The purpose of this study was to ascertain if resource room attendance for classified students had an impact on social relationships with their non-classified, general education peers. Specifically, the study sought to establish trends in the following two areas: if resource room students were in fact less likely to be accepted by their general education peers, and the most likely reason why resource room peer non-acceptance would occur. Using student interviews, which consisted of a peer nomination rating, and a Teacher/Faculty Survey, which consisted of three open-ended items and one forced-choice item, data was collected. Using a chi-square analysis of data, it was determined that no significant correlation existed between resource room attendance and peer nonacceptance. It was also determined, via the Teacher/Faculty Survey, the most likely reason resource room students would not be accepted by their general education peers would be because being pulled out for instruction limits the amount of time the two groups of students spend together throughout the school year.
","abstract_html":"<p>The purpose of this study was to ascertain if resource room attendance for classified students had an impact on social relationships with their non-classified, general education peers. Specifically, the study sought to establish trends in the following two areas: if resource room students were in fact less likely to be accepted by their general education peers, and the most likely reason why resource room peer non-acceptance would occur. Using student interviews, which consisted of a peer nomination rating, and a Teacher/Faculty Survey, which consisted of three open-ended items and one forced-choice item, data was collected. Using a chi-square analysis of data, it was determined that no significant correlation existed between resource room attendance and peer nonacceptance. It was also determined, via the Teacher/Faculty Survey, the most likely reason resource room students would not be accepted by their general education peers would be because being pulled out for instruction limits the amount of time the two groups of students spend together throughout the school year.</p>","abstract_has_math":false,"creators":["Howells, Jennifer"],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Robinson, Randall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-06-29T07:00:00Z","date_published":"2006-06-29T07:00:00Z","updated_at":"2026-07-24T04:13:46Z","subjects":["Resource programs (Education); Special education","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/852","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Robinson, Randall"]},{"key":"dc:creator","label":"Author","values":["Howells, Jennifer"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Resource programs (Education); Special education","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/852"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to ascertain if resource room attendance for classified students had an impact on social relationships with their non-classified, general education peers. Specifically, the study sought to establish trends in the following two areas: if resource room students were in fact less likely to be accepted by their general education peers, and the most likely reason why resource room peer non-acceptance would occur. Using student interviews, which consisted of a peer nomination rating, and a Teacher/Faculty Survey, which consisted of three open-ended items and one forced-choice item, data was collected. Using a chi-square analysis of data, it was determined that no significant correlation existed between resource room attendance and peer nonacceptance. It was also determined, via the Teacher/Faculty Survey, the most likely reason resource room students would not be accepted by their general education peers would be because being pulled out for instruction limits the amount of time the two groups of students spend together throughout the school year.
"]},{"key":"dc:title","label":"Title","values":["The impact of the resource room on peer relationships"]}]}],"canonical_facts":{"dc:contributor":["Robinson, Randall"],"dc:creator":["Howells, Jennifer"],"dc:date.available":["2016-04-03T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to ascertain if resource room attendance for classified students had an impact on social relationships with their non-classified, general education peers. Specifically, the study sought to establish trends in the following two areas: if resource room students were in fact less likely to be accepted by their general education peers, and the most likely reason why resource room peer non-acceptance would occur. Using student interviews, which consisted of a peer nomination rating, and a Teacher/Faculty Survey, which consisted of three open-ended items and one forced-choice item, data was collected. Using a chi-square analysis of data, it was determined that no significant correlation existed between resource room attendance and peer nonacceptance. It was also determined, via the Teacher/Faculty Survey, the most likely reason resource room students would not be accepted by their general education peers would be because being pulled out for instruction limits the amount of time the two groups of students spend together throughout the school year.
"],"dc:identifier":["https://rdw.rowan.edu/etd/852"],"dc:subject":["Resource programs (Education); Special education","Elementary Education and Teaching"],"dc:title":["The impact of the resource room on peer relationships"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:46Z"}