ArticleNPJ science of learning2025
International perspectives on gaps and solutions for integrating research evidence into classroom practices.
Article in NPJ science of learning, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Preparing the workforce for telehealth practice: a scoping review.Frontiers in health services · 2026Review
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
A persistent difficulty in the field of science of learning is translation of findings into the classroom. Five heads of research labs involved in the science of learning from three different countries (the United Kingdom, France, and Chile) conducted a workshop to discuss challenges for translation in the science of learning field. Presentation slides and notes were thematically analysed using an adapted framework by Miles (2017) to produce a gap analysis. Gaps were identified in relation to: (1) existing theory and knowledge; (2) the research-practice divide; (3) research methodologies; (4) empirical testing and evidence verification; and (5) research with specific populations. Examples from work across the labs illustrated international perspectives on challenges and evidenced possible solutions. Strategies for progress included research into lesser-studied areas and populations, replicating or repeating intervention evaluations, and establishing research partnerships between educators and research institutions.
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Registered trials
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