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Tough Teachers Actually Care: An Ethnographic Look Into The ‘Problematic’ Role Of Teachers As Figures Of Authority Under Learner-Centered Education, Julie Lucille Haber Del Valle Jan 2022

Tough Teachers Actually Care: An Ethnographic Look Into The ‘Problematic’ Role Of Teachers As Figures Of Authority Under Learner-Centered Education, Julie Lucille Haber Del Valle

Australian Journal of Teacher Education

Teacher authority is culturally valued among Filipinos. This authority however poses a threat to the fundamental principles of learner-centred education as it arguably perpetuates ‘teacher-centered’ instruction and obstructs positive student-teacher relationships which are necessary for student learning. This problematic role of teacher authority is examined in this study by investigating what constitutes good pedagogy in one class within a rural school in the Philippines. With this research problem, this study used ethnographic research approach to examine what students and teachers understand about ‘classroom authority’ and its perceived value in good pedagogy within a specific and cultural place. Ethnographic data in …

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Academic Freedom In Teacher Education; Between Certainty And Uncertainty, Marita Cronqvist Jan 2022

Academic Freedom In Teacher Education; Between Certainty And Uncertainty, Marita Cronqvist

Australian Journal of Teacher Education

In this study, academic freedom in teacher education is related to preservice teachers’ possibilities to develop critical and autonomous thinking in teaching practice. Self-awareness and self-confidence provide certainty to deal with the uncertain situation in teaching where creativity and judgment must be given priority over an instrumental teaching based on authorities, effective methods or ready-made solutions. Teacher educators thus need to promote academic freedom as both certainty and uncertainty. The aim of this paper is to provide enhanced understanding of the meanings and implications for teacher education of academic freedom, in the tension between certainty and uncertainty, based on a …

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Collaborative And Traditional Practice-Models As Perceived By Preservice Teachers: The Potential Impact Of Culture, Ilana Klima Ronen, Alexandra Danial-Saad, Rachel Holsblat Jan 2022

Collaborative And Traditional Practice-Models As Perceived By Preservice Teachers: The Potential Impact Of Culture, Ilana Klima Ronen, Alexandra Danial-Saad, Rachel Holsblat

Australian Journal of Teacher Education

A differential cultural aspect manifested when we compared the experiences of 96-Jewish and 107-Arab PSTs who participated in a collaborative academy-class-practice- model (ACPM), or a traditional-practice-model (TPM). The attempt to implement the collaborative ACPM was hesitantly accepted by Jewish-PSTs, whereas the Arab-PSTs welcomed it warmly. This led us to question whether culture played a role in the groups’ perceptions of the ACPM\TPM. A mixed methods questionnaire has been used to examine PSTs` pedagogical knowledge, the perceived benefits they gained during the practicum, and the importance they attributed to the advice of staff members and peers. Although the PSTs from both …

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Preservice Teachers’ Encounters With Dual Language Picturebooks, Nicola Daly, Kathy G. Short Jan 2022

Preservice Teachers’ Encounters With Dual Language Picturebooks, Nicola Daly, Kathy G. Short

Australian Journal of Teacher Education

Our action research explored the potentialities of dual language picturebooks related to language inquiries with preservice teachers. For six weeks, preservice teachers browsed picturebooks featuring English and another language, starting with a familiar language and moving to unfamiliar languages. After browsing, we shared our responses to the books, made connections across books, and engaged in experiences to think about language. Initial comments indicated that readers were not familiar with dual language picturebooks and connected to their own complex personal relationships with language. The preservice teachers engaged in inquiries around audience and book design, including issues such as Indigenous books signalling …

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Teachers’ Experiences Preparing To Teach A New Senior Secondary School (Psychology) Curriculum On The Eve Of Enactment, Karen Marangio, Ellen Heyting Jan 2022

Teachers’ Experiences Preparing To Teach A New Senior Secondary School (Psychology) Curriculum On The Eve Of Enactment, Karen Marangio, Ellen Heyting

