Video technology as pedagogy: past teacher education students speak to current students through performed research

This paper reports the use of video representations of first-year teachers’ experiences in teacher education workshops that focus on the transition to teaching. This use of video technology is a responsive act that draws on the notion of looking back, where graduates ‘speak to’ current students. Video footage of the performed research ‘The First Time’ shaped activities and discussions in the unit. Workshop/video themes included teacher identity discourses; epiphanic and revelatory moments of transition to becoming a teacher; and preparing for job applications and interviews. A range of data including semi-structured interviews with undergraduate students upon completion of the workshops were analysed within a phenomenographic paradigm, with the aim of describing variations of conception that people have of a particular phenomenon (Sin, 2010). The investigation of the use of video technology as a pedagogical approach to promote critical thinking about the transition to teaching revealed a range of conceptual meanings. These meanings were classified into categories according to their similarities and differences concerning the effectiveness of the technological tool in assisting undergraduates in their transition to teaching. Participants’ conceptions of the phenomenon are individual and relational, and as such results were quite varied. Emergent varied themes include: ‘I now know what it is that I need to learn’; ‘Is this theory or practice?’; and ‘I don’t do drama’. Similarities include: ‘Preparing for the unexpected’. The use of video technology was deemed effective in creating workshop content from the past, in order to teach for tomorrow.

Lessons learnt from dancing the data : performed research of beginning teachers' experiences

This paper discusses the power of performed research. Such power lies in assisting to research the whole human – thought, action, and emotion. The paper discusses the potential for research through the arts in the development of creativity and imagination, to facilitate social change, and to explore performance as a research process as well as an end result that presents findings. The experiences of Bagley and Cancienne (2001); (2002) guided the creation of the work, and assist to frame this paper. The dance work discussed in this paper is a recent addition to the performed research work ‘The First Time’. The dance work was crafted to bring together the comparable experiences of first year teacher participants, and similarities among the findings of research into their identity. The creation of ‘The First Time’ was employed as a tool to understand and analyse the data. The dance work was employed to highlight findings regarding beginning teachers’ transition to teaching. This paper explores the process of creating and presenting arts-based research to expand the avenues through which the results of research are made available to a relevant audience; of how this method might broaden and complement traditional ways of thinking about and doing educational research.

Code of ethics quality : an international comparison of corporate staff support and regulation in Australia, Canada and the United States

The objective of this paper is to examine the ‘Code of Ethics Quality’ (CEQ) in the largest companies of Australia, Canada and the United States. For this purpose, a proposed CEQ construct has been applied. It appears from the empirical findings that while Australia, Canada and the United States are extremely similar in their economic and social development, there may well be distinct cultural mores and issues that are forming their business ethics practices. A research implication derived from the performed research is that the construct provides a selection of observable and measurable elements in the context of CEQ. The construct of CEQ consists of nine measures divided into two dimensions (i.e. staff support and regulation). They should not be seen as a complete list. On the contrary, it is encouraged that others propose and elaborate revisions and extensions. A practical implication of this paper is a structure of what and how to examine the CEQ in a managerial setting. It may assist companies in their efforts to establish, maintain and improve their ethical culture, norms and beliefs within the organization and supporting them in their ethical business practices with different stakeholders in the marketplace and society. The dimensions and measures of the construct may be used as a frame of reference for further research. They may be useful and applicable across contexts and over time using similar samples when it comes to large companies, as small- or medium-sized ones may not have considered all areas nor have the elements in place. This is a research limitation, but it provides an opportunity for further research.

The first time

'The First Time' employs performed research to investigate the 'firsts' of twelve first year teachers in Victorian schools. Based on interview data generated over the period of a year, the performance highlights 'firsts' as epiphanic or revelatory moments of professional identity transformation. The performance is crafted to reflect the fluid and unpredictable nature of teachers' professional identity. 'The First Time' uses only the words of the teachers, and is performed by teachers - including first year teachers. It reveals the destabilising effects of contextual factors on teachers' professional identity. Status and belonging are positioned within survival, liminal, and hegemonic discourses, and expressed through artefacts as symbols of belonging. The low status ascribed to contractual work underpins beginning teachers' commitment to the profession. The premier performance (https://www.youtube.com/playlist?list=PLB1ED0FDEF2AA8836) was initially devised to analyse the interview data through the process of scripting, rehearsal, and performance. This version sees the addition of a concluding dance work, which reflects the results of the research. The voices of the participants from their interview recordings shape the dance work.Performed by: Melissa Learmonth, Beaux Glenn, Arna Pletes, Krystal Holzer, Ashlea Thompson, Tom Ellis, Lauren Wallis, Fiona McGrath, and Claire Hesse.

Ventilation research on Australian residential construction

This paper applies established and new testing methods to discover the ventilation performance of various residential building envelope constructions in Australia. Under the definition of 'ventilation performance' we imply the building envelope leakage (or infiltration) of the living space air change rates, the volumetric flow rates and the pathways of air flow between subfloor, living and roof spaces. All of the methods applied and discussed here are on-site, evidence-based performance of actual structures as tested by the Mobile Architecture and Built Environment Laboratory and Air Barrier Technologies. The testing processes primarily involve the Tracer Gas Decay Method (TGDM) and rhe fan pressurisation method (FPM a.k.a 'blower door'). All the measurements are performed with respect to the external wind speed and direction as well as the typical weather parameters. This paper discusses the differences and similarities of both testing methods as well as several other testing procedures that can inform the researcher on air leakage pathways. Findings of a simultaneous TGDM and FPM air leakage rate comparison are also encountered in this paper. One of the most informative testing methods, is the application of three different tracer gasses introduced into different spaces (subfloor, living and roof) to discover pathways of air flow within residential construction.

