Adding value in educational research—the marriage of data and analytical power

Abstract The last 20 years have seen the development of sophisticated techniques for analysing individual data within a hierarchical context and the growing availability of good datasets to which these techniques can be applied. The modelling of pupil performance controlling for prior attainment has led to a type of analysis commonly titled ‘value‐added’. Concern for school factors which affect pupil progress has given rise to ‘school effectiveness’ research. This article outlines the history of these linked movements, mainly with reference to England and Wales, but developments in other countries are also outlined. It discusses some of the objections that have been raised, and comments on possible future directions.     

Psychodrama research—therapy and theory: A critical analysis of an arrested modality

A critical review of psychodrama was presented. Psychodrama was defined as a therapy that utilizes theatrical principles as clients act out their problems. The need for a clear delineation of the method was discussed. Both the theoretical foundation and therapeutic implications were reviewed. Relevant research was examined from both social psychological and psychodramatic perspectives. The research in psychodrama was evaluated in the three general areas of: (a) therapeutic strategies, (b) case illustration reports, and (c) controlled research. The need for empirical research, to answer questions that have long been ignored, was clear.     

‘In praise of educational research’: formative assessment

Abstract The authors trace the development of the King's Formative Assessment Programme from its origins in diagnostic testing in the 1970s, through the graded assessment movement in the 1980s, to the present day. In doing so, they discuss the practical issues involved in reviewing research and outline the strategies that were used to try to communicate the findings to as wide an audience as possible (including policy‐makers and practitioners as well as academics). They describe how they worked with teachers to develop formative practice in classrooms, and discuss the impact that this work has had on practice and policy. Finally, they speculate about some of the reasons for this impact, and make suggestions for how the impact of educational research on policy and practice might be improved.