Pub Date : 2022-03-11DOI: 10.1080/00377996.2022.2034730
J. Bickford
Abstract First-grader students engaged in a guided historical inquiry about Abraham Lincoln. The teacher carefully intertwined historical content, close reading, critical thinking, and text-based writing during Reading, Writing, and Social Studies classes. Students scrutinized secondary sources, which were largely biographies of Lincoln, to build their historical schemas. The first-graders analyzed primary sources—which were intentionally selected to mitigate historical gaps within secondary sources—in order to establish historical significance and make intertextual connections. Students formulated emerging historical understandings through extemporaneous text-based writing, which were later used to draft, revise, and resubmit expository essays. Students’ verbal contributions were far more nuanced than written communications, which their budding fine-motor writing skills limited. Children exhibited critical and historical thinking during whole-class classroom dialogue, small-group discussion, and individual interactions, such as when asked to clarify their writing. Students completed an age-appropriate adaptation of informed action. Teachers and research can gain rich, nuanced understandings from close examinations of students’ reading, writing, and thinking.
{"title":"Directing and Differentiating First-Graders’ Historical Reading, Thinking, and Writing about Abraham Lincoln","authors":"J. Bickford","doi":"10.1080/00377996.2022.2034730","DOIUrl":"https://doi.org/10.1080/00377996.2022.2034730","url":null,"abstract":"Abstract First-grader students engaged in a guided historical inquiry about Abraham Lincoln. The teacher carefully intertwined historical content, close reading, critical thinking, and text-based writing during Reading, Writing, and Social Studies classes. Students scrutinized secondary sources, which were largely biographies of Lincoln, to build their historical schemas. The first-graders analyzed primary sources—which were intentionally selected to mitigate historical gaps within secondary sources—in order to establish historical significance and make intertextual connections. Students formulated emerging historical understandings through extemporaneous text-based writing, which were later used to draft, revise, and resubmit expository essays. Students’ verbal contributions were far more nuanced than written communications, which their budding fine-motor writing skills limited. Children exhibited critical and historical thinking during whole-class classroom dialogue, small-group discussion, and individual interactions, such as when asked to clarify their writing. Students completed an age-appropriate adaptation of informed action. Teachers and research can gain rich, nuanced understandings from close examinations of students’ reading, writing, and thinking.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"69 1","pages":"195 - 216"},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84133615","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 : 2022-03-08DOI: 10.1080/00377996.2022.2046995
Mihaela Gazioglu, Shauna M. Hines-Farmer, H. Vega, Rachelle S. Savitz
Abstract Adaptive teaching is a pedagogical approach which encourages teachers to adapt their teaching practices to deliver custom learning experiences by addressing students’ individual needs and differences. This article describes how one beginner geography teacher adapted instructional practices to meet her students’ learning needs. First, we provide a brief background of adaptive teaching and its benefits. Using interview data, we then share specific examples of the teacher’s adaptive teaching as well as the challenges she encountered in endeavors to support her students’ learning as she purposefully adapted her teaching practices, materials, and instruction.
{"title":"How a First-Year Geography Teacher Adapts Instruction to Respond to Her Students","authors":"Mihaela Gazioglu, Shauna M. Hines-Farmer, H. Vega, Rachelle S. Savitz","doi":"10.1080/00377996.2022.2046995","DOIUrl":"https://doi.org/10.1080/00377996.2022.2046995","url":null,"abstract":"Abstract Adaptive teaching is a pedagogical approach which encourages teachers to adapt their teaching practices to deliver custom learning experiences by addressing students’ individual needs and differences. This article describes how one beginner geography teacher adapted instructional practices to meet her students’ learning needs. First, we provide a brief background of adaptive teaching and its benefits. Using interview data, we then share specific examples of the teacher’s adaptive teaching as well as the challenges she encountered in endeavors to support her students’ learning as she purposefully adapted her teaching practices, materials, and instruction.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"34 1","pages":"237 - 248"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87187265","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 : 2022-02-15DOI: 10.1080/00377996.2022.2034729
James R. Moore
abstract One of the most effective methods for teaching social studies events, concepts, and issues incorporates the fine arts into lesson plans. The fine arts, such as photography, architecture, paintings, tapestries, and sculptures reflect the core cultural values, political ideals, and religious beliefs of a civilization and offer excellent opportunities for students to engage in multicultural education. The arts allow students to develop high level thinking skills, such as symbolic and abstract thought, analysis, synthesis, and evaluation. Creating lesson plans using the fine arts allows educators to assess the didactic and reflective, and affective domains thus fusing knowledge, thinking skills, and the centrality of emotions, values, beliefs, and moral issues into a cohesive lesson. Raphael’s School of Athens is an excellent painting to teach the Renaissance, one of the most influential movements in history. This painting incorporates the crucial philosophical and scientific ideals and values that undergird the Renaissance as a transformative movement into modernity.
