Navigating Professional Development of School Leaders of New South Wales (Australia) and Hong Kong

The need for the development of an online learning community for professional development and support for new and experienced educators is growing due to the significant turnover of teachers within the first five years (National Center for Teaching and America’s Future, 2003). This trend is also present in other countries: England has a turnover rate of teachers at 18% in the first three years (Hayes, 2004), and Australia, especially in the New South Wales area, has a rate of between 20% and 50% within the first three to five years (Manuel, 2003). This challenge would be best met through the online collaborative learning model allowing for the development of outside resources without the excessive cost of the educator’s most valuable commodity: time. This process is especially valuable for the utilization of comparative education issues between cooperating countries as it will lend itself to the collegiality of educators across countries and cultures.

Download Full-text

Septoria vignae. [Descriptions of Fungi and Bacteria].

IMI Descriptions of Fungi and Bacteria ◽

10.1079/dfb/20056400830 ◽

1985 ◽

Author(s):

E. Punithalingam

Keyword(s):

Hong Kong ◽

South America ◽

Geographical Distribution ◽

Vigna Unguiculata ◽

New South ◽

New South Wales ◽

Leaf Spots ◽

South Wales ◽

Water Splash

Abstract A description is provided for Septoria vignae. Information is included on the disease caused by the organism, its transmission, geographical distribution, and hosts. HOST: Vigna unguiculata (cowpea) (= V. sinensis); also on V. lanceolata. DISEASE: Leaf spots of cowpea. The visible symptoms are chocolate brown to rust brown spots, paler below with pale or whitish centres. The spots are amphigenous but more prominent on the upper side of the leaf, usually rounded or irregular, up to 6 mm wide, occasionally coalescing to form larger spots with well defined margins. GEOGRAPHICAL DISTRIBUTION: Africa (Botswana, Kenya, Nigeria, Tanzania, Uganda, Zaire, Zambia, Zimbabwe); Asia (India, Hong Kong); Australasia and Oceania (Australia, Queensland, New South Wales); South America (Brazil, Bahia). TRANSMISSION: No specific studies reported; presumably by conidia dispersed by water splash. The fungus might overwinter on crop debris left in the field.

Download Full-text

Teacher education

Language Teaching ◽

10.1017/s0261444806253692 ◽

2006 ◽

Vol 39 (3) ◽

pp. 212-216

Keyword(s):

New York ◽

Teacher Education ◽

Hong Kong ◽

Critical Thinking ◽

New South ◽

New South Wales ◽

Modern Language ◽

Oxford University ◽

South Wales ◽

Modern Language Journal

06–521Barbera, Michele (Munich, Germany; [email protected]), The HyperLearning Project: Towards a distributed and semantically structured e-research and e-learning platform. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 77–82.06–522Bean, Wendy, STELLA: Professional Learning Pilot Project. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 79–86.06–523Commins, Nancy L. & Ofelia B. Miramontes (U Colorado-Boulder, USA), Addressing linguistic diversity from the outset. Journal of Teacher Education (Sage) 57.3 (2006), 240–246.06–524Darling-Hammond, Linda (Stanford U, USA; [email protected]), Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education (Sage) 57.2 (2006), 120–138.06–525Fahmi Bataineh, Ruba & Lamma Hmoud Zghoul (Yarmouk U, Irbid, Jordan), Jordanian TEFL graduate students' use of critical thinking skills (as measured by the Cornell Critical Thinking Test, Level Z). International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 33–50.06–526Fallon, Daniel (Carnegie Corporation of New York, USA), The buffalo upon the chimneypiece: The value of evidence. Journal of Teacher Education (Sage) 57.2 (2006), 139–154.06–527Grant, Carl A. (U Wisconsin-Madison, USA) & Maureen Gillette, A candid talk to teacher educators about effectively preparing teachers who can teach everyone's children. Journal of Teacher Education (Sage) 57.3 (2006), 292–299.06–528Kaí-Cheung Poon, Franky (Tai Po Secondary School, Hong Kong, China), Hong Kong English, China English and World English. English Today (Cambridge University Press) 22.2 (2006), 23–28.06–529McDonough, Kim (Northern Arizona U, USA; [email protected]), Action research and the professional development of graduate teaching assistants. The Modern Language Journal (Blackwell) 90.1 (2006), 33–47.06–530Mullock, Barbara (U New South Wales, Sydney, Australia; [email protected]), The pedagogical knowledge base of four TESOL teachers. The Modern Language Journal (Blackwell) 90.1 (2006), 48–66.06–531O'Dwyer, Shaun (David English House, Japan/U New South Wales, Australia; [email protected]), The English teacher as facilitator and authority. TESL-EJ (http://www.tesl-ej.org) 9.4 (2006), 15 pp.06–532Otero, Valerie K. (U Colorado-Boulder, USA), Moving beyond the ‘get it or don't’ conception of formative assessment. Journal of Teacher Education (Sage) 57.3 (2006), 240–246.06–533Rybicki, Jan (Kraków Pedagogical U, Poland; [email protected]), Burrowing into translation: Character idiolects in Henryk Sienkiewicz's Trilogy and its two English translations. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 91–103.06–534Son, Jeong-Bae (U Southern Queensland, Australia; [email protected]), Using online discussion groups in a CALL teacher training course. RELC Journal (Sage) 37.1 (2006), 123–135.06–535Velazquez-Torres, Nancy (Metropolitan College of New York, USA; [email protected]), How well are ESL teachers being prepared to integrate technology in their classrooms?TESL-EJ (http://www.tesl-ej.org) 9.4 (2006), 28 pp.