Pub Date : 2022-01-01Epub Date: 2022-06-21DOI: 10.3776/tpre.2022.v12n1p105-115
Lauren Davis, Rebecca Buchanan
Montana is a state that is ravaged by a suicide epidemic and mental health crisis, particularly among its youth. In an area in which harsh climates, geographic challenges, and distance to rural healthcare providers are significant barriers to mental healthcare accessibility, educators are faced with the acute social and emotional challenges of their students on a daily basis. This article documents the process and promise of utilizing novel and innovative community-based participatory research to support rural schools. By integrating a trauma-informed intervention in the school setting, while mobilizing local community resources, this interdisciplinary approach shows the ability to address the needs of adolescents while supporting rural educators.
{"title":"Strength in Numbers: The Promise of Community-Based Participatory Research in Rural Education.","authors":"Lauren Davis, Rebecca Buchanan","doi":"10.3776/tpre.2022.v12n1p105-115","DOIUrl":"https://doi.org/10.3776/tpre.2022.v12n1p105-115","url":null,"abstract":"<p><p>Montana is a state that is ravaged by a suicide epidemic and mental health crisis, particularly among its youth. In an area in which harsh climates, geographic challenges, and distance to rural healthcare providers are significant barriers to mental healthcare accessibility, educators are faced with the acute social and emotional challenges of their students on a daily basis. This article documents the process and promise of utilizing novel and innovative community-based participatory research to support rural schools. By integrating a trauma-informed intervention in the school setting, while mobilizing local community resources, this interdisciplinary approach shows the ability to address the needs of adolescents while supporting rural educators.</p>","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":"12 1","pages":"105-115"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9250293/pdf/nihms-1818691.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40467762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-09DOI: 10.3776/tpre.2021.v11n2p29-44
Lauren Colley
In 2016, J. D. Vance, a previously unknown author, surprisingly hit the bestseller’s list with his memoir, Hillbilly Elegy: A Memoir of a Family and Culture in Crisis. However, historically scholars have pushed back against the stereotypes that Vance portrays and have argued for a narrative that embraces the diversity of the Appalachian region. Using content analysis, this research study investigated the frequency and context of key terms related to Appalachia across the K-12 social studies standards of states labeled as being part of the region by the Appalachian Regional Commission (ARC). Results illustrate the lack of inclusion of these terms and that, when included, they do not represent the rich history or culture of the region. These results suggest that researchers, teacher educators, and teachers should consider the ways in which standards define curriculum on topics such as Appalachia and how these definitions interact with the powerful narratives being portrayed within our mainstream democracy. Guidance and suggestions for disrupting Appalachian stereotypes within social studies education are provided.
2016年，之前不知名的作家j·d·万斯(J. D. Vance)凭借回忆录《乡巴佬挽歌:危机中的家庭和文化回忆录》出人意料地登上了畅销书排行榜。然而，历史学者反对万斯所描绘的刻板印象，并主张一种包含阿巴拉契亚地区多样性的叙事。通过内容分析，本研究调查了被阿巴拉契亚地区委员会(ARC)标记为该地区一部分的各州的K-12社会研究标准中与阿巴拉契亚有关的关键术语的频率和背景。结果表明，这些术语没有被纳入，即使被纳入，也不能代表该地区丰富的历史或文化。这些结果表明，研究人员、教师教育者和教师应该考虑标准定义阿巴拉契亚等主题课程的方式，以及这些定义如何与我们主流民主中描绘的强大叙事相互作用。为在社会研究教育中打破阿巴拉契亚刻板印象提供了指导和建议。
{"title":"Why Hillbillies Matter in Social Studies","authors":"Lauren Colley","doi":"10.3776/tpre.2021.v11n2p29-44","DOIUrl":"https://doi.org/10.3776/tpre.2021.v11n2p29-44","url":null,"abstract":"In 2016, J. D. Vance, a previously unknown author, surprisingly hit the bestseller’s list with his memoir, Hillbilly Elegy: A Memoir of a Family and Culture in Crisis. However, historically scholars have pushed back against the stereotypes that Vance portrays and have argued for a narrative that embraces the diversity of the Appalachian region. Using content analysis, this research study investigated the frequency and context of key terms related to Appalachia across the K-12 social studies standards of states labeled as being part of the region by the Appalachian Regional Commission (ARC). Results illustrate the lack of inclusion of these terms and that, when included, they do not represent the rich history or culture of the region. These results suggest that researchers, teacher educators, and teachers should consider the ways in which standards define curriculum on topics such as Appalachia and how these definitions interact with the powerful narratives being portrayed within our mainstream democracy. Guidance and suggestions for disrupting Appalachian stereotypes within social studies education are provided.\u0000 ","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44936255","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 : 2021-11-09DOI: 10.3776/tpre.2021.v11n2p1-14
J. Gallagher, Benjamin Blaisdell, C. Howard, Janeé R. Avent Harris
In this introductory article to the special issue, the guest editors situate the articles of the issue within the current contentious climate surrounding critical race theory (CRT). They first provide a background and summary of the major tenets of CRT then apply those tenets to current legislation aimed at banning CRT in schools. They then situate the current backlash against CRT within a history of resistance to racial justice efforts in schools. The editors explain their stance on the current issue of CRT and then substantiate their position with evidence from the articles within the special issue. The conclusions they draw are that CRT is a valuable and applicable theoretical tool in schools and education research.