教授社会研究事件、概念和问题的最有效方法之一是将美术融入课程计划。美术，如摄影、建筑、绘画、挂毯和雕塑，反映了一个文明的核心文化价值、政治理想和宗教信仰，为学生参与多元文化教育提供了极好的机会。艺术允许学生发展高层次的思维技能，如符号和抽象思维，分析，综合和评估。使用美术制作课程计划可以让教育者评估教学、反思和情感领域，从而将知识、思维技能和情感、价值观、信仰和道德问题的中心融合到一个有凝聚力的课程中。拉斐尔(Raphael)的《雅典画派》(School of Athens)是一幅优秀的画作，可以用来教授历史上最具影响力的文艺复兴运动之一。这幅画融合了重要的哲学和科学理想和价值观，这些理念和价值观支撑了文艺复兴作为一场向现代转变的运动。
{"title":"Art is Social Studies: Teaching the Renaissance Using Raphael’s School of Athens","authors":"James R. Moore","doi":"10.1080/00377996.2022.2034729","DOIUrl":"https://doi.org/10.1080/00377996.2022.2034729","url":null,"abstract":"abstract One of the most effective methods for teaching social studies events, concepts, and issues incorporates the fine arts into lesson plans. The fine arts, such as photography, architecture, paintings, tapestries, and sculptures reflect the core cultural values, political ideals, and religious beliefs of a civilization and offer excellent opportunities for students to engage in multicultural education. The arts allow students to develop high level thinking skills, such as symbolic and abstract thought, analysis, synthesis, and evaluation. Creating lesson plans using the fine arts allows educators to assess the didactic and reflective, and affective domains thus fusing knowledge, thinking skills, and the centrality of emotions, values, beliefs, and moral issues into a cohesive lesson. Raphael’s School of Athens is an excellent painting to teach the Renaissance, one of the most influential movements in history. This painting incorporates the crucial philosophical and scientific ideals and values that undergird the Renaissance as a transformative movement into modernity.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"209 1","pages":"185 - 194"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75564800","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 : 2022-02-15DOI: 10.1080/00377996.2022.2039892
A. Pickup, A. Southall
Abstract The protests of 2020 cast a national spotlight once again on police brutality and ongoing racial injustice in America. Within this context, many activists and even mainstream commentators have given more attention to a critical analysis of how American history has been taught, especially regarding race relations. The publication of the 1619 Project has touched off a wave of controversy regarding some of its historical claims and its larger interpretation of American history. In this paper, we analyze some of the discourses that have emerged from the post-publication controversy over the 1619 Project and then discuss applications of our inquiry for the preservice teacher classroom. The paper will provide an overview of the background of the topic, important theoretical frameworks, methods, and sources.
{"title":"A Critical Discourse Analysis of the 1619 Project Controversy and Its Implications for Social Studies Educators","authors":"A. Pickup, A. Southall","doi":"10.1080/00377996.2022.2039892","DOIUrl":"https://doi.org/10.1080/00377996.2022.2039892","url":null,"abstract":"Abstract The protests of 2020 cast a national spotlight once again on police brutality and ongoing racial injustice in America. Within this context, many activists and even mainstream commentators have given more attention to a critical analysis of how American history has been taught, especially regarding race relations. The publication of the 1619 Project has touched off a wave of controversy regarding some of its historical claims and its larger interpretation of American history. In this paper, we analyze some of the discourses that have emerged from the post-publication controversy over the 1619 Project and then discuss applications of our inquiry for the preservice teacher classroom. The paper will provide an overview of the background of the topic, important theoretical frameworks, methods, and sources.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"46 1","pages":"223 - 236"},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87562323","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 : 2022-02-14DOI: 10.1080/00377996.2022.2034731
Tommy Ender, Bretton A. Varga
Abstract Artists have long addressed social injustices within popular music. As teachers consider how to deconstruct and teach the events of 2020 (and beyond) with an eye toward the future, we offer a novel pedagogical approach to incorporating music into the social studies classroom: the set-list. The set-list can be understood as containing temporal conditions insofar that all traditional demarcations of time (e.g., past, present, and future) are implicated in its construction. Extending the concept of the set-list into education holds excellent potential for teachers and students seeking to develop a more complex perspective about criticality and social in/justice. Our set-list example originates from years-long conversations around our experiences as former secondary social studies teachers, current teacher educators, fathers, spouses, and individuals living in the United States. Music encourages students to recognize how the past, present, and future are intertwined in learning history. While the official social studies curriculum does not include music as an approach to learning history in the social studies classroom, using a student-generated set-list starts transforming the world within the context of social justice.
