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

In order to determine whether there were statistically significant initial differences
in the categorical variables ethnicity, languages spoken, education attained, and degree
pursued between teachers in half- and full-day classrooms, four two-way chi square tests
were conducted including classroom assignment (two levels: half-day or full-day
classroom assignment) and either ethnicity, languages spoken, education attained, or
degree pursued.
Results indicated that there was no relationship between ethnicity and classroom
assignment (χ 2 (2) = 1.15, ns), languages spoken and classroom assignment (χ 2 (2) = 1.66,
ns), education attained and classroom assignment (χ 2 (6) = 4.57, ns), and degree pursued
and classroom assignment (χ 2 (3) = 1.25, ns).
Teacher qualifications and experimental group assignment. In order to determine
whether there were statistically significant initial differences in the continuous variables
age, Pueblo Head Start experience, total Head Start experience, and total experience in
the field of early childhood education between teachers in classrooms assigned to the
intervention and book reading control groups, one independent samples t-test including
experimental group assignment (intervention group assignment and book reading control
group assignment) as the grouping variable and teachers‘ age as a dependent variable and
one MANOVA test including experimental group assignment (two levels: intervention
group assignment or book reading control group assignment) as the independent variable
and teachers‘ Pueblo Head Start experience, total Head Start experience, or total
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