British Educational Research Journal最新文献_第4页

Ability grouping in primary physical education in England: Moving beyond binary discourses and practices 英国小学体育教学中的能力分组：超越二元话语与实践

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-03-21 DOI: 10.1002/berj.4160

Shaun D. Wilkinson, Dawn Penney

{"title":"Ability grouping in primary physical education in England: Moving beyond binary discourses and practices","authors":"Shaun D. Wilkinson, Dawn Penney","doi":"10.1002/berj.4160","DOIUrl":"10.1002/berj.4160","url":null,"abstract":"This study recognised that there is currently limited understanding of the extent and nature of ability grouping practices in subject areas other than mathematics and English in primary schools. Using survey methods, this research sought to generate data of sufficient scale to extend understanding of the use of ability grouping practices in primary physical education (PE) in England. Administration of a web-based survey to all (n = 917) state-funded mainstream and special schools catering for students in Key Stage 1 (aged 5–7) and/or Key Stage 2 (aged 7–11) in the North East of England produced a response rate of 27.7% (n = 254). Analysis of responses revealed that invariably class groups for PE lessons are deemed mixed ability, with a very small number of schools using streaming, setting or blending elements of approaches (e.g., mixed-ability grouping with a separate top and/or bottom set) to create class groups for PE. However, analysis of responses regarding within-class grouping practices revealed that ability is a prime point of reference for arranging students into smaller groups for teaching and learning activities in PE. The study findings point to the need for an expansion in research and professional learning relating to abilities and grouping practices in primary PE.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"1880-1903"},"PeriodicalIF":2.1,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4160","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Variations and possibilities of exploratory talk in triggering collaborative engagement during collaborative problem-solving process among MA in education students 教育学硕士学生协作解决问题过程中探索性谈话引发协作参与的变化与可能性

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-03-20 DOI: 10.1002/berj.4159

Pavithiran Thangaperumal, Signe Siklander, Md Sanaul Haque, Sanna Brauer

{"title":"Variations and possibilities of exploratory talk in triggering collaborative engagement during collaborative problem-solving process among MA in education students","authors":"Pavithiran Thangaperumal, Signe Siklander, Md Sanaul Haque, Sanna Brauer","doi":"10.1002/berj.4159","DOIUrl":"10.1002/berj.4159","url":null,"abstract":"While collaborative learning activities are designed to foster inter-thinking and co-creation of knowledge, studies have suggested that these outcomes are not guaranteed simply because learners work together in groups. This study investigated the relationship between cognitive interaction during collaborative engagement and exploratory talk by analysing classroom dialogue and dialogic practices among 12 international Master of Arts in Education (MA Education) students participating in a collaborative problem-solving process. Data were collected from three different groups, totalling 10.5 h of collaborative problem-solving engagement. Two independent coders analysed these data using the Cambridge Dialogic Analysis Scheme toolkit. The analysis revealed variations in exploratory talk across the three groups. Exploratory talk was most likely to occur when ‘invitation’ codes were present. Notably, not all groups engaged in exploratory talk led to meaningful collaborative engagement, despite all groups successfully completing the assigned task by the end of collaborative problem-solving. This highlights a critical observation: task completion does not necessarily equate to deep, collaborative knowledge creation.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"1853-1879"},"PeriodicalIF":2.1,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

The effects of schools providing compensatory cultural capital on student reading in the case of Taiwanese students participating in PISA 学校提供补偿性文化资本对学生阅读的影响：以台湾学生参与PISA为例

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-03-18 DOI: 10.1002/berj.4157

