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Implementation Science in School-Based, Universal-Level Intervention Research: A Scoping Review.

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Summary
This summary is machine-generated.

This scoping review mapped implementation science frameworks in classroom learning interventions. Inner setting factors, teacher adaptability, and intervention complexity significantly influence implementation success.

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Area of Science:

  • Implementation Science
  • Educational Research
  • Intervention Design

Background:

  • Implementation science frameworks, models, and theories are crucial for intervention research.
  • Understanding their application in classroom learning needs research is vital.
  • Previous reviews have not comprehensively mapped this specific area.

Purpose of the Study:

  • To map the utilization of implementation science frameworks, models, and theories.
  • To analyze their application in intervention research focused on classroom learning needs.
  • To identify common approaches and gaps in the field.

Main Methods:

  • Conducted a scoping review of relevant literature.
  • Utilized electronic database and manual searches for study identification.
  • Employed qualitative content analysis with Nilsen's taxonomy and the Consolidated Framework for Implementation Research (CFIR).

Main Results:

  • 22 papers were included, showcasing diverse implementation science frameworks.
  • Determinant frameworks were most common for data collection and analysis; theory use was limited.
  • Most studies were mixed-methods, published post-2019, and focused on North America, with many targeting social, emotional, and mental health.

Conclusions:

  • Inner setting factors, teacher knowledge, adaptability, and intervention complexity strongly influence implementation.
  • Early stakeholder engagement is recommended for designing classroom interventions.
  • Adaptive, hybrid designs may be beneficial for testing implementation strategies and intervention effectiveness.