{"title":"Navigating Contentious Times in Rural Education","authors":"J. Gallagher, Benjamin Blaisdell, C. Howard, Janeé R. Avent Harris","doi":"10.3776/tpre.2021.v11n2p1-14","DOIUrl":"https://doi.org/10.3776/tpre.2021.v11n2p1-14","url":null,"abstract":"In this introductory article to the special issue, the guest editors situate the articles of the issue within the current contentious climate surrounding critical race theory (CRT). They first provide a background and summary of the major tenets of CRT then apply those tenets to current legislation aimed at banning CRT in schools. They then situate the current backlash against CRT within a history of resistance to racial justice efforts in schools. The editors explain their stance on the current issue of CRT and then substantiate their position with evidence from the articles within the special issue. The conclusions they draw are that CRT is a valuable and applicable theoretical tool in schools and education research.","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45916232","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 : 2021-11-09DOI: 10.3776/tpre.2021v11n2p113-117
Ricky Mullins, Brooke Mullins
Hillbilly Elegy has had a profound impact on contemporary views and opinions of Appalachia. In this review, the authors discuss this impact and provide key critiques that help readers make sense of the generalizations made in the book by placing Hillbilly Elegy in conversation with other contemporary Appalachian scholarship. The authors conclude that J. D. Vance has a right to tell his story but telling the story of the Appalachian people is more complex and nuanced than Vance acknowledges, and the authors caution readers to consider this when reading Hillbilly Elegy.
{"title":"Everybody Lives Near Appalachia","authors":"Ricky Mullins, Brooke Mullins","doi":"10.3776/tpre.2021v11n2p113-117","DOIUrl":"https://doi.org/10.3776/tpre.2021v11n2p113-117","url":null,"abstract":"Hillbilly Elegy has had a profound impact on contemporary views and opinions of Appalachia. In this review, the authors discuss this impact and provide key critiques that help readers make sense of the generalizations made in the book by placing Hillbilly Elegy in conversation with other contemporary Appalachian scholarship. The authors conclude that J. D. Vance has a right to tell his story but telling the story of the Appalachian people is more complex and nuanced than Vance acknowledges, and the authors caution readers to consider this when reading Hillbilly Elegy.","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46033827","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 : 2021-11-09DOI: 10.3776/tpre.2021.v11n2p15-27
A. Swain, Timberly L. Baker
Any examination of schools and schooling in the rural Southern Black Belt must interrogate the enduring logic of plantation politics and examine rural equity work through a racialized lens. We defined rural and identify a rural reality for life in the Black Belt South. Critical Race Theory (CRT) and antiblackness are offered as potential race-conscious theoretical frameworks to a plantation rurality, and we propose an alternative vision of rural education scholarship in the Southern Black Belt that invites space for anticolonial liberation.
{"title":"Whiteness Owns it, Blackness Defines it","authors":"A. Swain, Timberly L. Baker","doi":"10.3776/tpre.2021.v11n2p15-27","DOIUrl":"https://doi.org/10.3776/tpre.2021.v11n2p15-27","url":null,"abstract":"Any examination of schools and schooling in the rural Southern Black Belt must interrogate the enduring logic of plantation politics and examine rural equity work through a racialized lens. We defined rural and identify a rural reality for life in the Black Belt South. Critical Race Theory (CRT) and antiblackness are offered as potential race-conscious theoretical frameworks to a plantation rurality, and we propose an alternative vision of rural education scholarship in the Southern Black Belt that invites space for anticolonial liberation.","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49421827","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 : 2021-11-09DOI: 10.3776/tpre.2021.v11n2p45-66
Colby Tofel-Grehl, Kristin A. Searle, Andrea M. Hawkman, Beth L. MacDonald, M. Suárez
This article focuses on the ways in which integrated curriculum can improve STEM teaching and learning within rural spaces. Using a design-based research approach, this study focuses on rural teachers' experiences of professional learning and development training as they learn to engage computing and maker technologies in their elementary classrooms as tools for teaching students about difficult histories of immigration, migration, and forced relocation across the United States.
