2024
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1. |
Bearman, Margaret; Tai, Joanna; Henderson, Michael; Esterhazy, Rachelle; Mahoney, Paige; Molloy, Elizabeth. Enhancing feedback practices within PhD supervision: a qualitative framework synthesis of the literature. Assessment & Evaluation in Higher Education 2024 UiO
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2023
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2. |
de Lange, Thomas; Esterhazy, Rachelle; Wittek, Anne Line. Peer Group Mentoring Among Faculty Staff in Higher Education. I: Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer 2023 ISBN 9783031374579. s. - UiO USN
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Mülder, Hannah; Bergstrøm, Nora; Enqvist-Jensen, Cecilie; Esterhazy, Rachelle. Student Staff as Co-Designers in Higher Education. I: Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023. International Society of the Learning Sciences (ISLS) 2023 ISBN 9781737330677. s. 1973-1974 UiO USN
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4. |
Strømsø, Helge Ivar; Esterhazy, Rachelle; Hjelmeng, Erling Johan; Frølich, Nicoline. Ja, vi trenger universitetspedagogisk basiskompetanse!. Innlegg i Uniforum; 2023-12-06 UiO
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2022
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5. |
Damsa, Crina I.; Erstad, Ola Andres; Sefton-Green, Julian; hillman, Thomas; Araos Moya, Andres Arturo; Richter, Christoph; de Haan, Mariette; Kerssens, Nils; Silseth, Kenneth; Rasmussen, Ingvill; Esterhazy, Rachelle; Mäkitalo, Åsa. Platformization in and of education ̶Exploring a new research agenda. Computer-Supported Collaborative Learning Series (CSCL) 2022 UiO
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6. |
Damsa, Crina I.; Muukkonen, Hanni; Gasevic, Dragan; Janssen, Jeroen J. W. M.; Van Leeuwen, Anousckha; Esterhazy, Rachelle; Araos Moya, Andres Arturo; Hernández-Leo, Davinia; Gasevic, Daniela. Contrasting analytical approaches to trace collaborative learning with knowledge object. Computer-Supported Collaborative Learning Series (CSCL) 2022 UiO
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7. |
Esterhazy, Rachelle; Lange, Thomas de; Møystad, Anne. How do signature pedagogies get their signatures? The role of assessment and professional artefacts. EARLI SIG 1 & 4 joint conference; 2022-06-27 - 2022-06-30 UiO USN
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2021
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8. |
Braun, Edith; Esterhazy, Rachelle; Kordts-Freudinger, Robert. Research on Teaching and Learning in Higher Education. Waxmann Verlag 2021 (ISBN 978-3-8309-4026-5) 170 s. UiO
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9. |
Damsa, Crina-Ioana; Muukkonen, Hanni; van Leeuwen, Anouschka; Gašević, Dragan; Janssen, Jeroen; Esterhazy, Rachelle; Martinez-Maldonado, Roberto; Araos Moya, Andres Arturo; Gedrimiene, Egle; Kaliisa, Rogers. Analyzing and Conceptualizing Collaborative Learning with Digital Knowledge Objects. Proceedings of the annual meeting of the ISSS 2021 s. 41-44 UiO
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10. |
Esterhazy, Rachelle; Damsa, Crina I.; de Lange, Thomas. University teachers’ enactment of feedback literacy during peer mentoring meetings. Conference of the European Association for Research on Learning and Instruction (EARLI), University teachers’ enactment of feedback literacy during peer mentoring meetings; 2021-08-26 - 2021-08-26 UiO
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11. |
Esterhazy, Rachelle; Damsa, Crina-Ioana; Nerland, Monika Bærøe. Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach. Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach, Biannual conference of European Association for Research on Learning and Instruction (EARLI2021), Gothenburg, Sweden/online; 2021-08-23 - 2021-08-23 UiO
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12. |
Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Sofie; Wittek, Anne Line. Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. Review of Educational Research 2021 ;Volum 91.(2) s. 237-271 UiO
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13. |
Esterhazy, Rachelle; de Lange, Thomas; Damsa, Crina I.. Performing teacher feedback literacy in peer mentoring meetings. EARLI; 2021-08-23 - 2021-08-27 UiO
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14. |
Esterhazy, Rachelle; de Lange, Thomas; Damsa, Crina I.. Performing teacher feedback literacy in peer mentoring meetings. Assessment & Evaluation in Higher Education 2021 s. 1-14 UiO
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15. |
Esterhazy, Rachelle; de Lange, Thomas; Møystad, Anne. How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions. Assessment in Education: Principles, Policy & Practice 2021 s. - UiO
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16. |
