Branigan, Heather E.2023-03-012023-03-012021-09Branigan, 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.1010958-5176https://hdl.handle.net/2164/20200Funding 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.19239486engagencyecological agencyimpactinterviewmetacognitionpolicy enactmentprimary schoolteachersBF PsychologyEducationOtherBFJournal article10.1002/curj.101http://www.scopus.com/inward/record.url?scp=85101821451&partnerID=8YFLogxK323