English Teaching: Practice & Critique最新文献

{"title":"“Stealing from the language”: interest convergence and teachers’ advocacy for language-inclusive practices","authors":"Q. Sedlacek","doi":"10.1108/etpc-03-2022-0037","DOIUrl":"https://doi.org/10.1108/etpc-03-2022-0037","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to support advocacy for racial and linguistic justice by examining teachers’ efforts to contest their colleagues' language-exclusive policies and practices.\u0000\u0000\u0000Design/methodology/approach\u0000The author used a critical and reconstructive discourse analysis guided by interest convergence theory to analyze narratives shared by teachers working to contest language-exclusive practices.\u0000\u0000\u0000Findings\u0000Teachers identified or created interest convergence to successfully contest specific practices. However, their arguments had the potential to be coopted for hegemonic purposes.\u0000\u0000\u0000Originality/value\u0000Previous studies have used interest convergence to analyze bilingual education policy. This study is one of the few to apply the theory to analyze other efforts to contest language-exclusive practices.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133917193","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":"Illustrating linguistic dexterity in “English mostly” spaces: how translanguaging can support academic writing in secondary ELA classrooms","authors":"Thea Williamson, A. Clemons","doi":"10.1108/etpc-02-2022-0029","DOIUrl":"https://doi.org/10.1108/etpc-02-2022-0029","url":null,"abstract":"\u0000Purpose\u0000Little research has been done exploring the nature of multilingual students who are not categorized as English language learners (ELLs) in English language arts (ELA) classes. This study about a group of multilingual girls in an ELA class led by a monolingual white teacher aims to show how, when a teacher makes space for translanguaging practices in ELA, multilingual students disrupt norms of English only.\u0000\u0000\u0000Design/methodology/approach\u0000The authors use reconstructive discourse analysis to understand translanguaging across a variety of linguistic productions for a group of four focal students. Data sources include fieldnotes from 29 classroom observations, writing samples and process documents and 8.5 h of recorded classroom discourse.\u0000\u0000\u0000Findings\u0000Students used multilingualism across a variety of discourse modes, frequently in spoken language and rarely in written work. Translanguaging was most present in small-group peer talk structures, where students did relationship building, generated ideas for writing and managed their writing agendas, including feelings about writing. In addition, Spanish served as “elevated vocabulary” in writing. Across discourse modes, translanguaging served to develop academic proficiency in writing.\u0000\u0000\u0000Originality/value\u0000The authors proposed a more expansive approach to data analysis in English-mostly cases – i.e. environments shaped by multilingual students in monolingual school contexts – to argue for anti-deficit approaches to literacy development for multilingual students. Analyzing classroom talk alongside literacy allows for a more nuanced understanding of translanguaging practices in academic writing. They also show how even monolingual teachers can disrupt monolingual hegemony in ELA classrooms with high populations of multilingual students.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114983968","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":"Shifting language ideologies and pedagogies to be anti-racist: a reconstructive discourse analysis of one ELA teacher inquiry group","authors":"Melissa B. Schieble, Amy Vetter, Kahdeidra Monét Martin","doi":"10.1108/etpc-03-2022-0033","DOIUrl":"https://doi.org/10.1108/etpc-03-2022-0033","url":null,"abstract":"\u0000Purpose\u0000This paper aims to present findings from a three-year qualitative study that used a model of teacher learning referred to as teaching as inquiry (Manfra, 2019). Teaching as inquiry centers the teacher as a learner in a prolonged and “systematic process of data collection and analysis focused on changing teaching” (p. 167). Findings from the larger qualitative study demonstrate the work of collecting transcripts and using discourse analysis to analyze classroom discourse fostered high school English teachers’ knowledge and skills for facilitating critical conversations (Schieble et al., 2020). For this paper, the authors highlight Paula, a white, female secondary teacher who is dual certified in English Language Arts and ESL. Findings from Paula’s case demonstrate the ways the teacher inquiry group disrupted Paula’s language ideologies of linguistic purism, an ideology embedded in white supremacist and colonialist, hegemonic language policies and practices (Kroskrity, 2004), and transformed her instructional practices over time.\u0000\u0000\u0000Design/methodology/approach\u0000The research used qualitative methods for design and scope to generate an information-rich instrumental case study (Stake, 1995). Case study is a form of qualitative inquiry that concentrates on experiential knowledge of the case. This study used case study methods to construct an instrumental case to understand how participation in the teacher inquiry group shaped Paula’s facilitation of critical conversations. Data analysis used inductive and deductive qualitative coding procedures and discourse analysis (Gee, 2004; Rogers, 2018) to address the research questions.