There is a salient international and national interest in research based educational policy and reform. The main drivers in this development have been the increasing volume on knowledge and statistics on education in different parts of the world available for comparison and learning. Research and knowledge reviews have been assumed to improve educational policy making as well as making better use of available educational knowledge. The transnational export/import of research/knowledge reviews is however also systems part of the new governance of education as responses to the demands of audit and performance. They are means for not only representing but also constructing and codifying educational knowledge. A selection of constitutive international research reviews in the field of teaching and learning s provide with the empirical data analysed (for example the McKinsey report, OECD-reports on the performances of educational systems, John Hatties meta analysis “Visible learning”, Cambridge Primary Review). The results will be discussed in terms of what role transnational research and knowledge reviews play in representing/constructing the knowledge field of teaching/learning and carry out boundary-work between educational research, policy and practice.