Heron, G. (2008) Using students' written feedback on 'race' issues to enhance self-regulated learning. British Journal of Social Work, 38 (2). pp. 376-394. ISSN 0045-3102
Full text not available in this repository. (Request a copy from the Strathclyde author)Abstract
Encouraging students to self-regulate their learning in relation to 'race' issues would appear to be pertinent to a profession that promotes life-long learning and holds values of self-determination and respect for the individual at its core. This study examined the written feedback students received in relation to key assignments in years two and three of a social work degree programme. The findings suggest that feedback is seldom used in a way that might enhance students understanding of 'race' issues. If students are developing an understanding of racism and anti-racist practice, then it does not appear to be a result of the written feedback from tutors and practice teachers. Given the importance of feedback in helping students to self-regulate and develop their learning, it may be useful to adopt a more principled approach.
| Item type: | Article |
|---|---|
| ID code: | 4922 |
| Keywords: | student feedback, racism, learning, education, Theory and practice of education, Social pathology. Social and public welfare |
| Subjects: | Education > Theory and practice of education Social Sciences > Social pathology. Social and public welfare |
| Department: | Faculty of Humanities And Social Sciences > Social Work |
| Related URLs: | |
| Depositing user: | Strathprints Administrator |
| Date Deposited: | 29 Nov 2007 |
| Last modified: | 21 May 2013 14:59 |
| URI: | http://strathprints.strath.ac.uk/id/eprint/4922 |
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