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

program implementation to assess intervention program effectiveness. TASEL subscales
were calculated in this study in order to examine specific facets of teachers‘ attitudes
toward intervention implementation, and the TASEL aggregate was calculated in order to
obtain an overall measure of teachers‘ attitudes toward intervention implementation. The
TASEL includes 28 items rated on a scale ranging from 1 (Strongly Disagree) to 6
(Strongly Agree), thus yielding a possible score of 1 to 6 for each individual item, and
three additional informational questions and requires 10 to 12 minutes to administer
(Ambike, 2008).
All TASEL subscales except for the Time Constraints subscale demonstrated
good reliability, with estimates ranging from .87 to .91. The Time Constraints subscale
demonstrated questionable reliability (α = .66), to which TASEL authors attribute to the
wording of the items composing the subscale. Namely, they hypothesized that teachers
may have placed greater emphasis on the subscale item questioning whether program
lessons took time from academics than on the other two subscale items (Ambike, 2008).
Validity analyses revealed that the TASEL possesses strong content validity
(Ambike, 2008). Initial TASEL items were determined by literature reviews, program
materials, and preschool teachers. A test of predictive validity (i.e., a linear regression
analysis) revealed that TASEL subscale scores accounted for 40% of the variance in
teachers‘ perceptions of program implementation (F(6, 138) = 15.06, p < .01); TASEL
authors noted that predictive validity of TASEL factors still needs to be established
(Ambike, 2008). Several subscales also demonstrated criterion validity. The Competence
and Training subscales were moderately correlated with teachers‘ perceptions of program
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