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‘Never mind children’s cognition, what about mine?’ Teachers’ perspectives of the enactment of policy : The case of metacognition

dc.contributor.authorBranigan, Heather E.
dc.date.accessioned2024-03-03T00:09:17Z
dc.date.available2024-03-03T00:09:17Z
dc.date.issued2021-09
dc.identifier190692108
dc.identifiere202a9df-089d-49cb-aae6-b2b34917df8a
dc.identifier85101821451
dc.identifier.citationBranigan , H E 2021 , ' ‘Never mind children’s cognition, what about mine?’ Teachers’ perspectives of the enactment of policy : The case of metacognition ' , Curriculum Journal , vol. 32 , no. 3 , pp. 402-420 . https://doi.org/10.1002/curj.101en
dc.identifier.issn0958-5176
dc.identifier.urihttp://aura-test.abdn.ac.uk/handle/2164/20200
dc.descriptionFunding Information: This work was supported by a 42‐month Carnegie PhD Scholarship from the Carnegie Trust for the Universities of Scotland I wish to thank all the participants of this study. Thank you also to the Carnegie Trust for funding this research project through a Carnegie PhD Scholarship, and to my PhD supervisor David Donaldson. Thank you also, to Anna Teitz, who assisted in aspects of data collection.en
dc.format.extent19
dc.format.extent239486
dc.language.isoeng
dc.relation.ispartofCurriculum Journalen
dc.subjectagencyen
dc.subjectecological agencyen
dc.subjectimpacten
dc.subjectinterviewen
dc.subjectmetacognitionen
dc.subjectpolicy enactmenten
dc.subjectprimary schoolen
dc.subjectteachersen
dc.subjectBF Psychologyen
dc.subjectEducationen
dc.subjectOtheren
dc.subject.lccBFen
dc.title‘Never mind children’s cognition, what about mine?’ Teachers’ perspectives of the enactment of policy : The case of metacognitionen
dc.typeJournal articleen
dc.contributor.institutionUniversity of Aberdeen.Psychologyen
dc.description.statusPeer revieweden
dc.identifier.doihttps://doi.org/10.1002/curj.101
dc.date.embargoedUntil2023-03-01
dc.identifier.urlhttp://www.scopus.com/inward/record.url?scp=85101821451&partnerID=8YFLogxKen
dc.identifier.vol32en
dc.identifier.iss3en


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