Teacher Education, Educational Leadership & Policy ETDs

Publication Date

4-25-1974

Abstract

The objectives of this study were: (1) Phase I, to provide a descriptive comparison of demographic information for the resource room as it related to: (a) the number of male and female students in a resource room, (b) the number of students per grade level, (c) the number of students returned to the regular classroom, and (d) the number of students retained in the resource room longer than one academic year; and (2) Phase II, to investigate the efficiency of the resource room program as measured by: (a) academic gains (actual vs. expected) in reading, arithmetic and spelling, (b) the relationship of length of time in the resource room to academic gains, and (c) changes in students' attitudes. Through the cooperation of the Albuquerque Public Schools the records and data were made available for investigation. These data have been presented in descriptive and comparative forms. The results are reported under Phase I and Phase II. The results in Phase I of the study indicated the resource room programs should take into consideration the dominate male population when organizational planning is in process. There were no differences between number of students being served at the various grade levels. The data indicated that resource room programs are short-term experiences designed to develop skills of the student to his fullest extent within one academic year or less. The results in Phase II revealed that resource room referrals are not necessarily based on an academic deficits. The major reasons for the referral were for other than academic deficiences. When comparisons were made between actual vs. expected gain scores in reading, spelling and arithmetic, the data indicated that the resource room program can make significant differences between these gain scores. The resource room program made the greatest differences in arithmetic gain scores when compared with reading and spelling gain scores. The data, also, indicated that significant gains in the areas of reading were established within the four to six month interval, where as, spelling and arithmetic gains occured during the two to four month interval. The resource room program, as the data indicated, can change the self-concepts and attitudes of the students toward wanting to learn and being able to compete with their peer group more successfully.

Document Type

Thesis

Language

English

Degree Name

Elementary Education

Level of Degree

Masters

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Richard D. Van Dongen

Second Committee Member

Billy Leslie Watson

Third Committee Member

Miles Vernon Zintz

Comments

The UNMUL recognizes that due to its historical nature, this item may include concepts or language that may be biased, harmful, and insensitive surrounding disability.

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