This action research study was conducted to inform my teaching practices on character education. The purpose of this study was to better understand the nature of transfer from the concepts of character taught in lessons to students' classroom discourse. Data were systematically collected from student comments, class meetings, and student reflection journals during a 13-week character education unit. Their discourse was coded and analyzed for evidence of transfer through an iterative process that allowed for ongoing comparison of the data. Evidence of transfer was identified only once prior to the eleventh week of the study. However,during the eleventh week, evidence of transfer was identified in the discourse of nine out of the 31 student-participants and continued to be evident in the data throughout the remainder of the study. Implications for my teaching based on the findings of the study focused on the importance of time in relation to transfer, the role of specific strategies for enhancing transfer, and the importance of understanding how to identify evidence of transfer.
College and Department
David O. McKay School of Education; Teacher Education
BYU ScholarsArchive Citation
Gill, Marianne E., "The Nature of Transfer from the Concepts and Vocabulary Taught in a Character Education Unit to Students Classroom Discourse" (2010). All Theses and Dissertations. 2579.
transfer, discourse, text, character education, language arts