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

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      Branigan_CJ_Never_Mind_Childen_AAM.pdf (233.8Kb)
      Publication date
      09/2021
      Author
      Branigan, Heather E.
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      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
      URI
      https://hdl.handle.net/2164/20200
      DOI
      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.
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