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

Table 27 summarizes statistically significant findings for teacher compliance with
intervention methods. Mean scores for the book reading log item emerged as significant
predictors of children‘s post-intervention TOPEL Definitional Vocabulary scores,
suggesting that teachers‘ emotional discussion skills influenced children‘s vocabulary
skills regardless of experimental group assignment and pre-intervention scores. The
frequency of children‘s storybook reading participation significantly predicted only
children‘s post-intervention AKT affective perspective taking scores, indicating that mere
frequency to emotion-laden discussion influenced children‘s emotion knowledge. Finally,
mean length of audiotaped storybook readings, regardless of experimental group
assignment and pre-intervention scores, and also assignment to the book reading control
group negatively predicted post-intervention MPAC Productive aggregate scores,
indicating that shorter storybook readings and participation in the intervention group lead
to children‘s showing greater productiveness in the classroom context.
Teacher Attitudes Toward Intervention Implementation
To assess teacher attitudes toward the implementation of the intervention, a total
of six variables were computed. Five variables represented each TASEL subscale (i.e.,
Program Effectiveness, Competence, Time Constraints, Training, and Administrative
Support), and the sixth variable represented a composite of all five TASEL subscales.
Table 28 includes descriptive statistics for the TASEL subscale and aggregate
scores. Mean scores for the Program Effectiveness (M = 22.56), Competence (M =
22.63), Training (M = 22.15, possible score ranges = 4-24), and Administrative Support
subscales (M = 28.81, possible score range = 5-30) were near the high end of possible
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