Australian Journal of Teacher Education

This article explores teachers’ experiences in preparing to enact a new senior secondary school subject, psychology, in Queensland, Australia, at a time of major curriculum reform. In this study, 62 teachers completed an online survey about their experiences on the eve of enactment. From an ecological lens, data were analyzed via descriptive statistics and content analysis before thematic analysis of open-ended responses. Teachers described their preparation in terms of excitement and anticipation in establishing a new subject; frustration and urgency for support to plan, collaborate and access professional learning and curriculum materials; and feelings of isolation and desire to connect …

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Mathematical Knowledge Of Pre-Service Early Childhood And Primary Education Teachers: An Approach Based On The Design Of Tasks Involving Patterns, Nataly Pincheira, Ángel Alsina Jan 2022

Mathematical Knowledge Of Pre-Service Early Childhood And Primary Education Teachers: An Approach Based On The Design Of Tasks Involving Patterns, Nataly Pincheira, Ángel Alsina

Australian Journal of Teacher Education

This study analyzes the mathematical knowledge of 40 pre-service Chilean Early Childhood and Primary Education teachers when designing mathematical tasks on patterns, in the context of teaching early algebra. Based on the domains of the Mathematical Knowledge for Teaching (MKT) model, we have adopted a descriptive qualitative methodological approach that relies on the content analysis technique. The results show that pre-service teachers exhibit little mathematical knowledge in the description of the mathematical tasks they pose, addressing partial aspects of the subdomains of specialized content knowledge and knowledge of content and teaching. We conclude that training experiences should be given that …

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Are Teachers Still The Problem? An Analysis Of The Nsw Education What Works Best Documents, Brad A. Fuller Jan 2022

Are Teachers Still The Problem? An Analysis Of The Nsw Education What Works Best Documents, Brad A. Fuller

Australian Journal of Teacher Education

: This paper interrogates Stacey’s assertion that New South Wales (NSW) education policy is underpinned by a ‘particular instance of neoliberalisation’ which has significant ‘direct and material impacts’ on teachers. It examines the role Evidence-based Practice can play in the neoliberalist reform of education globally and analyses the Centre for Education Statistics and Evaluation’s What Works Best documents. The paper asserts that the character of education policy in NSW is consistent with the wider Global Education Reform Movement and continues to exhibit and extend the neoliberalist tendencies identified by Stacey. Furthermore, it claims that, through a collection of neoliberalist devices, …

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Preservice Teachers’ Self-Efficacy Through Covid-19: A Large Scale Survey Of Students At A Regional University In Australia, Tania Leach, Anh Hai Le, Georgina M. Barton Dr Jan 2022

Preservice Teachers’ Self-Efficacy Through Covid-19: A Large Scale Survey Of Students At A Regional University In Australia, Tania Leach, Anh Hai Le, Georgina M. Barton Dr

Australian Journal of Teacher Education

Throughout 2020, the world was significantly impacted by the COVID-19 pandemic. In the context of higher education, the pandemic critically affected professional experience, a core component of teacher education. This paper shares data from a large-scale survey about teachers’ sense of self-efficacy and the impact of COVID-19 on professional experience. Findings showed that the disrupted context had a moderate effect of pre-service teachers’ self-efficacy in relation to their classroom management, instructional strategies, and student engagement. Qualitative results illuminated that the modes of learning, changing classroom contexts and communication between the pre-service teachers, school and their university were the underlying contextual …

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Balancing The Needs Of The School Community: Implementing Trauma-Informed Behaviour Supports In An Australian Regional Primary School., Kay Ayre, Govind Krishnamoorthy, Bronwyn Rees, Emily Berger Dr Jan 2022

Balancing The Needs Of The School Community: Implementing Trauma-Informed Behaviour Supports In An Australian Regional Primary School., Kay Ayre, Govind Krishnamoorthy, Bronwyn Rees, Emily Berger Dr

Australian Journal of Teacher Education

Exposure to adverse and traumatic events in childhood has been found to lead to poorer academic and social-emotional outcomes in school settings. The psychological impact of exposure to such events, referred to as childhood trauma, has been identified as a key driver of these educational difficulties. First Nations students have been found to experience higher rates of childhood trauma compared to non-First Nations students, with historical and intergenerational adversity contributing to such difficulties. There are national guidelines in Australia for the use of trauma-informed care practices in schools to reduce the impact of childhood trauma on educational engagement. This pilot …