{"title":"The Use of Music to Connect the Past, Present, and Future","authors":"Tommy Ender, Bretton A. Varga","doi":"10.1080/00377996.2022.2034731","DOIUrl":"https://doi.org/10.1080/00377996.2022.2034731","url":null,"abstract":"Abstract Artists have long addressed social injustices within popular music. As teachers consider how to deconstruct and teach the events of 2020 (and beyond) with an eye toward the future, we offer a novel pedagogical approach to incorporating music into the social studies classroom: the set-list. The set-list can be understood as containing temporal conditions insofar that all traditional demarcations of time (e.g., past, present, and future) are implicated in its construction. Extending the concept of the set-list into education holds excellent potential for teachers and students seeking to develop a more complex perspective about criticality and social in/justice. Our set-list example originates from years-long conversations around our experiences as former secondary social studies teachers, current teacher educators, fathers, spouses, and individuals living in the United States. Music encourages students to recognize how the past, present, and future are intertwined in learning history. While the official social studies curriculum does not include music as an approach to learning history in the social studies classroom, using a student-generated set-list starts transforming the world within the context of social justice.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"76 1","pages":"217 - 222"},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85521220","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 : 2022-01-20DOI: 10.1080/00377996.2021.1992746
Kate Chambers
{"title":"Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model","authors":"Kate Chambers","doi":"10.1080/00377996.2021.1992746","DOIUrl":"https://doi.org/10.1080/00377996.2021.1992746","url":null,"abstract":"","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"34 1","pages":"153 - 154"},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86474581","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 : 2022-01-11DOI: 10.1080/00377996.2021.2023083
Sohyun An
Abstract This study is a content analysis of K–12 U.S. history curriculum standards from 50 states regarding curricular re/presentation of Asian Americans. The guiding research questions are as follows: (1) What is the frequency of Asian American content covered in K–12 U.S. history standards from 50 states? (2) How do the standards depict Asian Americans in U.S. history? I analyzed U.S. history curriculum standards from all states using AsianCrit as a theoretical lens. The findings reveal that except for Japanese incarceration and anti-Asian immigration laws, Asian Americans are largely invisible in the state standards and, when included, they are primarily depicted as victims of nativist racism with a lack of civic agency as well as new immigrants with little contribution to nation-building. Being the first work to uncover curricular messages about Asian Americans across 50 states’ standards, this study presents a necessary empirical basis for disrupting curriculum violence.
{"title":"Re/Presentation of Asian Americans in 50 States’ K–12 U.S. History Standards","authors":"Sohyun An","doi":"10.1080/00377996.2021.2023083","DOIUrl":"https://doi.org/10.1080/00377996.2021.2023083","url":null,"abstract":"Abstract This study is a content analysis of K–12 U.S. history curriculum standards from 50 states regarding curricular re/presentation of Asian Americans. The guiding research questions are as follows: (1) What is the frequency of Asian American content covered in K–12 U.S. history standards from 50 states? (2) How do the standards depict Asian Americans in U.S. history? I analyzed U.S. history curriculum standards from all states using AsianCrit as a theoretical lens. The findings reveal that except for Japanese incarceration and anti-Asian immigration laws, Asian Americans are largely invisible in the state standards and, when included, they are primarily depicted as victims of nativist racism with a lack of civic agency as well as new immigrants with little contribution to nation-building. Being the first work to uncover curricular messages about Asian Americans across 50 states’ standards, this study presents a necessary empirical basis for disrupting curriculum violence.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"27 1","pages":"171 - 184"},"PeriodicalIF":0.0,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82252010","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 : 2021-12-11DOI: 10.1080/00377996.2021.2011693
Jeremiah C. Clabough, Caroline C. Sheffield
Abstract The role of literacy in social studies education has been greatly elevated over the last decade. The National Council for the Social Studies (NCSS) models through the indicators of its C3 Framework how to strengthen K-12 students’ disciplinary thinking, literacy, and argumentation skills in the four core social studies disciplines: civics, history, geography, and economics. One resource that social studies teachers can use to address the indicators within the C3 Framework is comic books. Comic books employ both visual and textual modalities to convey meaning, through text boxes, people’s facial expressions, and imagery to capture the author’s arguments. The various modes of communication utilized in comic books allow students to construct meaning. In this article, we discuss how to use two comic books, Batman: Ten Nights of the Beast, and Suicide Squad: Trial by Fire, to teach about the Cold War in the 1980s. We start by giving a brief historical overview of the Cold War in the 1980s. Then, the focus of the article shifts to provide an examination of the potential benefits of utilizing comic books. This section also discusses how popular culture reflects the issues, values, and beliefs of an historical era. Two activities are given that scaffold how high school social studies teachers can employ these comic books to analyze important components of the Cold War in the 1980s. The steps and resources needed to implement our activities are provided.
