The Rural Educator最新文献

{"title":"The Relationship of Georgia's Rural Foreign Language Teachers' Sense of Efficacy to Teacher Attrition","authors":"Peter B. Swanson, R. Huff","doi":"10.35608/RURALED.V31I3.957","DOIUrl":"https://doi.org/10.35608/RURALED.V31I3.957","url":null,"abstract":"Foreign language teachers are in critical need in many parts of rural America. Using Bandura 's conceptual framework of selfefficacy teaching languages as a theoretical lens, the researchers created a scale to measure foreign language teacher efficacy and administered alongside a well-known efficacy survey to in-service rural teachers (N = 167) in Georgia. Data analysis indicates that the new instrument is psychometrically sound and there are two dimensions to language teacher efficacy: Content Knowledge and Facilitating Instruction. Positive correlations between the two surveys suggest that teaching languages requires more than just strength of content knowledge and FL teachers may need assistance engaging students. Additionally, it appears female novice Spanish teachers are more prone to attrition than teachers of other languages. This research holds implications for professional development opportunities as well as teacher preparation programs. Nationally, the number of students enrolled in K- 12 public schools in the United States (US) has been steadily increasing while the number of certified teachers willing to work in US classrooms has been decreasing. Such a phenomenon has contributed to a teacher shortage prevalent in many parts of the nation (American Association for Employment in Education, AAEE, 2008). Research on the shortage of teachers suggests a lack of consensus regarding the factors associated with the shortage. While Ingersoll (2001, 2003) finds a revolving door of teacher attrition and turnover that helps explain the teacher shortage (Ingersoll, 2001, 2003), Darling-Hammond (2000) indicates that the shortage is exacerbated by a surplus of certified teachers who actively choose not to teach. Yet, others argue that a shortage of teachers in many parts of the country exists regardless of the available teaching pool from which to draw (AAEE, 2006; Fideler & Haselkorn, 1999), because some professionals tend to avoid employment in urban schools and small private schools. Further investigation reveals that an uneven distribution of teachers nationally appears contribute to the current teacher shortage (Wilson, DarlingHammond, & Beny, 2001). Nevertheless, the literature clearly indicates there is a teacher shortage throughout the nation and among the areas of critical need are special education, bilingual education, math, science, and foreign languages (AAEE, 2008, Draper & Hicks, 2002; National Center for Education Statistics, 2002). While there is an abundant literature base describing the shortage of math and science teachers, there is a paucity of research discussing the lack of foreign language (FL) teachers, especially in rural schools. Such a finding is alarming because approximately half of the nation's 80,000 public elementary and secondary schools are located in rural areas or small towns, and nearly one in three of America's school-aged children attends public schools in rural areas or small towns (Johnson, 2003). Research ","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"136 1","pages":"16"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77458958","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}

{"title":"Rural Superintendents' Perceptions of Principal Preparation","authors":"M. Cray, Elaine Millen","doi":"10.35608/RURALED.V31I3.958","DOIUrl":"https://doi.org/10.35608/RURALED.V31I3.958","url":null,"abstract":"As national and state expectations for school leadership comptencies increase, new principals face an ever expanding role. Yet, scant attention is paid to the unique contextual needs of the varied school settings in which principals find themselves. This study surveyed rural superintendents of small districts (1-300 students) and mid-sized rural districts (301-600 students) to discover their perceptions of the developmental needs their principals display. Seven areas of need were identified by the respondents, of which three pertained uniquely to the rural principalship. The three areas were: understanding the K-12 school structure, preparing for the isolation of rural life, and knowing how to provide instructional leadership in an environment of scares resources (human and material). The superintendents were also asked their perceptions of the effectiveness of various principal training program delivery models. Discusses the cohort program, online-training and state approved alternative certifiction.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82828858","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}