\u0000\u0000\u0000Findings\u0000Findings demonstrate that prior to meeting with the teacher inquiry group, Paula’s teaching practices embodied linguistic separatism by emphasizing that standardized English was the “appropriate” way to participate in critical conversations. Through studying her classroom discourse, the inquiry group supported her to critically question these instructional practices and ideologies. Findings demonstrate that the work of the inquiry group supported her embodiment and articulation of a translanguaging ideology that supported her facilitation of critical conversations.\u0000\u0000\u0000Originality/value\u0000Findings from this study contributes to scholarly and professional knowledge about how models of teaching as inquiry (Manfra, 2019) demonstrate a positive or reconstructive impact on teacher and student learning. This study highlights the potential for reconstructive shifts in the context of how teachers learn together and the tools that support them in doing so.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128234112","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":"Race talk tensions: practicing racial literacy in a fourth-grade classroom","authors":"A. Daly","doi":"10.1108/etpc-02-2022-0028","DOIUrl":"https://doi.org/10.1108/etpc-02-2022-0028","url":null,"abstract":"\u0000Purpose\u0000There is a pressing need to teach students how to talk critically about race to understand the personal and political implications of racism in the contemporary US society. Classroom race talk, however, often includes moments of discomfort or confusion as teachers and students navigate new norms for making sense of race and racism. The purpose of this paper is to examine how one white teacher and her multiracial class of fourth-grade students navigated race talk tensions while reading and discussing shared texts.\u0000\u0000\u0000Design/methodology/approach\u0000Data for this paper were collected as part of a larger, year-long qualitative study on antiracist pedagogy. In this paper, the author analyzes video data of classroom race talk recorded during whole-class and small-group literacy lessons. Using inductive coding and reconstructive critical discourse analysis, the author examines how the teacher and students co-constructed meaning during tense or confusing conversational moments.\u0000\u0000\u0000Findings\u0000The findings demonstrate that the teacher and students jointly mediated tensions by using the practices of racial literacy, which included learning about the history of racial inequality in the USA, considering racism as structural and systemic rather than individual and asking and answering questions for continued inquiry and critical self-reflection. While previous research studies have characterized race talk tensions as problems or obstacles to student learning, the findings from this study suggest that tensions can be generative to developing and enacting racial literacy.\u0000\u0000\u0000Originality/value\u0000In the current political climate, alarmist rhetoric issued by conservative politicians and media outlets has discredited race talk as harmful or damaging to children. This study offers a positive reframing of tensions, which may provide teachers encouragement to pursue literacy instruction that equips students with knowledge and skills to better understand and confront racism.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129380248","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":"“What they allow us to learn”: exploring how white English teachers cultivate students’ critical literacies through curriculum and pedagogy","authors":"L. Kelly","doi":"10.1108/etpc-03-2022-0034","DOIUrl":"https://doi.org/10.1108/etpc-03-2022-0034","url":null,"abstract":"\u0000Purpose\u0000This qualitative research study examines classroom observations and transcripts, teacher and student interviews and student writing to investigate how white English teachers can cultivate students’ critical literacies regarding race and oppression through classroom literature. As research and practice in the field of critical literacy has yet to effectively center black, indigenous, and people of color (BIPOC) lives and histories, this study aims to expand on existing critical literacy research by examining how literature teachers disrupt the perpetuation of whiteness through literature instruction that explicitly grapples with race and structures of oppression.\u0000\u0000\u0000Design/methodology/approach\u0000This research examines the pedagogical practices of two white English teachers through a yearlong investigation of classroom instruction and curriculum in an urban high school in a large Northeastern city. The overarching question of this study asks, how do white English teachers cultivate students’ critical literacies regarding race and social justice through classroom literature? Additional questions that guided this study are: How do students in these classes learn about structures of oppression? What language is used in these classrooms to discuss ideas about power? What texts and materials do these teachers use to engage students in critical literacy practices?\u0000\u0000\u0000Findings\u0000The findings of this study provide insight as to how white English teachers can foster students’ critical literacy development regarding race and oppression through their pedagogy and curriculum. The two teachers’ introduction of critical language and frameworks in the classroom supported students’ ability to critically engage with classroom literature and with their own social worlds. In addition, these teachers’ practices emphasize the need for white teachers to decenter their own knowledge and identities to effectively foster students' critical and sociopolitical development.