Centre de documentation HELHa Cardijn Louvain-la-Neuve
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Le centre de documentation de la HELHa Cardijn LLN met à disposition de ses lecteurs un fonds documentaire spécialisé dans les domaines pouvant intéresser – de près ou de loin - les (futur·e·s) travailleur·euse·s sociaux·ales : travail social, sociologie, psychologie, droit, santé, économie, pédagogie, immigration, vieillissement, famille, précarité, délinquance, emploi, communication, etc.
[article]
| Titre : |
Using Students’ Written Feedback on ‘Race’ Issues to Enhance Self-Regulated Learning |
| Type de document : |
texte imprimé |
| Auteurs : |
Gavin Heron, Auteur |
| Année de publication : |
2008 |
| Article en page(s) : |
pp. 376-394 |
| Langues : |
Anglais (eng) |
| Catégories : |
TS
Apprentissage # Étudiants # Racisme
|
| Résumé : |
"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." |
| Permalink : |
http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=14022 |
in The british journal of social work > 2, vol. 38 (February 2008) . - pp. 376-394
[article] Using Students’ Written Feedback on ‘Race’ Issues to Enhance Self-Regulated Learning [texte imprimé] / Gavin Heron, Auteur . - 2008 . - pp. 376-394. Langues : Anglais ( eng) in The british journal of social work > 2, vol. 38 (February 2008) . - pp. 376-394
| Catégories : |
TS
Apprentissage # Étudiants # Racisme
|
| Résumé : |
"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." |
| Permalink : |
http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=14022 |
|
Exemplaires (1)
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| PER BJS 38/2 (2008) | Périodique | Centre de documentation HELHa Cardijn LLN | Réserve Périodiques | Disponible |
