Systematic reviews of research in education: aims, myths and multiple methods

Abstract

Systematic reviews are still a controversial topic in some quarters, with the arguments for and against their use being well‐rehearsed. In an attempt to advance a more nuanced approach to thinking about systematic reviewing, this paper illustrates the wide range of theoretical perspectives, methodologies and purposes that underpin the vast range of systematic review approaches now available; and in the light of this picture, re‐examines some of the perennial arguments against reviews, arguing that they are often poorly targeted, based on a misreading of what systematic reviews aim to do, or simply incommensurable with the tenets that underpin academic enquiry.

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