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

ief, may lead to children‘s demonstrating greater productive involvement in classroom
activities.
Regarding educational policy, analyses assessing teacher compliance with
intervention methods also revealed that children‘s participation in greater numbers of
emotion-laden storybook readings predicted their subsequent affective perspective taking
skills. Adding emotion-laden storybook readings to the regular Head Start curriculum
may also enhance children‘s emotion knowledge beyond Head Start programming alone.
Teachers can read emotion-laden storybooks during small group and individualized
activities with children in order to achieve this goal. ANOVA-based research findings
were also noteworthy for educational policy. Results suggested that when compared to
children in full-day Head Start classrooms, children participating in half-day Head Start
classrooms whose teachers used dialogic reading techniques while reading emotion-laden
storybooks generally demonstrated the most positive social-emotional outcomes. This
finding can inform policies to include additional social-emotional intervention
programming in half-day classrooms in order to enhance children‘s emotion knowledge.
By altering storybook reading practices within half-day classrooms specifically, programs
could maximize positive developmental outcomes of Head Start participation in half-day
classrooms in a time- and cost-effective manner.
Conclusion
Although regression-based analyses assessing intervention effects provided no
evidence of intervention effectiveness, ANOVA-based analyses examining interactions
of experimental group assignment and Head Start programming dosage pinpointed
134