Pub Date : 2021-11-03DOI: 10.1080/01626620.2021.1982793
Elena Aydarova, J. Rigney, N. Dana
ABSTRACT Scholars have long urged teacher educators to engage in policy advocacy and to respond to mounting attacks on the teacher education field. Prior research has shown that teacher educators feel largely unprepared to participate in policy debates. This observation raises the question of how those who do engage in advocacy learn to navigate the contested terrain of teacher education policy. Drawing on a multiple case study research project, we argue that learning policy advocacy is a prolonged process, during which participants acquire the language used by policymakers and learn the procedures utilized by policymaking communities. This learning entails peripheral participation in policy processes, modeling, and mentoring. Our study sheds light on the importance of professional networks and relationships as support systems to expand teacher educators’ ability to participate in policy advocacy and reclaim their professional voice in policy debates.
{"title":"“If You’re Not at the Table, You’re on the Menu”: Learning to Participate in Policy Advocacy as a Teacher Educator","authors":"Elena Aydarova, J. Rigney, N. Dana","doi":"10.1080/01626620.2021.1982793","DOIUrl":"https://doi.org/10.1080/01626620.2021.1982793","url":null,"abstract":"ABSTRACT Scholars have long urged teacher educators to engage in policy advocacy and to respond to mounting attacks on the teacher education field. Prior research has shown that teacher educators feel largely unprepared to participate in policy debates. This observation raises the question of how those who do engage in advocacy learn to navigate the contested terrain of teacher education policy. Drawing on a multiple case study research project, we argue that learning policy advocacy is a prolonged process, during which participants acquire the language used by policymakers and learn the procedures utilized by policymaking communities. This learning entails peripheral participation in policy processes, modeling, and mentoring. Our study sheds light on the importance of professional networks and relationships as support systems to expand teacher educators’ ability to participate in policy advocacy and reclaim their professional voice in policy debates.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"143 - 159"},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47329037","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 : 2021-10-15DOI: 10.1080/01626620.2021.1987352
Melissa Wrenn, J. Stanley
ABSTRACT In this action research study, we investigated pre-service teachers’ (n = 39) perceptions of academic language and strategies in order to support their abilities to plan and teach elementary social studies. Using mixed methods triangulation design, we analyzed edTPA SCORES, pre-assessments, post-assessments, videos of teaching, field notes, self-reflections, and other artifacts. Data analysis occurred in two phases. In Phase 1, we analyzed the success of each action research cycle and determined how to adjust instruction. In Phase 2, we conducted retrospective analysis that began with structural coding of the assessments and included a constant comparative analysis of the themes against quantitative data. Results indicate that as participants developed increased meta-language, became critically aware of their own strengths and weaknesses in planning and modeling academic language, and broadened their definitions of academic language. Additionally, we identified several strategies that supported participants’ growth for each theme.
{"title":"Supporting Elementary Pre-Service Teachers’ Academic Language Development in Social Studies","authors":"Melissa Wrenn, J. Stanley","doi":"10.1080/01626620.2021.1987352","DOIUrl":"https://doi.org/10.1080/01626620.2021.1987352","url":null,"abstract":"ABSTRACT In this action research study, we investigated pre-service teachers’ (n = 39) perceptions of academic language and strategies in order to support their abilities to plan and teach elementary social studies. Using mixed methods triangulation design, we analyzed edTPA SCORES, pre-assessments, post-assessments, videos of teaching, field notes, self-reflections, and other artifacts. Data analysis occurred in two phases. In Phase 1, we analyzed the success of each action research cycle and determined how to adjust instruction. In Phase 2, we conducted retrospective analysis that began with structural coding of the assessments and included a constant comparative analysis of the themes against quantitative data. Results indicate that as participants developed increased meta-language, became critically aware of their own strengths and weaknesses in planning and modeling academic language, and broadened their definitions of academic language. Additionally, we identified several strategies that supported participants’ growth for each theme.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"212 - 229"},"PeriodicalIF":0.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46148860","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 : 2021-10-02DOI: 10.1080/01626620.2021.1973248
Shaoan Zhang, E. Lin, LeAnn G. Putney, I. Jackson, Katrina Liu, Peter D. Wiens
In this last entry as the editors of this journal, we begin by commenting on the eight articles in this issue. We then summarize the themes of the research we have published during our editorial tenure and conclude by extending our appreciation to the reviewers, publisher, and the Association of Teacher Educators as well as welcome the new editorial team and wish them well in leading our readership through a new term.
