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

Research output: Contribution to journalArticlepeer-review

13 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)376-394
Number of pages19
JournalBritish Journal of Social Work
Volume38
Issue number2
Early online date8 Nov 2006
DOIs
Publication statusPublished - Feb 2008

Keywords

  • student feedback
  • racism
  • learning
  • education

Fingerprint

Dive into the research topics of 'Using students' written feedback on 'race' issues to enhance self-regulated learning'. Together they form a unique fingerprint.

Cite this