Date of Award

6-5-1997

Degree Type

Thesis (On-Campus Access Only)

First Advisor

Elizabeth Arch

Abstract

This paper focuses on a problem that many elementary level teachers deal with on a daily basis. Students who qualify for extra help are often pulled out of class to receive assistance. This can disturb the classroom environment and create problems for the teacher. By examining one classroom, I attempt to gain a better understanding of how pullout programs effect social relationships among students. Pullout programs, according to research, stigmatize lower achieving students thus contributing to social roles in the classroom. I want to see if the"'. academic success of pullout programs outweighs the possible negative effects that could occur. This qualitative research paper gives some insight into one classroom but does not attempt to generalize for all classrooms.

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