Journal of Educational Administration最新文献

Profiling teacher leaders through entrepreneurial behaviours: a cluster analysis 通过创业行为剖析教师领导：聚类分析

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-09-11 DOI: 10.1108/jea-03-2024-0079

Chun Sing Maxwell Ho, Ori Eyal, Thomas Wing Yan Man

{"title":"Profiling teacher leaders through entrepreneurial behaviours: a cluster analysis","authors":"Chun Sing Maxwell Ho, Ori Eyal, Thomas Wing Yan Man","doi":"10.1108/jea-03-2024-0079","DOIUrl":"https://doi.org/10.1108/jea-03-2024-0079","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Literature on teacher leadership highlights a significant gap in understanding the role of teacher leaders (TLs) as entrepreneurs. This research aims to bridge this gap by examining the multifaceted entrepreneurial dimension of teacher leadership. It specifically focuses on providing a comprehensive profile of these leaders and assessing their perceived influence on teachers’ outcome, which are important for improving school performance.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>A two-step clustering procedure was utilized to discern profiles of teacher leaders’ entrepreneurial behaviours, sampling 586 participants in a teacher leader training program. To assess mean differences in relation to perceived influence on teacher outcomes (i.e. job satisfaction, intrateam trust and innovative teaching practices) among these clusters, two-way contingency table analysis and MANOVA were conducted.</p>\u0000<h3>Findings</h3>\u0000<p>We identified three teacher-leader profiles: congenial facilitators, champion-leaders and executors. Our findings reveal the unique strengths and weaknesses of each profile and their contributions to job satisfaction, intrateam trust and innovative teaching practices.</p>\u0000<h3>Originality/value</h3>\u0000<p>This study is innovative in its detailed examination of teacher leadership through the lens of Teacher Entrepreneurial Behaviour (TEB), providing new perspectives on the intricate relationships between teacher leaders' TEB and their perceived influences. This deeper insight emphasizes the important role of entrepreneurial behaviours within teacher leadership, suggesting new directions for further research and development in educational leadership practices.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142177228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School leadership in a non-western context: how is paternalistic leadership related to teacher well-being and commitment in collectivist versus individualistic school cultures? 非西方背景下的学校领导力：在集体主义与个人主义的学校文化中，家长式领导与教师的幸福和承诺有何关系？

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-08-23 DOI: 10.1108/jea-01-2024-0002

Mehmet Şükrü Bellibaş, Mahmut Polatcan, Muaz Özcan, Muhammet İbrahim Akyürek

{"title":"School leadership in a non-western context: how is paternalistic leadership related to teacher well-being and commitment in collectivist versus individualistic school cultures?","authors":"Mehmet Şükrü Bellibaş, Mahmut Polatcan, Muaz Özcan, Muhammet İbrahim Akyürek","doi":"10.1108/jea-01-2024-0002","DOIUrl":"https://doi.org/10.1108/jea-01-2024-0002","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The present study aims to examine the moderation role of school culture attributes (individualism versus collectivism) in the relationship between paternalistic leadership and teacher commitment, mediated by teacher well-being.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>The data included 1,152 teachers across 104 schools in Türkiye using a multilevel moderated mediation SEM model to test relevant hypotheses.</p>\u0000<h3>Findings</h3>\u0000<p>The results showed that teacher well-being fully mediates the relationship between perceived paternalistic principal leadership and teacher commitment. Additionally, the collectivist orientation of school culture influences the strength of the association between paternalistic leadership and teacher commitment indirectly through well-being. More precisely, paternalistic leadership has a stronger link to teacher well-being and commitment when teachers identify the culture of their schools as relatively more collectivist.</p>\u0000<h3>Originality/value</h3>\u0000<p>This study offers empirical evidence of paternalistic school leadership in promoting teacher well-being and commitment depending on the school culture in a non-western country context.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142177229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unveiling the associations between principal self-efficacy, openness to change and transformational leadership: the mediating role of well-being 揭示校长自我效能感、变革开放性与变革型领导力之间的关联：幸福感的中介作用

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-07-31 DOI: 10.1108/jea-11-2023-0284

Servet Özdemir, Ferudun Sezgin, Ali Çağatay Kılınç, Onur Erdoğan, Hatice Turan Bora