{"title":"Examining the Cold War in the 1980s with Comic Books","authors":"Jeremiah C. Clabough, Caroline C. Sheffield","doi":"10.1080/00377996.2021.2011693","DOIUrl":"https://doi.org/10.1080/00377996.2021.2011693","url":null,"abstract":"Abstract The role of literacy in social studies education has been greatly elevated over the last decade. The National Council for the Social Studies (NCSS) models through the indicators of its C3 Framework how to strengthen K-12 students’ disciplinary thinking, literacy, and argumentation skills in the four core social studies disciplines: civics, history, geography, and economics. One resource that social studies teachers can use to address the indicators within the C3 Framework is comic books. Comic books employ both visual and textual modalities to convey meaning, through text boxes, people’s facial expressions, and imagery to capture the author’s arguments. The various modes of communication utilized in comic books allow students to construct meaning. In this article, we discuss how to use two comic books, Batman: Ten Nights of the Beast, and Suicide Squad: Trial by Fire, to teach about the Cold War in the 1980s. We start by giving a brief historical overview of the Cold War in the 1980s. Then, the focus of the article shifts to provide an examination of the potential benefits of utilizing comic books. This section also discusses how popular culture reflects the issues, values, and beliefs of an historical era. Two activities are given that scaffold how high school social studies teachers can employ these comic books to analyze important components of the Cold War in the 1980s. The steps and resources needed to implement our activities are provided.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"112 1","pages":"157 - 170"},"PeriodicalIF":0.0,"publicationDate":"2021-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91358785","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 : 2021-12-09DOI: 10.1080/00377996.2021.1997888
Chaebong Nam
Abstract Hull-House was a unique social experiment by which Jane Addams realized her egalitarian vision for a shared civic life. Facing soaring social problems of the early twentieth century, Hull-House’s most important mission was to help new immigrants learn the rule of self-government and become successful drivers of it. Hull-House was an unusual group of changemakers, in that many, being women, didn’t have the right to vote until the ratification of the Nineteenth Amendment in 1920. Many people coming from different origins with divergent interests, talents, and social backgrounds joined Hull-House’s innovative changemaking effort towards communal problem-solving. They learned from one another and collaborated on equal footing with respect for diversity. To address a range of social problems, Hull-House invented what I call “pluralistic civic inquiry,” described in four categories in this essay: social inquiry, activist inquiry, cultural inquiry, and educational inquiry. According to Addams, “Americanism”—i.e., the idea of unity—is represented by this entire gamut of pluralistic civic inquiry, not conformity to a particular set of creeds. I conclude with implications of Hull-House’s theory and practice for civic education reform today.
{"title":"Jane Addams on Civic Education: Hull-House’s Pluralistic Civic Inquiry for Egalitarian Relations","authors":"Chaebong Nam","doi":"10.1080/00377996.2021.1997888","DOIUrl":"https://doi.org/10.1080/00377996.2021.1997888","url":null,"abstract":"Abstract Hull-House was a unique social experiment by which Jane Addams realized her egalitarian vision for a shared civic life. Facing soaring social problems of the early twentieth century, Hull-House’s most important mission was to help new immigrants learn the rule of self-government and become successful drivers of it. Hull-House was an unusual group of changemakers, in that many, being women, didn’t have the right to vote until the ratification of the Nineteenth Amendment in 1920. Many people coming from different origins with divergent interests, talents, and social backgrounds joined Hull-House’s innovative changemaking effort towards communal problem-solving. They learned from one another and collaborated on equal footing with respect for diversity. To address a range of social problems, Hull-House invented what I call “pluralistic civic inquiry,” described in four categories in this essay: social inquiry, activist inquiry, cultural inquiry, and educational inquiry. According to Addams, “Americanism”—i.e., the idea of unity—is represented by this entire gamut of pluralistic civic inquiry, not conformity to a particular set of creeds. I conclude with implications of Hull-House’s theory and practice for civic education reform today.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"110 1","pages":"137 - 152"},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89865689","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: 10.1080/00377996.2021.2009430
Presley Shilling
{"title":"It’s being done in social studies: Race, class, gender and sexuality in the pre/K-12 curriculum","authors":"Presley Shilling","doi":"10.1080/00377996.2021.2009430","DOIUrl":"https://doi.org/10.1080/00377996.2021.2009430","url":null,"abstract":"","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"47 1","pages":"155 - 156"},"PeriodicalIF":0.0,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86067603","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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