{"title":"Rural Teachers’ Cultural and Epistemic Shifts in STEM Teaching and Learning","authors":"Colby Tofel-Grehl, Kristin A. Searle, Andrea M. Hawkman, Beth L. MacDonald, M. Suárez","doi":"10.3776/tpre.2021.v11n2p45-66","DOIUrl":"https://doi.org/10.3776/tpre.2021.v11n2p45-66","url":null,"abstract":"This article focuses on the ways in which integrated curriculum can improve STEM teaching and learning within rural spaces. Using a design-based research approach, this study focuses on rural teachers' experiences of professional learning and development training as they learn to engage computing and maker technologies in their elementary classrooms as tools for teaching students about difficult histories of immigration, migration, and forced relocation across the United States.","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47308390","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 : 2021-11-09DOI: 10.3776/tpre.2021.v11n2p118
Tpre Editor
{"title":"TPRE Editorial Staff for Volume 11, Number 2","authors":"Tpre Editor","doi":"10.3776/tpre.2021.v11n2p118","DOIUrl":"https://doi.org/10.3776/tpre.2021.v11n2p118","url":null,"abstract":"","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47283019","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 : 2021-11-09DOI: 10.3776/tpre.2021.v11n2p67-94
Nidza V. Marichal
Rural schools in the United States are facing an increase in the number of Emergent Bilinguals (EBs). Teachers in rural communities must facilitate learning for EB students whose linguistic and cultural backgrounds differ from the mainstream. However, rural teachers are less prepared to address EBs’ educational needs, and little is known about the actual teacher knowledge (TK) required to provide effective EB instruction in secondary rural settings. Grounded in teacher knowledge and place-based education frameworks, this qualitative study examined what teachers say they know related to the teaching and learning of EBs in a rural secondary school community. The study addressed two main questions: (1) What personal and professional knowledges do secondary teachers reveal about teaching EBs in rural settings? and (2) What place-based knowledges do secondary teachers reveal about their work with EBs? Primary data from four secondary teachers teaching EBs in a rural school in the southeastern United States consisted of video-recorded interviews and photo elicitation that illuminated teachers’ told narratives of their personal, professional, and place-based experiences via stories. Thematic data analysis followed an iterative approach. Findings from this study demonstrated that the teachers’ personal and place-based knowledges emerged as the most prominent influences in their work. Teachers’ bilingualism, hispanidad, and faith were leveraged to build relationships with their rural secondary EBs. Thus, relationship-building was central to teachers’ knowledge-base of working with EBs. A four-dimensional teacher knowledge model is proposed. Findings may inform teacher education programs and extend the research base on rural secondary EB education
{"title":"“I feel the Responsibility”","authors":"Nidza V. Marichal","doi":"10.3776/tpre.2021.v11n2p67-94","DOIUrl":"https://doi.org/10.3776/tpre.2021.v11n2p67-94","url":null,"abstract":"Rural schools in the United States are facing an increase in the number of Emergent Bilinguals (EBs). Teachers in rural communities must facilitate learning for EB students whose linguistic and cultural backgrounds differ from the mainstream. However, rural teachers are less prepared to address EBs’ educational needs, and little is known about the actual teacher knowledge (TK) required to provide effective EB instruction in secondary rural settings. Grounded in teacher knowledge and place-based education frameworks, this qualitative study examined what teachers say they know related to the teaching and learning of EBs in a rural secondary school community. The study addressed two main questions: (1) What personal and professional knowledges do secondary teachers reveal about teaching EBs in rural settings? and (2) What place-based knowledges do secondary teachers reveal about their work with EBs? Primary data from four secondary teachers teaching EBs in a rural school in the southeastern United States consisted of video-recorded interviews and photo elicitation that illuminated teachers’ told narratives of their personal, professional, and place-based experiences via stories. Thematic data analysis followed an iterative approach. Findings from this study demonstrated that the teachers’ personal and place-based knowledges emerged as the most prominent influences in their work. Teachers’ bilingualism, hispanidad, and faith were leveraged to build relationships with their rural secondary EBs. Thus, relationship-building was central to teachers’ knowledge-base of working with EBs. A four-dimensional teacher knowledge model is proposed. Findings may inform teacher education programs and extend the research base on rural secondary EB education\u0000 \u0000 ","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43219217","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 : 2021-11-09DOI: 10.3776/tpre.2021.v11n2p95-111
P. Dicerbo, Lottie L. Baker
In this qualitative study, we ask how 40 rural educators of English learners (ELs) culturally position themselves and their students. We obtained data through a cultural autobiography assignment that prompted teachers to describe their interactions and relationships with others. Drawing on both rural and non-rural experiences, teachers established their ability to exercise agency, mediated by individual histories and beliefs and the context of their rural settings. Teachers developed their capacity to reflect on the ways they position themselves toward their ELs, a crucial first step in creating culturally sustaining pedagogy. Implications point to the potential of cultural autobiography as a means to heighten rural teachers’ awareness of how their experiences and interactions nuance their cultural identity. Such reflections can expand notions of culture beyond common social identifiers and enable teachers to forge links with their students that would otherwise not be apparent. We suggest this autobiographical process is particularly important for rural teachers who are new to teaching ELs in their classrooms.
