This study examines effective models for use of Chapter 1 funds. The interventions for Chapter 1 of the Elementary and Secondary Education Act are examined for several Northern California Bay Area Elementary schools. Ten teachers answered questions related to the current Chapter 1 program which is in effect at their school site. The results indicate that the majority of Teachers describe their Chapter 1 program models to be based on one or a combination of the following interventions: classroom support, support from additional classroom helpers, and computer use. The effectiveness of their programs is cited within this document.
","abstract_html":"<p>This study examines effective models for use of Chapter 1 funds. The interventions for Chapter 1 of the Elementary and Secondary Education Act are examined for several Northern California Bay Area Elementary schools. Ten teachers answered questions related to the current Chapter 1 program which is in effect at their school site. The results indicate that the majority of Teachers describe their Chapter 1 program models to be based on one or a combination of the following interventions: classroom support, support from additional classroom helpers, and computer use. The effectiveness of their programs is cited within this document.</p>","abstract_has_math":false,"creators":["Smith, Marcia A."],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1995,"date_issued":"1995-01-01T08:00:00Z","date_published":"1995-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:19Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/156","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Smith, Marcia A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/156"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examines effective models for use of Chapter 1 funds. The interventions for Chapter 1 of the Elementary and Secondary Education Act are examined for several Northern California Bay Area Elementary schools. Ten teachers answered questions related to the current Chapter 1 program which is in effect at their school site. The results indicate that the majority of Teachers describe their Chapter 1 program models to be based on one or a combination of the following interventions: classroom support, support from additional classroom helpers, and computer use. The effectiveness of their programs is cited within this document.
"]},{"key":"dc:title","label":"Title","values":["An Examination of Effective Models for Chapter 1 Intervention in Elementary Schools"]}]}],"canonical_facts":{"dc:creator":["Smith, Marcia A."],"dc:description.abstract":["This study examines effective models for use of Chapter 1 funds. The interventions for Chapter 1 of the Elementary and Secondary Education Act are examined for several Northern California Bay Area Elementary schools. Ten teachers answered questions related to the current Chapter 1 program which is in effect at their school site. The results indicate that the majority of Teachers describe their Chapter 1 program models to be based on one or a combination of the following interventions: classroom support, support from additional classroom helpers, and computer use. The effectiveness of their programs is cited within this document.
"],"dc:identifier":["https://scholar.dominican.edu/education-print-theses/156"],"dc:subject":["Education"],"dc:title":["An Examination of Effective Models for Chapter 1 Intervention in Elementary Schools"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:19Z"}