Esterhazy, Rachelle; de Lange, Thomas; Wittek, Anne Line; Bastiansen, Siri Sofie Vasrud. Kollegaveileding i høyere utdanning: Hva sier internasjonal forskning?. I: Kollegaveiledning i høyere utdanning. Universitetsforlaget 2021 ISBN 9788215048420. s. 27-47 UiO
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17. |
Esterhazy, Rachelle; Gijbels, David. Widening the Methodological Lens on the Investigation of Diversity in the Transition to Higher Education: A Discussion. Frontline Learning Research 2021 ;Volum 9.(2) s. 179-185 UiO
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18. |
Oddli, Hanne Berit Weie; Heinonen, Erkki; Hau, Stephan; Nielsen, Jan; Esterhazy, Rachelle; Hoff, Cecilie Hillestad; Strømme, Hanne. Learning Processes and Acquisition of Knowledge and Skills in Training and Supervision of Psychotherapy and Counselling: A Study Protocol for a Scoping Review. Frontiers in Psychology 2021 ;Volum 12. s. 1-6 UiO
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2020
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19. |
Damsa, Crina-Ioana; Sutphen, Mary; Esterhazy, Rachelle; Solbrekke, Tone Dyrdal; Sugrue, Ciaran; McCune, Velda. Academic hospitality as a frame for interdisciplinary learning.. I: The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. Nashville, Tennessee: International Society of the Learning Sciences.. International Society of the Learning Sciences 2020 ISBN 978-1-7324672-6-2. s. 1084-1094 UiO
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20. |
Esterhazy, Rachelle. Practical Strategies for designing for productive feedback: principles, problems and practices. Invited Workshop; 2020-03-03 - 2020-03-03 UiO
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21. |
Esterhazy, Rachelle. Productive feedback and student-active learning. DIKU web-seminar for practitioners; 2020-08-21 - 2020-08-21 UiO
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22. |
Esterhazy, Rachelle; Fossland, Trine; Stalheim, Odd Rune. What Counts as Quality Feedback? Disciplinary Differences in Students’ and Teachers’ Perceptions of Feedback. I: Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer 2020 ISBN 978-3-030-41756-7. s. 155-174 HINN UiO UiT
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2019
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23. |
Damsa, Crina I.; Esterhazy, Rachelle; Nerland, Monika. Analyzing learning through co-creation of knowledge objects in software engineering education. EARLI 2019; 2019-08-28 - 2019-09-02 UiO
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24. |
Esterhazy, Rachelle. Re-conceptualizing Feedback Through a Sociocultural Lens. I: The Impact of Feedback in Higher Education. Palgrave Macmillan 2019 ISBN 978-3-030-25111-6. s. 67-82 UiO
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25. |
Esterhazy, Rachelle. Studying productive feedback through a sociocultural lens. EARLI conference 2019; 2019-08-12 - 2019-08-16 UiO
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26. |
Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Siri Sofie Vasrud; Wittek, Anne Line. Conceptualising peer review of teaching in higher education—a framework synthesis approach. Nordic ISCAR 2019; 2019-06-18 - 2019-06-20 UiO
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27. |
Esterhazy, Rachelle; Fiksen, Øyvind. Evolution of a portfolio-based design in ecology: a three-year design cycle. UNIPED 2019 ;Volum 42.(1) s. 60-73 UiB UiO
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28. |
Esterhazy, Rachelle; Fossland, Trine; Stalheim, Odd Rune. What counts as quality feedback? Examining student and teacher perceptions. EARLI conference 2019; 2019-08-12 - 2019-08-16 HINN UiO UiT
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29. |
Esterhazy, Rachelle; Hermansen, Hege. «Flipped classroom» i praksis: Hvordan tilrettelegge for aktive læringsprosesser. : Universitetet i Oslo, LINK Senter for læring og utdanning 2019 20 s. UiO
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30. |
Esterhazy, Rachelle; Nerland, Monika; Damsa, Crina I.. Course designs that cater for productive feedback. EARLI conference 2019; 2019-08-12 - 2019-08-16 UiO
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31. |
Esterhazy, Rachelle; Nerland, Monika; Damsa, Crina I.. Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering. Teaching in Higher Education 2019 UiO
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32. |
Esterhazy, Rachelle. Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses (PhD thesis). Universitetet i Oslo 2019 148 s. UiO
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33. |
Pitt, Edd; Bearman, Margaret; Esterhazy, Rachelle. The conundrum of low achievement and feedback for learning. Assessment & Evaluation in Higher Education 2019 UiO
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2018
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34. |
Esterhazy, Rachelle. Organizational Change in Response to the German Excellence Initiative: A Case Study of Humboldt University of Berlin. I: Universities and the Production of Elites. Discourses, Policies, and Strategies of Excellence and Stratification in Higher Education. Palgrave Macmillan 2018 ISBN 978-3-319-53969-0. s. 201-223 UiO
