@article{dicarlo_whole-group_2012,
	title = {Whole-{Group} {Instruction} {Practices} and {Children}'s {Attention}: {A} {Preliminary} {Report}},
	volume = {26},
	url = {https://sci-hub.st/10.1080/02568543.2012.657744},
	doi = {https://doi.org/10.1080/02568543.2012.657744},
	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.},
	language = {eng},
	number = {2},
	journal = {Journal of Research in Childhood Education},
	author = {DiCarlo, Cynthia F. and Pierce, Sarah H. and Baumarnter, Jennifer and Harris, Mauree E. and Ota, Carrie},
	year = {2012},
	pages = {154--168}
}

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