Date of Award

Spring 5-2016

Degree Type


Degree Name

Doctor of Philosophy (PhD)



Committee Chair

Steven R. Moser

Committee Chair Department


Committee Member 2

Christopher J. Goertzen

Committee Member 2 Department


Committee Member 3

Richard S. Mohn

Committee Member 3 Department

Educational Studies and Research

Committee Member 4

Amanda L. Schlegel

Committee Member 4 Department


Committee Member 5

Mark D. Waymire

Committee Member 5 Department



Many researchers in a variety of fields have reported on disconnect between researcher and practitioner (Barry, Taylor, & Hair, 2001; Buysse, Sparkman, & Wesley, 2003; Fox, 1992; Fuchs et. al., 1996; Graham et. al., 2006; Hattie & Marsh, 1996; Lang, Wyer, & Haynes, 2007; Rynes, Bartunek, & Daft, 2001). In music education, this topic is frequently discussed (Brand, 1984, 2006; Byo, 1991; Flowers, Gallant, & Single, 1995; Hedden, 1979; Nelson, 2011; Paney, 2004; Radocy, 1983) but evidence is still primarily anecdotal (Nelson, 2011). The purpose of this quantitative study was to measure the relationship between K–12 music educators and collegiate music education researchers to determine to what extent disconnect exists. Research questions focused on access and utilization of scholarly publications, perception of the relationship between the researcher and practitioner, and ratings of philosophical music statements. Participants (N = 868) were solicited through the National Association for Music Education listserv, where a questionnaire was distributed via electronic link. Three types of participants emerged during analysis of descriptive data: Group 1, K–12 music educators (n = 752); Group 2, collegiate music educators (n = 86); and Group 3, music educators teaching both K–12 and collegiate level courses (n = 30). The Research to Practice Gap Analysis Instrument was developed for this study.

Responses were analyzed using a variety of tests including Cronbach’s alpha test for reliability, Kruskal–Wallis One–Way Analysis of Variance followed by Mann–Whitney U post hoc with a Bonferonni correction to control for Type I errors, and a multiple regression. Findings showed Group 1 and Group 2 differed significantly on access to music research journals, the way they used and valued research findings, how they perceived their relationships with one another, and their reception of philosophical statements. Almost no instances of significance were found when comparing Group 1 or Group 2 to Group 3. While findings are not generalizable until further testing of the instrument has been conducted, this study contributes empirical data to a narrative within the field of music education that is primarily limited to anecdote.