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

Results indicated that there was no relationship between ethnicity and
experimental group assignment (χ 2 (2) = .96, ns), languages spoken and experimental
group assignment (χ 2 (2) = 2.38, ns), education attained and experimental group
assignment (χ 2 (6) = 7.24, ns), and degree pursued and experimental group assignment (χ 2
(3) = .96, ns).
Results revealed no statistically significant differences between teacher
qualifications and classroom assignment nor between teacher qualifications and
experimental group assignment. Thus, analyses assessing intervention efficacy did not
control for teacher qualifications.
Fidelity of Intervention Implementation
Teacher Compliance with Intervention Methods
In order to determine whether and to what extent teachers‘ implementation of
intervention methods is associated with change in children‘s literacy skills, emotion
knowledge, and social skills, a total of eight hierarchical regression analyses were
conducted. To analyze group assignment in regression analyses, an effect code was
computed. The intervention group was assigned a value of 1 on the effect-coded variable,
thus designating the intervention classrooms as the reference group. The book reading
control group was assigned a value of -1 on the effect-coded variable, thus designating
the book reading control group as the base group. Based on the effect coding scheme
employed, regression coefficients represented comparisons of the mean of the
intervention group with the unweighted mean (Cohen, Cohen, West, & Aiken, 2003).
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