{"title":"Teacher Positioning in Rural Spaces","authors":"P. Dicerbo, Lottie L. Baker","doi":"10.3776/tpre.2021.v11n2p95-111","DOIUrl":"https://doi.org/10.3776/tpre.2021.v11n2p95-111","url":null,"abstract":"In this qualitative study, we ask how 40 rural educators of English learners (ELs) culturally position themselves and their students. We obtained data through a cultural autobiography assignment that prompted teachers to describe their interactions and relationships with others. Drawing on both rural and non-rural experiences, teachers established their ability to exercise agency, mediated by individual histories and beliefs and the context of their rural settings. Teachers developed their capacity to reflect on the ways they position themselves toward their ELs, a crucial first step in creating culturally sustaining pedagogy. Implications point to the potential of cultural autobiography as a means to heighten rural teachers’ awareness of how their experiences and interactions nuance their cultural identity. Such reflections can expand notions of culture beyond common social identifiers and enable teachers to forge links with their students that would otherwise not be apparent. We suggest this autobiographical process is particularly important for rural teachers who are new to teaching ELs in their classrooms.","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42997849","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 : 2021-06-17DOI: 10.3776/tpre.2021.v11n1p76-93
C. Lang, Tyler Tapps
The purpose of this study was to address the gap in research related to whether measures of participation (intensity and breadth) demonstrated a relationship with academic achievement for 11th grade student athletes (N=128) in a rural Midwestern high school. Anonymous athletic participation and achievement data from 2015-2017 was obtained from the school’s archive and analyzed by correlation, hierarchical regression, and one-way ANOVA. Data derived from statistical analyses demonstrated two outcomes regarding sport participation, ACT, and GPA: (a) Intensity demonstrated no statistical significance to student achievement measured by ACT, however intensity demonstrated a statistically significant relationship to cumulative GPA (p < .05), and (b) ANOVA analysis demonstrated statistically significant differences in breadth and GPA (p < .01) between one sport athletes and three sport athletes. Three sport athletes had statistically significantly higher GPAs than one sport athletes and significantly higher GPAs than two sport athletes. The research was limited to one cross-sectional heterogeneous rural high school population of participants over a three-year period. Furthermore, the study was limited to school-specific athletic participation data as school non-athletic activity and out-of-school activity participation was not available. Results from this study suggest programming and potential practice recommendations for rural school leaders. Future research on ESA sport, activity, and non-school activity participation intensity and breadth related to academic outcomes is justified.
{"title":"High School Sport Participation Intensity and Breadth","authors":"C. Lang, Tyler Tapps","doi":"10.3776/tpre.2021.v11n1p76-93","DOIUrl":"https://doi.org/10.3776/tpre.2021.v11n1p76-93","url":null,"abstract":"The purpose of this study was to address the gap in research related to whether measures of participation (intensity and breadth) demonstrated a relationship with academic achievement for 11th grade student athletes (N=128) in a rural Midwestern high school. Anonymous athletic participation and achievement data from 2015-2017 was obtained from the school’s archive and analyzed by correlation, hierarchical regression, and one-way ANOVA. Data derived from statistical analyses demonstrated two outcomes regarding sport participation, ACT, and GPA: (a) Intensity demonstrated no statistical significance to student achievement measured by ACT, however intensity demonstrated a statistically significant relationship to cumulative GPA (p < .05), and (b) ANOVA analysis demonstrated statistically significant differences in breadth and GPA (p < .01) between one sport athletes and three sport athletes. Three sport athletes had statistically significantly higher GPAs than one sport athletes and significantly higher GPAs than two sport athletes. The research was limited to one cross-sectional heterogeneous rural high school population of participants over a three-year period. Furthermore, the study was limited to school-specific athletic participation data as school non-athletic activity and out-of-school activity participation was not available. Results from this study suggest programming and potential practice recommendations for rural school leaders. Future research on ESA sport, activity, and non-school activity participation intensity and breadth related to academic outcomes is justified.","PeriodicalId":93826,"journal":{"name":"Theory and practice in rural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49417080","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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