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Anxious, Disconnected And ‘Missing Out’, But Oh So Convenient: Tertiary Students’ Perspectives Of Remote Teaching And Learning With Covid-19, Melissah B. Thomas, Helen Widdop Quinton, Zali Yager Jan 2022

Anxious, Disconnected And ‘Missing Out’, But Oh So Convenient: Tertiary Students’ Perspectives Of Remote Teaching And Learning With Covid-19, Melissah B. Thomas, Helen Widdop Quinton, Zali Yager

Australian Journal of Teacher Education

The higher education sector has learnt a great deal in the online delivery shift due to Covid-19, however, student voice has been underrepresented in literature. This paper reveals 15 student perspectives, including both international and domestic students, who were studying a Master of Teaching (Secondary) at one university in Melbourne, Australia, during heightened social distancing restrictions. The inductive thematic qualitative data analysis collected through semi-structured interviews showed opportunities and challenges of learning experiences. Emergent themes found affordances of convenience and challenges of relational and structural aspects of teaching and learning. Relational aspects of learning were more challenging, including peer collaboration, …

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Developing Mathematics And Science Teachers’ Ability To Design For Active Learning: A Design-Based Research Study, Steven Kickbusch, Les Dawes, Nick Kelly, Katherine Nickels Jan 2022

Developing Mathematics And Science Teachers’ Ability To Design For Active Learning: A Design-Based Research Study, Steven Kickbusch, Les Dawes, Nick Kelly, Katherine Nickels

Australian Journal of Teacher Education

This paper describes an approach to working with secondary preservice mathematics and science (M&S) teachers to develop their ability to design for active learning. It presents the design of a studio-style intervention that augments existing teacher education. It describes the way that these studios can be organised, with specific suggestions that a specialised learning designer, a subject matter expert, and administrative support be included to aid in the design for learning—on the justification that this can both improve the learning design as well as advance teacher learning. It describes a study in which 10 secondary M&S preservice teachers experienced this …

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Facilitating Taiwanese Elementary School English Student Teachers’ Learning Through Text-Based Protocols, Chin-Wen Chien Jan 2022

Facilitating Taiwanese Elementary School English Student Teachers’ Learning Through Text-Based Protocols, Chin-Wen Chien

Australian Journal of Teacher Education

This study used online responses, observation fieldnotes, and interviews to analyze eight student teachers’ learning through text-based protocols on news analysis during their practicum, a core component for beginning teachers’ competence construction, in a language teacher education program in the northwest of Taiwan. This study revealed that student teachers regarded the text-based protocols as useful pedagogical tools, particularly offering a clear focus on reading and analyzing the news. Through face-to-face and Facebook discussions on 33 news reports, student teachers became familiar with the latest policies and trends on English education, constructed their pedagogical competence in English instructional strategies, and examined …

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Brain-Based Learning: Beliefs And Practice In One Australian Primary School Implementing A Neuroscience Pedagogical Framework, Christina Deans, Ellen Larsen Jan 2022

Brain-Based Learning: Beliefs And Practice In One Australian Primary School Implementing A Neuroscience Pedagogical Framework, Christina Deans, Ellen Larsen

Australian Journal of Teacher Education

: Pedagogy grounded in neuroscience is an influential approach in Australian schools, despite concerns regarding teachers’ beliefs in several neuromyths that go on to pervade their practice. This paper reports on a small study that explored teachers’ beliefs and implementation of brain-based learning in one Australian primary school whose pedagogy is specifically underpinned by neuroscience. Survey data collected from 14 teachers were analysed using simple descriptive statistics and content analysis. Findings indicated that these teachers, despite having some accurate brain-based knowledge, were still prone to endorsing common neuromyths regardless of the school’s teaching and learning framework, years at the school, …

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Preparing Australian Special Educators: Courses And Content, Jennifer Stephenson, Rahul Ganguly, Coral Kemp, Catherine Salisbury Jan 2022