{"title":"Unveiling the associations between principal self-efficacy, openness to change and transformational leadership: the mediating role of well-being","authors":"Servet Özdemir, Ferudun Sezgin, Ali Çağatay Kılınç, Onur Erdoğan, Hatice Turan Bora","doi":"10.1108/jea-11-2023-0284","DOIUrl":"https://doi.org/10.1108/jea-11-2023-0284","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The current study seeks to explore the links between principal self-efficacy, openness to change, well-being, and transformational leadership. Specifically, we tested a mediated-effects model where principal self-efficacy and openness to change were treated as independent variables, well-being as mediator, and transformational leadership as dependent variable.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>Survey data were collected from 351 principals employed in Turkish schools and analysed using confirmatory factor analysis and structural equation modelling.</p>\u0000<h3>Findings</h3>\u0000<p>The results suggested the direct empirical relationship of principal self-efficacy and openness to change with transformational leadership, and indirect through professional well-being.</p>\u0000<h3>Originality/value</h3>\u0000<p>Our study enriched our understanding of school leadership by elucidating the potential mechanisms that underpin the implementation of transformational leadership practices.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141873453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How authentic principal leadership influences teacher organisational identification via teacher academic optimism and collective responsibility: a moderated-mediation analysis 真实的校长领导力如何通过教师的学术乐观主义和集体责任感影响教师的组织认同：调节中介分析

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-07-24 DOI: 10.1108/jea-09-2023-0212

Erdem Karataş, Murat Özdemir, Gürsen Vural

{"title":"How authentic principal leadership influences teacher organisational identification via teacher academic optimism and collective responsibility: a moderated-mediation analysis","authors":"Erdem Karataş, Murat Özdemir, Gürsen Vural","doi":"10.1108/jea-09-2023-0212","DOIUrl":"https://doi.org/10.1108/jea-09-2023-0212","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Teachers’ organisational identification is crucial for the success of educational reform in the change process. This study investigates how and under what conditions authentic principal leadership contributes to teachers’ organisational identification.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>Data collected from 7907 public high school teachers across Türkiye were analysed using bootstrapping method. This research tested a moderated mediation model of authentic principal leadership effects on teachers’ organisational identification by incorporating teacher academic optimism as a mediator, and teacher collective responsibility as a moderator.</p>\u0000<h3>Findings</h3>\u0000<p>Results revealed significant direct and indirect effects of authentic principal leadership on the teachers’ organisational identification via teacher academic optimism. Teacher collective responsibility significantly moderated the effects of authentic principal leadership on both teacher academic optimism and on teachers’ organisational identification. The positive effects of authentic principal leadership were strengthened when the collective responsibility was higher.</p>\u0000<h3>Originality/value</h3>\u0000<p>This study integrates authentic leadership theory with social identity theory, which provides a more theoretically accurate understanding of how authentic principal leadership influences teachers’ organisational identification.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141783445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dilemmas in district–university partnerships: examining network improvement communities as levers for systems change 地区与大学合作中的两难问题：研究作为系统变革杠杆的网络改进社区

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-06-18 DOI: 10.1108/jea-10-2023-0261

Christine M. Neumerski, Maxwell M. Yurkofsky

{"title":"Dilemmas in district–university partnerships: examining network improvement communities as levers for systems change","authors":"Christine M. Neumerski, Maxwell M. Yurkofsky","doi":"10.1108/jea-10-2023-0261","DOIUrl":"https://doi.org/10.1108/jea-10-2023-0261","url":null,"abstract":"PurposeThe purpose of this study is to examine dilemmas in a district–university partnership that used network improvement communities (NIC) as a levers for systems change after COVID-19.Design/methodology/approachWe draw on observations and in-depth, semi-structured interviews to understand the benefits and limitations of using network improvement communities embedded within a longstanding district–university partnership to address problems of practice.FindingsFive dilemmas that emerged: (1) the need to continue the pilot roll-out of the NIC while still communicating a vision of the long-term, large-scale vision of NIC work, (2) center collaborative inquiry while still moving at a fast enough pace for participants to see progress, (3) include those most involved in the work while still having efficient decision making processes, (4) respect the knowledge and agency of participants while still supporting rigorous and impactful change and (5) honor the work the district is already engaged in while still extending beyond existing initiatives.Originality/valueWe conclude that the work of leading network improvement communities as part of a district–university partnership is complex. We add to the emerging research on NIC hub leadership by highlighting the dilemmas that must be managed in this work.","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141334738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Tensions in data use for mission: academic data within holistic education 任务数据使用中的矛盾：整体教育中的学术数据