Tien-Hui Chiang, Pei-Ming Chiang, Su-Wei Lin, Allen Thurston

{"title":"The effects of schools providing compensatory cultural capital on student reading in the case of Taiwanese students participating in PISA","authors":"Tien-Hui Chiang, Pei-Ming Chiang, Su-Wei Lin, Allen Thurston","doi":"10.1002/berj.4157","DOIUrl":"10.1002/berj.4157","url":null,"abstract":"The structural approach of cultural capital theories neglects the idea that the impact of structural constraints on educational results can be reduced by agency. This predicament can be solved when the advantages of abundant educational resources available in schools are unpacked, since doing so can compensate for the paucity of such resources often seen in the low-socioeconomic status (SES) family social space. Although the gains available from such resources remain embedded in the school social space, it can be assumed that their compensatory function can be activated through reading activities that contribute significantly to students' cognitive development. This situation prompts two research questions related to the contributions of reading to academic disciplines such as mathematics and science, and the amelioration of the structural impact of SES and cultural capital on low-SES students' learning outcomes. To explore these questions, we used regression analysis and hierarchical linear modelling (HLM) to analyse data from the stratified random sample of Taiwanese students (n = 7342) contained in the Programme for International Student Assessment (PISA) 2018 dataset. The estimates of regression analysis showed that reading ability functioned as a reliable indicator of Taiwanese students' mathematics and science scores on PISA 2018. The results of HLM analysis further demonstrated that the predominant influence of economic, social and cultural status and cultural capital can be attenuated significantly when the independent variables of school support and student personal efforts/learning strategies are considered. Accordingly, reading resources can be regarded as a compensatory genre of cultural capital embedded within the school social space, at least in the case of Taiwan, as the benefits they create need to be achieved through reading plans/projects scientifically implemented by schools.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"1820-1852"},"PeriodicalIF":2.1,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

From silence to academic engagement: How refugee children with disabilities access learning through inclusive ‘artful’ schools in Canada 从沉默到学术参与：加拿大的残疾难民儿童如何通过包容性的“艺术”学校获得学习机会

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-03-11 DOI: 10.1002/berj.4148

Susan Barber

{"title":"From silence to academic engagement: How refugee children with disabilities access learning through inclusive ‘artful’ schools in Canada","authors":"Susan Barber","doi":"10.1002/berj.4148","DOIUrl":"10.1002/berj.4148","url":null,"abstract":"Many newcomer children spend a ‘silent year’ in elementary school classrooms while they adjust to a new culture and language. This often delays inclusion in learning and forming friendships with peers. For refugee children with disabilities (RCDs) this phase may last for 3 years or more, impacting their mental health and sense of belonging, and potentially worsening issues they carry from experiences of war and violence. This paper suggests that these barriers might be overcome through capitalising on strategies that circumvent spoken language by relying on the universal language of art. While making art, children naturally explore their identities, decide how they will present themselves to others, find meaning in a healing narrative and safely process bad memories. The main goal of the study was to uncover hidden ‘knowledge of self and others’ through an arts-based research approach. Five arts education and art therapy methods with 49 children (aged 7–9) were implemented and evaluated, including self-portraits, emoji games, read-aloud story books, paper-bag puppets and digital stories. Findings reveal that over time, students undergo noticeable changes in their cognitive and affective understandings with exposure to art, and improve their language ability, self-esteem and well-being. An unexpected outcome was how the arts may scaffold RCDs into academic learning earlier than expected. Examples of student art are included in Appendix A.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"1789-1819"},"PeriodicalIF":2.1,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4148","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring teacher perceptions and the measured impacts of a progressive curriculum reform for learners from disadvantaged backgrounds 探索教师观念和渐进式课程改革对弱势背景学习者的可测量影响

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-03-09 DOI: 10.1002/berj.4144

Nikki Jones

{"title":"Exploring teacher perceptions and the measured impacts of a progressive curriculum reform for learners from disadvantaged backgrounds","authors":"Nikki Jones","doi":"10.1002/berj.4144","DOIUrl":"10.1002/berj.4144","url":null,"abstract":"The Foundation Phase is a pioneering early years education reform that was introduced across Wales in 2008. Based on a progressive, child-centred design, this reform aimed to improve educational outcomes in Wales and reduce achievement gaps for young learners. This paper reports a number of findings from a mixed-methods study that assessed the impact of the Foundation Phase on pupil outcomes. The study paid particular attention to learners from disadvantaged backgrounds and responded to a gap in the empirical literature on the impact of progressive early years reforms on pupil outcomes. The findings reveal a disconnect between teachers' positive perceptions of the programme for learners disadvantaged by poverty and its more modest impact on measured attainment. This disconnect is explored in the paper, with the aim of helping to better understand the impact of progressive reforms like the Foundation Phase for learners from disadvantaged backgrounds, providing valuable insights for similar programmes and the new curriculum being rolled out in Wales.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"1767-1788"},"PeriodicalIF":2.1,"publicationDate":"2025-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4144","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“I get by with a little help from my friends”: The importance of peer-led emotion work during the primary to secondary school transition “我从朋友那里得到了一点帮助”：在小学到中学的过渡阶段，同伴主导的情感工作的重要性

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-03-04 DOI: 10.1002/berj.4151