Preparing Australian Special Educators: Courses And Content, Jennifer Stephenson, Rahul Ganguly, Coral Kemp, Catherine Salisbury

Australian Journal of Teacher Education

: The characteristics and content of post-graduate courses in special and/or inclusive teacher education in Australian universities were examined using publicly available material on university websites. Content analysis was guided by a set of content area elements covering desirable skills and knowledge for special educators that were identified in the Australian literature. The presence or absence of these content elements in each course and in core or elective units was coded for 28 courses from 21 universities. All or most courses covered generic content such as teaching strategies and evaluating and using research. However, more specialist content, such as explicit …

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Using Formative Assessment To Build Coherence Between Educational Policy And Classroom Practice: A Case Study Using Inquiry In Science, Connie Cirkony, John Daniel Kenny Jan 2022

Using Formative Assessment To Build Coherence Between Educational Policy And Classroom Practice: A Case Study Using Inquiry In Science, Connie Cirkony, John Daniel Kenny

Australian Journal of Teacher Education

In this paper we argue that the complexity of education systems can lead to a lack of coherence in the implementation of policy. More effective educational change requires policy-makers and researchers to pay more attention to supporting teachers in classrooms. As an example, we consider decades of research attempts in STEM education to implement learning through inquiry and note there has been little change in teaching practices in classrooms. Using formative assessment in science education as a case study, we developed a rubric for teachers that embeds key aspects of the desired pedagogy. We argue this builds teachers’ confidence to …

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Teacher Educators’ Perceptions Of Schoolteacher Feedback Literacy: Implications For Feedback Training In Teacher Education Programmes, Ying Zhan Jan 2022

Teacher Educators’ Perceptions Of Schoolteacher Feedback Literacy: Implications For Feedback Training In Teacher Education Programmes, Ying Zhan

Australian Journal of Teacher Education

Few studies have empirically explored the specific elements of schoolteachers’ feedback literacy in spite of its crucial role in supporting student learning in classrooms. To address this research gap, individual interviews were conducted with 20 teacher educators in Hong Kong. The interviewees were asked to explicate the mind maps of schoolteacher feedback literacy that they had previously drawn. Data analysis revealed that the participants perceived schoolteacher feedback literacy as a three-dimensional concept, comprising knowledge, competence and disposition with specifications. In addition, the participants believed that schoolteacher feedback literacy was gradually evolving from a qualified level to a fully professional level …

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Changes In Students’ Perceptions Of Self-Assessment In Courses With Different Approaches To Assessment, Ester Aflalo Jan 2022

Changes In Students’ Perceptions Of Self-Assessment In Courses With Different Approaches To Assessment, Ester Aflalo

Australian Journal of Teacher Education

The importance of student self-assessment and its contribution to learning in teacher education is well documented in the research literature. However, we still need to better understand when and why self-assessment actually works. This study examines preservice teachers’ perception of self-assessment prior to and following experiencing self-assessment. The study included 135 students studying at two education colleges in Israel. The students attended courses with differing evaluation approaches. The findings show that the experience with self-assessment in the courses with formative evaluation or integrative evaluation encourages the students’ positive perception of self-assessment, in contrast to summative evaluation courses. The study expands …

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Exploring Thai Teachers’ Perspectives On Evidence-Informed Practices In Inclusive Early Childhood Education, Joseph S. Agbenyega, Danielle Lane, Sunanta Klibthong Jan 2022

Exploring Thai Teachers’ Perspectives On Evidence-Informed Practices In Inclusive Early Childhood Education, Joseph S. Agbenyega, Danielle Lane, Sunanta Klibthong

Australian Journal of Teacher Education

Evidence-informed practices play vital roles in teaching and learning in inclusive schools; however, limited research has been conducted to explore inclusive early childhood teachers’ perspectives on research-informed teaching. This study, which was informed by the Cognitive Apprenticeship Theory (CAT), used structured and online focus groups to explore the views of 26 inclusive early childhood teachers in Thailand regarding their understanding and value for evidence-informed practice, how they source, analyse and use evidence to inform their professional practice and the factors supporting or inhibiting evidence-informed practices in their schools. A combination of framework and descriptive data analysis identified findings …

