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

aggregate scores, indicating that post-intervention scores increased as pre-intervention
scores increased (= .25, t (113) = 2.58, p < .05; see Table 32).
Regarding positivity, results revealed that interactions of the effect code and pre-
intervention MPAC Positive aggregate scores together did not predict post-intervention
MPAC Positive aggregate scores after partialing the effects of pre-intervention MPAC
Positive aggregate scores and the effect code (∆R 2 step two = .01, ns).
Classroom and Experimental Group Assignment
Because both the intervention and book reading control groups included teachers
and children assigned to both full- and half-day classrooms, the final research question
included slightly different independent variables than regression analyses in order to
investigate differences between experimental group assignment and Head Start
programming dosage. In order to determine whether there were statistically significant
differences in vocabulary skills, emotion knowledge, and social skills between children in
half- and full-day classrooms assigned to the intervention and book reading control
groups, an analysis of covariance (ANCOVA) test and two multivariate analysis of
covariance (MANCOVA) tests were conducted. Classroom assignment (two levels: half-
or full-day classroom) and experimental group assignment (two levels: intervention group
assignment or book reading control group assignment) were included as independent
variables; children‘s Head Start attendance rates during the implementation of the
intervention was included as the covariate; and children‘s post-intervention TOPEL
Definitional Vocabulary scores, post-intervention AKT scores, or post-intervention
MPAC scores were included as dependent variables.
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