Table 3 Framework for Analyzing... | Emerald Publishing

Table 3

Framework for Analyzing Character Lesson Plans

Research Question 1: Categorization of Character Strength
Primary Code	Description	Subcode(s) & Frequency
Character strength	The character strength teachers focused on during their instruction: Social character—captures information on students’ relationships with others (e.g., optimism, gratitude) Intellectual character—captures information on students’ willingness to engage in learning (e.g., curiosity and creativity) Achievement character—captures information on students’ commitment to outcomes (e.g., grit, self-control)	1—social character (33%) 2—intellectual character (10%) 3—achievement character (57%)

Research Question 1: Categorization of Character Strength
Primary Code	Description	Subcode(s) & Frequency
Character strength	The character strength teachers focused on during their instruction: Social character—captures information on students’ relationships with others (e.g., optimism, gratitude) Intellectual character—captures information on students’ willingness to engage in learning (e.g., curiosity and creativity) Achievement character—captures information on students’ commitment to outcomes (e.g., grit, self-control)	1—social character (33%) 2—intellectual character (10%) 3—achievement character (57%)

Research Question 2: Importance of Character Strength
Code	Description	Subcode(s) & Frequency
Value	How the value of the character strength was described to students: Future—focused on some future outcome (e.g., having grit will help you do well in college) Immediate—focused on immediate outcome (e.g., having gratitude will help you build better relationships with your friends and family)	1—Future 2—Immediate We observed that most teachers used a combination of strategies for communicating about the value of character with their students. As such, we did not code this point using a frequency analysis.
Expectancy	How the teacher defines the strength and whether they include key steps or strategies for students to take to demonstrate the strength (e.g., teacher clearly defines gratitude and shows students the key facets of gratitude and how it can be exhibited).	1—definition is provided (81%) 2—definition is provided and key steps/strategies for how to demonstrate trait are discussed (19%)

Research Question 2: Importance of Character Strength
Code	Description	Subcode(s) & Frequency
Value	How the value of the character strength was described to students: Future—focused on some future outcome (e.g., having grit will help you do well in college) Immediate—focused on immediate outcome (e.g., having gratitude will help you build better relationships with your friends and family)	1—Future 2—Immediate We observed that most teachers used a combination of strategies for communicating about the value of character with their students. As such, we did not code this point using a frequency analysis.
Expectancy	How the teacher defines the strength and whether they include key steps or strategies for students to take to demonstrate the strength (e.g., teacher clearly defines gratitude and shows students the key facets of gratitude and how it can be exhibited).	1—definition is provided (81%) 2—definition is provided and key steps/strategies for how to demonstrate trait are discussed (19%)

Research Question 3: Type of Learning Experience
Primary Code	Description	Subcode(s) & Frequency
Nature	Any information on how the character strength was taught (e.g., as a discrete lesson, as part of an ongoing curriculum)	1—discrete lesson (60%) 2—ongoing (40%)
Focus	Whether the character strength is integrated with academic instruction	1—dual purpose lessons (40%) 2—character-only instruction (60%)
Modeling type	Whether the modeling is led by the student or the teacher.	1—student led (13%) 2—teacher led (68%) 3—both student and teacher led (19%)
Modeling focus	Whether the modeling was focused on some external source (e.g., a famous figure) or something more internal/relevant for the students (e.g., themselves, a close friend)	1—global focus, e.g., a character (15%) 2—specific focus, e.g., your life (72%) 3—both global and specific (13%)
Practice type	Whether the practice is focused on building understanding versus applied practice	1—building understanding (15%) 2—applied practice (72%) 3—both (13%)
Practice focus	Whether the practice was focused on some external source (e.g., a famous figure) or something more internal/relevant for the students (e.g., themselves, a close friend)	1—global focus, e.g., a character (13%) 2—specific focus, e.g., your life (74%) 3—both (13%)

Research Question 3: Type of Learning Experience
Primary Code	Description	Subcode(s) & Frequency
Nature	Any information on how the character strength was taught (e.g., as a discrete lesson, as part of an ongoing curriculum)	1—discrete lesson (60%) 2—ongoing (40%)
Focus	Whether the character strength is integrated with academic instruction	1—dual purpose lessons (40%) 2—character-only instruction (60%)
Modeling type	Whether the modeling is led by the student or the teacher.	1—student led (13%) 2—teacher led (68%) 3—both student and teacher led (19%)
Modeling focus	Whether the modeling was focused on some external source (e.g., a famous figure) or something more internal/relevant for the students (e.g., themselves, a close friend)	1—global focus, e.g., a character (15%) 2—specific focus, e.g., your life (72%) 3—both global and specific (13%)
Practice type	Whether the practice is focused on building understanding versus applied practice	1—building understanding (15%) 2—applied practice (72%) 3—both (13%)
Practice focus	Whether the practice was focused on some external source (e.g., a famous figure) or something more internal/relevant for the students (e.g., themselves, a close friend)	1—global focus, e.g., a character (13%) 2—specific focus, e.g., your life (74%) 3—both (13%)