Addressing the "last mile" problem in educational research: educational researchers' interest, knowledge, and use of implementation science constructs

• Published in: Educational research and evaluation Vol. 28; no. 7-8; pp. 205 - 233
• Main Authors: Gaias, Larissa M., Cook, Clayton R., Brewer, Stephanie K., Bruns, Eric J., Lyon, Aaron R.
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 17.11.2023; Taylor & Francis Ltd
• Subjects: Educational research; Implementation science; latent profile analysis; research-practice gap; researcher training
• ISSN: 1380-3611; 1744-4187
• DOI: 10.1080/13803611.2023.2285440

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.