{"title":"Leadership and Rural School Boards: Utah Data","authors":"Curtis Van Alfen, S. Schmidt","doi":"10.35608/RURALED.V29I1.946","DOIUrl":"https://doi.org/10.35608/RURALED.V29I1.946","url":null,"abstract":"Introduction School boards have managed the affairs of local American education since 1642. The legacy of these boards is a public school system serving urban and rural youth across the nation, the only system in the world that seeks to provide all of a nation's children with an appropriate education. In this decade the role of school boards in school governance has increasingly been called into question. Critics of the boards and their performance vary in the vindictiveness of their charges. The National School Boards Association (1990) insists that local boards, especially in rural areas are still the natural leaders of education. The Twentieth Century/Danforth Foundation (1990) charges that local school boards have lost the overall vision of their governance role; this group recommends that roles be redefined and that local district governance undergo significant change. Other critics, including Coombs (1985), charge that \"existing formal education systems everywhere [are] growing increasingly obsolete and maladjusted in relation to their rapidly changing societies. . . . all these systems require major changes and innovations\" (p. 21). Still other critics advocate that school boards be eliminated altogether, and that school governance be conducted by individual schools and their patrons (Chubb & Moe, 1990). Despite the controversy, little empirical data exists as to how school boards actually conduct their business. Hange and Leary (1991) note that while much is written about school boards, most of this literature is limited to suggestions from superintendents and past board members. Little analysis has been made of what boards actually do. This scarcity of information is particularly striking where rural school districts are concerned. Not only is there little empirical data, but even the term rural school district lacks clear definition (Stem, 1994). Purpose of the Study This descriptive study sought to distinguish rural from urban school districts in the State of Utah, then to investigate the nature of voted board decisions to determine to what extent rural Utah school boards engage in building community and discussing state and national reform. Methodology A descriptive study (Gay, 1992) seeks to develop a philosophical and cultural foundation for future research. To develop such a foundation for the roles and perspective of rural school boards in the State of Utah, the researchers identified rural school districts in the state, collected minutes of school board meetings, and categorized the board votes recorded within these minutes. In Utah, school districts located in the densely populated area along the western slope of the Wasatch Mountains have a distinctly urban atmosphere, quite different from districts across me rest of the state. Though more concrete demographics must be used to make consistent distinctions between rural and urban districts, this general atmosphere is pertinent as well. Hite, Zarndt and Schmidt (1992) have develo","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"45 1","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88190312","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}

{"title":"Strategies for Recruitment and Retention of Secondary Teachers in Central U.S. Rural Schools","authors":"Andrea D. Beesley, Kim Atwill, P. Blair, Z. Barley","doi":"10.35608/RURALED.V31I2.937","DOIUrl":"https://doi.org/10.35608/RURALED.V31I2.937","url":null,"abstract":"This study sought to identify differences in strategies used for teacher recruitment and retention by successful and non-successful rural high schools. According to data from the 2003-2004 Schools and Staffing Survey (SASS), small towns and rural areas in the central U.S. states did have relatively more difficuly in recruiting teachers than did larger communities. However, when the successful and unsuccessful school districts were compared on the strategies and benefits included in the SASS, the only difference was with signing bonuses, which were offered significantly more often in the unsuccessful group than the successful group. The researchers also interviewed seven principals identified as successful by their state agencies. Their responses revealed minimal reliance on the strategies addressed in the SASS. however, there was some alignment between many of the strategies they did use and the three approaches investigated in previous research: grow-your-own, using federal funding opportunities, and using targeted incentives.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"264 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84817769","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}

{"title":"Meeting the Needs of Struggling Readers in High School: What are Rural Schools Doing?","authors":"W. Bursuck, S. Robbins, Kurt Lazaroff","doi":"10.35608/RURALED.V31I2.954","DOIUrl":"https://doi.org/10.35608/RURALED.V31I2.954","url":null,"abstract":"Implementing effective reading programs to meet the demands of the No Child Left Behind Act (NCLB) represents an immense challenge for all high schools, but the challenges for rural high schools may be particularly acute. Rural schools have large concentrations of children living in poverty, greater per-pupil costs and low fiscal capacity, all of which can make meeting the reading demands of NCLB difficult. The purpose of this article is to report the results of research that examined the question of what rural high schools are doing to meet the needs of their struggling readers. The results of focus groups from a rural high school in the southeastern United States and a state-wide survey of rural high schools also in the southeastern United States are reported. The implications of these findings for future practice in rural high schools are discussed. Introduction Implementing effective reading instruction at the secondary level represents an immense challenge. On any given day reports showing that high percentages of high school students fail to meet even basic standards on high stakes tests of reading achievement are likely to appear in the broadcast and paper press. Annual yearly progress (AYP) as required by the No Child Left Behind Act (NCLB) is a determining factor for school funding as well as a public indicator of school success. There is no shortage of suggestions from educational think tanks and interest groups telling high schools what they need to do to improve (Biancarosa & Snow, 2006; National Governors Association, 2005; The National Association of Secondary School Principals, 2005). With almost uncanny unanimity, these reports call for high schools to adopt research-based practices in the teaching of reading, engage in continual assessment of student reading performance, and provide extensive on-going professional development for teachers and staff to create a school-wide culture of literacy. The problem of meeting school reform initiatives such as NCLB may be particularly acute in rural high schools (Chance, 1993). Indeed, rural schools in many locations have large concentrations of poor children who are more likely to struggle with academics (Jimerson, 2005). Many rural schools are also in financial distress (Jimerson, 2005) giving administrators limited means to mount and maintain the school improvement process. Greater per-pupil-costs and low fiscal capacity can result in less money to pay for instructional assessment materials, attract quality teachers, and provide necessary faculty professional development (Harmon, 2007; Stephens, 1998). This lack of fiscal resources could result in the inability to implement the scientifically-based practices being recommended to improve student performance in reading. Also problematic in rural schools is that an inability to attract highly qualified content teachers due to lower competitive salaries and benefits can result in higher numbers of teachers teaching outside their area of exper","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"9 1","pages":"27"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77801310","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}

