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

subscale ranges, indicating that teachers believed that the intervention was effective and
beneficial for children‘s social-emotional development, that teachers were confident in
their abilities to deliver program lessons, that teachers positively regarded the training
they received for program implementation, and that teachers felt supported by
administrative leaders during program implementation. Mean scores for the Time
Constraints (M = 9.56) subscale were near the low end of possible score ranges (8-13),
indicating that teachers had sufficient time to deliver program lessons. To assess overall
teacher attitudes toward intervention implementation, one variable representing a
composite of all five TASEL subscales was computed by summing scores for each
TASEL subscale. The mean composite score (M = 105.70) was near the high end of
possible score ranges (37-117), indicating that teachers generally held favorable attitudes
toward intervention implementation.
Teacher feedback was also sought regarding intervention implementation.
Teachers reported that non-participating children often complained about being excluded
from storybook reading. Toward the end of intervention implementation, non-
participating children were allowed to participate in storybook readings at teachers‘
discretion, provided that groups did not exceed 5 children. Teachers also felt that some
storybooks, and namely Chrysanthemum, were too long and that reading each storybook
three times within one week was too often, as evidenced by children‘s complaints (e.g.,
―We‘re reading this one again?‖) and distractibility during the final reading of some
storybooks. During one follow-up meeting, teachers noted that the lead researcher‘s
demonstrating a reading of an altered storybook to the group (e.g., asking questions
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