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Pre-Service Teachers’ Beliefs About Motivating Students To Learn Science, Davis Jean-Baptiste, Damian Maher Jan 2022

Pre-Service Teachers’ Beliefs About Motivating Students To Learn Science, Davis Jean-Baptiste, Damian Maher

Australian Journal of Teacher Education

Motivation in science learning is important, given increasing necessity for scientific and critical literacy. The purpose of this article is to examine secondary science pre-service teachers’ (PSTs) beliefs about motivating students to learn science. A mixed method study was conducted with 73 secondary science PSTs across Australia. A web-based survey and interviews were used to gather data. Turner et al.’s motivation theory (2011) is used as a framework to analyse the data. The findings indicate that the PSTs believed that competence, belongingness, and meaningful learning were factors involved in motivating students. These findings are critical as they are relevant to …

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Increasing In-Service Teachers’ Willingness To Be Videoed To Support Professional Learning, Marie-Christina Edwards Jan 2022

Increasing In-Service Teachers’ Willingness To Be Videoed To Support Professional Learning, Marie-Christina Edwards

Australian Journal of Teacher Education

Increasing and compelling research demonstrates the affordances of personal video footage as an informative and transformational tool in teacher professional learning (PL), yet many in-service teachers avoid engaging in this practice. This Australian Research Council funded study tracked teacher willingness to use video to capture the application of PL over 12 months in a rural Australian primary school. Data from questionnaires, video-based learning conversations, and collaborative sharing sessions demonstrated a strong increasing trend in the number of teachers volunteering to be videoed across three iterations of research. Thematic analysis highlighted five key factors as catalysts for increased teacher participation in …

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Investigation Of Non-Academic Characteristics Used For Selection Entry Of Pre-Service Teachers Into Higher Education Courses, Janine E. Wyatt, Michael O'Neill Jan 2022

Investigation Of Non-Academic Characteristics Used For Selection Entry Of Pre-Service Teachers Into Higher Education Courses, Janine E. Wyatt, Michael O'Neill

Australian Journal of Teacher Education

: Education reform is prioritised in most countries. In 2014, the Australian federal government established the Teacher Education Ministerial Advisory Group with a mandate to improve initial teacher education (ITE) to better prepare new teachers for the classroom. One recommendation involved higher education providers selecting ITE candidates who possessed the required academic skills and non-academic characteristics to become successful teachers. This study investigates the prevalence and impact of non-academic characteristics among first-year graduates, using insights from principals in Western Australian public schools. According to the available literature, the link between non-academic characteristics in the ITE selection process and student outcomes …

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Preservice Teachers’ Wellbeing In Mathematics Education, Philemon Chigeza Jan 2022

Preservice Teachers’ Wellbeing In Mathematics Education, Philemon Chigeza

Australian Journal of Teacher Education

The study investigated first-year preservice teachers’ affective, conative, cognitive, social, and physical wellbeing in a mathematics education subject at a regional university in Far North Queensland. Data collected included pre and post surveys with forty-nine preservice teachers, and interviews with preservice teachers and teacher educators. The pre and post surveys evaluated preservice teachers’ belief statements about their wellbeing before and after a six-week module. Before the module, their belief statements suggested significant challenges. The post survey suggested an increased confidence with mathematics. Four themes that emerged from interview data analysis included the need to: address the emerging unbalanced wellbeing; address …

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Action Research As Evidence-Based Practice: Enhancing Explicit Teaching And Learning Through Critical Reflection And Collegial Peer Observation, Renee Crawford Jan 2022

Action Research As Evidence-Based Practice: Enhancing Explicit Teaching And Learning Through Critical Reflection And Collegial Peer Observation, Renee Crawford

Australian Journal of Teacher Education

: In an era where teachers are increasingly being asked to demonstrate evidence of their impact, action research is identified as a practical and critically reflective research approach for enhancing explicit teaching and learning. Using a historical perspective, foundations for reflective practice and action research in educational contexts are explored. A discussion of the processes and techniques that may be employed, including how collegial peer observation is embedded to strengthen application is provided. An action research model, encapsulating the approach discussed, demonstrates its practicality for teachers to engage in critically reflective practice and provide an evidence-base for their work. As …

