| Title: | The significance of a process evaluation in interpreting the validity of an RCT evaluation of a complex teaching intervention: the case of Integrated Group Reading (IGR) as a targeted intervention for delayed Year 2 and 3 pupils; |
|---|---|
| Authors and Corporations: | , , |
| In: | Cambridge Journal of Education, 49, 2019, 1, p. 15-33 |
| published: |
Informa UK Limited
|
| Media Type: | Article, E-Article |
| Physical Description: | 15-33 |
|---|---|
| ISSN: |
0305-764X
1469-3577 |
| DOI: | 10.1080/0305764x.2018.1438365 |
| published in: | Cambridge Journal of Education |
| Language: | English |
| Subjects: | |
| Collection: | Informa UK Limited (CrossRef) |