{"title":"A Brief History of the NREA Professional Journal","authors":"V. Hodges","doi":"10.35608/RURALED.V29I1.950","DOIUrl":"https://doi.org/10.35608/RURALED.V29I1.950","url":null,"abstract":"The Rural Educator, the professional journal of the National Rural Education Association, was adopted by the organization from one begun by Dr. Richard Fisher at Colorado State University in the late 1970's. Since the journal was already successful and addressed only rural issues, and since the headquarters of the Rural Education Association had been moved to Colorado State with Joe Newlin, a professor there, as the new Executive Director of the group, it made sense to adopt a proven product as their own. Co-editors with Dr. Fisher were Dr. Bill Timpson, also of Colorado State, and Dr. Everett D. Edington of New Mexico State University. The assistant to the Editor was Ms. Brenda Kohrmann of Colorado State University. The first issue, Volume 1, No. 1, was published Spring 1980, with five articles. Of interest is the fact that the first article was entitled \"The Home-School Visit: A Useful Tool\" written by Dr. Robert C. Newhouse, an Associate Professor of Educational Psychology, College of Education, Kansas State University, Manhattan, Kansas. Dr. Newhouse offered five useful suggestions for working with parents, as well as five cautions to consider. Now in 2007 Dr. Newhouse is the immediate past-president of NREA and Dean of the College of Education at Kansas State University. Other articles in that first issue were \"Rural Youth and Political Influence Aspirations\" co-authored by Mary Olson and David Bills of the University of Wisconsin at Madison and Dr. Everett D. Edington of New Mexico State University at Las Cruces; \"Small Districts: Where the Action Is\" by Gene Schmidt, the Superintendent of Schools at North Boone Community Unit Schools, Poplar Grove, Illinois; \"The Reality of Stress\" by G. Kent Stewart, Professor of Educational Administration, College of Education, Kansas State University; and the final article by a reading teacher at Fort Morgan High School in Fort Morgan, Colorado, Shirley Travis. Her article was entitled \"An Answer to\"-and describes her very successful program in a growing trend of providing reading instruction to high school students. In the fourteen years that Dr. Fisher served as the Editor, the format changed to more professional cover and printing; more articles were included in each issue; and the Editorial Review Board consisted of many more members; and more manuscripts were submitted for review as the organization grew in numbers and national recognition. Dr. Fisher served as the Editor of me Rural Educator until he retired in 1993. At that time, Joe Newlin, the Executive Director of NREA, took over the editorship and used guest editors from the Editorial Review Board to assist him in selection of articles that had been approved by the Review Board for publication. These editors also edited and organized these articles to send to the printer, Citizens' Press in Fort Collins. Ironically, that first Guest Editor for the Volume 14, Number 2, Winter 1992-1993 edition was Dr. Robert Newhouse, now professor of Educatio","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"64 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86777557","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}

{"title":"Education the Culturally and Linguistically Diverse Non-Urban Population: Three Cost-Effective Strategies","authors":"Derry L. Stufft, Rebecca Brogadir","doi":"10.35608/RURALED.V31I2.953","DOIUrl":"https://doi.org/10.35608/RURALED.V31I2.953","url":null,"abstract":"The number of immigrants who do not speak English proficiently has grown rapidly in American schools. While the immigrant population is growing, the proportion of first and second-generation immigrants (the children of immigrants) is simultaneously multiplying. As the U.S. population grows more varied, public schools are faced with the challenge of meeting the needs of an increasing population of culturally and linguistically diverse students. The researchers propose three cost-effective and closely linked strategies for principals to facilitate the education of the increasingly diverse population in non-urban schools. Population Changes in Non-Urban Areas The United States is currently experiencing an influx of immigrants. Citing a 1 998 report on the Federal Interagency Forum on Children and Family Statistics, Shapon-Shevin (2001) noted that one in every three students enrolled in elementary or secondary school at that time had a racial or ethnic minority background. There were approximately 28.4 million foreign bom residents in the U.S. in 2000 accounting for approximately 10% of the population. Ofthat number, 8.6 million of the foreign bom residents were of school age (Rong & Brown, 2002). This number is expected to increase over the next several decades. Compounding the issue is that fact that the proportion of first- and secondgeneration immigrants (the children of immigrants) is simultaneously multiplying. Figure 1 demonstrates the expected changes in the school population from 1990 to the year 2050 (U.S. Census Bureau, 2007). It is obvious from Figure 1 that the traditional public school population will continue to show a decline in the number of white, non-Hispanic students and will have a major increase in the Hispanic population. Accordingly, the racial, ethnic, cultural and linguistic diversity in the U.S. will continue to grow. In its summary of the foreign born population, The U.S. Census Bureau reported that between 1990 and 2000 the number of people who spoke a language at home other than English grew from 31.8 million to 44.6 million people (Lollock, 200 1 ) with immigrants constituting nearly half of those individuals. Of those immigrants who speak a language other than English at home, one-fifth speaks English either \"not well\" or \"not at all\" (Sahlman, 2004). This discrepancy in English proficiency poses a hardship on communities and transfers over to the public schools (Rong & Brown, 2002). Likewise, the number of children of immigrants who do not speak English proficiently has also grown. The United States Department of Education reported that between 1990 and 2000 the number of students with limited English skills doubled to five million, which is four times the growth rate for the overall student population (Lollock, 2001). However, the number of teachers capable of instructing students with limited English proficiency has not increased at the same rate (Sahlman, 2004). As the U.S. population grows more varied, public scho","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"58 1","pages":"21"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88638927","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}

