Implementation Science: Key Concepts, Themes, and Evidence for Practitioners in Educational Psychology
Item
Title
Implementation Science: Key Concepts, Themes, and Evidence for Practitioners in Educational Psychology
Abstract/Description
This chapter provides an overview of the science of implementation together with practical implementation frameworks and processes conceptualized through the work of the National Implementation Research Network (NIRN). The recommendations for moving science to service are informed by a comprehensive review of the implementation evaluation and research literature across multiple domains and the resulting synthesis of the literature by Fixsen et al. from extensive reviews of diffusion and dissemination literature. The chapter highlights certain prerequisite conditions for making good use of science in the real world. In order for an evidence-based intervention to be well operationalized, the core intervention components must be clearly specified. The implementation stages describe the essential activities that occur during the planning and execution of implementation efforts in education and other human service settings. The implementation drivers are grouped into the following three domains: competency drivers, organization drivers, and leadership drivers.
Author/creator
Date
Editor
Pages
13-34
Publisher
Cambridge University Press
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Synthesis/Overview
Open access/full-text available
No
Peer reviewed
Yes
ISBN
978-0-521-19725-0
Citation
Blase, K. A., Van Dyke, M., Fixsen, D. L., & Bailey, F. W. (2012). Implementation Science: Key Concepts, Themes, and Evidence for Practitioners in Educational Psychology. In B. Kelly & D. F. Perkins (Eds.), Handbook of Implementation Science for Psychology in Education (pp. 13–34). Cambridge University Press. https://doi.org/10.1017/CBO9781139013949.004
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