‘Never mind children’s cognition, what about mine?’ Teachers’ perspectives of the enactment of policy : The case of metacognition
| dc.contributor.author | Branigan, Heather E. | |
| dc.contributor.institution | University of Aberdeen.Psychology | en |
| dc.date.accessioned | 2023-03-01T00:11:38Z | |
| dc.date.available | 2023-03-01T00:11:38Z | |
| dc.date.embargoedUntil | 2023-03-01 | |
| dc.date.issued | 2021-09 | |
| 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.description.status | Peer reviewed | en |
| dc.format.extent | 19 | |
| dc.format.extent | 239486 | |
| dc.identifier | 190692108 | |
| dc.identifier | e202a9df-089d-49cb-aae6-b2b34917df8a | |
| dc.identifier | 85101821451 | |
| 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.doi | 10.1002/curj.101 | |
| dc.identifier.iss | 3 | en |
| dc.identifier.issn | 0958-5176 | |
| dc.identifier.uri | https://hdl.handle.net/2164/20200 | |
| dc.identifier.url | http://www.scopus.com/inward/record.url?scp=85101821451&partnerID=8YFLogxK | en |
| dc.identifier.vol | 32 | en |
| dc.language.iso | eng | |
| dc.relation.ispartof | Curriculum Journal | 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 |
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