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

Education and Educational Policy Implications
Research findings have several implications for preschool education, professional
development, and educational policy. First, regarding preschool education, the
intervention addresses important shortcomings highlighted by previous research. Namely,
research has dictated a need to promote children‘s social-emotional competence by
bettering early childhood educators‘ emotion coaching skills (Denham, 2005) and
through the implementation of interventions maintaining emotionally positive and
cognitively enriching classroom contexts (Raver & Knitze, 2002). Further, there is a need
for further research investigating outcomes related to altering teacher-childhood
discourse and for research investigating the psychosocial and physical aspects of positive
literacy environments (Makin, 2003).
Regarding professional development, analyses assessing teacher compliance with
intervention methods first revealed that teachers‘ skills in discussing emotions with
children during storybook readings predicted children‘s vocabulary skills. This finding
suggested that including teacher training focused on the discussion of storybook content
with children may lead to improvements in children‘s vocabulary skills. Next, related to
children‘s productive involvement in classroom activities, analyses revealed that shorter
storybook readings predicted children‘s productiveness and that teachers‘ using dialogic
reading techniques (versus using typical storybook reading techniques) whereas reading
emotion-laden storybooks predicted children‘s productiveness during classroom
activities. These findings suggested that teacher training focused on the utilization of
dialogic reading techniques during storybook readings, while keeping storybook readings
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