Frequency, intensity and duration of physical tasks performed by Australian rural firefighters during bushfire suppression

The current study combined, for the first time, video footage of individual firefighters wearing heart rate monitors and personal GPS units to quantify the frequency, duration and intensity of tasks performed by Australian rural fire crews when. suppressing bushfires. Across the four fireground 'shifts', the firefighters performed 34 distinct fireground tasks. Per shift, the task frequency ranged from once (raking fireline in teams, carrying a quick fill pump) to 103 times {lateral repositioning of a 38-mm charged firehose) .. The tasks lasted between 4 ± 2 s (bowling out 3-8-mm firehose) and 461 ± 387 s (raking fireline in teams). The task intensity~ as measured by average heart rate ranged between 97 ± 16 beats·min-1 (55.7 ± 8.7. %HRmax) and 157 ± 15 beats·min-1 (86.2 ± 10.8 %HRmax)· The tasks were performed a speeds that ranged from 0.12 ± 0.08 m·s-1 (manual hose retraction of 38-mm charged firehose) to 0.79 ± 0.40 m·s-1 (carrying a 38-mm coiled hose). Tasks found to be simultaneously frequent, long and intense (or two of these three) are likely to form the basis for job-specific testing of Australian rural firefighters suppressing bushfires.

Audit of the Douglas Hocking Research Institute bone bank : ten years of non-irradiated bone graft

Background:  An audit performed in the use of non-irradiated femoral head bone graft at the Geelong Hospital over a 10-year period. While it is thought the non-irradiated bone graft provides a better structural construct there is theoretical increased risk of infection transmission.

Methods:  We performed a retrospective review of prospectively collected data in the use of non-irradiated bone allograft used from the Geelong Hospital Douglas Hosking Research Institute bone bank over a 10-year period. The review was performed using data collected from the bone bank and correlating it with the patient’s medical record. All complications, including infections, related to the use of the allograft were recorded.

Results:  We found that over the 10 years to 2004 that 811 femoral heads were donated, with 555 being used over 362 procedures in 316 patients. We identified a total of nine deep infections, of which seven were in joint replacements. Overall this was a 2.5% deep infection rate, which was lowered to 1.4% if the previously infected joints that were operated on were excluded.

Conclusion:  The use of non-irradiated femoral head bone graft was safe in a regional setting.

Performing research as a method of analysis

This paper outlines a theatre-based research method undertaken as a means of analysing and representing data from a study into first-year teachers’ identity transformation. It reports on the processes employed, and the attempt by the researcher to bring together complimentary and innovative ways of interpreting interview data. Interview data from twelve teachers throughout their first year of teaching were scripted, rehearsed and performed to ‘expert’ audiences. The written script provided the basis for analysis of the teachers’ identity transformation as seen through their firsts – epiphanic and/or revelatory experiences that marked a moment of transition or transformation. The script served as an effective tool for data analysis, particularly when developing an understanding of the process of data reduction. Initially dissatisfied with the term ‘data reduction’, believing it to be counter-intuitive to ‘reduce’ the participants’ descriptions of their experiences, the process of scripting emphasised the importance of honing in on meaning, and reconciled such concerns by creating a snapshot of each participant’s first as representative of their experiences. Later, the performance revealed more nuanced understandings of the participants’ experiences as viewed through the eyes of the teacher-actors and audiences. The actors selected to represent the experiences of the first-year teachers in the performance were also teachers. The process of casting, and the teacher-actors’ experiences of rehearsing and performing the work ‘The First Time’ over the past two years will also be discussed. This paper concludes with some of the feedback from various audiences of both the performance and the written thesis from arts- and non-arts-based practitioners. Some feedback contends that the theatre-based method was less rigorous than other more ‘traditional’ methods. Such feedback prompts the consideration of weighing the benefits of employing theatre-based research against the risk of alienating some members of the audiences (both of the performance and the page). This paper includes live/digital excerpts of the theatre-based performance ‘The First Time’.

Performing beginning teachers’ ‘firsts’: exploring a theatre-based research method

Theatre-based research methods have been employed in a variety of ways to transcend more traditional research methods, and bring research findings to a broader and relevant audience. Performing research to an 'expert' audience is transformative in nature. The audience share a collective understanding of the material presented, where their understandings can be challenged or confirmed. The ethical responsibilities of the theatre-based researcher are therefore paramount in presenting the research in a manner that respects the research participants, and allows the audience to make informed judgements.This paper outlines my experience in devising and performing 'The First Time' - a performance about twelve beginning teachers' firsts. The performance was constructed from their interview data and performed by teachers - most of who are drama teachers – in order to sensitively represent the real stories of the research participants. The research was framed within a practice theory approach (Schatzki 2001) with a focus on the transformation of practices situated within a particular time and place. The method of performing the research to an 'expert' audience of performing arts practitioners, teachers, and teacher educators created an opportunity for both the transformation of teaching practice and the transformation of theatre.The research findings focus on the importance of creativity and flexibility in an approach to both research and teaching. The outcomes of my research have implications for theatre-based researchers, as well as teacher educators, in-service teachers, and beginning teachers. All these practitioners are continually negotiating the waters of their ever-changing professions.