Abstract
Transfer of learning is considered to be a fundamental goal of education, yet it is often assumed or left to chance on the part of the learner. This paradox points to the renewed investment in creating purposeful learning opportunities for students and preparing teachers who are equipped to translate their knowledge, skills, and dispositions into meaningful interactions with students that promote transfer. The purpose of this literature review is to examine the development of transfer of learning over the past 40 years and consider the implications for music education practices. A theoretical overview of transfer of learning is provided, along with a summary of curricular frameworks that are centered around transfer of learning, and a review of select studies from the music education literature that pertain to transfer of learning. The final section offers recommendations for practice and future research.
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