학술논문

Addressing the 'Last Mile' Problem in Educational Research: Educational Researchers' Interest, Knowledge, and Use of Implementation Science Constructs
Document Type
Journal Articles
Reports - Research
Author
Larissa M. Gaias (ORCID 0000-0002-4097-3216); Clayton R. Cook (ORCID 0000-0003-0877-939X); Stephanie K. Brewer (ORCID 0000-0001-5699-5121); Eric J. Bruns (ORCID 0000-0001-9443-1968); Aaron R. Lyon (ORCID 0000-0003-3657-5060)
Source
Educational Research and Evaluation. 2023 28(7-8):205-233.
Subject
Educational Research
Educational Researchers
Theory Practice Relationship
Program Implementation
Evidence Based Practice
Behavior Change
Research Projects
Knowledge Level
Interests
Language
English
ISSN
1380-3611
1744-4187
Abstract
Although evidence-based practices can enhance educational outcomes, a persistent gap exists between research and practice. Advancing the understanding and use of implementation science among educational researchers has potential to close this gap. This study uses person-centered approaches to identify profiles of educational researchers (N = 140) according to interest, knowledge, and use of four implementation science constructs (determinants, strategies, outcomes, theories). We examined whether profile membership was predicted by researcher career level/type and project topic and type. Participants were moderately to very interested to learn more about implementation constructs, but were only a little to somewhat likely to be knowledgeable about them or incorporate them into their research. Three profiles were identified: High Knowledge/High Use/High Interest, Low Knowledge/Low Use/High Interest, and Low Knowledge/Low Use/Low Interest. Profile membership was not predicted by project type, topic area, or career level. Implications for enhancing implementation science training for educational researchers are discussed.