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Phenotypic Strategies For Jasione L. Or The Challenge That Taxonomy Face To Recent Floristic Responses Along Western Eurasia, João Rocha, Paulo Almeida, Rubén Ramírez-Rodríguez, Fátima Sales, Francisco Amich, Antonio Crespi Jan 2022

Phenotypic Strategies For Jasione L. Or The Challenge That Taxonomy Face To Recent Floristic Responses Along Western Eurasia, João Rocha, Paulo Almeida, Rubén Ramírez-Rodríguez, Fátima Sales, Francisco Amich, Antonio Crespi

Turkish Journal of Botany

Jasione L. (Campanulaceae) is regarded as one of the recent floristic responses in western Eurasia. The characterization of the morpho-environmental fluctuating asymmetries (FA) to describe the phenotypic responses for Jasione L. is here exposed. Continuity is pointed out to describe these morpho-environmental responses, as a redundancy effect (RE), in accordance with the significant similarity involved. In this case, 327 individuals and 14 species were investigated (J. sphaerochephala Brullo, Marcenò & Pavone and J. idaea Stoj. synonymized as J. montana L. var. montana and J. supina Sieber ex Spreng. subsp. pontica (Boiss.) Damboldt). J. montana L. and J. heldreichii Boiss. & …

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Morpho-Physiological Diversity Of Barley (Hordeum Vulgare L.) Germplasm For Heat Tolerance, Muhammad Ashraf, Fahad Al-Qurainy, Muhammad Sajid Aqeel Ahmad, Muhammad Yasir Iqbal, Adnan Mehmood, Alia Riffat, Ambreen Khadija Alvi Jan 2022

Morpho-Physiological Diversity Of Barley (Hordeum Vulgare L.) Germplasm For Heat Tolerance, Muhammad Ashraf, Fahad Al-Qurainy, Muhammad Sajid Aqeel Ahmad, Muhammad Yasir Iqbal, Adnan Mehmood, Alia Riffat, Ambreen Khadija Alvi

Turkish Journal of Botany

The aim of the present study was to examine the diversity for heat tolerance in a set of 105 accessions using some key morphophysiological attributes. The data was standardized by calculating percent change over control, and used for phonetic analysis and construction of dendograms based on distance matrix (all primary data is given as supplementary material listed in statistical analysis section of Materials and Methods). These distance matrices were then used for the unweighted pair group method with arithmetic mean (UPGMA) cluster analysis using the sequential agglomerative hierarchical nonoverlapping (SAHN) method. The cluster analysis indicated some potential attributes that could …

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Paraphlomis Nana (Lamiaceae), A New Species From Chongqing, China, Yaping Chen, Chi Xiong, Houlin Zhou, Feng Chen, Chunlei Xiang Jan 2022

Paraphlomis Nana (Lamiaceae), A New Species From Chongqing, China, Yaping Chen, Chi Xiong, Houlin Zhou, Feng Chen, Chunlei Xiang

Turkish Journal of Botany

Most species of Paraphlomis are distributed in the south of the Yangtze River in China. In this study, a new species, P. nana, from northeast Chongqing in the north of the Yangtze River is described and illustrated. Bayesian inference and maximum likelihood analyses based on two nuclear ribosomal DNA regions (ITS and ETS) and three plastid DNA markers (rpl32-trnL, rps16, and trnL-trnF) were carried out to explore the phylogenetic position of the new species within Paraphlomis. Though the nuclear and plastid trees reveal incongruent placements of P. nana in Paraphlomis, which may be caused by chloroplast capture, a close relationship …

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Tripleurospermum Eskilensis (Asteraceae): A New Halophytic Species From Centralanatolia, Turkey, Mehtap Tekşen, Seher Karaman Erkul, Hayri̇ Duman, Mevlüde Alev Ateş, Mehmet Sağiroğlu Jan 2022

Tripleurospermum Eskilensis (Asteraceae): A New Halophytic Species From Centralanatolia, Turkey, Mehtap Tekşen, Seher Karaman Erkul, Hayri̇ Duman, Mevlüde Alev Ateş, Mehmet Sağiroğlu

