Doctor of Philosophy (PhD)


School of Education

Document Type



This study provides information on how EBPs can be disseminated to education practitioners for the purpose of knowledge acquisition. With a well-established research-to-practice gap in the field of education, this study determined which research dissemination vehicle, practitioner journal article, informational video, or textbook chapter, allowed for the highest acquisition of knowledge for preservice teachers.

The purpose of this study was to determine how the use of three different research dissemination vehicles, 1) practitioner journal articles, 2) informational videos, and 3) textbook chapters, impacts acquisition of knowledge of the EBP, instructional feedback, when utilized by preservice teacher candidates as well as their experiences and perspectives of dissemination vehicles. This mixed-methods study utilized two phases, in an explanatory sequential design (Creswell & Creswell, 2018). The first phase used a pretest-posttest experimental design with random assignment to three treatment groups, followed by a Likert-type survey. A pretest and posttest, Instructional Feedback Knowledge Test, was used to determine acquisition of knowledge was given to n = 60 preservice teacher candidates at two southern universities. Afterwards, a Quality of Dissemination Vehicle Rating Scale was given to measure quality of each dissemination vehicle based on participant experience. In the second phase, the researcher conducted ten focus group meetings to collect data on experiences and perspectives of participants.

Scores from Instructional Feedback Knowledge Test and Quality of Dissemination Vehicle Rating Scale were analyzed and indicated that there is no difference in acquisition of knowledge between dissemination vehicles but there is a difference in quality ratings among dissemination vehicles. Quality ratings were highest for practitioner journal articles then informational videos and lowest for textbook chapters. Focus Group themes indicated that participants have dissemination vehicle preferences based on available time, engagement effort, learning styles, and how information is presented. Integration of quantitative and qualitative results were confirmatory in nature.

The findings suggest that teacher educators and researchers should account for how research-based information is presented to preservice teachers for the purpose of acquiring knowledge about EBPs.



Committee Chair

Mooney, Paul



Available for download on Tuesday, May 14, 2024