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Using students' written feedback on 'race' issues to enhance self-regulated learning

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

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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.