Rachelle Esterhazy

• Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Siri Sofie Vasrud & Wittek, Anne Line (2021). Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. Review of Educational Research. ISSN 0034-6543.
• Esterhazy, Rachelle; de Lange, Thomas & Møystad, Anne (2021). 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. ISSN 0969-594X. doi: 10.1080/0969594X.2021.1902273
• Esterhazy, Rachelle; de Lange, Thomas; Wittek, Anne Line & Bastiansen, Siri Sofie Vasrud (2021). Kollegaveileding i høyere utdanning: Hva sier internasjonal forskning? In Wittek, Anne Line & de Lange, Thomas (Ed.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. p. 27–47.
• Damsa, Crina-Ioana; Muukkonen, Hanni; van Leeuwen, Anouschka; Gašević, Dragan; Janssen, Jeroen & Esterhazy, Rachelle [Show all 10 contributors for this article] (2021). Analyzing and Conceptualizing Collaborative Learning with Digital Knowledge Objects . Proceedings of the annual meeting of the ISSS. ISSN 1999-6918. p. 41–44.
• Esterhazy, Rachelle; Lange, Thomas de & Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings. Assessment & Evaluation in Higher Education. ISSN 0260-2938. p. 1–14. doi: 10.1080/02602938.2021.1980768
• Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Sofie & Wittek, Anne Line (2021). Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. Review of Educational Research. ISSN 0034-6543. 91(2), p. 237–271. doi: 10.3102/0034654321990721
• Esterhazy, Rachelle & Gijbels, David (2021). Widening the Methodological Lens on the Investigation of Diversity in the Transition to Higher Education: a Discussion. Frontline Learning Research. ISSN 2295-3159. 9(2).
• Esterhazy, Rachelle; Fossland, Trine & Stalheim, Odd Rune (2020). What Counts as Quality Feedback? Disciplinary Differences in Students’ and Teachers’ Perceptions of Feedback. In Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Ed.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. p. 155–174. doi: https%3A/doi.org/10.1007/978-3-030-41757-4_9 Full text in Research Archive
• Damsa, Crina-Ioana; Sutphen, Mary; Esterhazy, Rachelle; Solbrekke, Tone Dyrdal; Sugrue, Ciaran & McCune, Velda (2020). Academic hospitality as a frame for interdisciplinary learning. In Gresalfi, Melissa & Horn, I. (Ed.), 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. ISSN 978-1-7324672-6-2. p. 1084–1094.
• Pitt, Edd; Bearman, Margaret & Esterhazy, Rachelle (2019). The conundrum of low achievement and feedback for learning. Assessment & Evaluation in Higher Education. ISSN 0260-2938. doi: 10.1080/02602938.2019.1630363
• Esterhazy, Rachelle & Fiksen, Øyvind (2019). Evolution of a portfolio-based design in ecology: a three-year design cycle. UNIPED. ISSN 1500-4538. 42(1), p. 60–73. doi: 10.18261/issn.1893-8981-2019-01-05 Full text in Research Archive
• Esterhazy, Rachelle (2019). Re-conceptualizing Feedback Through a Sociocultural Lens. In Henderson, Michael G.; Ajjawi, Rola; Boud, David & Molloy, Elizabeth (Ed.), The Impact of Feedback in Higher Education. Palgrave Macmillan. ISSN 978-3-030-25111-6. p. 67–82. doi: https%3A/doi.org/10.1007/978-3-030-25112-3_5
• Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering. Teaching in Higher Education. ISSN 1356-2517. doi: 10.1080/13562517.2019.1686699 Full text in Research Archive
• Esterhazy, Rachelle (2018). What matters for productive feedback? Disciplinary practices and their relational dynamics. Assessment & Evaluation in Higher Education. ISSN 0260-2938. 43(8), p. 1302–1314. doi: 10.1080/02602938.2018.1463353 Full text in Research Archive
• Esterhazy, Rachelle (2018). Organizational Change in Response to the German Excellence Initiative: A Case Study of Humboldt University of Berlin. In Bloch, Roland; Mitterle, Alexander; Paradeise, Catherine & Peter, Tobias (Ed.), Universities and the Production of Elites. Discourses, Policies, and Strategies of Excellence and Stratification in Higher Education. Palgrave Macmillan. ISSN 978-3-319-53969-0. p. 201–223. doi: 10.1007/978-3-319-53970-6_9
• Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: an analysis of undergraduate students’ interactional meaningmaking of feedback comments. Studies in Higher Education. ISSN 0307-5079. 44(2), p. 260–274. doi: 10.1080/03075079.2017.1359249 Full text in Research Archive

