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Educational researchers show high interest but low knowledge and use of implementation science. Tailored training is needed to bridge the research-practice gap and improve evidence-based practices.

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implementation sciencelatent profile analysisresearch-practice gapresearcher training

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Area of Science:

  • Education research
  • Implementation science
  • Educational psychology

Background:

  • A gap persists between evidence-based practices and their application in education.
  • Implementation science offers a framework to bridge this research-practice divide.
  • Understanding educational researchers' engagement with implementation science is crucial.

Purpose of the Study:

  • To identify profiles of educational researchers based on their interest, knowledge, and use of implementation science constructs.
  • To examine predictors of these profiles, including career level, project topic, and type.

Main Methods:

  • A person-centered approach was used to analyze data from 140 educational researchers.
  • Researchers' interest, knowledge, and use of implementation determinants, strategies, outcomes, and theories were assessed.
  • Statistical analyses examined the relationship between profile membership and researcher characteristics.

Main Results:

  • Researchers expressed high interest but low knowledge and use of implementation science constructs.
  • Three distinct profiles emerged: High Knowledge/High Use/High Interest, Low Knowledge/Low Use/High Interest, and Low Knowledge/Low Use/Low Interest.
  • Profile membership was not significantly predicted by researcher career level, project topic, or project type.

Conclusions:

  • Educational researchers are interested in implementation science but lack sufficient knowledge and application.
  • Targeted training and professional development are necessary to enhance the use of implementation science in educational research.
  • Addressing these gaps can facilitate the translation of evidence-based practices into educational settings.