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This chapter highlights the increasing emphasis on scientifically based research and evidence-based practice in education. The author defines these terms and describes their use in adult literacy, examining perceptions of their usefulness by those who are working in the field. Researchers are called to cooperate in solving problems of research design and to use methodologies that are of a high standard. Organisations in the field are urged to take part in a process of developing a position statement about the types of research studies that result in the best information for adult literacy practitioners, who will be expected to demonstrate practice based on the research.

This volume is the fourth in a series established by the National Center for the Study of Adult Learning and Literacy (NCSALL) to present and analyse the research literature and best practice on key issues in the field of adult learning and literacy in the US. The series is intended to inform those concerned with improving the quality of adult basic education (ABE), adult English for speakers of other languages (ESOL), and adult secondary education (ASE) programs. The volume begins with a review of significant developments in the field during the year. The papers included are both theoretical and practical and cover a wide range of topics essential to the success of adult education and literacy services in the US. The papers are as follows: The year 2002 in review / Thomas G. Sticht (p. 1-15); Adult literacy policy, scientifically based research, and evidence-based practice / Larry Mikulecky (p. 17-43); The General Educational Development (GED) credential: history, current research, and directions for policy and practice / John H. Tyler (p. 45-84); Massachusetts: a case study of improvement and growth of adult education services / John Comings and Lisa Soricone (p. 85-123); Volunteers in adult literacy education / Jennifer A. Sandlin and Ralf St. Clair (p. 125-154); Adult literacy in New Zealand / Alice Johnson Cain and John Benseman (p. 155-185); Metacognition, cognitive strategy instruction, and reading in adult literacy / Jennifer G. Cromley (p. 187-204); Resources on metacognition, cognitive strategy instruction, and reading in adult literacy / Jennifer G. Cromley (p. 205-220). Includes author and subject indexes.