Effects of a Teacher-Led Intervention Fostering Self-Regulated Learning and Reading among 5th and 6th Graders—Treatment Integrity Matters

Link auf Bezugsquelle

https://phrepo.phbern.ch/id/eprint/7507

Zitierweise

Schuler, Nadine; Villiger Hugo, Caroline; Krauß, Evelyn (2024). Effects of a Teacher-Led Intervention Fostering Self-Regulated Learning and Reading among 5th and 6th Graders—Treatment Integrity Matters. Education Sciences, 14 (7), S. 778. 10.3390/educsci14070778

Autor/-innen

Nadine Schuler Prof. Dr. Caroline Villiger Hugo Dr. Evelyn Krauß

Erscheinungsjahr

2024

PHBern

Effects of a Teacher-Led Intervention Fostering Self-Regulated Learning and Reading among 5th and 6th Graders—Treatment Integrity Matters