‘Never mind children’s cognition, what about mine?’ Teachers’ perspectives of the enactment of policy : The case of metacognition
Citation
Branigan , 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.101
Rights
This is the peer reviewed version of the following article: Branigan, H.E (2021). ‘Never mind children’s cognition, what about mine?’ Teachers’ perspectives of the enactment of policy: The case of metacognition. The Curriculum Journal, 32, 402– 420., which has been published in final form at https://doi.org/10.1002/curj.101. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.