{"title":"School Leadership in the Rural Context","authors":"M. Gammon","doi":"10.35608/RURALED.V29I1.948","DOIUrl":"https://doi.org/10.35608/RURALED.V29I1.948","url":null,"abstract":"<jats:p>None</jats:p>","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"13 1","pages":"6"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80948354","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}

{"title":"Educational Renewal in Rural South Dakota","authors":"Mary Stangohr","doi":"10.35608/RURALED.V29I1.944","DOIUrl":"https://doi.org/10.35608/RURALED.V29I1.944","url":null,"abstract":"\"I have a better understanding of what my community has gone through, and now I have a greater appreciation of what it faces,\" - Nick Wolf, Class of 1998, Howard High School, after completing a nine-week unit on the importance of place. Introduction In our school and community, we are working together for our continued future, Our lofty goal, the heart of our North Central Accreditation plan, is to develop a sustainable community which meets the basic needs of its citizens, Our community is only as well off as its most destitute citizen, This is a community that must grow and develop within its ecological limits, and the people living here today must inhabit it in ways that sustain it for future generations. We realize that ours is a commitment that requires the combined eff011s of all of our citizens: not just the school, not just Main Street, not just the farmers, but all of us working together. History Howard County High School began to take a broad perspective on education when Jim Lentz became the principal in 1994. His philosophy of education allowed teachers to broaden their students' learning and extend the boundaries of our school beyond the four walls of the classroom. Teachers were asked to teach one community focused lesson each month, the only limits to the lessons were the limits of the teacher's imagination. Education was broadened from the \"2-by-4\" teaching of our traditional past (students learned everything between the two covers of the book and the four walls of the classroom) to a curriculum that encouraged student learning beyond the immediate classroom. In some cases, students might not touch a book throughout an entire unit. As a result of this change in the curriculum, students are finally being told that they don't have to leave town to be successful. They are finally being taught the skills to create a job, not just the skills to find a job. We as teachers are encouraged to localize our curriculum, rather than standardize it. Howard High School's success so far has been based on four ideals: 1. Students and teachers must understand their home, their community. This includes knowledge of the local history, economics, and government. According to Jim Lentz, named superintendent in 1997, \"Only men can you decide to build on your history, or perhaps not to repeat certain aspects.\" 2. The community is committed to making certain the basic needs of all citizens are met. Miner County is a poor region with some people living in desperate situations. Fifty percent of the population earns less than $20,000 a year. Food, clothing, shelter, and education are basic needs of every person that we will continually work to provide. 3. The school promotes sustainability. Long-term goals include supporting agriculture and other land uses that don't harm the environment, and promoting economic activity that will keep businesses and the school district financially stable. 4. Revisiting democracy is essential for all of our citizens, the youn","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"58 1","pages":"19-21"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75830082","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}

{"title":"An Examination of Resiliency in Rural Special Education","authors":"Gregory C. Zost","doi":"10.35608/ruraled.v31i2.938","DOIUrl":"https://doi.org/10.35608/ruraled.v31i2.938","url":null,"abstract":"Retention of rural special education teachers is a dilemma for many school districts. Districts in rural areas suffer from a lack of qualified special educaiton teachers. Therefor, the problem of having enough qualified special educators is not easily solved. Many rural distrits are able to hire teacher candidaes, but fail to retain them for various reasons. Building resiliency in new teachers and educators during the first several years of teaching may be part of the answer to addressing the high rate fo teacher turnover in rural areas. This paper summarizes highlights from research completed with rural Nebraska teachers on th topics of intrinsic resiliency and building resiliency in rural teachers.","PeriodicalId":33740,"journal":{"name":"The Rural Educator","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81500597","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}