Cite
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.
MLA
Koutsouris, G., et al. “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.” Cambridge Journal of Education, vol. 49, no. 1, Feb. 2019, pp. 15–33. EBSCOhost, https://doi.org/10.1080/0305764X.2018.1438365.
APA
Koutsouris, G., Norwich, B., & Stebbing, J. (2019). 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. Cambridge Journal of Education, 49(1), 15–33. https://doi.org/10.1080/0305764X.2018.1438365
Chicago
Koutsouris, G., B. Norwich, and J. Stebbing. 2019. “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.” Cambridge Journal of Education 49 (1): 15–33. doi:10.1080/0305764X.2018.1438365.