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

each classroom, the total number of storybook readings in which children participated,
and the mean length of audiotaped storybook readings for each classroom. Children‘s
post-intervention MPAC Productive, Negative/Frustrated, or Positive aggregate scores
were included as the dependent variable.
Regarding productiveness, results revealed that teachers‘ mean scores for the
book reading log, children‘s participation in intervention storybook readings, and mean
length of audiotaped storybook readings together predicted post-intervention MPAC
Productive aggregate scores after partialing the effects of pre-intervention MPAC
Productive aggregate scores and the effect code for experimental group assignment
(∆R 2 step two = .08, p < .05; see Table 25). The mean length of audiotaped storybook
readings negatively predicted post-intervention MPAC Productive aggregate scores after
partialing the effects of pre-intervention MPAC Productive aggregate scores and the
effect code for experimental group assignment (t = -2.95, p < .005), indicating that
children were more productive in the classroom environment when teachers‘ mean
audiotaped storybook readings were shorter, even given the effects of pre-intervention
MPAC Productive aggregate scores and the effect code for experimental group
assignment. Neither teachers‘ mean scores for the book reading log item nor children‘s
participation in intervention storybook readings predicted post-intervention AKT
affective perspective taking scores after partialing the effects of pre-intervention AKT
affective perspective taking scores and the effect code for experimental group
assignment.
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