{"title":"Editors’ Notes: Reflections of the Outgoing Editors","authors":"Shaoan Zhang, E. Lin, LeAnn G. Putney, I. Jackson, Katrina Liu, Peter D. Wiens","doi":"10.1080/01626620.2021.1973248","DOIUrl":"https://doi.org/10.1080/01626620.2021.1973248","url":null,"abstract":"In this last entry as the editors of this journal, we begin by commenting on the eight articles in this issue. We then summarize the themes of the research we have published during our editorial tenure and conclude by extending our appreciation to the reviewers, publisher, and the Association of Teacher Educators as well as welcome the new editorial team and wish them well in leading our readership through a new term.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"43 1","pages":"389 - 391"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42577425","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 : 2021-08-23DOI: 10.1080/01626620.2021.1959465
A. Daly
ABSTRACT This study explores the use of critical conversations in a field-based practicum setting to develop dispositions toward, and understandings of, equitable teaching practices. To date, few studies have examined how mentors and mentees use shared reflection to examine issues of equity alongside learning how to teach. Using self-study methods and discourse analysis, I describe how two mentors and one preservice teacher engaged in five critical conversations across one school year. Critical conversations centered around how to design curriculum and use inclusive teaching practices to serve culturally, linguistically, and racially minoritized students in one fifth grade classroom. Findings indicate the participants used ten discursive strategies to initiate and sustain critical conversations, and issues of race surfaced new tensions that challenged the group’s collaboration. Given the turn toward practice-based teacher education, this study offers insights into the ways mentors and mentees can use critical conversations to mediate field experiences and suggests the need for repurposing existing resources to prepare culturally relevant, antiracist, and equity-focused educators.
{"title":"Critical Conversations in Practice-Based Teacher Education: Fostering Equitable Teaching in a Yearlong Practicum","authors":"A. Daly","doi":"10.1080/01626620.2021.1959465","DOIUrl":"https://doi.org/10.1080/01626620.2021.1959465","url":null,"abstract":"ABSTRACT This study explores the use of critical conversations in a field-based practicum setting to develop dispositions toward, and understandings of, equitable teaching practices. To date, few studies have examined how mentors and mentees use shared reflection to examine issues of equity alongside learning how to teach. Using self-study methods and discourse analysis, I describe how two mentors and one preservice teacher engaged in five critical conversations across one school year. Critical conversations centered around how to design curriculum and use inclusive teaching practices to serve culturally, linguistically, and racially minoritized students in one fifth grade classroom. Findings indicate the participants used ten discursive strategies to initiate and sustain critical conversations, and issues of race surfaced new tensions that challenged the group’s collaboration. Given the turn toward practice-based teacher education, this study offers insights into the ways mentors and mentees can use critical conversations to mediate field experiences and suggests the need for repurposing existing resources to prepare culturally relevant, antiracist, and equity-focused educators.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"21 - 36"},"PeriodicalIF":0.0,"publicationDate":"2021-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44640690","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 : 2021-08-05DOI: 10.1080/01626620.2021.1955774
J. Jacobs, Steve Haberlin
ABSTRACT Within the teacher education literature, international teaching experiences are lauded as opportunities for teacher candidates to develop multiple perspectives and cultural awareness. The purpose of this study was to understand the experience of 12 teacher candidates who engaged in an international teaching experience in Costa Rica. This qualitative study specifically examined how teacher candidates’ experiences with culture during a short-term international teaching experience in Costa Rica shaped their perceptions and practices as emerging culturally responsive teachers. Data sources included: course assignments, focus groups, and interviews. Findings point to teacher candidates’ development as emerging culturally responsive teachers by 1) developing a broader conceptualization of culture, 2) developing a new frame of reference on the relationship between culture and classroom learning environments, 3) developing empathy and understanding, and 4) developing culturally responsive practices in US classrooms. The findings have implications for the design of international teaching experiences and their role in developing culturally responsive teachers within teacher preparation programs.
{"title":"Transformative Learning within an International Teaching Experience: Developing as Emerging Culturally Responsive Teachers","authors":"J. Jacobs, Steve Haberlin","doi":"10.1080/01626620.2021.1955774","DOIUrl":"https://doi.org/10.1080/01626620.2021.1955774","url":null,"abstract":"ABSTRACT Within the teacher education literature, international teaching experiences are lauded as opportunities for teacher candidates to develop multiple perspectives and cultural awareness. The purpose of this study was to understand the experience of 12 teacher candidates who engaged in an international teaching experience in Costa Rica. This qualitative study specifically examined how teacher candidates’ experiences with culture during a short-term international teaching experience in Costa Rica shaped their perceptions and practices as emerging culturally responsive teachers. Data sources included: course assignments, focus groups, and interviews. Findings point to teacher candidates’ development as emerging culturally responsive teachers by 1) developing a broader conceptualization of culture, 2) developing a new frame of reference on the relationship between culture and classroom learning environments, 3) developing empathy and understanding, and 4) developing culturally responsive practices in US classrooms. The findings have implications for the design of international teaching experiences and their role in developing culturally responsive teachers within teacher preparation programs.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"104 - 122"},"PeriodicalIF":0.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1955774","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46466754","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 : 2021-08-04DOI: 10.1080/01626620.2021.1950585
L. Darolia, Meghan A. Kessler
ABSTRACT As the COVID-19 pandemic invaded our lives in March of 2020, schools were forced to close their doors and urgently transition to remote learning. This action research study is about pre-service elementary teachers (PSTs) in a social justice-focused social studies methods course who used this unprecedented time as valid curricular material. While adjusting to life in lockdown, PSTs created inquiries about COVID-19 for elementary students. Analysis of these inquiries revealed curricula that could be envisioned along a social justice spectrum. Some were “social justice vacant,” others offered a “social justice nod,” a handful waded in a bit further demonstrating a “social justice curious” stance, and two of the inquiries were “social justice explicit.” This spectrum is discussed and offers implications for teacher education related to the action research implementation and reflection.
