Abstract
The gap between research and practice in education is well articulated. A critical component that links these two key domains is implementation. Implementation science is an emerging field which appreciates that effective interventions will only result in the desired outcomes if they are employed. The implementation of research into practice is at the core of this chapter. It presents an ex post facto causal-comparative case study that builds on prior Research-To-Practice (RTP) knowledge and promotes a greater comprehension of the factors that both enabled and interfered with the successful implementation of Research-Based Programs (RBP) in school settings.
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Acknowledgements
This work is derived from Grima-Farrell’s expost facto comparative case study analysis that launched the Research to Practice Model (2017).
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Grima-Farrell, C., Loughland, T., Nguyen, H. (2019). Researcher and Teacher Perspectives of Ways to Reduce the Research-Practice in Teacher Education: Implementation Science. In: Theory to Practice in Teacher Education. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-32-9910-8_2
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DOI: https://doi.org/10.1007/978-981-32-9910-8_2
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