Recently, there has been a considerable amount of discussion on social media about the nature of evidence informing teacher decisions about learning. These discussions emerged as a result of a post entitled ‘The problem with using scientific evidence in education (why teachers should stop trying to be more like doctors’) (McKnight and Morgan 2019). In a previous editorial for this journal, we reflected on the complexities of educational research and our role in contributing to the discussion asking then, ‘Is it time then to change the game by sharing educational research in new ways? Might we achieve the change we all know is needed, within drama and beyond, by bringing together personal narratives, established research findings and the aesthetic and dynamic qualities of drama and theatre?’ (Dunn and Stinson 2015, 99). Since its inception, NJ has attempted to share those personal narratives, research processes and results, and critically analyzed examples of practice in an attempt to build a shared community of understanding for drama educators. It is a challenging space. Part of the challenge is to celebrate and share high quality practice and research in a fixed, text-based medium that struggles to document the ephemeral nature of so much of what we do. This journal is an essential platform for discussion about drama education: what we do; how and why we do it. In the current educational and educational research climate, it is crucial that practitioners and researchers in the field of drama education have opportunities to share their research about the critical and creative work that is being undertaken in schools, in universities, in theatres, and in applied theatre contexts. It is imperative their voices are heard. We are pleased to share with our readers that our top ten, most read online articles are (in order):

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研究型教学和戏剧：策划证据

近来，在社交媒体上已经进行了大量讨论，以证明教师决定学习的证据的性质。这些讨论源于一篇题为``在教育中使用科学证据的问题（为什么教师应该停止尝试像医生一样努力的问题''）的文章（McKnight和Morgan 2019）。在本期刊的前一篇社论中，我们反思了教育研究的复杂性以及我们在促进讨论中所扮演的角色，然后问：“现在是时候通过以新方式共享教育研究来改变游戏规则了吗？通过将个人叙事，既定的研究发现以及戏剧和戏剧的美学和动态品质融合在一起，我们是否可能实现在戏剧之内和之外需要我们都知道的变化？” （Dunn and Stinson 2015，99）。自成立以来，新泽西州试图分享这些个人叙事，研究过程和结果，并认真分析实践案例，以期为戏剧教育者建立一个共同的理解社区。这是一个充满挑战的空间。挑战的一部分是在固定的，基于文本的媒体中庆祝和分享高质量的实践和研究，而这些媒体却难以证明我们所做的大部分工作都是短暂的。该杂志是讨论戏剧教育的重要平台：我们做什么？我们如何以及为什么这样做。在当前的教育和教育研究氛围中，至关重要的是，戏剧教育领域的从业者和研究人员有机会分享他们对学校，大学，剧院和应用中正在进行的重要和创造性工作的研究成果。剧院环境。必须听到他们的声音。我们很高兴与读者分享我们的十大最常阅读的在线文章是（按顺序）：