| dc.contributor.author | Branigan, Heather E. | |
| dc.date.accessioned | 2023-03-01T00:11:38Z | |
| dc.date.available | 2023-03-01T00:11:38Z | |
| dc.date.issued | 2021-09 | |
| dc.identifier.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 | en |
| dc.identifier.issn | 0958-5176 | |
| dc.identifier.other | PURE: 190692108 | |
| dc.identifier.other | PURE UUID: e202a9df-089d-49cb-aae6-b2b34917df8a | |
| dc.identifier.other | Scopus: 85101821451 | |
| dc.identifier.uri | https://hdl.handle.net/2164/20200 | |
| dc.description | Funding 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.extent | 19 | |
| dc.language.iso | eng | |
| dc.relation.ispartof | Curriculum Journal | en |
| dc.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. | en |
| dc.subject | agency | en |
| dc.subject | ecological agency | en |
| dc.subject | impact | en |
| dc.subject | interview | en |
| dc.subject | metacognition | en |
| dc.subject | policy enactment | en |
| dc.subject | primary school | en |
| dc.subject | teachers | en |
| dc.subject | BF Psychology | en |
| dc.subject | Education | en |
| dc.subject | Other | en |
| dc.subject.lcc | BF | en |
| dc.title | ‘Never mind children’s cognition, what about mine?’ Teachers’ perspectives of the enactment of policy : The case of metacognition | en |
| dc.type | Journal article | en |
| dc.contributor.institution | University of Aberdeen.Psychology | en |
| dc.description.status | Peer reviewed | en |
| dc.description.version | Postprint | en |
| dc.identifier.doi | https://doi.org/10.1002/curj.101 | |
| dc.date.embargoedUntil | 2023-03-01 | |
| dc.identifier.url | http://www.scopus.com/inward/record.url?scp=85101821451&partnerID=8YFLogxK | en |
| dc.identifier.vol | 32 | en |
| dc.identifier.iss | 3 | en |
