Fish out of water: Investigating the ‘readiness’ and proficiency of beginning drama teachers in Western Australian secondary schools

The Australian Professional Standards for Teachers (AITSL, 2011) stipulate that graduating teachers need to be classroom-ready and able to perform at a ‘graduate standard’. However, recent research indicates that nearly 50% of beginning teachers lack readiness, are overwhelmed with stress, and will leave the profession within five years. This paper seeks to elucidate this disconcerting reality by providing a nuanced focus on the experiences of beginning drama teachers. Findings indicate that while participants in this study began feeling confident and ready for teaching drama; they were largely unprepared for the unwritten requirements of the profession – namely, coping with systems, policies and bureaucracy - and extensive extracurricular responsibilities. This article posits several strategies for enabling beginning drama teachers to successfully ‘manage’ their induction into the profession, and ultimately achieve teacher identity salience

“I feel very fortunate to still be doing what I love”: Later career Performing Arts teachers still keen and committed

The problem of attrition among early-career teachers has generated a substantial body of research. However, less research has been devoted to later-career teachers who survive and thrive. This article explores the career experiences of four later-career performing arts teachers who remain keen and committed to teaching. Informed by seminal studies by Huberman (1989, 1993) and Day and Gu (2007, 2009) into teacher career trajectories, and using a phenomenological ‘lens’ of portraiture methodology, members of the research team undertook a series of in-depth interviews to gain insight into how these teachers maintain their positivity and commitment to teaching. Four key themes emerged: the fundamental influence of social networks, the ability to recognise and embrace one’s strengths, the importance of being adaptable in maintaining relevance and social responsibility, and understanding the difference one makes to the lives of students. Findings highlight the key mechanisms by which these later-career teachers rationalise and maintain their enthusiasm. Given they are not fixed, articulating these mechanisms as attributes to be encouraged, practiced, nurtured, and developed among all teachers may be the overall key finding of this study

Elastic Response and Failure Studies of Multi-Wall Carbon Nanotube Twisted Yarns

Experimental data on the stress-strain behavior of a polymer multiwall carbon nanotube (MWCNT) yarn composite are used to motivate an initial study in multi-scale modeling of strength and stiffness. Atomistic and continuum length scale modeling methods are outlined to illustrate the range of parameters required to accurately model behavior. The carbon nanotubes yarns are four-ply, twisted, and combined with an elastomer to form a single-layer, unidirectional composite. Due to this textile structure, the yarn is a complicated system of unique geometric relationships subjected to combined loads. Experimental data illustrate the local failure modes induced by static, tensile tests. Key structure-property relationships are highlighted at each length scale indicating opportunities for parametric studies to assist the selection of advantageous material development and manufacturing methods

Deformation and Failure of a Multi-Wall Carbon Nanotube Yarn Composite

Forests of multi-walled carbon nanotubes can be twisted and manipulated into continuous fibers or yarns that exhibit many of the characteristics of traditional textiles. Macro-scale analysis and test may provide strength and stiffness predictions for a composite composed of a polymer matrix and low-volume fraction yarns. However, due to the nano-scale of the carbon nanotubes, it is desirable to use atomistic calculations to consider tube-tube interactions and the influence of simulated twist on the effective friction coefficient. This paper reports laboratory test data on the mechanical response of a multi-walled, carbon nanotube yarn/polymer composite from both dynamic and quasi-static tensile tests. Macroscale and nano-scale analysis methods are explored and used to define some of the key structure-property relationships. The measured influence of hot-wet aging on the tensile properties is also reported

Positive veteran teachers: Who are they, and where are they to be found?

Teacher career trajectory studies have identified a small group of veteran teachers who remain positive and committed to teaching, while others become disenchanted or disengaged. These, and related studies suggest key characteristics of positive veteran teachers revolve around a strong sense of agency and professional identity including: 1) a continuing desire to experiment and embrace challenges; 2) high levels of personal comfort in their teaching roles; and 3) a willingness to take on leadership roles across a range of capacities and contexts, and in turn be affirmed in these roles. While studies describe these characteristics, there has been little attempt utilise them as the basis for constructs in the formal identification of these teachers, and in turn examine where these teachers are to be found in education systems. This article reports on a study in Australia which sought to utilise the characteristics to identify positive veteran teachers within a larger cohort, and examine demographic information surrounding them. Reported demographics include gender, location (city / country), age and school type (primary / secondary / K-12). The ability to identify these teachers and where they are to be found may help educational authorities understand and promote conditions in which more veteran teachers are able to sustain their passion and commitment to the job

An Immodest Proposal: AI, LLMs, and the Case for a Standalone Legal Research Requirement

