and is offered as freely available for future research.
{"title":"Developing a test of reasoning for preadolescents","authors":"A. Ahmed, Christine Howe, L. Major, S. Hennessy, N. Mercer, P. Warwick","doi":"10.1080/1743727X.2021.1990880","DOIUrl":"https://doi.org/10.1080/1743727X.2021.1990880","url":null,"abstract":"ABSTRACT As part of an investigation into the relationship between classroom dialogue and student outcome, a test of reasoning has been developed that is suitable for preadolescents (i.e. c.10–13-year-olds). Building on previous work but expanding this considerably, the test focuses upon four areas of reasoning: differentiation of facts from opinions, differentiation of reasons from conclusions, inference of implications, and evaluation of multiple reasons. This paper reports on the test’s design and development (including the repeated cycles of piloting and redrafting), highlighting the methodological challenges that were faced (e.g. from linguistic demands), and how these were addressed. It also outlines how the test was trialled in English schools, including its use in a paper-based version with 218 students, and in a digital version with 129 students. Patterns of student performance were comparable across the two samples and also provide evidence for acceptable test reliability and validity. Thus, in addition to spotlighting methodological issues of general relevance within educational research, the paper presents a test that successfully assesses key aspects of student reasoning. The test is the first of its kind to be designed for this age group, and is offered as freely available for future research.","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43145661","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 : 2021-10-20DOI: 10.1080/1743727X.2021.1977212
C. Jack
{"title":"Creative research methods in education: principles and practice","authors":"C. Jack","doi":"10.1080/1743727X.2021.1977212","DOIUrl":"https://doi.org/10.1080/1743727X.2021.1977212","url":null,"abstract":"","PeriodicalId":51655,"journal":{"name":"International Journal of Research & Method in Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49043631","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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