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35. |
Esterhazy, Rachelle. Portfolio assessment in an undergraduate course in ecology. I: Pathways to quality in higher education : Case studies of educational practices in eight courses. Oslo: Nordic Institute for Studies in Innovation, Research and Education (NIFU) 2018 ISBN 978-82-327-0319-7. s. 58-78 UiO
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36. |
Esterhazy, Rachelle. Seeking and engaging with feedback: How students explore and co-construct disciplinary practices. Workshop series: Learning Ecologies in an Unbounded Educational Landscape; 2018-02-01 - 2018-02-02 UiO
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37. |
Esterhazy, Rachelle. Studying effective feedback through a sociocultural lens: How can we account for the relational, processual and situated nature of feedback?. CRADLE invited symposium ‘Feedback that makes a difference’; 2018-09-01 - 2018-09-05 UiO
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38. |
Esterhazy, Rachelle. What matters for productive feedback?. EARLI Sig4 Higher Education Conference 2018; 2018-08-29 - 2018-08-31 UiO
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39. |
Esterhazy, Rachelle. What matters for productive feedback? Disciplinary practices and their relational dynamics. Assessment & Evaluation in Higher Education 2018 ;Volum 43.(8) s. 1302-1314 UiO
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40. |
Esterhazy, Rachelle; Fiksen, Øyvind. Portfolio assessment in biology: following a three-year design cycle. NERA Conference 2018; 2018-03-08 - 2018-03-10 UiO UiB
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2017
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41. |
Esterhazy, Rachelle. Emerging strategies for supporting student learning. A practical guide for librarians and educators. European Journal of Higher Education 2017 UiO
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42. |
Esterhazy, Rachelle. Sociocultural perspectives on feedback: How do they help us solve the feedback dilemma?. CRADLE Invited research seminar, Melbourne; 2017-10-31 - 2017-10-31 UiO
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43. |
Esterhazy, Rachelle; Damsa, Crina I.. Students’ interactional meaning-making of assessment feedback viewed through a sociocultural lens. EARLI 2018 Bi-annual conference; 2017-08-29 - 2017-09-02 UiO
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44. |
Esterhazy, Rachelle; Damsa, Crina I.. Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments. Australian Association for Research in Education (AARE) Conference; 2017-11-29 - 2017-11-30 UiO
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45. |
Esterhazy, Rachelle; Damsa, Crina I.. Unpacking the feedback process: an analysis of undergraduate students’ interactional meaningmaking of feedback comments. Studies in Higher Education 2017 ;Volum 44.(2) s. 260-274 UiO
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46. |
Esterhazy, Rachelle; Hyytinen, Heidi. Quality of Norwegian Higher Education project: Analysis of HowULearn data. Research seminar at HYPE Centre for University Teaching and Learning at University of Helsinki; 2017-03-27 - 2017-03-27 UiO
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2016
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47. |
Esterhazy, Rachelle. The role of social interaction for developing feedback literacy in higher education students. The Higher Education Conference; 2016-07-13 - 2016-07-15 UiO
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48. |
Esterhazy, Rachelle. The role of social interaction for developing feedback literacy in higher education students - An observation study. JURE conference 2016; 2016-07-04 - 2016-07-08 UiO
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49. |
Esterhazy, Rachelle; Jungblut, Jens Patrick Wilhelm. „When I write my master’s thesis“ – The formation of higher education researchers and professionals through the Oslo higher education master’s programs. I: Pathways through higher education research: A festschrift in honour of Peter Maassen. Oslo: Department of Education, University of Oslo 2016 ISBN 978-82-569-7044-5. s. 129-136 UiO
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2015
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50. |
Damsa, Crina I.; de Lange, Thomas; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine; Frølich, Nicoline; Hovdhaugen, Elisabeth; Maassen, Peter; Nerland, Monika; Nordkvelle, Yngve Troye; Stensaker, Bjørn; Tømte, Cathrine Edelhard; Vabø, Agnete; Wiers-Jenssen, Jannecke; Aamodt, Per O. Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. Oslo: Nordisk institutt for studier av innovasjon, forskning og utdanning 2015 (ISBN 978-82-327-0127-8) 90 s. NIFU-rapport(24) HINN NIFU UiO UiT
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