Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

eading control group assignment) and gender. Results indicated that there was no
relationship between gender and experimental group assignment (χ 2 (1) = .28, ns); thus,
analyses assessing intervention efficacy did not control for gender.
Pre-intervention scores and classroom assignment. In order to determine whether
there were statistically significant initial differences in age, vocabulary skills, emotion
knowledge, and social skills between children in half- and full-day classrooms, two
independent samples t-tests including classroom assignment (half-day or full-day
classroom assignment) as the grouping variable and either children‘s age or pre-
intervention TOPEL Definitional Vocabulary scores as dependent variables, and two
multiple analysis of variance (MANOVA) tests including classroom assignment (two
levels: half-day or full-day classroom assignment) as the independent variable and
children‘s pre-intervention AKT scores or pre-intervention MPAC scores as dependent
variables were conducted.
An independent samples t-test including classroom assignment as the grouping
variable and children‘s age as the dependent variable revealed no statistically significant
differences in age between children in half- and full-day classrooms (t = -.81, ns).
An independent samples t-test including classroom assignment as the grouping
variable and children‘s pre-intervention TOPEL Definitional Vocabulary scores as the
dependent variable revealed no statistically significant differences in definitional
vocabulary between children in half- and full-day classrooms (t = -.81, ns).
A MANOVA including classroom assignment as the independent variable and
children‘s pre-intervention AKT affective labeling and affective perspective taking scores
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