| 000 -LEADER |
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| fixed length control field |
01482nam a22002177a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
GY-GeU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20240725090327.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
240725b xxu||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
UG |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Heron, Gavin |
| 245 ## - TITLE STATEMENT |
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| Title |
Using students' written feedback on 'race' issues to enhance self- regulated learning / |
| Statement of responsibility, etc |
Gavin Heron |
| 246 ## - VARYING FORM OF TITLE |
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| Title proper/short title |
Using students' written feedback on 'race' issues to enhance self- regulated learning / |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication, distribution, etc |
Oxford, UK, |
| Name of publisher, distributor, etc |
Oxford University Press, |
| Date of publication, distribution, etc |
February, 2008. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
376- 394 p. |
| 310 ## - CURRENT PUBLICATION FREQUENCY |
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| Current publication frequency |
Monthly |
| 362 ## - DATES OF PUBLICATION AND/OR SEQUENTIAL DESIGNATION |
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| Dates of publication and/or sequential designation |
February, 2008. |
| 490 ## - SERIES STATEMENT |
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| Volume number/sequential designation |
Volume 38, Number 2 |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc |
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 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 participated approach. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
studnet feedback |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
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