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\n[http://doi.org/10.35847/DKennedy.4.2.44](http://doi.org/10.35847/DKennedy.4.2.44)  \nForum: The Role of Research in Policy and Practice  \n(Part 1 of3)  \nResearch and Policy: A Three-Way Intersection  \nDeborah Kennedy, National Coalition for Literacy  \nOrganizations advocating for federal, state, and local level support for adult education have long relied on the power of individual story to influence both public perception and public policy. Recognizing the effectiveness of adult learner and adult educator voices in advocacy, professional organizations such as VALUEUSA (2021), ProLiteracy (2021), Coalition on Adult Basic Education (n.d.), and TESOL International (n.d.) have developed training programs, provided advocacy toolkits, and organized visits with policy makers in order to promote and sustain awareness of the benefits of adult education for the lives of individuals and the fabric of the community as a whole.  \nAt the same time, decision makers across the political spectrum have increasingly come to rely on research to inform the process known as evidence-based policymaking. According to the final report of the Commission on Evidence-Based Policymaking (CEP) within the U.S. Department of Health & Human Services’ Office of Planning, Research & Evaluation (CEP, 2017), evidence-based policymaking is“the application of evidence to inform decisions in government”(p. 11) . A fuller definition is provided by the Evidence-Based Policymaking Collaborative (2016):  \nEvidence-based policymaking has two goals: to use what we already know from program evaluation to make policy decisions and to build more knowledge to better inform future decisions. This approach prioritizes rigorous research findings, data, analytics, and evaluation  \nof new innovations above anecdotes, ideology, marketing, and inertia around the status quo. (p. 2)  \nHow can the adult education field“prioritize rigorous research findings” that inform evidencebased policymaking, while also taking advantage of the persuasive power of the“anecdotes” that those affected by the policies can provide? This paper identifies two strategies that researchers can employ to reconcile the two and proposes three areas of current interest where those strategies might be used to good effect.  \nCurrent Strategies for Research Policymaking is a complex and nuanced process. Evidence from research can inform it in important ways, but both researchers and policymakers must recognize that“a narrowly ‘evidence-based’framing of policymaking is inherently unable to explore the complex, context-dependent, and value-laden way in which competing options are negotiated by individuals and interest groups”(Greenhalgh & Russell, 2009, p. 304) . Two strategies that have emerged in recent years provide avenues for broadening the evidencebased policymaking process so that it reflects this complexity more fully.  \nThe first is an increased emphasis on direct interaction between researchers and policymakers.“The process of using available  \nCorrespondence: [deborah.kennedy@key-words.us](deborah.kennedy@key-words.us) 44  \nevidence to make decisions relies on knowledge of what evidence exists   [communication between policymakers and researchers] helps to ensure the most relevant information is conveyed in a timely, reliable, and credible manner”(Bipartisan Policy Center, 2018, p. 5) . A powerful example of this is provided by the Pew Charitable Trusts’Results First initiative, which works to establish partnerships that bring researchers together with state-level policymakers to identify, study, and address matters of public concern .  \nPartnerships structure learning and collaboration between researchers and decision-makers, and can help connect relevant evidence and experts to the right policymakers at the right time. Perhaps most importantly, these interactions cultivate trust and encourage those involved to participate in other efforts that effectively use eviden","cbCaijAeMLtabzQG","https://ap.wps.com/l/cbCaijAeMLtabzQG","pdf",104648,"English","# Research and Policy: A Three-Way Intersection\n## Current Strategies for Research Policymaking\n## Strategy One: Direct Interaction Between Researchers and Policymakers\n## Strategy Two: Intentional Involvement of Directly Affected Stakeholders","[{\"question\":\"What is the paper’s main focus in adult education policy work?\",\"answer\":\"It addresses how adult education can use rigorous research to support evidence-based policymaking while also leveraging the persuasive power of anecdotes from those affected by policies.\"},{\"question\":\"How does the paper define evidence-based policymaking?\",\"answer\":\"It cites evidence-based policymaking as applying evidence to inform government decisions, aiming to use program evaluation knowledge for policy choices and to build new knowledge for future decisions.\"},{\"question\":\"What strategies does the paper propose to reconcile research evidence with anecdotal experience?\",\"answer\":\"It highlights two strategies: increasing direct interaction between researchers and policymakers, and intentionally involving groups and individuals most directly affected by policy decisions so research findings are more useful and actionable.\"}]","Adult Literacy Education Summer 2022 - Forum: The Role of Research in Policy and Practice - Part 1 of 3 | PDF",1792066610,18]