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

teachers were instructed to complete a brief log for each book reading (see Appendix M).
In order to maintain the explanation that the research was investigating differences in
teachers‘ reading styles across classrooms, teachers were also audio taped during book
readings at five time points: once prior to the implementation of intervention methods,
once approximately at the end of January, approximately at the end of February, and
approximately at the end of March during the implementation of intervention methods,
and once following the implementation of intervention methods. All participating
teachers who consented to audio taping (n = 25) were recorded reading a storybook of
their choice prior to the implementation of the intervention. During January, February,
and March, all lead teachers and any additional assistant teachers or teaching assistants
who implemented the intervention on a regular basis were audio taped while reading an
emotion-laden storybook from Table 16 (i.e., teachers and assistants completing
storybook logs on a regular basis were audio taped). All participating teachers who
consented to audio taping were again recorded reading a storybook of their choice
following the completion of intervention implementation. During audiotaped storybook
readings, children in some classrooms were slightly distracted by the presence of the
digital voice recorder. In these cases, the lead researcher held up the recorder and
described its function for the children in order to familiarize children with the device
before the beginning of the audio taping.
Follow-Up Meeting with Teachers
Near the completion of post-intervention data collection, the lead researcher held
a meeting with all participating teachers assigned to the intervention and book reading
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