Using Students’ Written Feedback on ‘Race’ Issues to Enhance Self-Regulated Learning / Gavin Heron in The british journal of social work, 2, vol. 38 (February 2008)

Public ISBD [article]  inThe british journal of social work > 2, vol. 38 (February 2008) . - pp. 376-394 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 [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)

Cote	Support	Localisation	Section	Disponibilité
PER BJS 38/2 (2008)	Périodique	Centre de documentation HELHa Cardijn LLN	Réserve Périodiques	Disponible

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