Examines teachers' views of the strengths and weaknesses of pullout programs and of alternatives to pullout programs. (PCB)

The researchers who conducted a study of the views of regular elementary teachers toward provision of special services through either "pull-in" or "pull-out" programs consider the researcher's role as change agent. The authors stress the timing of their research (with new legislation mandating consultant teacher services) and…

This study compared the views of 11 general education elementary teachers whose remedial reading students participated in integrated pull-in programs with views of 11 colleagues with similar students served by pull-out programs. Intergroup differences included more positive attitudes toward pull-in programs by teachers experienced with them than…

A study compared the reading instruction provided by classroom, remedial reading, and resource room teachers. Subjects, 31 classroom teachers, 7 resource room teachers and 10 remedial reading teachers from 6 upstate New York elementary schools were observed during reading instruction using a structured classroom observation procedure. Results…

A study examined the reading experiences of students receiving remedial reading or resource room instruction in order to identify the similarities and differences in remedial reading instruction. Subjects, 78 students enrolled in remedial or resource room programs in six different elementary school districts in upstate New York, had their reading…

This study examined 23 classroom teachers' perceptions of collaborative training meetings they engaged in with remedial reading or resource room teachers. Teachers engaged in "pull-in" teaching (in which specialists taught in general classrooms) reported more frequent collaborative meetings and greater learning of specific techniques…