Peter Wood, Dave Putwain, Pedro Freitas Fernandes

{"title":"“I get by with a little help from my friends”: The importance of peer-led emotion work during the primary to secondary school transition","authors":"Peter Wood, Dave Putwain, Pedro Freitas Fernandes","doi":"10.1002/berj.4151","DOIUrl":"10.1002/berj.4151","url":null,"abstract":"School children experience a range of normative transitions throughout their compulsory education, with the transition from primary to secondary school seen as the most intensive and challenging. While this transition is well researched, the focus of such work has been labelled disparate and lacking in terms of its focus on the pupils’ experiences specifically. Consequently, to alleviate these concerns, this article draws on qualitative data gathered in a series of individual interviews with first year secondary school children currently experiencing the transition. The findings captured showcase a range of difficulties, brought about by the transition, and while the students were able to identify strategies designed to ease these issues, they found most solace in peer-led emotion work-based support. The implications of these findings, in terms of the positioning of children as focal points of support for transition-based concerns, and their ability to engage in meaningful emotion work grounded in the ethics of care are discussed and suggestions for future practice are made.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"1717-1734"},"PeriodicalIF":2.1,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4151","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From classroom challenges to scholarly insights: A bibliometric analysis of novice teacher research 从课堂挑战到学术见解：对新教师研究的文献计量学分析

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-03-04 DOI: 10.1002/berj.4153

Beranda Ping Jin Yii, Mohd Muslim Md Zalli, Aidi Ahmi, Hui Haw Law, Abderrahim Benlahcene, Mohd Ridhuan Mohd Jamil, Wei Boon Quah

{"title":"From classroom challenges to scholarly insights: A bibliometric analysis of novice teacher research","authors":"Beranda Ping Jin Yii, Mohd Muslim Md Zalli, Aidi Ahmi, Hui Haw Law, Abderrahim Benlahcene, Mohd Ridhuan Mohd Jamil, Wei Boon Quah","doi":"10.1002/berj.4153","DOIUrl":"10.1002/berj.4153","url":null,"abstract":"This study provides a comprehensive bibliometric analysis of research on novice teachers, drawing from the metadata of 1032 publications indexed in the Scopus database. It explores publication trends, key contributors and prevailing research themes from 1945 to 2024, offering insights to inform and enhance support systems for novice teachers. Data were analysed using tools such as Microsoft Excel, biblioMagika, OpenRefine, VOSviewer and Biblioshiny to evaluate publication metrics, collaboration patterns and thematic trends. The analysis reveals a steady publication growth over time, with the USA emerging as the most productive country, supported by key institutions such as the University of California and Harvard University. Teaching and Teacher Education is identified as the most influential journal in this field. Most of the novice teacher publications were written in English (94.86%) and focused on the fields of social sciences. Dominant themes include teacher development, professional practices, mentoring and identity formation. While relying on Scopus data, this study highlights the need to incorporate additional databases in future research to understand the evolving landscape comprehensively. By addressing literature gaps and emphasising emerging topics, this study contributes valuable insights to novice teacher research, offering implications for policy and practice in teacher education.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"1735-1766"},"PeriodicalIF":2.1,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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 English-medium instruction implementation in Vietnamese higher education: Correlations between student self-efficacy, language proficiency and academic performance 越南高等教育中以英语为媒介的教学实施：学生自我效能感、语言能力与学习成绩的相关性

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-03-03 DOI: 10.1002/berj.4150

Nguyen Huu Hoang

{"title":"Examining English-medium instruction implementation in Vietnamese higher education: Correlations between student self-efficacy, language proficiency and academic performance","authors":"Nguyen Huu Hoang","doi":"10.1002/berj.4150","DOIUrl":"10.1002/berj.4150","url":null,"abstract":"This study examines the relationship between English-medium instruction (EMI), self-efficacy development and English performance among Vietnamese undergraduate students. Using a sequential explanatory mixed-methods design, the research investigated changes in self-efficacy through EMI instruction and explored self-efficacy as a predictor of English performance. Data were collected from 311 undergraduate students across three Vietnamese universities through self-efficacy questionnaires, Test of English for International Communication tests and semi-structured interviews. The findings revealed differential patterns of self-efficacy development across language domains, with receptive skills showing more substantial improvements than productive skills. Listening self-efficacy demonstrated the strongest enhancement (d = 0.82), followed by reading (d = 0.76), speaking (d = 0.59) and writing (d = 0.54). Multiple regression analyses established self-efficacy as a significant predictor of English performance, explaining 43.2% of performance variance. The relationship between self-efficacy and performance was moderated by disciplinary context and institutional support, with stronger correlations observed among students with regular access to academic support services. These findings contribute to theoretical understanding of self-efficacy development in EMI contexts and provide practical implications for implementing effective language support systems in Vietnamese higher education institutions. The study suggests the need for discipline-specific approaches to EMI implementation and targeted interventions to enhance student confidence in academic language tasks.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"1695-1716"},"PeriodicalIF":2.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Experiences in times of COVID-19: Home-life, social connections, and schooling for Aotearoa New Zealand children 2019冠状病毒病期间的经历：新西兰奥特罗阿儿童的家庭生活、社会关系和学校教育

