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The climate of moral panic that pertains around child abuse is such that any research that touches on children and sex is almost seen in itself to be abusive, with identity and career consequences for those who engage in it. In November 2005, an article that I had written some years earlier, Scandalous Stories and Dangerous Liaisons: When Female Pupils and Male Teachers Fall in Love, was misreported and misrepresented in the press and, during a period of 5 days, I became the focus of media attention throughout the world but particularly in the United Kingdom, the United States, Canada, Australia, and New Zealand. This article deals with my experiences of being at the heart of a moral panic and raises questions about research ethics and about academic freedom and voice. [ABSTRACT FROM AUTHOR]

The article comments on the symposium titled Educational Research and the Necessity of Theory." The papers in the symposium arose out of the concern that educational researchers in Great Britain have neglected, and continue to neglect, and even deliberately avoid, theory. There are two opposing groups when it comes to theory. There are those of found it scary and frightening and there are those who are excited by it and believes that "theory floated their boat." The author believes that theory is an essential aspect of educational research and other research in social sciences.

The author outlines the topics discussed within the issue which focused more on technological innovations in education in Great Britain. He also discusses the range across sexual, religious and ethnic differences and identities. Issues pertaining to the exploration of national differences in pedagogy, unpacking interactive teaching in England and Russia are also emphasized. The author stressed that classroom interaction with the use of technology is essential to learning.

The article comments on the 2005 British Educational Research Association (BERA) conference held at the University of Glamorgan. The speech of BERA President Geoff Whitty reflected on the inevitability of conflict in education policy making. Research in education is popularly conceptualized ad understood by politicians. Educational research is a complex and multifaceted area which attempts to understand diverse and sophisticated approaches. The improvement of schools through assessment and audit has been the avowed aim of education policy under the New Labor and Conservative governments.

Introduces the articles published in the August 2005 issue of the "British Research Educational Journal," citing the publication of each article in the order of acceptance. Measurements of educational achievement; Transparency about unavoidable error in assessment results that may influence public trust and confidence on such measurement methods; Implications for education.