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

More documents

Recommendations

Info

Table 10 Intercorrelations Between Pre-Intervention Minnesota Preschool Affect Checklist (MPAC) Subscales MPAC subscale 1 2 3 4 5 6 7 8 9 10 1. Positive affect - -.08 -.03 -.05 .07 -.14 † .08 -.42**** .02 .16** 2. Negative affect - -.03 .12 † -.02 .30**** .24*** -.06 .09 -.08 3. Inappropriate affect - -.02 -.05 -.04 .18* -.10 -.10 -.19* 4. Productive involvement - -.45 -.03 .04 .06 .04 .09 5. Unproductive involvement - .05 -.15* -.06 .05 .04 6. Lapses and negative responses - .06 .05 -.05 -.13 † 7. Positive reactions - -.09 -.03 .05 8. Unusual behavior - -.09 -.20* 9. Skills in leading and joining - .20* 10. Empathy and prosocial behavior - † p < .10, *p < .05, **p < .01, ***p < .005, ****p < .001. 152
Table 11 Intercorrelations Between Post-Intervention Minnesota Preschool Affect Checklist (MPAC) Subscales MPAC subscale 1 2 3 4 5 6 7 8 9 10 1. Positive affect - .01 .03 .22** .05 .02 -.11 -.27**** .16* .02 2. Negative affect - .12 -.01 .11 † .26*** .19* -.10 .16* -.10 3. Inappropriate affect - .01 .13 † .49**** -.02 .20* -.12 † .03 4. Productive involvement - -.34 -.03 .04 -.08 .01 -.03 5. Unproductive involvement - .01 -.14 † .06 .13 † .05 6. Lapses and negative responses - .00 .11 † .01 .09 7. Positive reactions - -.10 -.09 .10 8. Unusual behavior - -.08 -.05 9. Skills in leading and joining - -.01 10. Empathy and prosocial behavior - † p < .10, *p < .05, **p < .01, ***p < .005, ****p < .001. 153
Page 1 and 2:
Dialogic Reading with Emotion-Laden
Page 3 and 4:
Dedication This is dedicated to the
Page 5 and 6:
Annette Alcon Lorene Lucero Tracy A
Page 7 and 8:
Table of Contents Page List of Tabl
Page 9 and 10:
Appendices ........................
Page 11 and 12:
Abstract DIALOGIC READING WITH EMOT
Page 13 and 14:
1. Introduction Improving both lite
Page 15 and 16:
2. Literature Review Literacy Devel
Page 17 and 18:
skills. The model includes four key
Page 19 and 20:
(i.e., education and experience), a
Page 21 and 22:
school-aged years. Demonstrating co
Page 23 and 24:
interest; direct teaching of word r
Page 25 and 26:
Literacy Prevention and Interventio
Page 27 and 28:
ended prompts, or statements encour
Page 29 and 30:
delayed children (Crain-Thoreson &
Page 31 and 32:
implemented social-emotional preven
Page 33 and 34:
contempt, and fear. Dyads were then
Page 35 and 36:
families that interact with a child
Page 37 and 38:
exposure to both acute and chronic
Page 39 and 40:
In Garner et al.‘s (1997) study,
Page 41 and 42:
1. Books should be developmentally
Page 43 and 44:
Social-Emotional Prevention and Int
Page 45 and 46:
Denham and Burton‘s (1996) social
Page 47 and 48:
effectively manage the emotional ex
Page 49 and 50:
children‘s literacy and social-em
Page 51 and 52:
centered approach. Cluster analyses
Page 53 and 54:
Intervention Programs and Curricula
Page 55 and 56:
PEEP programming supplemented child
Page 57 and 58:
In addition to enhancing emergent l
Page 59 and 60:
intervention aimed to enhance the d
Page 61 and 62:
month, Whitehurst et al., 1988; 7 m
Page 63 and 64:
efficacy of the use of a dialogic r
Page 65 and 66:
additional adult present for larger
Page 67 and 68:
asis; and some classrooms included
Page 69 and 70:
oth English and Spanish. Approximat
Page 71 and 72:
Experimental Design and Procedure T
Page 73 and 74:
At the time that children were recr
Page 75 and 76:
score of 0 for incorrect responses
Page 77 and 78:
questioning for each child (Denham
Page 79 and 80:
the affective labeling and affectiv
Page 81 and 82:
Focused Use of Personal Energy item
Page 83 and 84:
was not participating in the resear
Page 85 and 86:
esearchers again began successively
