This paper argues that education should become more evidence-based. The distinction is made between using existing research and establishing high-quality educational research. The need for highquality systematic reviews and appraisals of educational research is clear. Evidence-based education is not a panacea, but is a set of principles and practices for enhancing educational policy and practice.

This paper explores the reasons why the notion of 'evidence-based' practice has gained prominence in educational research. The ascendancy of 'evidence-based' practice is attributed to a crisis of legitimation in educational research. The paper offers a critical exegesis of a systematic review conducted under the auspices of the Effective Practice and Organisation of Care (EPOC) subgroup of the Cochrane Collaboration.