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-06-14 DOI: 10.1108/jea-11-2023-0265

Mary F. Jones, Julie W. Dallavis

{"title":"Tensions in data use for mission: academic data within holistic education","authors":"Mary F. Jones, Julie W. Dallavis","doi":"10.1108/jea-11-2023-0265","DOIUrl":"https://doi.org/10.1108/jea-11-2023-0265","url":null,"abstract":"PurposeResearch shows data-informed leadership matters for school improvement and student achievement, but less is known about what motivates leaders’ data use toward such outcomes, particularly in the Catholic school context.Design/methodology/approachThis qualitative interview study uses interview (n = 23) data from a sample of Catholic school leaders to unpack how they conceptualize data, the motivations encouraging their data use and the challenges inhibiting data routines.FindingsCatholic school leaders largely shared a narrow definition of data as quantitative, standardized achievement data, were motivated by a moral imperative to meet students’ needs and faced several common challenges, including time constraints, uncertainty in measurement, limited capacity and resources and issues of turnover at the classroom and school levels.Practical implicationsSchool leaders can assuage tension around data by broadening the scope of measures and appealing to teachers’ sense of personal responsibility and commitment to students.Originality/valueThese findings extend the research in three ways. They bring to light an important tension between data-informed practice and a whole child approach to education, highlight the possibility of motivating data use through conscience rather than compliance and provide insight into data perceptions in private schools, an understudied context in the literature.","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141339109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A framework of justice-centered leadership practice: a qualitative, multidistrict study 以司法为中心的领导力实践框架：多地区定性研究

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-06-14 DOI: 10.1108/jea-11-2023-0285

Meagan S. Richard

{"title":"A framework of justice-centered leadership practice: a qualitative, multidistrict study","authors":"Meagan S. Richard","doi":"10.1108/jea-11-2023-0285","DOIUrl":"https://doi.org/10.1108/jea-11-2023-0285","url":null,"abstract":"PurposeThe purpose of this study is to identify key school leadership practices that center social justice and are evidenced across multiple school and district contexts.Design/methodology/approachA qualitative, multidistrict research design is used within this study. Sampled across seven US school districts, 24 school leaders were interviewed about their justice-centered school leadership practices within and outside of their school buildings.FindingsParticipants engaged in five key domains of justice-centered practice, which included 13 practice areas and 28 sub-practices. These domains include (1) creating an inclusive and caring environment, (2) promoting equitable opportunity to learn, (3) strengthening staff capacity for justice, (4) positioning families as partners in education and (5) building and extending community capacity and resources.Originality/valueThis study incorporates empirical data across diverse contexts and investigates actions relevant to diverse students and multiple justice-centered leadership approaches. By doing so, this study unearths a spectrum of justice-centered school leadership practices, presenting these in one of the few empirically grounded frameworks available in the literature. This framework provides an accessible, comprehensive and actionable starting place for practitioners hoping to lead in socially just ways and for preparation programs who will support these leaders.","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141341038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A ripple effect in strengths use? Linking principals' use of personal strengths with teachers' strengths use and engagement 优势利用的涟漪效应？将校长使用个人优势与教师使用优势和参与联系起来

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-06-12 DOI: 10.1108/jea-06-2023-0128

