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As additional preparation while teaching for the K-12 medium of instruction, the Korean Ministry of Education has actively promoted diverse professional development (PD) programs to promote English teachers' "Teaching English through English" (TETE) implementation. This study explored Korean K-12 English teachers' self-efficacy about TETE implementation and their experiences of participating in a long-term PD program (six-months). Through semi-structured interviews, classroom observations, and teachers' after-PD evaluations, the data analysis showed that PD could enhance English teachers' self-efficacy about implementing TETE, and that the PD site provided a professional learning community for English teachers to reflect on what they had learned from their training. However, further data analysis found that self-efficacy and experiences in the PD program were different for elementary and secondary English teachers. Several suggestions are provided in terms of effectively preparing K-12 English teachers for TETE implementation through the long-term PD program.

Students in grades 2 (n=27), 4 (n=37), and 6 (n=28) were asked questions about artifacts or pictures. Their explanations, which revealed their understanding of such technological concepts as material properties and stability, were classified as naive, artifact related, or not artifact related. Explanations tended to cluster in a classification at different age levels. (Contains 23 references.) (SK)

The Australian genus Isopogon (Proteaceae) consists of approximately 39 species, most of which occur in southwestern Australia, a region of considerable endemism and biodiversity. Unresolved taxonomic issues exist for two species complexes (nine suspected taxa) allied to I. spathulatus and I. polycephalus. There is uncertainty in how to delimit species in these two complexes due to unclear or overlapping morphological characters, although recognition of four phrase‐named taxa provide starting hypotheses for potential new taxa. We used a genomic approach (ddRAD) to generate SNPs for 146 samples from 32 populations across the two complexes to evaluate the genomic distinction of taxa and delimit species. We used an optimised ipyrad assembly of the sequenced libraries, followed by custom filtering of samples and SNPs for ordination, genetic structure, distance and concatenation and coalescent phylogenetic analyses. Population genetic and phylogenetic analyses consistently supported three geographically overlapping yet genomically distinct groups, two of which showed additional genomic divergence consistent with multiple distinct species. Existing morphological hypotheses were congruent with genomic groupings in some cases but discordant in others, where genomic admixture suggested existing taxa were conspecific. Evaluating morphological characters, geographic distribution and genomic distinction, we recognise five species and three subspecies from nine original taxa. We provide a key to species in the complexes and related taxa, updated descriptions for existing taxa, and describe two new species, I. elatus sp. nov. and I. pallidus sp. nov., and two new subspecies, I. spathulatus subsp. obovatus stat. nov. and I. spathulatus subsp. elongatus subsp. nov. [ABSTRACT FROM AUTHOR]

In response to evidence that teacher quality has the greatest in-school impact on student learning, and the consequent need for reform of intial teacher education, clinical approaches to the preparation of pre-service teachers have gained international prominence since the turn of the twenty-first century. This adaptation of medical discourse for the preparation of teachers has presented a new paradigm for teacher preparation and professional learning: a key tenet of this approach is the "translation" and application of theory and research in the sites of practice. This paper will explore the ways in which two clinical pre-service teacher preparation programme, The Master of Teaching at the University of Melbourne and the Partnership Model at the University of Glasgow, utilise clinical approaches to develop the research-informed practice of pre-service teachers working at designated clinical sites (schools). A central aspect of this paper is a discussion of the ways in which the medical metaphor and its consequent models can be effectively translated into different national contexts, and the affordances and appropriations required when undertaking this cross-disciplinary work.

In 2007 the Australian Commonwealth Government announced the Medicare Health Assessment for People with an Intellectual Disability as part of the Enhanced Primary Care (EPC) program (Department of Health and Ageing, 2008). The annual health assessment is a structured framework for general practitioners (GPs), which enables an annual comprehensive assessment of the physical, psychological, and social function of patients with ID, and the identification of any medical intervention and preventative health care that may be required (Department of Health and Ageing, 2008). The health assessment items carry with them significant financial incentives designed to encourage GPs to enhance the quality of detection and management of health concerns of people with ID. In May 2010, however, health assessment items for different groups, including people with ID, were combined into four time-based items (Department of Health and Ageing, 2010b). This change prevents the tracking of item usage as a means of determining the frequency with which individuals with ID receive annual health assessments. This paper reports trends in uptake of ID health assessment items while the data could be differentiated. (Contains 3 tables.)

Priorities in the delivery of health care to Australian country people with developmental disability were explored through focus groups and interviews of key stakeholder groups from four rural/regional towns. Data were analysed for themes, which converged on lack of access to primary health care providers who lacked knowledge about and had poor attitudes towards developmental disability, discriminatory practices, the burden on support people, and communication difficulties between GPs and people with developmental disability. Potential strategies to address the apparent dissatisfaction with primary health care and GP concerns about working with this group were also evident in the data. In particular, open communication between stakeholders as a mechanism for collaborative problem solving and a strategy to avoid burn out for both support people and GPs is recommended. Facilitation of such communication can best occur through undergraduate training and participation of disability workers in activities of organisations that support GPs.

General practitioners (GPs) from the Australian state of Victoria and support people were surveyed about their concerns and priorities for meeting the health care needs of people with developmental disabilities. Despite the poor response rate (22% and 27%), sampling adequacy was obtained, and the tools were found to have construct validity. According to the results, GPs had concerns about the assessment and management of people with developmental disability and tended to rely on support people. They knew about many services in their communities, but were less likely to know about non-medical, and government and non-government disability services. Support people reported concerns about health care service providers' lack of knowledge, family stress during periods of hospitalisation, and, particularly for rural respondents, the need to travel to access services. There were relatively few differences in responses from metropolitan versus non-metropolitan respondents, which may be explained by the relative accessibility of Victorian rural towns when compared with other Australian states. (Contains 6 tables.)

Ptilotus (Amaranthaceae) is an Australian genus with over 100 species, most of which occur in arid Western Australia. Ptilotus has been a taxonomically difficult genus; despite rigorous morphological studies into the genus over many years, previous workers have found it difficult to delimit infrageneric groups due to inconsistent morphological variation. With the goal to establish a phylogenetic framework for the genus, 100 taxa were sampled, including 87 Ptilotus spp, and the ITS nrDNA and matK cpDNA were sequenced. The phylogeny was reconstructed using Bayesian, maximum likelihood and maximum parsimony analyses on separate and concatenated datasets. Morphological characters were assessed and compared to clades on the phylogeny to identify synapomorphies and aid in the construction of an infrageneric classification. A diversification rate analysis was used to identify rate shifts in speciation across the phylogeny. Four major clades of the monophyletic Ptilotus were resolved, three small clades together comprising 27% of sampled taxa and a large, diverse clade comprising the remaining 73%. Four floral synapomorphies were identified as uniquely occurring within the latter, although none were common to all taxa in the clade. The diversification rate analysis identified a probable rate shift at the base of Ptilotus, indicating that the genus may have undergone a rapid diversification early in its evolution. This rapid diversification provides a plausible explanation for the lack of consistent variation in morphology among the major clades. [ABSTRACT FROM AUTHOR]