Page 87 and 88:
prepare anything for meetings. Teac
Page 89 and 90:
informational video on the importan
Page 91 and 92:
names of participating children) be
Page 93 and 94:
Table 16 includes the intervention
Page 95 and 96:
teachers were instructed to complet
Page 97 and 98:
program implementation to assess in
Page 99 and 100:
anged from 37 to 117, with high sco
Page 101 and 102:
4. Results Exploratory Data Analyse
Page 103 and 104:
storybook readings, assistant teach
Page 105 and 106:
eading control group assignment) an
Page 107 and 108:
An independent samples t-test inclu
Page 109 and 110:
In order to determine whether there
Page 111 and 112:
Results indicated that there was no
Page 113 and 114: intervention TOPEL Definitional Voc
Page 115 and 116: storybook readings positively predi
Page 117 and 118: Results also revealed findings for
Page 119 and 120: subscale ranges, indicating that te
Page 121 and 122: independent variables will simply b
Page 123 and 124: (∆R 2 step two = .01, ns). Only p
Page 125 and 126: This inclusion of a covariate adjus
Page 127 and 128: Results also revealed a main effect
Page 129 and 130: 5. Discussion The present study ass
Page 131 and 132: positively predicted children‘s p
Page 133 and 134: may have been at work, particularly
Page 135 and 136: day schedules and because teachers
Page 137 and 138: engaged in storybook discussions. T
Page 139 and 140: dialogic reading techniques as cost
Page 141 and 142: introduction to intervention storyb
Page 143 and 144: enefits. Further, because storybook
Page 145 and 146: Education and Educational Policy Im
Page 147 and 148: statistically significant mean diff
Page 149 and 150: 137 Table 1 Continuous Demographic
Page 151 and 152: 139 Table 3 Categorical Demographic
Page 153 and 154: 141 Table 4 Experimental Design Pre
Page 155 and 156: What are they for? To eat, bite, ch
Page 157 and 158: Table 6 Cronbach’s Alpha Values f
Page 159 and 160: Item 6 The child shows very negativ
Page 161 and 162: to another‘s emotional display (u
Page 163: Table 9 Rotated Component Matrix fo
Page 167 and 168: Table 13 Minnesota Preschool Affect
Page 169 and 170: Table 15 Differences Between and Si
Page 171 and 172: Table 17 Teacher Attitudes about So
Page 173 and 174: Table 19 Descriptive Data for Inter
Page 175 and 176: Table 21 Percentages of Storybook R
Page 177 and 178: Table 23 Hierarchical Regression An
Page 181 and 182: Table 27 Beta Values for Statistica
Page 187 and 188: Table 33 Analysis of Covariance Bet
Page 189 and 190: Table 35 Multiple Analyses of Covar
Page 191 and 192: when Alexander visited his daddy‘
Page 193 and 194: Appendix B Teacher Informed Consent
Page 195 and 196: Appendix C Parent Informed Consent
Page 197 and 198: Appendix D PARENT QUESTIONNAIRE Nam
Page 199 and 200: 19. Stove What is this? .18 .31 Wha
Page 201 and 202: Appendix G Affect Knowledge Test (D
Page 203 and 204: 6. [sibs] A. HAPPY: Nancy/Johnny:
Page 205 and 206: Appendix H Corrected Item-Total Cor
Page 207 and 208: Acts pouty or sullen -.02 .38 Displ
Page 209 and 210: Appendix K Stony Brook Emergent Lit
Page 211 and 212: You will need to make up your own o
Page 213 and 214: Second, emotion-coaching parents se
Page 215 and 216:
Appendix N Guidelines for Weekly St
Page 217 and 218:
Spending time on SDP lessons takes
Page 219 and 220:
List of References 207
Page 221 and 222:
Cohen, J., Cohen, P., West, S. G.,
Page 223 and 224:
Gottman, J. M., Katz, L., & Hooven,
Page 225 and 226:
Miller, A. L., Gouley, K. K., Seife
Page 227 and 228:
Yeung, W. J., Linver, M. R., & Broo
show all

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

Create successful ePaper yourself

Delete template?

Save as template?