Whole-group instruction practices and children's attention: A preliminary report
Document Type
Article
Publication Date
4-1-2012
Abstract
This study developed a typology of recommended teacher practices related to whole-group instruction in preschool classrooms and examined the relationship between teachers' use of the practices and children's attentiveness. Thirty-nine classrooms in 31 schools (15 public and 16 private) were observed during regularly scheduled whole-group instruction sessions. Bivariate correlations indicated a positive relationship between children's attentiveness and number of practices that teachers used, but not between attentiveness and length of activity. Regression analyses suggested a set of eight specific practices that are related, with length of activity, to children's attentiveness. © 2012 Copyright Association for Childhood Education International.
Publication Source (Journal or Book title)
Journal of Research in Childhood Education
First Page
154
Last Page
168
Recommended Citation
Dicarlo, C., Pierce, S., Baumgartner, J., Harris, M., & Ota, C. (2012). Whole-group instruction practices and children's attention: A preliminary report. Journal of Research in Childhood Education, 26 (2), 154-168. https://doi.org/10.1080/02568543.2012.657744