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Strømsø, Helge Ivar; Esterhazy, Rachelle; Hjelmeng, Erling Johan & Frølich, Nicoline
(2023).
Ja, vi trenger universitetspedagogisk basiskompetanse! .
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Esterhazy, Rachelle; Lange, Thomas de & Møystad, Anne
(2022).
How do signature pedagogies get their signatures? The role of assessment and professional artefacts.
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Esterhazy, Rachelle; de Lange, Thomas & Damsa, Crina I.
(2021).
Performing teacher feedback literacy in peer mentoring meetings.
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Esterhazy, Rachelle; Damsa, Crina I. & de Lange, Thomas
(2021).
University teachers’ enactment of feedback literacy during peer mentoring meetings .
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Esterhazy, Rachelle; Damsa, Crina-Ioana & Nerland, Monika Bærøe
(2021).
Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach .
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Esterhazy, Rachelle
(2020).
Practical Strategies for designing for productive feedback: principles, problems and practices.
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Esterhazy, Rachelle
(2020).
Productive feedback and student-active learning.
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Damsa, Crina I.; Esterhazy, Rachelle & Nerland, Monika
(2019).
Analyzing learning through co-creation of knowledge objects in software engineering education.
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Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Siri Sofie Vasrud & Wittek, Anne Line
(2019).
Conceptualising peer review of teaching in higher education—a framework synthesis approach.
Show summary
This review study relates to the PeTS project’s aim of studying and developing collaborative communities of practice in supervision and teaching in a University setting. The project focuses on the ways in which teachers observe and provide feedback on each other’s classroom teaching or supervision practices. As a point of departure for this paper, we use the term peer review of teaching (PRT) to refer to all practices that involve peer observation, tutoring and mentoring of both teaching and supervision among academic teachers at higher education institutions.
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Esterhazy, Rachelle
(2019).
Studying productive feedback through a sociocultural lens.
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Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I.
(2019).
Course designs that cater for productive feedback.
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Esterhazy, Rachelle; Fossland, Trine & Stalheim, Odd Rune
(2019).
What counts as quality feedback? Examining student and teacher perceptions.
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Esterhazy, Rachelle
(2018).
Studying effective feedback through a sociocultural lens: How can we account for the relational, processual and situated nature of feedback?
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Esterhazy, Rachelle
(2018).
What matters for productive feedback?
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Esterhazy, Rachelle & Fiksen, Øyvind
(2018).
Portfolio assessment in biology: following a three-year design cycle.
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Esterhazy, Rachelle
(2018).
Seeking and engaging with feedback: How students explore and co-construct disciplinary practices.
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Esterhazy, Rachelle
(2018).
Portfolio assessment in an undergraduate course in ecology.
In Nerland, Monika & Prøitz, Tine Sophie (Ed.),
Pathways to quality in higher education : Case studies of educational practices in eight courses.
Nordic Institute for Studies in Innovation, Research and Education (NIFU).
ISSN 978-82-327-0319-7.
p. 58–78.
Show summary
This report is produced in the framework of the project “Quality of Norwegian Higher Education: Pathways, Practices and Performances”, funded through the program Research and Innovation in the Educational Sector (FINNUT), Research Council Norway (RCN). The focus of the study is on exploring quality issues related to the educational provision of higher education. The overarching questions in the project are: What factors and mechanisms are important for realizing the aims of quality work in Norwegian higher education? What is the relationship between structural/systemic and institutional conditions, and educational practices?This report presents findings from one of the sub-projects with focus on educationalpractices. The report presents eight in depth case studies focusing on teaching and learning practices at the course level. These studies were designed to focus on aspects that matter for the quality of education in course design that employ student-centred approaches.
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Esterhazy, Rachelle & Hyytinen, Heidi
(2017).
Quality of Norwegian Higher Education project:
Analysis of HowULearn data.
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Esterhazy, Rachelle & Damsa, Crina I.
(2017).
Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments.
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Esterhazy, Rachelle
(2017).
Sociocultural perspectives on feedback: How do they help us solve the feedback dilemma?
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Esterhazy, Rachelle & Damsa, Crina I.
(2017).
Students’ interactional meaning-making of assessment feedback viewed through a sociocultural lens.
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Esterhazy, Rachelle
(2017).
Emerging strategies for supporting student
learning. A practical guide for librarians and
educators.
European Journal of Higher Education.
ISSN 2156-8235.
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Esterhazy, Rachelle & Jungblut, Jens Patrick Wilhelm
(2016).
„When I write my master’s thesis“ – The formation of higher education researchers and professionals through the Oslo higher education master’s programs.
In Cloete, Nico; Goedegebuure, Leo; Gornitzka, Åse; Jungblut, Jens Patrick Wilhelm & Stensaker, Bjørn (Ed.),
Pathways through higher education research: A festschrift in honour of Peter Maassen.
Universitetet i Oslo.
ISSN 978-82-569-7044-5.
p. 129–136.
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Esterhazy, Rachelle
(2016).
The role of social interaction for developing feedback literacy in higher education students - An observation study.
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Esterhazy, Rachelle
(2016).
The role of social interaction for developing feedback literacy in higher education students.
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Esterhazy, Rachelle
(2015).
Strategic responses to the Excellence Initiative.
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Esterhazy, Rachelle
(2015).
Feedback to students in higher education - A conceptual review.
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Esterhazy, Rachelle & Fumasoli, Tatiana
(2015).
Institutionalizing strategic behavior in higher education - The case of a German flagship university.
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Esterhazy, Rachelle
(2015).
Strategic Responses to the German Excellence Initiative - A case study of Berlin Humboldt University.
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Esterhazy, Rachelle & Hermansen, Hege
(2019).
«Flipped classroom» i praksis: Hvordan tilrettelegge for aktive læringsprosesser
.
Universitetet i Oslo.
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Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I.
(2019).
Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses (PhD thesis).
Universitetet i Oslo.
Full text in Research Archive
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Esterhazy, Rachelle
(2014).
Strategic responses to the German Excellence Initiative - A casy study of Berlin Humboldt University.
Universitetet i Oslo.