\u0000\u0000\u0000Originality/value\u0000This research responds to McLean et al.’s (2021) call for a disruption of the “perpetuation of Eurocentric, hegemonic perspectives by white scholars” in the field by centering race in approaches to critical literacy development in the classroom. By analyzing data from classrooms in the same school with distinct curricular approaches, this study examines not only what but also how educators are teaching in classrooms designed to cultivate students’ critical and sociopolitical development through English Language Arts. This study offers hope for developing critical and culturally sustaining pedagogies among non-BIPOC educators who teach Black and Latinx populations.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128339787","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":"Exploring the challenges and possibilities of critical literacy pedagogy: K-8 teacher discussions about race in a virtual professional development course","authors":"Audrey Lucero, Janette Avelar","doi":"10.1108/etpc-05-2022-0065","DOIUrl":"https://doi.org/10.1108/etpc-05-2022-0065","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to better understand the ways in which K-8 teachers from a semirural, predominantly white district perceive their responsibilities to work toward anti-racism, as well as to learn more about how the teachers can be supported as they work to overcome the challenges facing teachers in these fraught times in this country’s history.\u0000\u0000\u0000Design/methodology/approach\u0000The authors use a reconstructive approach to critical discourse analytic methods (Bartlett, 2012; Hughes, 2018; Luke, 2002, 2004; Martin, 2004) to analyze an online discussion that took place among participants in a virtual anti-racist critical professional development course (Kohli, 2019; Kohli et al., 2015) as they grappled with what it means to confront their own racial identities, positionalities and responsibilities.\u0000\u0000\u0000Findings\u0000Three primary tensions emerged in teachers’ discussion: between geographic and professional identities; between individual and institutional responsibility; and between literacy instruction and critical literacy instruction. In all three cases, teachers expressed the difficulties associated with enacting anti-racist critical literacy pedagogy in their school context, while also leaving space for possibility.\u0000\u0000\u0000Practical implications\u0000The findings from this study add to the field’s understanding about how teachers in various contexts approach the work of anti-racist critical literacy pedagogy at different stages in their careers and how teacher educators might support them in doing so.\u0000\u0000\u0000Originality/value\u0000This study is important in its focus on professional development for in-service teachers, as much of the work has focused on preservice teachers and those who have been in classrooms for varying lengths of time have different levels of experience and different professional needs (Hambacher and Ginn, 2021). It is also notable that these teachers worked in a semirural, predominantly white district, as teachers working in such geographic locations often do not receive education about engaging with diversity (Anthony-Stevens et al., 2017; Anthony-Stevens and Langford, 2020) and it is essential that teachers and students in these districts are engaged if we are going to make headway in challenging whiteness in schools.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133901113","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":"New conceptual tools for be(com)ing antiracist (teacher) educators at PWIs","authors":"C. Clark, Rachel Skrlac Lo, A. Boyd, M. Cook, Adam Crawley, Ryan Rish","doi":"10.1108/etpc-05-2022-0066","DOIUrl":"https://doi.org/10.1108/etpc-05-2022-0066","url":null,"abstract":"\u0000Purpose\u0000This study aims to share the development of new conceptual tools, which merge theories of critical whiteness studies (CWS), epistemic injustice and abolitionist teaching, applying them to the discourse of pre- and in-service teachers across the predominantly white institutions (PWIs) as they discuss antiracist teaching through the book Stamped and a series of online discussions.\u0000\u0000\u0000Design/methodology/approach\u0000This qualitative, collaborative practitioner inquiry derived data from video-recorded, online discussions, interviews and weekly research meetings. Critical discourse analysis revealed theoretical gaps and prompted the integration of additional theories, resulting in new conceptual tools, which are applied here to both “in the moment” exchanges between participants and individuals’ reflections in interviews.\u0000\u0000\u0000Findings\u0000Applying new conceptual tools to discussions of whiteness and race revealed how epistemic harm, microresistance and epistemic justice emerge in talk along with the importance of cultivating critical vigilance among antiracist educators.\u0000\u0000\u0000Originality/value\u0000This study elucidates how merging the conceptual frameworks of CWS, epistemic injustice and abolitionist teaching provides new tools for interrogating antiracism relative to whiteness in participants’ and researchers’ experiences. It challenges teacher educators, particularly at PWIs, to recognize how epistemic harm may be inflicted on students of color when centering whiteness in teacher education.