Conducting systematic review in education: a reflexive narrative

The evaluation of systematic review as part of the evidence-based or evidence-informed practice movement is a dominant theme in current debates in educational research. This article contributes to the debate by offering a personal, reflexive narrative on the process of doing systematic review, relating some of the arguments regarding the merits and problems of systematic review to the author's own experience and to parallels in other research approaches. The author highlights areas where systematic review might usefully develop and evolve.