Turkish Journal of Botany

In the present study, a new species of the genus, Tripleurospermum eskilensis (Asteraceae), is described from Central Anatolia, Turkey. The new species has been collected from Eskil region in a restricted area (Aksaray Province). It grows in salty steppe, and is closely related to T. decipiens in terms of morphological characteristics. It has also been morphologically compared with discoid and disciform capitulated species in Turkey. This study includes its detailed description, diagnostic characters, original photographs, geographical distribution, habitat and ecology, conservation status, and identification key. The comparison of Tripleurospermum eskilensis with closely related species was conducted in terms of morphological …

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Iron Toxicity-Induced Dna Damage, Dna Methylation Changes, And Ltr Retrotransposon Polymorphisms In Zea Mays, Esra Arslan Yüksel, Murat Aydin, Mahmut Si̇nan Taşpinar, Güleray Ağar Jan 2022

Iron Toxicity-Induced Dna Damage, Dna Methylation Changes, And Ltr Retrotransposon Polymorphisms In Zea Mays, Esra Arslan Yüksel, Murat Aydin, Mahmut Si̇nan Taşpinar, Güleray Ağar

Turkish Journal of Botany

The impact of Fe2+ (iron)toxicity on genomic instability, DNA methylation status, and Long Terminal Repeat Retrotransposons (LTR RTs) polymorphisms on Zea mays is unknown. We investigated the toxicity of Fe2+ using Random Amplified Polymorphic DNA (RAPD), Coupled Restriction Enzyme Digestion-Random Amplification (CRED-RA) and Inter Retrotransposon Amplified Polymorphism (IRAP) assays in Zea mays seedlings, respectively. The results indicated that each dose of FeSO4 (50, 100, 200, and 300 mg/L) had a reducing effect on Genomic Template Stability (GTS) and increasing in RAPD pattern changes (DNA damage). The value of DNA methylation rised gradually depending on FeSO4 doses. Moreover, five LTR RTs …

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The Chromosomal Evolution And Analyses Of Turkish Cousinia Species, Tuna Uysal, Osman Tugay, Kuddi̇si̇ Ertuğrul, Meryem Bozkurt, Deni̇z Ulukuş, Hakki Demi̇relma Jan 2022

The Chromosomal Evolution And Analyses Of Turkish Cousinia Species, Tuna Uysal, Osman Tugay, Kuddi̇si̇ Ertuğrul, Meryem Bozkurt, Deni̇z Ulukuş, Hakki Demi̇relma

Turkish Journal of Botany

In this study, Turkish Cousinia species were examined in point of chromosome number and morphology. To our knowledge, this work is the first comprehensive chromosomal study regarding Turkish Cousinia as a whole, especially for endemics. As consistent with previous reports, the chromosome numbers are mostly 2n = 26 and have been determined also as 2n = 24 for only the members of Cynaroideae and Sphaerocephalae sections. An interesting result of this paper is that there is not any polyploid species in this taxonomic group and all of them are diploids. Concerning the chromosome evolution of the Cousinia species, we concluded …

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Pollen And Trichome Morphology Of Tribe Stachydeae (Lamiaceae) And Its Phylogenetic Significance, Leila Homami Totmaj, Yasaman Salmaki Jan 2022

Pollen And Trichome Morphology Of Tribe Stachydeae (Lamiaceae) And Its Phylogenetic Significance, Leila Homami Totmaj, Yasaman Salmaki

Turkish Journal of Botany

Tribe Stachydeae with 12 genera were divided into two major clades: Melitis and Eurystachys clades consisting of all genera attributed to Stachydeae except Melittis. Recently, a broadly defined Eurystachys clade falling into 12 well-supported clades have been formally named in a phylogenetic nomenclature. In the present study, trichomes of 70 spp. from nine genera and pollens of 53 spp. from six genera were investigated using scanning electron microscopy (SEM) in order to draw the taxonomic conclusion of tribe Stachydeae. Trichome characters that can provide adequate variation in delimitation of taxa were: presence or absence of glandular or nonglandular trichomes, number …

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