S. Lavy, Sahar Amoury-Naddaf

{"title":"A ripple effect in strengths use? Linking principals' use of personal strengths with teachers' strengths use and engagement","authors":"S. Lavy, Sahar Amoury-Naddaf","doi":"10.1108/jea-06-2023-0128","DOIUrl":"https://doi.org/10.1108/jea-06-2023-0128","url":null,"abstract":"PurposeEvidence has indicated plausible effects of employees' use of their personal strengths at work on their attitudes, performance and well-being. Although the use of personal strengths was also expected to benefit others in the organization, such effects have rarely been examined. Here we studied associations of principals’ use of their personal strengths with principals’ own engagement and with the strengths use and engagement of teachers under their supervision, anticipating that principals’ and teachers’ strengths use and engagement would be associated with students’ achievement.Design/methodology/approachWe surveyed 92 Israeli principals and 474 of their teachers. Measures included self-reported strengths use and engagement of the participants’ and schools' student matriculation achievements.FindingsThe findings generally supported the hypotheses. HLM analyses indicated that principals' use of their personal strengths was associated with their own engagement and with teachers' strengths use and work engagement and teachers’ engagement (but not their strengths use) was associated with student achievement.Research limitations/implicationsThese findings suggest the beneficial impact of principals' use of their personal strengths on teachers, with practical implications for fostering principals’ and teachers’ flourishing and creating and supporting humanizing schools, by building on principals’ and teachers’ strengths and fostering their use at work.Originality/valueThis is the first study about the potential effects of principals’ strengths use on their own engagement and on others in the school. The significant associations found propose a promising path forward for principals’ positive impact on teachers and students.","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141352411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Are resources and demands from accountability policies productive? How leaders build district capacity in response to school turnaround policy 问责政策提供的资源和要求是否有成效？领导者如何建设地区能力以应对学校转机政策

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-06-10 DOI: 10.1108/jea-10-2023-0248

A. Torres

{"title":"Are resources and demands from accountability policies productive? How leaders build district capacity in response to school turnaround policy","authors":"A. Torres","doi":"10.1108/jea-10-2023-0248","DOIUrl":"https://doi.org/10.1108/jea-10-2023-0248","url":null,"abstract":"PurposeAs school districts evolve in their ability to actively support schools and educators, they must simultaneously contend with external policies that create additional demands on time and resources. This includes accountability policies aimed at increasing district and school capacity. This study uses Malen and Rice’s (2004) dual dimensions of capacity building to look at how district and charter leaders responded to the demands of Michigan’s Partnership Model, a district-based approach to school turnaround, focusing on how they tried to build capacity in response to the policy and whether and why these capacity building approaches were perceived as productive.Design/methodology/approachSemi-structured interviews were conducted with 22 out of 29 Partnership leaders between October 2019 to March 2020 in the second year of policy implementation. Data were analyzed using a combination of index-coding and thematic analysis.FindingsMost leaders perceived the resources associated with the reform as useful, but the productivity of capacity building efforts was limited because some resources were not adequately matched to what they perceived as a core problem: the recruitment and retention of teachers. Engagement with the reform resulted in building informational and social capital because it fostered collaboration and continuous improvement processes, but leaders perceived technical partnerships as more productive than community partnerships.Originality/valueTurnaround reforms like the Partnership Model that increase resources for districts and schools likely offer a better chance at success than those that simply focus on accountability threats without accompanying support because they give leaders new opportunities to coordinate and align resources, processes and ideas.","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141364168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining a district-union-university partnership for professionalizing teachers to lead school improvement efforts 考察地区-工会-大学合作促进教师专业化以领导学校改进工作的情况

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-06-10 DOI: 10.1108/jea-10-2023-0259

Wesley L. C. Henry, Bryan A. VanGronigen, Meredith L. Wronowski

{"title":"Examining a district-union-university partnership for professionalizing teachers to lead school improvement efforts","authors":"Wesley L. C. Henry, Bryan A. VanGronigen, Meredith L. Wronowski","doi":"10.1108/jea-10-2023-0259","DOIUrl":"https://doi.org/10.1108/jea-10-2023-0259","url":null,"abstract":"PurposeThis study investigated a teacher leadership program created by a partnership between a large US urban district, their teachers’ union and a university. We were part of an action-research partnership that examined the program’s implementation.Design/methodology/approachWe employed a hermeneutic phenomenology methodology and mixed-method data collection methods and analysis strategies to understand the experiences of program participants. Data included interviews with program participants, union leaders and district administrators along with an analysis of projects that participants created during the program.FindingsTeacher leadership programs were legitimized through diverse stakeholder collaboration, and involvement of a university partner was viewed as a value-add for teachers. Formalized teacher leadership programs professionalize teachers through expanding professional networks, developing leadership skills and lifting teachers’ voices. When teacher leader work is directed towards school improvement, teachers’ unique perspectives yield varied problems of practice and goals in ways that help schools address these problems.Practical implicationsThis study has implications for districts seeking to create teacher leadership opportunities and for districts and universities seeking to partner for in-service professional learning opportunities.Originality/valueThis study underscores the role effective district-union-university partnerships can play in fostering pipelines for teacher leader development, which can better position school improvement efforts to be sustained over time.","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141361290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0