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

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    13 Citations (Scopus)


    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.
    Original languageEnglish
    Pages (from-to)376-394
    Number of pages19
    JournalBritish Journal of Social Work
    Issue number2
    Early online date8 Nov 2006
    Publication statusPublished - Feb 2008


    • student feedback
    • racism
    • learning
    • education


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