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Cambridge Journal of Education Volume 49, 2019 - Issue 1
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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

G. KoutsourisGraduate School of Education, University of Exeter, Exeter, UKCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0003-3044-4027
ORCID Icon,
B. NorwichGraduate School of Education, University of Exeter, Exeter, UK
&
J. StebbingGraduate School of Education, University of Exeter, Exeter, UK
Pages 15-33 | Received 26 Sep 2017, Accepted 01 Feb 2018, Published online: 01 Mar 2018

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Read on this site (1)

Susan Main, Susan Hill & Annamaria Paolino. (2023) Improving the reading skills of struggling secondary students in a real-world setting: issues of implementation and sustainability. Australian Journal of Learning Difficulties 28:1, pages 73-95.
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Articles from other publishers (2)

Caroline French, Anna Dowrick, Nina Fudge, Hilary Pinnock & Stephanie J. C. Taylor. (2022) What do we want to get out of this? a critical interpretive synthesis of the value of process evaluations, with a practical planning framework. BMC Medical Research Methodology 22:1.
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George Koutsouris & Brahm Norwich. (2018) What exactly do RCT findings tell us in education research?. British Educational Research Journal 44:6, pages 939-959.
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