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

and independent in participating in classroom activities when storybook readings are
shorter because they are more focused and engaged in storybook reading discussions. On
the contrary, more hyperactive children may have become easily bored during lengthy
storybook readings, thus rendering them restless during classroom activities. Collectively,
findings for emotion knowledge and social skills suggest that engaging children in
frequent but brief discussions of emotion-laden storybooks may best reinforce storybook
lessons and thus best enhance children‘s affective perspective taking skills and classroom
productiveness.
Results from analyses assessing teacher compliance with intervention methods
did not provide evidence of intervention efficacy, but they did suggest that teachers‘
reading and discussing emotion-laden storybooks with children can simultaneously
enhance literacy and social-emotional skills.
Teacher Attitudes Toward Intervention Implementation
Teachers demonstrated positive attitudes toward intervention implementation both
quantitatively and qualitatively. The TASEL determined that teachers generally held
favorable attitudes toward intervention implementation. More specifically, teachers
positively regarded the training they received for program implementation, were
confident in their abilities to deliver program lessons, had sufficient time to deliver
program lessons, felt supported by administrative leaders during program
implementation, and, perhaps most importantly, believed that the intervention was
effective and beneficial for children‘s social-emotional development. Because teachers
reported such strong positivity toward intervention implementation, social desirability
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