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127290285","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":"“Literacy to me is about power”: reading book-length fiction and non-fiction texts in a disciplinary literacy teacher education course","authors":"M. Neville, R. Marlatt","doi":"10.1108/etpc-11-2021-0146","DOIUrl":"https://doi.org/10.1108/etpc-11-2021-0146","url":null,"abstract":"\u0000Purpose\u0000This paper aims to examine the reading of a book-length fiction or non-fiction text in one disciplinary literacy (DL) teacher education course. This paper considers how the assignment may help pre- and in-service teachers understand literacy as multifaceted and connected within and beyond their content areas (Moje, 2015). The research explores how reading a book-length text may help support DL, equity-oriented curricula that consider literacy as empowerment and connected to lived and communal experiences (González et al., 2005; Muhammad, 2020).\u0000\u0000\u0000Design/methodology/approach\u0000This work is grounded in a qualitative, humanizing methodology and thematic analysis approach (Braun and Clarke, 2006; Paris and Winn, 2014). This approach examines student work in one DL course, considering how teachers within and beyond English language arts (ELA) respond to the task of reading a book-length text.\u0000\u0000\u0000Findings\u0000First, the assignment offered space for participants to redefine literacy as empowerment and enjoyment. Second, the assignment helped participants connect literacy within and beyond their content areas and to see literacy as active and interdisciplinary. Third, the assignment includes clear limitations for a DL approach, particularly when participants focus mainly on connections to their content area. This sometimes obfuscated participants’ enjoyment of reading.\u0000\u0000\u0000Originality/value\u0000The study offers a new perspective on a task that is often seen as specifically “ELA”: reading a book-length text. This project offers space for ELA educators to consider literacy from a DL, equity-oriented framework focused on enjoyment in literature within and beyond ELA classrooms.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125254514","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":"Shifting pedagogy, shifting practice: teachers’ perceptions of project-based learning in English language arts","authors":"Karoline Trepper, Alison G. Boardman, Antero Garcia","doi":"10.1108/etpc-12-2021-0150","DOIUrl":"https://doi.org/10.1108/etpc-12-2021-0150","url":null,"abstract":"\u0000Purpose\u0000This paper aims to explore teachers’ shifts in pedagogy and practice as they implemented a project-based learning (PBL) approach to teaching English Language Arts (ELA) for the first time.\u0000\u0000\u0000Design/methodology/approach\u0000The authors interviewed 10 ninth-grade ELA teachers in three schools after their first year enacting PBL. Initial codes were developed deductively from the interview questions and others emerged from the data. The authors also used memos to contextualize the interviews and triangulate findings.\u0000\u0000\u0000Findings\u0000Teachers described embracing new, expansive approaches to teaching ELA as they shifted from focusing on skills to big questions, and from literary analysis to “real-world” writing and assessment. These data illuminated three tensions around “traditional” versus PBL approaches to ELA: What counts as ELA? What counts as student success? And is PBL for everyone?\u0000\u0000\u0000Originality/value\u0000Few studies have explored teacher perceptions of PBL in secondary ELA classrooms. This paper uniquely illuminates some pathways for addressing the tension between “traditional” and PBL approaches. The authors call for deliberate, ongoing and gradualistic approaches to engaging in PBL routines that support educators to make meaningful shifts in instruction.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122075818","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":"For concurrent enrollment, collaboration, not alignment, is the better story","authors":"Burke Scarbrough","doi":"10.1108/etpc-10-2021-0135","DOIUrl":"https://doi.org/10.1108/etpc-10-2021-0135","url":null,"abstract":"\u0000Purpose\u0000As concurrent enrollment (CE) programs continue to expand in the USA, a growing share of English teaching at the first-year university level is taking place in secondary schools. Though much of the discourse surrounding CE courses relates to quality control, the purpose of this paper is to argue for a reconsideration of the terms by which these courses are valued, calling for a shift from alignment to collaboration as the crucial work for participating English teachers.\u0000\u0000\u0000Design/methodology/approach\u0000This essay responds to scholarship and primary source documents related to CE programs in light of the author’s experience as liaison for a CE literature course at a Midwestern regional university in the USA.\u0000\u0000\u0000Findings\u0000An ethic of alignment pervades discourse about CE programs. The quality control promised by this “alignment story” presupposes a stable university course to be aligned with and the emulation of college faculty pedagogy as the high-priority intellectual labor. This alignment story is undermined by the variation within and between on-campus and high school iterations of the literature course. Rather than justifying an alignment ethic, this variation continually renews important questions about what constitutes college-level engagement with literature and how to best help students achieve it in a particular setting. These questions call for deliberation among a community of English teachers, not alignment of one constituency to another.\u0000\u0000\u0000Originality/value\u0000This essay builds on previous scholarship about the importance of alignment and the opportunity for collaboration in CE by exploring how an emphasis on the former misrecognizes the importance of the latter.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":" 15","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120832096","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}