{"title":"From “Social Justice Vacant” to “Social Justice Explicit”: An Analysis of How Elementary Pre-service Teachers Imagine Teaching about COVID-19","authors":"L. Darolia, Meghan A. Kessler","doi":"10.1080/01626620.2021.1950585","DOIUrl":"https://doi.org/10.1080/01626620.2021.1950585","url":null,"abstract":"ABSTRACT As the COVID-19 pandemic invaded our lives in March of 2020, schools were forced to close their doors and urgently transition to remote learning. This action research study is about pre-service elementary teachers (PSTs) in a social justice-focused social studies methods course who used this unprecedented time as valid curricular material. While adjusting to life in lockdown, PSTs created inquiries about COVID-19 for elementary students. Analysis of these inquiries revealed curricula that could be envisioned along a social justice spectrum. Some were “social justice vacant,” others offered a “social justice nod,” a handful waded in a bit further demonstrating a “social justice curious” stance, and two of the inquiries were “social justice explicit.” This spectrum is discussed and offers implications for teacher education related to the action research implementation and reflection.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"87 - 103"},"PeriodicalIF":0.0,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1950585","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46270767","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 : 2021-08-04DOI: 10.1080/01626620.2021.1955775
Scott Kissau, Hilary Dack, Paul G. Fitchett
ABSTRACT As teacher preparation programs across the country evolve in response to criticism, declining enrollment, and increasing competition, research is needed to guide and inform their evolution. In response, faculty at one teacher preparation program embarked upon a two-year journey to transform a program to make it more conceptually coherent as well as convenient and affordable. Upon completion, the researchers employed a mixed methods design involving valid and reliable performance assessments, surveys, and interviews to investigate the impact of the re-design on teacher candidate performance and perceptions of their preparation. Results suggested that the changes led to some improvements in candidate performance, but that these improvements may have come at the expense of other knowledge and skills. Despite prioritizing a practice-based teacher education, results indicated that the re-designed program did not provide completers with adequate opportunity to practice skills across the entire program, and as a result, left completers of the re-designed program less confident in their degree of preparation than their peers who completed the original program. The study shares a number of lessons learned that other teacher preparation programs should consider before embarking upon programmatic re-design.
{"title":"Does Practice Make Perfect? The Curricular Give and Take of One Teacher Education Program’s Re-design","authors":"Scott Kissau, Hilary Dack, Paul G. Fitchett","doi":"10.1080/01626620.2021.1955775","DOIUrl":"https://doi.org/10.1080/01626620.2021.1955775","url":null,"abstract":"ABSTRACT As teacher preparation programs across the country evolve in response to criticism, declining enrollment, and increasing competition, research is needed to guide and inform their evolution. In response, faculty at one teacher preparation program embarked upon a two-year journey to transform a program to make it more conceptually coherent as well as convenient and affordable. Upon completion, the researchers employed a mixed methods design involving valid and reliable performance assessments, surveys, and interviews to investigate the impact of the re-design on teacher candidate performance and perceptions of their preparation. Results suggested that the changes led to some improvements in candidate performance, but that these improvements may have come at the expense of other knowledge and skills. Despite prioritizing a practice-based teacher education, results indicated that the re-designed program did not provide completers with adequate opportunity to practice skills across the entire program, and as a result, left completers of the re-designed program less confident in their degree of preparation than their peers who completed the original program. The study shares a number of lessons learned that other teacher preparation programs should consider before embarking upon programmatic re-design.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"123 - 142"},"PeriodicalIF":0.0,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1955775","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49149725","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 : 2021-07-01DOI: 10.1080/01626620.2021.1932639
B. Beck
ABSTRACT This narrative inquiry explores the experiences of LGBTQ+ teacher candidates of color in a teacher education program. Composed of vignettes written by teacher candidates and narrative analysis to frame the significance of and contexts within which the vignettes were written, this study first offers insight into the ways teacher candidates understand their own intersecting identities, with specific attention given to how events within and outside the walls of the teacher education program shaped these understandings. The faculty response to the teacher candidates’ vignettes is then shared, revealing how the perceived credibility of the teacher candidates’ vignettes by teacher education faculty limited or expanded the teacher candidates’ ability to engage their intersecting identities in the work of teaching and learning.
