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\n[http://doi.org/10.35847/EIrby. KRolander.4.2.56](http://doi.org/10.35847/EIrby. KRolander.4.2.56)  \nForum: The Role of Research in Policy and Practice  \n(Part 3 of3)  \nEducational Research and Practice: A StateLevel Professional Development Perspective  \nElizabeth Severson-Irby and Kate Rolander, Virginia Commonwealth University  \nThe relationship between research and practice in education, especially in adult education (AE), has generally been tenuous with most educational research focused on K-12 contexts and structured classroom environments that do not directly translate to adult learning contexts. However, the ever-increasing pace of change in the instructional landscape over the last two years has driven us, in our professional development (PD) center, to rely heavily on research about how people learn in diverse environments and to respond quickly with approaches and strategies that can be immediately applied to instructional practice. COVID has reshaped the educational landscape, requiring those in the educational enterprise to be flexible and adaptable in how they view learning and the learning environment.  \nThe ever-changing demands ofthe pandemic has instructors and programs constantly shifting how they deliver instruction and how they design programs. As PD providers, we have worked to keep pace with these changes while focusing on quality, evidence-based offerings. This article describes how our use of educational research in developing PD has shifted, challenges we face when using and translating research, and suggests future research areas for AE.  \nOur State’s PD Center: What We Do  \nThe Virginia Adult Learning Resources Center (VALRC) is a PD center that serves AE programs across the state. Our work covers a range of activities in response to the state’s local programs, our state’s office of Career, Technical, and Adult Education, and national initiatives . VALRC employs specialists who create and deliver PD through webinars, face-to-face training, online facilitated and self-paced courses, professional learning communities (PLCs), and one-on-one technical assistance. Our work is informed by what we learn from the instructors themselves and from the PD we invest in ourselves, including scholarly educational research, best practices from other states and national projects, and reportson what works inAE. Translating these types of knowledge into accessible PD that instructors can easily utilize in their classes is a foundational component of VALRC’s work.  \nWhy We Use Research  \nAs a PD center, we aim to support adult educatorsin Virginia with evidence-based instructional strategies and program design. Research provides a foundation for us, as PD providers, as we consistently change course to support new ways of teaching and learning. In addition to using  \nCorrespondence: [seversonirea@vcu.edu](seversonirea@vcu.edu) 56  \nresearch to guide the what of AE, there is an increased call for research that guides the how of AE, especially research that provides potential keys to harnessing learning, motivation, and persistence, and to expanding engagement through inclusive learning strategies. As PD providers, we work to keep pace with current research to provide the field with revised or new teaching methods, such as inclusive practices and virtual instruction. Additionally, we actively and intentionally seek input from the field to learn about what kinds of practices are working in our instructors’ classrooms and which are not. Following that input, we direct our PD development toward research on practices important to them, and recently, these have been practices that support motivation, socioemotional learning, and culturally responsive education.  \nChallenges We Face  \nAdult learners bring various experiences and knowledge to the learning environment, which means that the most helpful research focuses on the adult population, taking into account the varying contexts in whic","cbCairBDcWGSDxHJ","https://ap.wps.com/l/cbCairBDcWGSDxHJ","pdf",102221,"English","# Forum: The Role of Research in Policy and Practice\n## Educational Research and Practice: A State-Level Professional Development Perspective\n## Our State’s PD Center: What We Do\n## Why We Use Research\n## Challenges We Face","[{\"question\":\"Why does the document argue that research and adult education practice have been loosely connected?\",\"answer\":\"It states that much educational research has focused on K-12 contexts and structured classrooms that do not directly translate to adult learning environments.\"},{\"question\":\"What does the Virginia adult learning professional development center do to support adult education programs?\",\"answer\":\"It delivers evidence-informed professional development through webinars, face-to-face training, online courses, professional learning communities, and one-on-one technical assistance.\"},{\"question\":\"What challenges arise when translating K-12 research into adult education practice?\",\"answer\":\"The document notes limited availability of research addressing practitioner priorities in adult contexts and highlights differences in learner populations, teaching contexts, and difficulty ensuring applicability.\"}]","Forum: The Role of Research in Policy and Practice - Part 3 of 3 | PDF",1792066611]