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• Braun, Edith; Esterhazy, Rachelle & Kordts-Freudinger, Robert (2021). Research on Teaching and Learning in Higher Education. Waxmann Verlag. ISBN 978-3-8309-4026-5. 170 p.

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• Esterhazy, Rachelle; Damsa, Crina I. & de Lange, Thomas (2021). University teachers’ enactment of feedback literacy during peer mentoring meetings .
• Esterhazy, Rachelle; Damsa, Crina-Ioana & Nerland, Monika Bærøe (2021). Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach .
• Esterhazy, Rachelle; de Lange, Thomas & Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings.
• Esterhazy, Rachelle (2020). Productive feedback and student-active learning.
• Esterhazy, Rachelle (2020). Practical Strategies for designing for productive feedback: principles, problems and practices.
• 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.

• Damsa, Crina I.; Esterhazy, Rachelle & Nerland, Monika (2019). Analyzing learning through co-creation of knowledge objects in software engineering education.
• Esterhazy, Rachelle (2019). Studying productive feedback through a sociocultural lens.
• Esterhazy, Rachelle; Fossland, Trine & Stalheim, Odd Rune (2019). What counts as quality feedback? Examining student and teacher perceptions.
• Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Course designs that cater for productive feedback.
• 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.

• Esterhazy, Rachelle & Fiksen, Øyvind (2018). Portfolio assessment in biology: following a three-year design cycle.
• Esterhazy, Rachelle (2018). Seeking and engaging with feedback: How students explore and co-construct disciplinary practices.
• Esterhazy, Rachelle (2018). Studying effective feedback through a sociocultural lens: How can we account for the relational, processual and situated nature of feedback?
• Esterhazy, Rachelle (2018). What matters for productive feedback?
• Esterhazy, Rachelle & Hyytinen, Heidi (2017). Quality of Norwegian Higher Education project: Analysis of HowULearn data.
• Esterhazy, Rachelle (2017). Sociocultural perspectives on feedback: How do they help us solve the feedback dilemma?
• Esterhazy, Rachelle & Damsa, Crina I. (2017). Students’ interactional meaning-making of assessment feedback viewed through a sociocultural lens.
• Esterhazy, Rachelle (2017). Emerging strategies for supporting student learning. A practical guide for librarians and educators. European Journal of Higher Education. ISSN 2156-8235.
• Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments.
• Esterhazy, Rachelle (2016). The role of social interaction for developing feedback literacy in higher education students - An observation study.
• Esterhazy, Rachelle (2016). The role of social interaction for developing feedback literacy in higher education students.
• 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. Department of Education, University of Oslo. ISSN 978-82-569-7044-5. p. 129–136.
• Esterhazy, Rachelle (2015). Strategic Responses to the German Excellence Initiative - A case study of Berlin Humboldt University.
• Esterhazy, Rachelle & Fumasoli, Tatiana (2015). Institutionalizing strategic behavior in higher education - The case of a German flagship university.
• Esterhazy, Rachelle (2015). Feedback to students in higher education - A conceptual review.
• Esterhazy, Rachelle (2015). Strategic responses to the Excellence Initiative.
• 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
• Esterhazy, Rachelle & Hermansen, Hege (2019). «Flipped classroom» i praksis: Hvordan tilrettelegge for aktive læringsprosesser . Universitetet i Oslo, LINK Senter for læring og utdanning.
• Damsa, Crina I.; de Lange, Thomas; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine & Frølich, Nicoline [Show all 15 contributors for this article] (2015). Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 978-82-327-0127-8.
• Esterhazy, Rachelle (2014). Strategic responses to the German Excellence Initiative - A casy study of Berlin Humboldt University. Universitetet i Oslo.

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