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
- Submitting institution
-
University of Exeter
- Unit of assessment
- 23 - Education
- Output identifier
- 3393
- Type
- D - Journal article
- DOI
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10.1080/0305764X.2018.1438365
- Title of journal
- Cambridge Journal of Education
- Article number
- -
- First page
- 15
- Volume
- 49
- Issue
- 1
- ISSN
- 0305-764X
- Open access status
- Compliant
- Month of publication
- March
- Year of publication
- 2018
- URL
-
-
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
-
2
- Research group(s)
-
-
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- -
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -
