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This article reports on the results of two international systematic research reviews which focus on different aspects of teaching grammar to improve the quality and accuracy of 5–16-year-olds' writing in English. The results show that there is little evidence to indicate that the teaching of formal grammar is effective; and that teaching sentence-combining has a more positive effect. In both cases, however, despite over a hundred years of research and debate on the topic, there is insufficient quality of research to prove the case with either approach. More research is needed, as well as a review of policy and practice in England with regard to the teaching of sentence structure in writing

The use of systematic reviews in educational research is a growing phenomenon in the UK, but is highly controversial. This article argues that such reviews have a useful place in a research cycle that wishes to inform and be informed by practice and policy. It proposes and discusses a model of educational research, showing how reviews relate to small or large-scale primary studies.

R i c h a rd A n d re w s a n d C a ro l i n e H a y t h o r n t h w a i t eThe publication of the SAGE Handbook of E-learning Research marks a significant point in studies in e-learning. Although there has been considerable development in teaching and learning, as well as in learning design, there is as yet no coherent view of what constitutes research in the field nor of how best to undertake it. The present volume takes stock of progress in e-learning research, addressing a range of issues from student experience to policy and provides a foundation for further research and development. By e-learning research, we mean primarily research into, on, or about the use of electronic technologies for teaching and learning. This encompasses learning for degrees, work requirements and personal fulfilment, institutional and noninstitutionally accredited programmes, in formal and informal settings. It includes anywhere, anytime learning, as well as campus-based extensions to face-to-face classes. E-learning includes all levels of education from pre-school to secondary/high school, higher education and beyond. The potential for this area is broad. For this handbook, the focus is primarily on e-learning in the formal setting of degree-granting institutes of higher education. However, with many kinds of e-learning and computer-assisted teaching entering all arenas of education, from schools to workplaces, examples from other arenas of education enter into and carry important information for the discussion.As a working definition of e-learning, the following from the Higher Education Funding Council for England (HEFCE) can serve as a starting point: The use of technologies in learning opportunities, encompassing flexible learning as well as distance learning; and the use of information and communication technology as a communications and delivery tool, between individuals and groups, to support students and improve the management of learning. (HEFCE, 2005: 12)