This article builds on existing definitions and classification systems of research-based theatre to offer a way to define subgenres within the field. In order to identify similarities and particularities of theatrical performances based on research, the authors first consider definitions from practitioners working within the academy and those creating theatre for the general public. After reviewing these existing traditions and definitions, the authors delineate a spectrum of research-based theatre. This spectrum is based on two defining continua: the research continuum, which distinguishes among many types of research used to inform research-based theatre, and the performance continuum, which distinguishes among different kinds of performances, audiences, and purposes of a given research-based theatre piece. The spectrum of research-based theatre formed by combining these continua may assist practitioners in determining and honoring the goals and outcomes of their own work, while not making unnecessary comparisons with those working toward different goals and outcomes.

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This article closely examines research literature from the last two decades that focuses on the use of drama in L2 learning and teaching. L2 (second language) is used as an umbrella term that refers to any language learned in addition to one’s first language. The authors review on-line teaching resources, position papers, scholarly articles and existing research findings on the impact of implementing drama in L2 learning that were published in English. This review of literature suggests that despite a wide-spread pedagogical interest and scholarly conviction in the possibilities of educational drama in creating a more contextually-situated, engaging, multi-modal, and empowering L2 learning experience, there is still little empirical evidence concerning what is actually taking place in L2 classrooms and how students perceive and react to their learning experiences when drama is introduced. More systematic, long-term research studies are needed to deepen our understanding of the impact of using drama in L2 classrooms on a range of aspects of teaching and learning.

Education research over the last few decades has focused on the debate over which classroom pedagogies best encourage learning: teacher-centred or student-centred. Although research appears to support the philosophy that student-centred teaching provides for better learning, the supporting research is frequently limited to observational studies or limited in experimental design. Despite this, the trend has been to encourage teachers to adopt a more student-centred approach both in the teaching of the course material and as a model for future teachers. A pilot study was conducted in an introductory university statistics course using a Latin Square Design to experimentally collect both quantitative and qualitative data pertaining to student performance. The purpose of this study was to examine the impact of teaching style on learning, assess these approaches in quantitative courses, and establish protocols for such studies using a statistically controlled design.

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