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

Results also revealed a main effect for classroom assignment. Children in half-day
classrooms (M = 38.40) had significantly higher post-intervention AKT affective
perspective taking scores than children in full-day classrooms (M = 37.38) after adjusting
for Head Start attendance rates during the implementation of intervention methods (F (1,
109) = 6.72, η 2 = .06, p < .05). Results revealed no main effect for experimental group
assignment (F (1, 109) = 0.59, ns).
Social skills. To determine whether there were statistically significant differences
in social skills between children in half- and full-day classrooms assigned to the
intervention and book reading control groups, a MANCOVA included classroom and
experimental group assignment as the independent variables, children‘s Head Start
attendance rates during the implementation of the intervention as the covariate, and post-
intervention MPAC Productive, Negative/Frustrated, and Positive aggregate scores as the
dependent variables.
Results for social skills are presented in Table 35. Results for MPAC Productive
aggregate scores revealed no statistically significant differences for the interaction of
classroom and experimental group assignment (F (1, 109) = .04, ns). Results revealed a
main effect for experimental group assignment. Children in classrooms assigned to the
intervention group (M = 6.68) had significantly higher post-intervention MPAC
Productive aggregate scores than children in classrooms assigned to the book reading
control group (M = 6.35) after adjusting for Head Start attendance rates during the
implementation of intervention methods (F (1, 109) = 5.14, η 2 = .05, p < .05). Results
revealed no main effect for classroom assignment (F (1, 109) = 0.06, ns).
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