Examined work that appeared in the "Review of Educational Research" (RER) since its first volume to explore the ways that educational issues and educational research found their ways into the journal and to consider what a review really is. Identifies three periods in the history of RER and shows changes in the review genre over time. (SLD)

Introduces a set of companion essays that examine reviews as a mode of inquiry. Explores the practice and outcomes of reviews in their political and conceptual contexts as research methodology and considers what a review is, what it reveals, who benefits from a review, and the actions implied by review findings. (SLD)

The new editors of the "Review of Educational Research" recognize their charge to be comprehensive in the process of review of educational research and to be of service to educators. They also acknowledge the challenge to be nurtured by the scholarship of the times and innovations in education. (SLD)

A sample of education literature from four journals spanning ten years is reviewed to determine the extent to which race, social class, and gender tend to be treated as integrated issues. Little integration was found. The paper argues that attending only to one issue oversimplifies behavior analysis. (Author/JAZ)