The legal research course is over a century old. As a law school subject, it predates many doctrinal courses, as well as the advent of clinical legal education. It is several decades older than its sister subject, legal writing. In spite of its age and obvious importance, the place of the legal research course in the law school curriculum remains contested. While some law faculties recognize the value of legal research instruction and require a standalone legal research course in the first year, the vast majority combine it with legal writing (often over the objections of legal writing instructors and law librarians alike) and/or periodically offer it as an upper-level elective under the misleading title “advanced legal research” (misleading because it is typically the law student’s introduction to the formal study of legal research). In recent months, amidst the hype surrounding LLM-based chatbots like ChatGPT and their legal counterparts, such as CoCounsel and Harvey, there has been much speculation about a future in which so-called “AI-powered” law practice technologies ‘do your legal research and writing for you.’ But what if these new technologies actually make legal research more, not less, important. While AI products will soon generate passable legal documents, the Rules of Professional Conduct will continue to require that a human attorney take responsibility for the resulting documents, and these human attorneys will still need to do legal research to (re)familiarize themselves with the legal issues contained in these documents in order to competently file, execute, or advocate for the adoption of the arguments contained in them, as well as to break with the AI system when it fails to properly serve their clients. If this is the case, the legal research course, which already encompasses legal information literacy, technology evaluation, and prompt construction, will inevitably become a core part of the law school curriculum. Can the advent of LLM-based tools be used to reimagine the legal research course and its place in the law school curriculum? This panel of legal research instructors and law librarians will explore this distinct possibility, mapping a new legal research curriculum in which we teach LLM-based tools rather than fear them, and the critical evaluation of legal information, including legal technologies, is front and center. Panelists will discuss curricular changes that incorporate instruction in the informed use of LLM-based tools, envisioning them as a high-tech template or latter-day form that invigorates legal research, in order to better prepare law students to work with these tools throughout their careers

Examined Lives: The Transformative Power of Active Interviewing in Narrative Approach

An unexamined life is not worth living Socrates (470-399 BC) In this article I reveal transformative experiences stemming from non-verbal communication in the context of active interviewing in narrative research. Drawing upon my recent experience interviewing positive veteran teachers about the relationships they believe vital in maintaining their passion and enthusiasm for teaching, I explore the unique nature of narrative research in fostering intra-personal transformation. The goal of the article is to highlight transformation as an outcome in narrative research, with particular focus upon non-verbal communication in active interviewing. The article is constructed to examine transformation in thinking and understanding within the relational nature of narrative research in education; to highlight the complexity of non-verbal communication in the context of narrative research; and, to consider the nature of personal reflective practice in examining one\u27s ontological and epistemological framework for establishing respectful and ethical relationships between researcher and participants in narrative research

Reappraising the AITSL Professional Engagement Domain: Clarifying Social Capacity Building for School Leaders to Enhance Overall Teacher Job Satisfaction and Career Longevity

The Australian Professional Standards for Teachers (AITSL, 2018) stipulate what teachers should know and do through each career stage. School leaders are complicit in promoting the Standards are met by all staff, including Professional Engagement (Standards Six and Seven). While the Standards emphasise content and pedagogical capacity building, we contend that teaching is a social enterprise. Although social capacity building is implied in the Professional Engagement domain through terms such as ‘collegiality, collaboration and dialogue’, we question the degree to which it is understood by school leaders. We ask this in light of influential studies by Waldinger (2010) and Vaillant (1977) which highlight the importance of workplace social connection in terms of job satisfaction and career longevity. Using an Appreciative Inquiry lens, we interviewed a number of positive school leaders about social capacity building among their staff against the Professional Engagement domain. While interviews affirmed many inspiring examples of its application, we also uncovered a degree of uncertainty, lack of clarity and practical difficulties experienced by these exemplary leaders. As per our research approach, we do not suggest that there is any fundamental problem with the Professional Engagement domain per se. However, findings indicate value for AITSL in reappraising this domain in relation to its wording, implications and application. A more explicit emphasis on the social context may in turn help address some of the issues confronting Australia’s aging teaching workforce

An elixir for veteran teachers: The power of social connections in keeping these teachers passionate and enthusiastic in their work

This article is based upon the premise that there are many veteran teachers who maintain positive attitudes towards teaching throughout their careers. According to The Grant Study (Waldinger, 2015), positive attitudes towards life and work stem from close relationships and adaptive behaviours that people engage in throughout adult life. This article describes a study undertaken in Australia which revealed that, in line with Grant Study findings, positive veteran teachers (aged 40-70+ years) build and maintain supportive social connections among colleagues in their school and others outside school, plus spouse (or long-term partner) and close family, that contribute to their sense of emotional and physical wellbeing. In a highly relational career such as teaching, our article highlights the credibility positive veteran teachers ascribe to their social connections, including the derived benefits in terms of their teaching and their own wellbeing. We then discuss the implications of the findings, including the role of school leadership in acknowledging the importance of, and fostering healthy social connections within their schools, as a way of sustaining engagement for all teachers

“Just like breathing”: A portrait of an 85-year-old veteran teacher

Through a phenomenological lens of portraiture methodology, this article explores the career experiences of a veteran acting teacher who, at the age of 85 years, remains highly passionate and dedicated to his work with younger aspiring actors. The article reveals how for this veteran teacher, his strong teacher identity characterised by a quest for challenge and a commitment to career-long professional development are significant to maintaining relevance and passion for teaching. As many countries grapple with issues surrounding the retention of veteran teachers, understanding the ways in which he maintains his passion and commitment over succumbing to stress and burn out like so many teachers in the performing arts is timely