Development and Evaluation of a Resource Teacher Program

Jenkins, James J.; Mayhall, William F.

doi:10.1177/001440297604300104

Cited by 26 publications

(3 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Special educators (Jenkins & Mayhall, 1973, 1976Sindelar&Deno, 1978) have advocated resource programs as a way to provide intensive, effective instruction for students who experience difficulty learning to read in regular classroom conditions. The impHcit, if not explicit, objective of resource programs is to reduce the discrepancy between students' grade level and their reading level.…”

Section: Reading Instruction In Resource Rooms and Classroomsmentioning

confidence: 99%

Reading Instruction in Special Education Resource Rooms

Haynes

Jenkins

1986

American Educational Research Journal

Self Cite

139

View full text Add to dashboard Cite

Using the observation procedures developed by Leinhardt, Zigmond, and Cooley (1981), we conducted a large-scale field study of reading instruction in special education resource room programs for fourth-, fifth-, and sixth-grade mildly handicapped students. Children in 23 resource rooms in one district and those from 5 resource rooms in another district were observed during reading instruction. Observations were also made in regular classrooms for a subset of handicapped students and their nonhandicapped peers. The research sought to answer questions regarding the standardization of resource room reading instruction, the nature and amount of reading instruction in these programs, factors associated with how students are scheduled for special reading instruction, reading instruction in resource rooms versus regular classrooms, and special education students' reading instruction (resource room plus classroom) versus that of nonhandicapped peers. Processproduct relations similar to those of the Leinhardt et al. research in learning disabilities classrooms were also tested. Results indicated considerable variability in reading instruction across programs and students that was not strongly linked to student characteristics. Overall, the amount of reading instruction was remarkably low, and instructional process variables in resource rooms were not predictive of achievement.The number of children said to require remedial help has increased dramatically in the last two decades. To illustrate, 120,000 children wereThe authors are grateful to

show abstract

Section: Reading Instruction In Resource Rooms and Classroomsmentioning

confidence: 99%

Reading Instruction in Special Education Resource Rooms

Haynes

Jenkins

1986

American Educational Research Journal

Self Cite

139

View full text Add to dashboard Cite

show abstract

“…A general description of the role of the resource room teacher includes both direct services to exceptional children and indirect services in the form of consultation (Jenkins & Mayhall 1976;Wiederholt, Hammill, & Brown 1978). McLoughlin and Kass (1978) suggest that the role of the resource teacher requires study because of problems with the implementation of the role and confusion about the function of resource personnel.…”

mentioning

confidence: 99%

Perceptions of Classroom Teachers, Principals, and Resource Room Teachers of the Actual and Desired Roles of the Resource Teacher

Evans¹

1981

J Learn Disabil

View full text Add to dashboard Cite

This study investigated whether the perceptions of resource room teachers, regular classroom teachers, and principals differ in what they think the role of the resource teacher should be and what they know it actually is. The responses indicate considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. Principals' perceptions of the percentage of time resource room teachers spend in actual roles were in considerable agreement with the responses of the resource teachers. Although this was not true for the estimates of the classroom teachers, this group was the most supportive of increased resource room teacher participation in communication and consultation activities.

show abstract

“…A list would include at least the ability to (a) diagnose and assess learning problems, both and informal ly, (~) curriculum and materials, (c) organize and manage recc.,ds, etc., ( employ behavior managemc-nl., effectively, (e) develop sound professional r elationships, (f) communicate and 1!sO,-en to others, (g) employ a variety of instructional approaches, (h) use paraprofessionals, and (i) estabilsh an effective relationship with parents & Mayhill, 1976;Shaw et al, 1981;Shaw & Shaw, 1972;Wiederhold, 1974).…”

mentioning

confidence: 99%

Special Educators' Perceptions of Their Roles as Consultants

Aloia

1983

Teacher Education and Special Education: The Journal of the Tea

View full text Add to dashboard Cite

Special educators serving as resource room teachers were queried as to their perceptions of their abilities to work as consultants to regular classroom teachers. In five of the seven areas examined, there was a significant difference between perceived confidence and competence by the special educator in the role of a consultant to the regular classroom teacher and in the role of resource room teacher. Discussion centers on these five areas and their impact on future inservice and preservice training efforts.

show abstract

Development and Evaluation of a Resource Teacher Program

Cited by 26 publications

References 9 publications

Reading Instruction in Special Education Resource Rooms

Reading Instruction in Special Education Resource Rooms

Perceptions of Classroom Teachers, Principals, and Resource Room Teachers of the Actual and Desired Roles of the Resource Teacher

Special Educators' Perceptions of Their Roles as Consultants

Contact Info

Product

Resources

About