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The article is based on a Keynote Lecture at the 2022 Colloquium of the Society for Educational Studies. It analyses the articles published in four leading journals in 2021 and compares these with the same journals 20 years earlier. Key findings include a considerable increase in authorship and multiple authorship and a very strong international dimension to authorship in current UK-based journals. Two-thirds of the papers were empirical, and by far the most common type of research design was qualitative interview studies, often of a very small-scale nature. Aspects of the teaching profession were the most common form of content, and there was also a focus on social class and multi-cultural issues. [ABSTRACT FROM AUTHOR]

Focuses on both methodological and substantive issues in educational studies. Determination of the place of systematic reviews in educational research; Implications on the massive increase in the use of such approaches in recent years; Expansion in the use of systematic review and the way that it has become institutionalized in government policy and in academic structures.

Editorial. Focuses on issues concerning the Review of Research Assessment, which was published in May 2003 issue of 'British Journal of Educational Research,' by Great Britain-based Sir Gareth Roberts and his team and its emphasis on research assessment exercise (RAE). Significance of Roberts' report for publications dealing with educational research; Functions of RAE; Advantages of RAE grades.