Addressing the “last mile” problem in educational research: educational researchers’ interest, knowledge, and use of implementation science constructs

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.