{"title":"Testimonial Injustice and Teacher Education","authors":"B. Beck","doi":"10.1080/01626620.2021.1932639","DOIUrl":"https://doi.org/10.1080/01626620.2021.1932639","url":null,"abstract":"ABSTRACT This narrative inquiry explores the experiences of LGBTQ+ teacher candidates of color in a teacher education program. Composed of vignettes written by teacher candidates and narrative analysis to frame the significance of and contexts within which the vignettes were written, this study first offers insight into the ways teacher candidates understand their own intersecting identities, with specific attention given to how events within and outside the walls of the teacher education program shaped these understandings. The faculty response to the teacher candidates’ vignettes is then shared, revealing how the perceived credibility of the teacher candidates’ vignettes by teacher education faculty limited or expanded the teacher candidates’ ability to engage their intersecting identities in the work of teaching and learning.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"53 - 69"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1932639","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49366007","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 : 2021-06-29DOI: 10.1080/01626620.2021.1939194
G. Gokalp, Iclal Can
ABSTRACT This study investigated how pre-service teachers’ perceptions about classroom management and student misbehavior evolved in an inquiry-based classroom management course. Twenty-four pre-service teachers in Northern Cyprus participated in the study. Data were collected through writing prompts. The results showed that most of the pre-service teachers regarded the major goal of classroom management as establishing discipline in the classroom through deploying reactive disciplinary strategies prior to taking the course. Their conceptualization of classroom management changed, and they mostly started to include proactive strategies to create a learning environment fostering meaningful learning and enhancing students’ social and emotional development. Their approach to student misbehavior became more nuanced and informed with more elaboration in terms of a) the context in which it would appear, (b) its frequency of happening, (c) its severity, and (d) its possible effects on students, wider audience, and teaching-learning processes.
{"title":"Evolution of Pre-service Teachers’ Perceptions about Classroom Management and Student Misbehavior in an Inquiry-based Classroom Management Course","authors":"G. Gokalp, Iclal Can","doi":"10.1080/01626620.2021.1939194","DOIUrl":"https://doi.org/10.1080/01626620.2021.1939194","url":null,"abstract":"ABSTRACT This study investigated how pre-service teachers’ perceptions about classroom management and student misbehavior evolved in an inquiry-based classroom management course. Twenty-four pre-service teachers in Northern Cyprus participated in the study. Data were collected through writing prompts. The results showed that most of the pre-service teachers regarded the major goal of classroom management as establishing discipline in the classroom through deploying reactive disciplinary strategies prior to taking the course. Their conceptualization of classroom management changed, and they mostly started to include proactive strategies to create a learning environment fostering meaningful learning and enhancing students’ social and emotional development. Their approach to student misbehavior became more nuanced and informed with more elaboration in terms of a) the context in which it would appear, (b) its frequency of happening, (c) its severity, and (d) its possible effects on students, wider audience, and teaching-learning processes.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"70 - 84"},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1939194","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46660395","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 : 2021-06-28DOI: 10.1080/01626620.2021.1936290
Kristine E. Pytash, Rhonda Hylton
ABSTRACT The purpose of this study was to explore preservice teachers’ perceptions of self-efficacy during a field experience at a juvenile detention facility as they taught writing. A mixed-methods study was employed to investigate preservice teachers’ perceptions of self-efficacy, their perceptions of students, and their writing instruction. Analysis revealed that self-efficacy scores had statistically significant increases. This data was supported by preservice teachers’ perceptions of students and their writing instruction over the course of the field experience.
{"title":"Preservice Teachers’ Self-efficacy During a Field Experience at a Juvenile Detention Facility","authors":"Kristine E. Pytash, Rhonda Hylton","doi":"10.1080/01626620.2021.1936290","DOIUrl":"https://doi.org/10.1080/01626620.2021.1936290","url":null,"abstract":"ABSTRACT The purpose of this study was to explore preservice teachers’ perceptions of self-efficacy during a field experience at a juvenile detention facility as they taught writing. A mixed-methods study was employed to investigate preservice teachers’ perceptions of self-efficacy, their perceptions of students, and their writing instruction. Analysis revealed that self-efficacy scores had statistically significant increases. This data was supported by preservice teachers’ perceptions of students and their writing instruction over the course of the field experience.","PeriodicalId":52183,"journal":{"name":"Action in Teacher Education","volume":"44 1","pages":"37 - 52"},"PeriodicalIF":0.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01626620.2021.1936290","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43553317","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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