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-03-03 DOI: 10.1002/berj.4145

Kane Meissel, Molly Grant, Elizabeth R. Peterson, Caroline Walker, Rebecca J. Evans, John Fenaughty, Carin Napier, Pat Bullen, Nandini Dubey, Susan M. B. Morton

{"title":"Experiences in times of COVID-19: Home-life, social connections, and schooling for Aotearoa New Zealand children","authors":"Kane Meissel, Molly Grant, Elizabeth R. Peterson, Caroline Walker, Rebecca J. Evans, John Fenaughty, Carin Napier, Pat Bullen, Nandini Dubey, Susan M. B. Morton","doi":"10.1002/berj.4145","DOIUrl":"10.1002/berj.4145","url":null,"abstract":"The impact of the COVID-19 pandemic and associated lockdown measures on child and family functioning requires ongoing investigation to understand its far-reaching effects. This study investigated the experiences of 10-year-old children (n = 2421) from the Growing Up in New Zealand longitudinal cohort during some of the strictest pandemic-related lockdown measures of 2020, with the aim of examining the effects of these measures on several aspects of children's lives and wellbeing. Children reported on their lockdown experiences in relation to household ‘bubbles’, school, family, social connectedness and activities. The findings indicate that although the lockdown restrictions disrupted regular routines and activities, children and their families largely demonstrated great adaptability and had largely positive experiences together, despite the worldwide crisis. For example, 79% of children in the study indicated that they were having a good time with their family during the lockdown period and almost 85% indicated that they felt moderately or strongly socially connected with others during this time. This study also highlights challenges experienced by some children during lockdown. Post-pandemic strategies aimed at mitigating difficulties and improving children's experiences should aim to reflect the diversity of these experiences. The findings of this study are relevant to other countries that implemented lockdown restrictions during the COVID-19 pandemic, shedding light on the day-to-day experiences of children and families during this unprecedented time.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"1669-1694"},"PeriodicalIF":2.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4145","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Distributed leadership in action: Different manifestations and what they require from school leaders 行动中的分布式领导：不同的表现形式及其对学校领导的要求

IF 2.1 3区教育学

British Educational Research Journal Pub Date : 2025-02-28 DOI: 10.1002/berj.4142

Frank Hulsbos, Stefan van Langevelde, Arnoud Evers, Rob Martens

{"title":"Distributed leadership in action: Different manifestations and what they require from school leaders","authors":"Frank Hulsbos, Stefan van Langevelde, Arnoud Evers, Rob Martens","doi":"10.1002/berj.4142","DOIUrl":"10.1002/berj.4142","url":null,"abstract":"Distributed leadership is currently the most studied leadership model in education. This study posits that there is not a single best model or blueprint for distributed leadership, but that schools should foster manifestations of distributed leadership to support professional development and school improvement. The school leader can support distributed leadership. In this study we examined dimensions of distributed leadership when teachers collaborate in two Dutch schools, which were selected after an elaborate selection process—quantitatively through an online survey and a benchmark method and qualitatively through additional focus group interviews. Within these schools, which were considered as critical cases, data were collected through semi-structured interviews with teachers (14) and school leaders (three), focus groups with teachers and school leaders (three) and observation of teachers collaborating (four). Data were analysed by inductively labelling and thematising relevant fragments. This was checked by a second researcher, ensuring the validity of the findings. Based on our findings we propose four manifestations of distributed leadership in teacher collaboration and discuss the role of the school leader in supporting these manifestations. This role is larger than one might expect. Depending on the situation, school leaders can either formally manage structurally designed manifestations of distributed leadership, which requires transactional leadership, or facilitate relational manifestations of distributed leadership, which requires transformational leadership.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"51 4","pages":"1648-1668"},"PeriodicalIF":2.1,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4142","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0