This paper considers the research evidence-base informing teaching practice and policy in subject English in schools. We explore the "Australian Journal of English Education," the flagship research publication from the Australian Association of Teachers of English, at a time when an evidence-base is in high demand. Our aim is to understand the research outputs that are valued by the authors, editors, reviewers and readers of this association journal. We analyse the research published from the release of the "Australian Curriculum English" in 2014, until the end of 2022. We deduce the particular topic contributions made in 139 research articles according to the message systems of curriculum, pedagogy and assessment. We also consider the theories, methods and recommendations made in the light of increasingly recognised deficits in the research evidence base around knowledge, efficacy and application. Our findings indicate robust engagement with highly contextualised research making visible the transformative work of English teachers.